JCU has been successful in obtaining Promoting Excellence Initiative funding through the Australian Learning and Teaching Council (ALTC). This funding will be used to build institutional systems to support staff engagement with ALTC programs in relation to JCU priorities and ALTC objectives. The SDVC Seminar Series is one part of the Initiative and provides the opportunity for staff to engage with key people from Australian universities involved in ALTC projects.
July 2010 - Why Should I Change? I Already Teach Well!: Active Learning in Large Lectures presented by Renee Cole (University of Central Missouri)
The ALIUS project - Active learning in University Science (www.alius.edu.au) - funded by the Australian Learning and Teaching Council, is sponsoring the visit of a noted American innovator in chemical education and teaching practice – Renee Cole of the University of Central Missouri. Renee is a respected researcher in chemical education with experience in the impact of visualization and computation activities on student learning and development.
Renee will present a workshop for all university educators introducing Process Oriented Guided Inquiry Learning (POGIL – www.pogil.org) as an alternative instructional approach for university science – and non-science - instruction. The POGIL Project, funded now for over seven year to the tune of over US$3 million, is a professional development effort providing various types of support for university instructors interested in implementing a more student-centered approach in their classrooms.
POGIL is a student-centered instructional philosophy based on research on how students learn best. Recent developments in cognitive learning theory and classroom research results suggest that students generally experience improved learning when they are actively engaged and when they are given the opportunity to construct their own knowledge. In contrast to many typical faculty assumptions, much research indicates that most people learn best by:
* Constructing their own understanding based on their prior knowledge, experiences, skills, attitudes, and beliefs.
* Following a learning cycle of exploration, concept invention, and application.
* Discussing and interacting with others.
* Reflecting on progress and assessing performance.
In a POGIL classroom, students work in teams on specially designed activities that follow a learning cycle paradigm, and the instructor serves as a facilitator of learning, rather than as a source of information. The goal of the POGIL approach is not only to develop content mastery through student construction of their own understanding, but also to enhance learning skills such as information processing, oral and written communication, critical thinking, problem solving, and metacognition and assessment. Studies in a variety of settings in the US have shown that implementation of POGIL in the classroom results in substantial increases in student performance and in retention of knowledge.
This workshop will be run following the POGIL model of instruction. Attendees will experience a POGIL classroom from a student perspective and will learn about the philosophical and pedagogical basis of the approach. Issues related to the implementation of POGIL in the Australian educational context will also be addressed. Lunch and afternoon tea will be provided by the ALIUS project (www.alius.edu.au).
May 2010 - Research skills, work skills and their deliberate development course to career presented by Dr John Willison (Adelaide University) and Dr Sue Bandaranaike (James Cook University)
James Cook University, as an IRU, has a core mission of researching, contributing world leading, tropics-focused knowledge. As a university seeking the best teaching and learning environment for its students, JCU provides quality Work Integrated Learning (WIL) in diverse industry contexts. This researching/teaching/WIL mandate is a big ask for the university’s academics to manage, both conceptually and practically.
This seminar seeks to blur the boundaries between teaching, researching and WIL, so that they may be together seen as part of a coherent strategy for student learning and for uniting academics’ efforts. This ‘blurring’ or fusing will be achieved by introducing:
1. The Research Skill Development (RSD) framework, being used in numerous Australian, Canadian and Irish Universities to explicitly develop student discipline-specific, and cross-disciplinary, research skills from First Year, through Honours/Masters to PhD.
2. The Work Skills Development (WSD) framework, authored at JCU and mirroring the structure of the RSD, yet adapted to explicitly develop and assess students’ work skills. The WSD has been trialled successfully with numerous Queensland employers and WIL students.
3. Teaching being informed, at appropriate times, by both frameworks, as a natural segue from learning the skills associated with research in an IRU, towards the application of skills in real working environments.
Biography: Dr John WillisonJohn is a senior lecturer in the Centre for Learning and Professional Development, coordinating the Graduate Certificate in Higher Education for academics from all faculties at the University of Adelaide. This work has lead to rich and varied collaborations on various aspects of curriculum design and assessment, within the university, at the national level and internationally. His work on Graduate Attributes has directly informed national level frameworks for Engineering Graduate Qualities, and work on ‘Reflective Practice’ has lead to close collaborations with South African Universities. He has a Bachelor of Science, Masters in Education and a PhD in Science Education. John’s principle research interest centres around the ways that academics conceptualise and implement the explicit development of their students’ research skills within undergraduate and masters by coursework curricula; he leads a five-university project, funded by the Australian Learning and Teaching Council, called Research Skill Development (RSD) and Assessment in the Curriculum. The RSD conceptual framework is currently being utilised in numerous other universities in Australia, Canada and Ireland. He began collaborating with Sue Bandaranaike (JCU) on Work Skill Development in 2008.
