Tag Archives: feedback

We are listening. Strategies to increase survey responses rates on teaching.

Picture credit iStock.com

Picture credit iStock.com

Posted by: Meredith Seaman, Senior Advisor, Learning and Teaching, College of Design and Social Context, RMIT University.

The problem…

We talk quite a lot about student feedback here on the blog, but the specific aspect I want to consider here is appropriate, fair and reliable ways to administer institutional surveys on good teaching to students. In particular I want to examine what could be done to increase survey responses so the results are more meaningful. The challenge in getting students to participate is more significant since surveys moved online, despite the obvious benefits of ‘anywhere/anytime’ for students to complete the survey instruments, and associated efficiencies for the Institution.

With low response rates it can be just a waste of everyone’s time as we need a certain sample size to viable and useful.

The research….

Investigations from the period of transition when many surveys moved online in the United States emphasise the following:

  • … “an important factor in response rates is students’ belief that rating results are used for important decisions about courses and faculty.” (Ballantyne, 1999)
  • Institutions should “encourage instructors to show a personal interest in students completing the forms (e.g., instructors could mention the forms in class, let students know that they pay attention to student responses, or send personal emails to students reminding them to complete the forms)” (Johnson, 2002)

While I’d definitely think twice about sending a personal email to your students, research is consistent that it is important for teachers to set up the context for students to complete the survey. For response rates to increase strategies are required at a range of levels. There is however, consensus that teachers have a role.

Given that the challenge is bigger than an institution sending out disembodied emails or offering iPads. How might we make it a meaningful process, a better experience for our students, and get more reliable data?

Strategies…

Pulling together different ideas from Schools across our College, to do it well, we need to show we are listening. The in-class process might go something like this:

Sowing the seed

Before survey time sow the seed early on about the importance of their ‘feedback’. You could highlight earlier in the course that such surveys inform a range of activities and decisions from university management down to the classroom. You could highlight a couple of specific changes that you have made in response to past survey responses and Student Consultative Committee discussions and so on.

Spending time with your students unpacking the notion of ‘feedback’ more generally is another idea. You might want to emphasise the different types of feedback that students get in your course, such as: from peers, on learning activities, on assessments tasks etc. You could also build on work you are doing with students on their skills to provide constructive feedback, such as giving peer review and feedback on learning activities and assessment tasks etc.

Summarise the Course

At survey time you could summarise the course to date.

e.g. In week one we…  in week 3 we found such and such a concept difficult…, in week 6 we … and finally, reiterate where you’re heading in the remainder of the semester. Helen’s recent post on ‘Going with the flow’ provides a model for this kind of activity. You might want to highlight how have you listened to your students (current and previous) and adjusted your learning and teaching plan.

Set aside time in class: (or in an online space)

Delivery in class time might be tricky, but in terms of getting response rates up it is well worth the time investment. It will show generosity if you allow class time, and that in itself emphasises that you take the process seriously, and are listening. It has been reported that 84% of Australians now have a smart phone, and 71% of those also have a tablet (Horizon Report 2014), and surveys can be completed on these devices online. If these stats seem inflated for your cohort, you could allow time for students to go to the library or build into an existing lab class.

Leave the Room:

It’s important that after all that, you leave the room. It highlights that the process is fair, provides thinking time, and creates a space for their comments to come to the fore.

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At RMIT City Campus the Course Experience Survey (CES) survey is open to students from the 20th of September.

More on the CES at RMIT

Ballantyne, C. (1999). Improving university teaching: Responding to feedback from students. In Zepke, N., Knight, M., L&ach, L. and Viskovic, A. (Eds), Adult Learning Cultures: Challenges and Choices in times of change,  WP Press, Wellington, pp.55-165.

Johnson, T. (2002). ‘Online Student Ratings: Will Students Respond?’ Paper presented at the annual conference of the American Educational Research Association, New Orleans, 2002.

NMC Technology Outlook for Australian Tertiary Education – A Horizon Project Regional Report 2014

Share your thoughts on strategies to increase survey responses rates in the comments section!

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Sailing through Peer Review: Five lessons learnt at the coalface

Dr Ehsan Gharaie, Lecturer, School of Property, Construction and Project Management (PCPM)
&
Dallas Wingrove, Senior Advisor, Learning and Teaching, College of Design and Social Context, RMIT University.

