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Showing posts from August, 2013

"POGIL is an acronym for Process Oriented Guided Inquiry Learning" A big THANKS to Dr Felicia Zhang for sharing this with us! This approach talks to many of the familiar challenges and goals we identified in the  Discipline of Finance Banking and Accounting. POGIL w ill provide a theoretically based strategy we can use to help design the pilot workshops we are running this semester, background that work here:

Book on Flipped Classrooms

"Flip Your Classroom: Reach Every Student in Every Class Every Day"  [Paperback] Linked to from this page: " I can’t get my students to do their readings before coming to class"


TLC sent me to an ACODE LTLI workshop the other week. It was an excellent opportunity and we were able to learn from very experienced people in the field who presented their work, and each other. More information:

Designing for flipped means digging deeper. (BGL SAFFIRE)

Once the teaching context, cohort characteristics, disciplinary challenges, threshold concepts etc, are understood then we can better inform the workshop design in terms of structure, content and activities. Link to UTS space design presentation: The study discussed in the following link highlights the fact that flipping requires careful design:

Visualising curriculum alignment (BGL SAFFIRE)

When designing unit level curriculum I rely on John Biggs' work on Constructive Alignment  much like a orienteer would rely on a compass. Whatever you are doing with your curriculum you can use Biggs' work to help make sure the outcomes are well designed and that everything works towards those outcomes. The other day I was working with colleagues on a workshop model for an Accounting for Managers unit. I used the following visualisation to show how the design should align content and activities with outcomes and assessment. By putting most of the activities and content into the sphere of (aligning with) the outcomes and assessment, students would be more likely to engage with those activities and content. The outcomes and assessment would themselves be aligned. However the diagram also shows the extension content and activities that may to a degree fall outside the outcomes/assessment scope. These are essentially pointers to further information/tasks for those students who ca


This link was shared with me by my colleague Danny Munnerley ( ). Danny imported IdeaPaint from America for the Teaching Commons Project, working with Morgan Newman from IdeaPaint. Danny also worked on the INSPIRE Centre, see this link for a case study on IdeaPaint as used in the INSPIRE Centre . Below is a photo of an ePortfolio workshop I ran the other day using the IdeaPaint in the Teaching Commons.

Teaching Teams - Part of good educational practice? (BGL SAFFIRE)

An approach I'm promoting and using in my practice as a learning and curriculum designer are team based approaches to curriculum design and implementation. Academic time is short, so in my role I typically work with people individually, but I'm trying to change that and work with whole programs and disciplines. Recently at one of the events I attended UC a speaker said "A good teacher is a team teacher", a saying that comes from the K-12 sector. Attending the ACODE Learning Technology Leadership Institute over the last few days I thought about that a fair bit, and in our "Make the case" strategy we incorporated team teaching. While at the event I decided to dig deeper and search for any work on team based approaches done in a Higher Education context. I found the following from Stanford University: teamteaching .pdf

"A framework for designing student learning spaces for the future"

University of Technology Sydney - a case study of modern learning and space design implementation

"Overview The  UTS campus development  provided an unprecedented opportunity to shape the future of learning through the design of a new suite of spaces. Underpinned by the UTS Model of Learning, the design of these spaces is enabling our students to experience creative, integrated, collaborative learning all supported through the use of contemporary technologies. A major milestone will be reached in 2014 with the completion of three new buildings."

Capturing chemistry lab experiences using tablets - an experiment in itself. (STeM SAFFIRE)

How this story begins This month (August 2013) Tamsin Kelly, lecturer in Chemistry at the University of Canberra, enquired about the possibility of using SAFFIRE funding to trial tablets to replace paper based lab notebooks. This is a write up of some of our thoughts and considerations in our search for technology options available and what might work and how devices themselves are provisioned (BYOD or provided for example). Comments are welcome! Electronic Lab Notebooks:  Before I begin people such as Rich Apodaca have written  about specialised Electronic Lab Notebooks as compared with apps/services such as Evernote. ELN's are expensive, and like Rich we wanted to find out if a todays general consumer tablets were up to the task. BYOD versus Provided One of the first things that came up in discussion was how to get these devices into students hands. There are of course a number of options. The university provides the devices - either through loan or permanently as pa

Further to flipped classrooms, here is a short course:

"SpaceGlasses are the future of computing"?

Certainly part of it in my opinion. With further miniaturization and increasing flexibility of computers, sensors, displays, etc, wearable devices won't begin or end with glasses/headsets. Thanks to my colleague Arshad for sending me this link

Some engagement strategies for fully online teaching

Building your learning community in an online teaching/learning context is just as important as with face to face or blended modes. And it can be done in various ways - particularly using multi-modal communication modes like audio, video and other multimedia. This semester I am co-teaching an Assessment and Evaluation unit at the Grad Cert level with my colleague P.Roberts. Some of the strategies we are currently employing include: Photo introductions. Instead of simple textual introductions, we focus on a theme e.g. our favourite thinking space, and take a photo of that space and write about why it's our favourite space. We do this first to model what we expect students to do. Around that we ask for other information that be used to tailer the delivery later on - such as what we expect from the unit. You could use any theme for this activity, such as a picture of architecture that has impact on you, or whatever. This strategy is carried over from last year when I co-taught wi

Your students and the flipped classroom.

What is a flipped classroom anyway?  It can mean a few things, for some background wikipedia is a place to start:  (which mentions Eric Mazur's Peer Instruction). Also see and there is also this infographic: One place to start when asking this question is "What challenges am I currently facing in my teaching?". This will help you determine if the flipped model, or some variation, suits the learning needs of your students. The Discipline of Finance Banking and Accounting and myself ran a workshop recently and we started with that question. The photo of the whiteboard below captures the key challenges and teaching goals. In summary the challenges staff face in their teaching were identified as: students struggle with technical aspects on units, e.g investments, finance, etc lecture attendan