Biography: Dr Sue BandaranaikeDr Bandaranaike's current research interests include demographic, social and environmental issues in Australia. She specialises in demographic analysis and profiling with a focus on youth populations and regional communities. Current research includes geographic profiling of offenders and youth delinquency in regional areas, comparative study of tourism and crime in UK and Australia and the survival of outback towns in North and Central Queensland. She has also done extensive research on the socio-economics of fishing communities in developing countries and seafood consumption and marketing research in Queensland, New South Wales and the Northern Territory.
October 2009 - Transformation in the contemporary workforce: Impact of new technologies on professional education presented by A/Professor Helen Partridge (Queensland University of Technology)
Web 2.0 technologies such as blogs, wikis, Facebook and Twitter have resulted in significant transformation in the contemporary workforce. This transformation is impacting on the nature of skills required for occupational success. What are the skills, knowledge and attitudes that the “web 2.0 professional” needs in the contemporary Australian workforce? How well does Australian education reflect these changing requirements? Through this seminar you are invited to consider the impact web 2.0 technologies are having on the profession you support through your higher education programs and the implications this is having on pedagogy and curriculum.
Biography: Associate Professor Helen Partridge Associate Professor Helen Partridge is the Deputy Head (Teaching and Learning) within the School of Information Technology at QUT. Helen has published widely in the area of teaching and learning and has won a number of teaching awards. In 2008 Helen received one of eight Associate Fellowships from the Australian Learning and Teaching Council (ALTC). Helen’s research in higher education has recently been recognised through the receipt of a European Commission’s Erasmus Mundus Scholarship. Through this scholarship Helen will be a visitor scholar at the Oslo University College where she will be teach into the International Master in Digital Library Learning. In 2009 she received funding through the ALTC Priority Program. Working with nine other Australian universities, Helen will lead a $219,000 project aimed at establishing a framework for the education of information professions in Australia.
July 2009 - Inspiring Change for Quality Learning and Teaching presented by A/Professor Marnie Hughes-Warrington (Macquarie University)
If only a small number of your students follow in your professional footsteps, then is your teaching successful? In this talk, Marnie Hughes-Warrington will outline how a broader understanding of 'history' led her to look at students' learning experiences, the university curriculum and governance anew. The talk will include practical examples of tasks undertaken by students that helped them to see the connections between being an historian, learning and managing change.
Biography: A/Professor Marnie Hughes-WarringtonIn the ten years that Marnie Hughes-Warrington has taught at Macquarie University, she has worked to create learning and teaching environments in which students and staff can engage in innovation by being historians. As a teacher she seeks to expand the breadth of students' historical thinking, taking them from thirteen billion years of history in thirteen weeks in a first year, first semester course, to the sometimes acrimonious debates about the role of history in society today in upper-level undergraduate and graduate courses. Students use metaphor, creative research tasks and self-assessment to shape and reshape narratives about the world and about themselves, and to reflect upon their learning so that they are able to grow as historians for the rest of their lives. The students' experiences, in turn, have inspired her research and publications on the nature of history, world history and historical films, and her leadership activities as chair of the University's Learning and Teaching Committee. One of her chief goals is not only to develop excellent programs, but also to inspire and enable others to develop their own resources in national and international contexts, working with schools and organisations such as the National Curriculum Board and the United Nations. In mid-August, she will take up the position of Pro Vice-Chancellor (Learning and Teaching) at Monash University.
May 2009 - Developing agentic professionals through practice-based pedagogies presented by Professor Stephen Billett (Griffith University)
This presentation reports the findings of a recent ATLC Fellowship project that enacted and appraised practices for effectively integrating students’ learning experiences across university and practice settings to assist preparing graduates who to be professionally adept and critical practitioners. It provides suggestions of how students’ experiences might be enhanced through activities before, during and after practicum experiences, with a particular emphasis on them being agentic learners. Full abstract.