Having a peer reviewer review your teaching is for many staff an unfamiliar risk taking experience that can be anxiety provoking. Ehsan Gharaie, a lecturer in the school of PCPM at RMIT University, recently underwent the process of peer review. As Ehsan embarked upon this journey he approached me as Senior Advisor L & T to support him through the process which included observing Ehsan’s teaching and providing feedback in response to the Peer Review criteria. What unfolded was highly useful professional learning for us both. In this post we share our experience of peer review and the lessons learnt.

Similar to many Australian and international universities, RMIT has now implemented a process of peer review of teaching. At RMIT, peer review is now mandated for teaching staff who seek an individual teaching award, and in 2015 is also to be introduced for staff seeking academic promotion.

In tertiary education, beyond teaching practice such as team teaching, and Peer Partnerships programs, there are limited opportunities for staff to share their practice with a peer, and receive feedback. The often ‘siloed’ nature of teaching presents many challenges for educators and opening your class room up to someone else for the purpose of peer review can be extremely daunting.

So what does this process mean for teachers? And how can they best prepare to have a positive experience of peer review?

Here are five lessons learnt through our experience of the peer review process:

  1. Understand and engage in the process

Before getting involved in the process it is vital that you understand the peer review process and its purpose. Attend your university’s workshops and information sessions. Familiarise yourself with your university’s guidelines and importantly engage with the teaching dimensions/criteria against which you will be reviewed. Remember, these dimensions/criteria align with recognised principles of good teaching practice. Reflect on how these criteria relate to your own practice and list and discuss with a peer examples which provide evidence of how you contribute to and demonstrate these dimensions in your practice. Contact staff implementing the Peer Review process, ask them questions and share any concerns you may have. At RMIT the process of Peer Review is implemented through the university’s Learning and Teaching Unit Stills of Ehsan Teachingwhich runs induction/information workshops, and provides advice for participants.

  1. Seek support and advice

There are many processes in academia that are competitive, but remember, this is NOT one of them. Your teaching practice will be reviewed against established dimensions/criteria. You are not competing with your peers so if you feel confident enough, share your experiences along the way, and seek and provide support to your peers. Do not hold back. Talk to people who can support you. Your colleagues, peers, program manager, and your university’s Learning and Teaching Advisors/Academic Developers can help you through the process. You may need them to simply listen to you to your concerns and anxieties. Having a colleague to talk to can really help ease your anxiety; this is not a journey that you have to go through alone.

  1. Engage with your peer reviewers

Whilst the formal peer review takes place in your class, there is also important activity which occurs prior to and following the peer review. Similar to other universities, at RMIT it is mandatory to meet with your peer reviewers at least once prior to the review. Remember, any meetings and discussions with your peer reviewers help to build the context for your review. Peer reviewers are experienced educators and learning and teaching experts and your dialogue with them will help to ease your concerns and/or fears. In doing so, demonstrate your knowledge and command of the discipline field and discuss your teaching approach. Initiate further contact with your peer reviewers as needed including if you have questions or require further clarification and advice. Importantly, provide the context for your teaching prior to the review. Identify: the aim of your session, how your class relates to the course and the wider program, the expectations of your students, the class dynamic, the nature of your particular cohort, your teaching and learning goals for the particular session, and provide any other information that you believe would assist your reviewers to understand your teaching and the class to be reviewed.

  1. Seek feedback on your teaching prior to your peer review:

Have the confidence to ask one of your peers or your Learning and Teaching Advisor to observe your teaching practice and provide confidential feedback. Provide the peer review dimensions/criteria and seek feedback about your teaching. It will be very helpful to see your teaching through someone else’s eyes. You also get used to having someone other than your students sitting in your class. In this way, you can dip your toe in the water, and ease yourself more gently into the process of observation, review and feedback.

Access other programs which support peer feedback. Participate in a Peer Partnerships program for example where you partner with another teacher to observe each other’s practice and provide feedback to support continuous improvement. At RMIT you can take up the opportunity to participate in RMIT Peer Partnerships. RMIT Peer Partnerships is a voluntary, confidential program involving peer observation of teaching. RMIT Peer Partnerships facilitates highly useful relevant professional development learning and can assist you to become more comfortable and at ease with sharing your teaching practice, and support critical reflection on practice through giving and receiving feedback.

  1. Believe in yourself: don’t panic, this is just another day in the class.

The prospect of peer review can seem very daunting for many staff. Most if not all educators experience some level of discomfort when having their teaching reviewed or evaluated, these are normal human reactions. However, if you have done your preparation, you understand the process, and you seek feedback beforehand, you will be well placed to feel more comfortable about the process. You just need to resist the nerves in the first five minutes of the class and as soon as you relax you will forget the reviewers are even sitting there. Remember, reviewers are experienced teachers and they can tell if you pretend. Just be yourself. After all this is just another day in the class.

