Skip to main content


Showing posts from September, 2013

Conclusions from flipping an Investment Unit Lecture/Tute Model

As part of the SAFFIRE project at UC  the Faculty of Business Government and Law (Discipline of Accounting, Banking and Finanace) and Shane Nuessler from TLC and Dr Felicia Zhang have been planning, designing, trialing, and evaluating a flipped classroom design for a unit on Investments  starting August 2013 . Our first meeting involved the whole discipline 7th August 2013. As a result of this meeting three units were agreed as ideal for trialing the flipped model. Rather than using the common binary model of a unit convener working with a learning designer the  team teaching approach  allows the course team to enrich the design with collective wisdom and experience (collaborative design) as well as have direct experience of the outcomes of the design (intended and unintended) through direct involvement in delivery (co-teaching the unit).   Common teaching challenges Issues/Challenges common accross the  Discipline of Finance Banking and Accounting, as i dentified in the Team

Almost everything you could want to know about tech and Bloom's Taxonomy

"Synopsis: This is an update to Bloom's Revised Taxonomy which attempts to account for the new behaviours and actions emerging as technology advances and becomes more ubiquitous. Bloom's Revised Taxonomy describes many traditional classroom practices, behaviours and actions, but does not account for the new processes and actions associated with Web 2.0 technologies, infowhelm (the exponential growth in information), increasing ubiquitous personal technologies or cloud computing."'s+Digital+Taxonomy

Moodleposium 2013 (ANU)

This week I have the opportunity to attend the moodleposium 2013 at the Australian National University. There are 5 streams which means choosing the topics most relevant to my work and interests, so I plan to attend the following: Keynote from Dr Kate Bowles. Questioning whether or not there is actually a "crisis" in Higher Education or more a needed correction in response to student needs and changes in technology and technology use. Lots of other great points including on design thinking and letting students and staff design their spaces - this image highlights why very well (notice the path pedestrians would rather take over the path urban designers put in place): Choose your own adventure: On-line Engagement in a Masters Organisational Behaviour Course - Jason Mazanov & Fiona Honeyman UNSW Canberra Teaching military students so require high degree of study flexibility Need to do more than overwhelm with discussion boards Now students can choose own (l

Why UC is adopting Mahara and ePortfolio practice

As part of supporting academic staff to implement ePortfolio practice at UC I try to collect short descriptions of why they which to use ePortfolios. Feel free to check out some of their reasons on this UCPortfolio (Mahara) page:

A really useful resource: Motivating Students

"I have students that are not engaged, how do I motivate them to learn?" It's a question I imagine we have all asked as teachers at one point or another. There is a lot of information out there dealing with student motivation across all age groups, but I'm looking for advice for the Higher Education context. I think I found a pretty good one from Vanderbilt University, it's nicely laid out, it focuses on core concepts and good practice: Excerpt: " Effects of Motivation on Learning Styles Deep learners  respond well to the challenge of mastering a difficult and complex subject. These are intrinsically motivated students who are often a joy to teach! Strategic learners  are motivated primarily by rewards. They react well to competition and the opportunity to best others. They often make good grades but won’t engage deeply with a subject unless there is a clear reward for doing

Flipping Investments

Over the last few weeks I have been working with colleagues in the Faculty of Business Government and Law to plan, design, trial, and evaluate a flipped classroom design for a unit on Investments . The team approach allows the course team to experience this process and learn from it even though the trial is only taking place in one unit.  Below is an infographic created using Piktochart (which doesn't allow me to download the SVG sadly). The graphic is meant to speak for itself - but just to clarify it captures the week 4 experience only. Subsequent workshop designs are based on the pedagogical and teaching/learning goals of the respective weekly topics as well as what worked and didn't work from the previous workshop as applicable. Being a team effort many people including the unit and course conveners, other colleagues in BGL as well as our Arts and Design colleague Felicia Zhang, and myself contributed to the design, running and evaluation this infographic represents. It