Biography: Dr Stephen BillettDr. Stephen Billett is Professor of Adult and Vocational Education in the School of Education and Professional Studies at Griffith University, Brisbane, Australia. Stephen has worked as a vocational educator, educational administrator, teacher educator, professional development practitioner and policy developer within the Australian vocational education system and as a teacher and researcher at Griffith University. Since 1992, he has researched learning through and for work and has published widely in the fields of vocational learning, workplace learning and conceptual accounts of learning for vocational purposes. His sole authored books include Learning through work: Strategies for effective practice (Allen and Unwin 2001); Work, change and workers (Springer 2006) and edited books Work, Subjectivity and Learning (Springer, 2006) Emerging Perspectives of Work and Learning (Sense 2008). He is currently preparing a sole-authored manuscript entitled Vocational Education (Springer). He is the founding and Editor in Chief of Vocations and learning: Studies in vocational and professional education (Springer) and lead editor of the book series Professional and practice-based learning (Springer). Stephen currently holds four Australian Research Council grants (Discovery, Linkage (2), International Linkage), with two as Chief Investigator. These grants focus on: (i) learning practices in healthcare workplaces, (ii) the personal and agentic learning of those working alone (sports coaches), (iii) enhancing participation and learning through schools for at risk learners, and (iv) sustaining older workers’ competence. In addition, he has an Australian Teaching and Learning Fellowship during 2008 that focuses on the development of agentic learners in higher education through the integration of experiences in university and practice settings in the fields of nursing, physiotherapy, social work and midwifery.
May 2009 - Using WIL curriculum to support JCU's learning and teaching goals presented by Dr. Deborah Peach (Queensland University of Technology), Ms Carol-joy Patrick (Griffith University) and Ms Judie Kay (Victoria University)
This seminar will explore Work Integrated Learning (WIL) in the Australian context, and examine how JCU's WIL curriculum maps against the findings of The WIL Report (ALTC). Participants will examine WIL at JCU in terms of the principles of good practice in learning and teaching, especially in relation to assessment practices in WIL and develop recommendations for a way forward. In Cairns, Judie Kay, Deputy Director of ACEN, will outline the concept of, and demonstrate a possible model for the National Work Integrated Learning Portal - funded by DEEWR and facilitated by Victoria University.
Biography: Dr Deborah Peach, Projects Director, Supporting Real World Learning, Learning and Teaching Commissioned Projects, Office of Teaching Quality, Queensland University of TechnologyDeborah has spent over 15 years leading change in learning and teaching in Australian higher education. Her contributions in the fields of real world learning (RWL), work integrated learning (WIL), graduate attributes, generic skills, and teacher education across three universities have led to the reshaping of learning and teaching policies; the development and implementation of curricula and resources; and the establishment of sustainable institutional and sector-wide partnerships. Deborah is co-author of The WIL Report (2009) the result of an ALTC discipline-based initiatives project to map WIL across the Australian higher education sector. Through this work she has established a strong national profile and made significant contributions to the quality of the student learning experience. She has recently been nominated for an ALTC Citation for significant contribution to building systematic and sustainable partnerships (both institutional and sector-wide) for the enhancement of student learning. In 2007 she received a Vice Chancellor’s Performance Award (QUT) for significant and superior contributions in the field of RWL and WIL. The same year she was nominated for a Vice Chancellor’s Excellence Award for learning and teaching, partnership and engagement, innovation and creative practice, and leadership. Her efforts (including conference papers, invitations to present, and the development of ongoing national and international partnerships) have contributed to positioning her as a national leader in the field of RWL and WIL. Deborah is an executive member of the Australian Collaborative Education Network (ACEN) and is a member of the Joint Editorial Board for WIL Special Editions Asia Pacific Journal of Cooperative Education (APJCE) and Higher Education Research Development (HERD).