The next steps…

As you contemplate whether you are ready to embark upon the Peer Review journey remember to access all supports and enlist the support of a peer AND remind yourself that the process is one which endeavours to strengthen the teaching culture of your university and to also value and recognise your good teaching practice.

Share your thoughts and questions in the comments section!
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Going with their flow…

Posted by: Helen McLean, Senior Advisor, Learning and Teaching, College of Design and Social Context, RMIT University.

(cc) Rafters on the North Johnstone River, in Queensland, Australia. Flickr User, Didrik Johnck.

Rafters on the North Johnstone River, Queensland. (cc) Flickr User: Didrik Johnck.

Next week is the mid-semester break.

By now your students will be in the flow of their study with you. They are likely to have completed one piece of assessment and received some feedback to guide them on to the next stage of their learning or specified what they could have done differently in that assignment. Ideally this feedback will have created an opportunity for them to talk with you and/or their peers about what they have learned and encourage them to confidently tackle the next tasks in the course.

It is possibly tempting to let the flow of the assessment tasks keep control of how your carefully prepared study schedule continues for the remainder of the semester. You have set them on their way but do you really know they are on course, their course?

Let’s assume they have been stimulated and excited by the outcome of their assessment task and there are some intriguing points they’d like to explore more deeply or revisit. Perhaps they have come across some new material that they’d like to incorporate in the learning schedule.

Why not provide a touchpoint and check in to see where your students are at and establish what they might need or want next from the course?

This could happen when you all return from the semester break, refreshed and ready for the final stretch. Have a conversation with your students about their learning in the course so far. Find out where they are at and how they are progressing so that you are all on the ‘same page’ for the remainder of the time you have together.

How could you do this?

Set aside some time and ask them to:

  • outline what they have learnt so far in the course
  • reveal what they would like to know more about
  • identify what they are not clear about or on what they need further clarification

They could work in groups, individually, face to face or online to uncover and share what they know or want to know. Be creative, use technology, role play, or a game to find out what they know or need.

Once you have their feedback, take some time to reflect and diagnose. You may need to slow down or even prepare to change direction.

As a facilitator of their learning, challenge yourself to provide them with the opportunities to fill the gaps they have revealed. Be stunned and amazed by the leads they provide for further exploration. They are adult learners who have individual motivations and personal preferences of their learning requirements. Getting them to acknowledge those needs and identify their own areas of interest will help them to develop as self-regulated learners.

They will also feel valued when you address their feedback. Regrouping like this can bring together loose ends or point them in independent directions for their learning before commencing the final stage with you this semester.

Be partners and learn together.

Enjoy the rest of the semester!

Share your thoughts on coming back from the break in the comments section!
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RMIT’s 2014 Learning and Teaching Expo

Posted by: Meaghan Botterill,  Senior Coordinator, Educational Technology Integration, e-Learning Strategy and Innovation Group, RMIT University.

Click on the image to register for the event.

Click on the image to register for the event.

RMIT’s annual Learning and Teaching Expo is on 2-3 September, 2014. This is a great opportunity to catch up on what is happening both nationally and locally in learning and teaching. Last year the Expo was a great success, so come and join colleagues from across the university to discuss and explore innovative practices that enhance student learning outcomes.

This year’s theme, Designing Teaching, Creating Learning, explores how good teaching design and pedagogical practices create and enhance student learning opportunities and outcomes. There will be an extensive range of speakers, presentations and workshops from across RMIT and the program features the following guests:

  • Professor James Arvanitakis from the University of Western Sydney who was the 2012 Prime Minister’s Teacher of the Year award winner. James’ passion and enthusiasm for teaching is apparent to any of you who have ever seen him present before. He is continually looking for ways to make connections with his students and to make learning relevant, accessible and exciting.
  • Professor Ruth Wallace is the Director of the Northern Institute, at Charles Darwin University. Her particular interests are related to undertaking engaged research that improves outcomes for stakeholders in regional and remote Australia. Ruth has extensive experience in innovative delivery of compulsory, post-school and VE programs in regional and remote areas across Northern Australia.
  • Associate Professor Nicolette Lee is from Victoria University and she is a 2013 OLT National Senior Teaching Fellow. Her project, Capstone curriculum across disciplines, synthesises theory, practice and policy to provide practical tools for curriculum design. It builds on previous and current work in the sector to identify capstone innovations and models-in-use, how standards might be demonstrated through a range of approaches, and providing publicly available and comprehensive practical tools for staff.
  • Associate Professor John Munro is from the University of Melbourne. John’s research, teaching and publications are in the fields of literacy and mathematics learning, and learning difficulties, learning internationally, gifted learning, professional learning and school improvement. His focus on neurology and the brain form the basis of designing explicit teaching strategies to create learning in diverse student cohorts.
This is a great opportunity to learn more about learning and teaching and what we as educators can do to design teaching to create learning and thus enhance student learning outcomes. Registration is essential. The full program and registration form are available here.

Learning and Teaching Expo 

Date: Tuesday 2 and Wednesday 3 September
Time: 9am to 4.30pm
Venue: Storey Hall, Building 16, City campus
Cost: Free

Registration: Essential
Registrations close Wednesday, 27 August 2014.
Register here now.

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I ♥ RMIT Library

Posted by: Thembi Mason, Senior Advisor, Learning and Teaching, College of Design and Social Context, RMIT University.

Since I was a child, I have always loved libraries. There was nothing better than roaming the shelves for hours looking for books that I hadn’t read and sometimes finding a quiet spot to read right there in the library. I’m still excited by libraries though now I’m usually searching for totally different genres. However, I do still spend hours searching the ‘shelves’ online.

The ease of searching the RMIT library online is just fantastic. You can do it from home, on the train, at work, on another campus – it’s just there. If you want to share the resources that you have found with other RMIT staff or with your students via email, Blackboard or Google Docs/Sites, by using the RMIT URL, they can log directly in to the resource (usually it has “ezproxy.lib.rmit.edu.au/” in the URL somewhere).

Here are some of the ways that the library helps me in my work.

Google Scholar

Screen Shot 2014-07-31 at 1.23.43 pmI’m often looking for journal papers on a variety of topics. Now I could go to Google Scholar through the web but if I go to Google Scholar through the library, then I can link directly to all the papers from journals that RMIT has subscribed to – rather than being asked to pay for the article or taking the name of the article and then searching in the eJournals in the library.

eBooks

The library is purchasing more and more ebooks. And if there is a text that you like to use with your students you can request for RMIT library to purchase it as an ebook if it is available. It’s cheaper for students, it’s great to have a basic textbook if you need one and you might be surprised at how many there are in your particular field.Screen Shot 2014-07-31 at 1.24.52 pm

To access eBooks, simply type in your topic in the library search and then refine your search by clicking ‘Full text online’.

Videos

There are a number of video resources and databases that you can link to in the library, such as Informit TV News. If you see a news program or documentary on TV and you think, ‘I wish I had taped that to show my students’. Well, you can probably find it on TV News two or three days later. You can then copy and paste the URL into Blackboard or a Google site. Add some questions and start a discussion.Screen Shot 2014-07-31 at 1.25.42 pm

Another new video resource, released recently by the library is Informit EduTV. It is an online TV streaming resource and you can find anything here from full movies or documentaries to current affairs from free-to-air and Pay TV channels. Again, you can copy the link and direct people straight to the source.Screen Shot 2014-07-31 at 1.26.00 pm

Grazyna Rosinska in a previous post wrote about Kanopy and Lynda.com so I won’t mention them here except for the fact that I have used Lynda.com to help me learn a number of online tools, including WordPress and Google Sites. If you want to learn at your own pace then Lynda.com can be really useful. It’s free for staff and students at RMIT.

Subject Guides

There are a number of subject guides available through the library which can be useful, especially if you are teaching and would like students to have a basic list of relevant resources. If you have not got a subject guide for your discipline, the library liaisons are very happy to help create one for you.

Here is one that was developed to help academics teach in Next Generation Learning Spaces: http://rmit.libguides.com/newlearningspaces.

Here’s another on inclusive teaching practices: http://rmit.libguides.com/inclusive_teaching_practice.

There may be one that you can add to your Blackboard/Google Site for your discipline too. For example, Building and Property: http://rmit.libguides.com/building.

You might already be using all of these tools, but if not, then they are definitely worth a look. And if you are thinking of publishing in the near future, consider publishing an eBook! Here’s a good introductory article from The Guardian that comes from an e-textbook publisher and discusses just what that involves.

Are there other online tools that you find particularly useful in the library?

Share your thoughts on library resources in the comments section!
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The unbundling of higher education: Breaking down the whole.

(cc) Flickr user: Mike Linksvayer

(cc) Flickr user: Mike Linksvayer

Posted by: Erika Beljaars-Harris, Educational Developer, College of Design and Social Context, RMIT University.

There’s another movement unfolding in the background of fee deregulation that we need to be aware of: the unbundling of higher education. As Professor Jim Barber (former Vice Chancellor, University of New England) explains, “The concept of ‘unbundled’ education refers to the emergent practice of allowing students to pay for those services, and only those services, that they actually require.” Similar thoughts are being raised in the UK, as this Times Higher Education article points to a report that recommends government funding follow the student and not the institution.

Think of it as the difference between a set menu (preselected courses served at a fixed time and price) compared to free choice from the menu and dishes from any other restaurant. In the higher education arena, this might mean choosing a course from a university, but not paying for the facilities and services offered. The facilities students may choose to not use include the cafeteria and other academic and support services. What’s being called a ‘pick-and-mix’ approach means that students pay for certain facilities on a fee-for-service basis. Which leads to student choosing which parts they want to use and therefore pay for. Choice has always been seen as something students value in a program of study (look at electives, streams, majors, study-abroad and cross-institutional studies for instance) but this movement might see multi-institution degrees become a path that more students select.

According to Harvard Business School Professor Clayton Christensen, the unbundling of higher education is a form of ‘disruptive innovation‘. Christensen explains it as “a process by which a product or service takes root initially in simple applications at the bottom of the market and then relentlessly moves upmarket, eventually displacing established competitors.”  An example of this already exists in the form of consumers (students) having the ability to receive credentials via RPL (Recognition of Prior Learning) through previous work experience or a MOOC. For universities, the unbundling of higher education is a form of disruptive innovation. It is enabling the consumer (student) with the ability to choose subjects and courses from a university that can be delivered on campus, online or both, without the added fees for services and facilities that they may not need nor use. As a consumer (student), this unbundling provides the ability to secure services the individual does want, and not pay for what they don’t want. This hopefully translates to cheaper, but just as, or more effective degrees and experiences selected from a wider pool of providers.

The movement towards unbundling has started. Georgia Institute of Technology is admitting students into a low-fee postgraduate degree. Students are taking courses from the University Without Walls, a university fully supported by the University of Massachusetts, that enables students to design their program of study.

The goals of unbundling of higher education are to increase the quality of lectures, enable more individualised instruction, offer an increase in choice to students and most importantly, provide it all at a lower cost. What it might mean for academics and universities is to take stock of what they deliver well online, in blended environments and on-campus: student expectations aren’t going to do anything except rise.

To be honest, I Iike this movement, I like the goals that this movement professes to be aligning towards. I will be watching those universities to see who gets it right (and wrong) in this evolution of higher education.

Share your thoughts on unbundling in the comments…

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Google Apps for Education

Posted by: Howard Errey, Educational Developer, College of Design and Social Context, RMIT University.

Last chance registrations for RMIT Staff: A special lunchtime workshop on Blended Learning at RMIT Wednesday, 2 July, 12.30pm, in the Swanston Academic Building featuring Professor Geoffrey Crisp (Dean, Learning and Teaching). Email Rosemary.Chang@rmit.edu.au for details.

During April I had the good fortune to attend the Google Education Summit in Sydney. It was really useful to see the scale and variety of what is going on as well as becoming aware of some of the things on the horizon.

One focus was helping teachers organise and solve problems. There were several sessions on using YouTube for organising, streaming and editing videos. One of the eye openers was seeing how easy the video editor was to use. 67% of courses in the College of Design and Social Context report they are already using YouTube so it will be useful to be able to share more of this functionality. Fortunately, like Blogger and Hangouts (recently switched on at RMIT via Google+), YouTube is on the RMIT roadmap for our suite of apps. You can find out more here.

I saw some excellent work being done with Google Sites, from using it as a low level learning management system, to enabling sharing across different sites and platforms. This seemed particularly useful for teachers needing to structure their online activities with large numbers of students. Many of the sessions were about Add-ons in Google Docs and Google Sheets enabling tools such as Doctopus that can combine with Google Drive and Sites. For example teachers can distribute different documents across different student groups into their Google Drives. I have since been trying out some of the Google Docs add-ons such as EasyBib for adding bibliographic references from the web.

Another session I enjoyed was an informal talk with four Google engineers who talked a lot about their favourite apps and were reassuring about Google wanting to be improving the experience for a number of the issues that we have had (for me it was better organising of shared files). The biggest push however was improving the mobile experience. Already we are seeing this with the apps for Drive and Sheets.

It was also eye-opening to go to a session on Google culture.  Here’s their ‘10 things we know to be true‘, formulated in the company’s first years:

  1. Focus on the user and all else will follow.
  2. It’s best to do one thing really, really well.
  3. Fast is better than slow.
  4. Democracy on the web works.
  5. You don’t need to be at your desk to need an answer.
  6. You can make money without doing evil.
  7. There’s always more information out there.
  8. The need for information crosses all borders.
  9. You can be serious without a suit.
  10. Great just isn’t good enough.

Did you know Google was originally called Backrub? (‘Just let me Backrub that for you…’ rippled around the room.)

The main feature is that Google is led by a ‘nothing is impossible’ attitude. When Google Maps (invented in Australia) was introduced many staff were skeptical as it seemed so far away from their core business. At the same time one of the founders was saying ‘Why not map the oceans or Mars as well?’ Both have become Google projects in the meantime.

A screenshot showing false-colour elevation of Olympus Mons on Mars

A screenshot showing false-colour elevation of Olympus Mons on Mars.

An inspiring keynote was given by Jenny Magiera who works in a Chicago public school where they have recently replaced Apple iPads with Nexus tablets. It takes only a few seconds (versus several hours per iPad) for a teacher to set up each Nexus, as demonstrated by Jenny’s students in the video leading this post. An interesting change of direction given that Jenny is also an Apple Distinguished Educator.

One session I thought was about learning analytics was called Making Sense of Data. It is a free online course Google makes available. The session involved taking us through the course as a way of learning Google’s data tools:

What was really impressive though was the learning design of this short course. Quizzes are offered up front, and then learning exercises are offered if you are not sure of the answers. You can learn about and try some of the course here or do the full course with the Google teachers here.

I also understood for the first time the value of Chromebooks which are essentially browser-based devices with a keyboard and touchscreen. By using the Chrome browser with all the plugin extensions available and combining this with all the capabilities in Google Drive and other Google platforms such as Maps and YouTube, so much can be done purely online.I am beginning to wonder about the value of the Mac I recently bought, compared with a Chromebook which retails for about one fifth of the price.

The next Google Summit is scheduled for Melbourne on 22 – 23 September. It would be terrific if some others from RMIT could benefit from the perspective that attending one of these summits enables. In talking with the organisers they would love to customise a summit for tertiary providers, so I will also be watching that space.

If you want to keep up to date with our project, follow us at www.whatonearth14.wordpress.com. We have a number of new posts showing RMIT teachers and students at work.

Share your thoughts about using Google’s tools in the comments section!

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Learning & teaching for sustainability– naturally

Guest Post: Dr Jude Westrup, Senior Advisor, Strategic Initiatives, RMIT University.

Click the image to view The Learning and Teaching for Sustainability toolkit [PDF, 812 KB, 27 pages]

Click the image to view The Learning and Teaching for Sustainability toolkit [PDF, 812 KB, 27 pages]

Following Margaret Blackburn’s post in early 2013, I responded in a comment that it was ‘…great to see sustainability and environmental responsibility made explicit in our graduate attributes…’ What this means is that whatever the program of study, graduates of RMIT University will have engaged in processes to develop their abilities to recognise environmental and social impacts and to provide leadership on sustainable approaches to complex problems. The page on the graduate attribute Environmentally aware and responsible (#3 of 6) gives some suggestions of how this might look in a program. Appropriate to their level of study, students will:
•                Recognise the interrelationship between environmental, social and economic sustainability
•                Appraise and critique context-appropriate sustainability measures
•                Take responsibility for critical decision-making in ensuring sustainable outcomes
•                Appropriately apply their environmental and sustainability literacy in a highly diverse range of contexts.
For interested teachers and academics (especially those involved in course and program reviews, amendments or developments) the Learning and Teaching for Sustainability (LTfS) project can help you map this attribute and there are many excellent curriculum development and refreshment resources already available on the LTfS website  and includes the recently produced LTfS Toolkit for curriculum development, consisting of templates and workshop activity sheets.
Sustainability is undergoing a renaissance within the international and national tertiary sector as it relates to professional, industry and community priorities. Several LTfS components of RMIT’s Sustainability Action Plan are being reinvigorated while others are being developed for the first time. Through the Office of the Dean – Learning & Teaching (Academic Portfolio) a university-wide, year-long LTfS project is flourishing, with curriculum development, professional development (PD) and LTfS opportunities for staff being the main foci.
In terms of PD, staff will be able to access resources for LTfS curriculum development and evaluation via the LTfS website, a Google Site for informal (within RMIT) sharing of ideas, the Sustainability Subject Guide (RMIT Library) and other resources collated within RMIT’s Learning Repository.

Gallery of RMIT Graphs

LTfS sits within a broader suite of sustainability projects at RMIT.

RMIT Vietnam already has sustainability resources, such as an Environmental Policy in place.

We have contributed to the International Sustainability Literacy Index (currently in development), the United Nations Higher Education for Sustainable Development portal and the National Education for Sustainability (Office of Learning & Teaching) website. RMIT is a key contributor to these sites and initiatives.The national Education for Sustainability Tertiary Forum was held at LaTrobe University in February which linked staff at Universities in NSW, Victoria and Tasmania. Detailed outcomes and actions are available on the Education for Sustainability website.

We have ongoing national participation with groups such as ACTS (Australasian Campuses Toward Sustainability) and AAEE (Australian Association for Environmental Education). Both of these groups have conferences in Hobart in November which staff are encouraged to explore, attend and contribute to.
A range of RMIT resources exist for teachers, lecturers and academic developers.

A range of RMIT resources exist for teachers, lecturers and academic developers. Click on the image to see more.

All Colleges in Melbourne and the Sustainability Group in Vietnam are involved in linking LTfS curriculum development with the Global Learning by Design (2014-2016) major project and other strategic Program and Course development and delivery initiatives (such as the AQF Program and Course Guide alignments and Undergraduate and Postgraduate Program reviews). A workshop, Introduction to Learning & Teaching for Sustainability will be available to all staff from Semester 2 in the DevelopMe PD program and online, modular resources are under development. Social media, digital learning and blog communications channels are also being explored and developed.During the RMIT Learning & Teaching Expo in September 2014 students, alumni and staff from across RMIT will present an interactive Q&A style LTfS colloquium. This session will explore key issues in sustainability of relevance to staff and students across our campuses.

The creation of a dedicated RMIT Teaching Award (P9: Graduate Learning Outcomes), for curriculum developments or initiatives that enhance one of RMIT’s graduate attributes, will further raise the profile of LTfS and enhance learning and teaching practices across RMIT.

To close on the topic of awards, the 2014 Green Gown Awards Australasia is now open and the deadline for all submissions is 4pm Tuesday 5 August 2014. A team in Landscape Architecture were finalists last year with their project looking at green roof projects.
Are there teams out there ready to have a shot at the 2014 awards?
Share your thoughts and questions about sustainability on campus in the comments section!
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Teaching Awards: A writing rollercoaster

Ed: With RMIT’s Teaching Awards season underway, this week we welcome a team from the University of Canberra writing on the process of making applications for national citations.

Guest Post: Coralie McCormack, Adjunct Associate Professor, University of Canberra.

An expanded version of our rollercoaster ride can be read in ‘Things fall apart so they can fall together’: uncovering the hidden side of writing a teaching award application, McCormack, Vanags and Prior (2014). We offer the expanded narrative (and this quick précis) as a companion to accompany other award applicants and their writing guides on their journey, whatever shape it takes.

Waiting in line (Who we were/still are):

Our rollercoaster ride occurred in 2010 when I was an academic developer within the University of Canberra’s Teaching and Learning Centre. I have a passion for evaluating learning and teaching, developing teaching philosophy statements, teaching portfolios and narrative approaches to teaching and research. I specialise in capacity building for leadership in learning and teaching through institutional and national teaching awards, mentoring programs, writing as a method of inquiry and teaching and learning communities of practice such as TATALs (Talking about teaching and learning). In 2010, I assisted Thea and Robyn with their successful applications for an Australian Learning and Teaching Council Citation for Outstanding Contributions to Student Learning.

ClimbThea was an Assistant Professor in Psychology at the University of Canberra with a fervour for knowledge and understanding, and an ability to use everyday language and examples to explain concepts. These skills and her focus on student feedback enable students to overcome their negative preconceptions of difficult topic areas. She received an ALTC Citation “For using active learning to demystify psychology, inspiring student engagement with the ‘hard, boring’ topics to create exciting learning interactions”.

Robyn was a Senior Lecturer in Biochemistry at the University of Canberra. She uses four main strategies to help students learn: deconstructing complex material using simple explanations, presenting complex processes through animations, illustrating complex molecules through computer simulations and demonstrating complex processes through easy-to-understand drawings. She integrates these with examples that can be applied in everyday life. Robyn received an ALTC Citation “For using ‘step-wise’ knowledge building approaches to help reluctant learners understand and apply complex concepts in difficult biochemistry areas”.

The ride experience:

Meredith Seaman’s post suggests that this type of writing “…does not usually come naturally. It’s hard work and a new style…” We would concur and go as far as to say that writing a UpsidedownCitation application feels like you’re on a rollercoaster where things fall apart before they can come together for submission and success. What we are wondering now, is whether this is something with which others are familiar? Maybe you have ridden the writing rollercoaster as a teaching award applicant. We suspect this rollercoaster is also a ride we take in other writing contexts, such as performance appraisal reports and promotion applications.

The wash-up:

When our ride was finally over we took time to investigate this previously hidden side of writing from an autoethnographic perspective. Our collective story recounts the sense of feeling ‘at home’ as practitioners recognised by our institutions in various ways. However, this was followed by a sense of becoming and being ‘unhomely’ as we gathered speed on the downhill. As time passed and we went through the cycles of re-writes and reflection, our writing gathered momentum and Thea and Robyn began to feel more comfortable in the unfamiliar world of learning and teaching discourse. With this new momentum the we began to enjoy the process, the rollercoaster, we felt a sense of ‘homeliness’. After submission and success we felt a sense of personal transformation through learning and growing ourselves as teachers.

If the stages of ‘homeliness’ and ‘unhomeliness’ identified in our story are replicated in the experiences of others it could reasonably be asked whether the benefits are at least as great as the physical and emotional effort needed to achieve success, particularly for early career academics pressured from all sides to perform as teachers and as researchers.

The inevitably nomadic lives of academics adds a final footnote to all of this. Two years on and our team is now spread across three universities but we’re still able to collaborate electronically (most recently in the HERDSA article and this blog post) and we’re all still engaged in the scholarship of learning and teaching.

But back to where we started, at the title of Meredith Seaman’s contribution: ‘Teaching awards – worth the paperwork?’ And our answer? A definite YES!

For more information:

  • Teachers, academics (and academic developers) might like to visit the resources for the Promoting Excellence Network  hosted at the University of New South Wales.
  • McCormack, C., Prior, R., & Vanags, T. (2014). ‘Things fall apart so they can fall together’: Uncovering the hidden side of writing a teaching award application. Higher Education Research and Development. DOI:10.1080/07294360.2014.890569

Contact:  Coralie.McCormack@canberra.edu.au

Share your thoughts about any aspect of the Teaching Awards process in the comments section!

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Patterns for Change and Innovation

Posted by: Spiros Soulis, Senior Advisor, Learning & Teaching, RMIT University.

Click on the image to visit the GLbD site.

Click on the image to visit the GLbD site.

RMIT is a global university of technology and design but how does this translate into our programs and courses? Are they truly global? And are we keeping pace with the changes being forced upon Higher Education?  Changes that are very much driven by technology and online delivery.

Global Learning by Design (GLbD) is a major project of the University that is hoping to address and deliver on these questions. The idea is that programs will be designed for delivery in multiple locations using multiple channels: face-to-face, blended or fully-online.

So how does GLbD propose to do this?  We’ve set up Curriculum Design Teams made up of academic and teaching leads, teaching staff, educational developers, representatives from the Library and Study and Learning Centre as well as production specialists from the Office of the Dean, Learning & Teaching. It’s about bringing these stakeholders together from the start, providing a holistic approach to program development. Not a new concept in designing curriculum, but one that makes sense.

There are many innovative approaches to teaching and learning across RMIT that have resulted in rich student learning experiences. But what we have not been able to do is consistently capture this work and share it! Making it available to other disciplines and Colleges is how this good work can have a ripple effect. GLbD is putting its effort into capturing Curriculum Design Patterns and building a repository for all to access and use.

Avoiding a business-as-usual approach, we’re using particular principles of program management methodologies such as Agile and Lean. These principles have been around for a long time and are now becoming more commonplace in Higher Education.

Information on Global Learning by Design can be found here along with a list of all the Colleges’ projects for 2014. If you are interested in how you could get involved in GLbD, contact your Deputy Head/Dean Learning & Teaching. We’ll be posting an update on the work from specific Curriculum Design Teams later in the year.

Share your thoughts and questions about the project  in the comments section!
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