Biography: Ms. Carol-joy Patrick, Manager, Industrial Affiliates Program, Griffith University; Chair, Engaging Students in Work Placement (ESiWP), Griffith University’s WIL committee; Executive Director, Australian Collaborative Education Network.Carol-joy Patrick has spent 16 years as a WIL practitioner, managing Griffith University’s Industrial Affiliates Program (IAP). The IAP is a best-practice example in Griffith University and has been adopted as the as the model of WIL for all science, engineering and information communication technology students at Griffith University. In the next few years the IAP will be placing an annual cohort of over 400 students in full-time and half-time project-based work integrated learning placements. Students from the IAP consistently win state and national awards based on their industry projects, and in 2006 alone, five students nominated for, and won either state-based industry or professional institution awards. Carol-joy also initiated the concepts for phases four, five and six of the Griffith Graduate Project. Phases four and five compared the graduate outcomes of students with and without a WIL experience, and stage six developed a set of 10 toolkits to assist academics in the embedding of graduate skills in the curriculum. Carol-joy teaches engineering ethics and professional practice and is a member of HERDSA, WACE and ACEN. Her publications are in the areas of graduate skill development and work integrated learning. She chairs the Griffith University working party for Work Integrated Learning, which has accomplished a variety of projects to enhance WIL at Griffith, including most recently, WIL Staff Development Modules, and the development of a paper on WIL academic workload issues, culminating in recommendations for how WIL workload will be managed in all elements of Griffith University. Carol-joy co-founded ACEN; initiated the Queensland network, and was elected interim Executive Director of the national ACEN body in 2006 and on behalf of Griffith University co-hosted the inaugural ACEN Conference in September 2006. ACEN has been chosen as the host organisation for the 2008 WACE Asia Pacific Regional Conference in 2008; and ACEN is presently the Lead agent for the Carrick ACEN project to scope WIL in Australia.
October 2008 - Quality improvements in university teaching presented by A/Professor Phil Morgan (University of Newcastle)
This presentation will focus on student engagement and evaluation of teaching. While some argue that university teachers should not have to focus on ‘engaging’ students in lectures, I will address this issue and provide a rationale for, and examples of, strategies I use to successfully engage students in mass lectures. Additionally, despite the various methods and opportunities for evaluation of university teaching, a lack of understanding of the processes, measures and value are some of the major impediments to effective evaluation. I will describe an instrument to document both the evaluative process and evaluative outcomes. The Course Improvement Flowchart allows the documentation of key recommendations emanating from multiple sources of feedback so that a proactive statement of intent or action plan for teaching improvement is written. These strategies have been successfully used to improve student outcomes and enable more satisfying and rewarding teaching experiences.
October 2008 - Winning teaching excellence awards: The secrets to writing successful award applications presented by A/Professor Phil Morgan (University of Newcastle)
It is common for teachers who are nominated for teaching excellence awards to be unsure of the requirements, expected content and appropriate presentation of teaching award applications. Unfortunately, many ‘excellent’ teachers may be unsuccessful when applying for teaching awards simply because they were unable to ‘showcase’ their teaching appropriately and address all criteria adequately. Based on experience as a national teaching award recipient and examiner of applications, I will outline strategies to: identify what makes your teaching/programs excellent in all criteria; structure your argument coherently; know what evidence to present and; understand how to present evidence.
Biography: A/Professor Morgan A/Professor Morgan completed his PhD at the University of Newcastle and was appointed as a Lecturer in the School of Education in 2002. His major research interests include health-related physical education in primary schools and the impact of school and community-based interventions to promote physical activity and prevent/treat obesity. He has recently won 8 local, state and national awards for teaching excellence, including 2 ALTC Awards for Australian University Teaching. His PhD also won both local and national awards. He is currently a chief investigator on a NHMRC funded project grant examining childhood obesity.
October 2008 - Connecting to the national teaching and learning agenda presented by Dr Allan Goody
While the Australian Universities Teaching Committee and its predecessors lead to the development of some ongoing resources to support teaching and learning, engagement with these projects was often limited to a narrow cross section of the teaching and learning community. With the establishment of the Australian Learning and Teaching Council (ALTC), formerly the Carrick Institute, there is a far greater opportunity for engagement by everyone involved in teaching and learning in higher education. It could be said that the breadth of project grant opportunities, not to mention the significant number of awards that recognise good teaching and support for learning means that “there is something for everyone”. This seminar is an informal conversation focusing on ways to encourage staff to engage with the national teaching and learning agenda through the opportunities now available and promoted by the ALTC. It is an opportunity to share ideas, seek answers to questions (someone might have them!) and develop ways forward. Come prepared to engage and share with your colleagues.
Biography: Dr Allan GoodyDr Allan Goody [B.Bus (DDIAE) M.Ed (Illinois) Ed.D (Illinois)] is an academic developer with a broad interest in the development of academics as teachers, particularly early career academics. He also has strong interest in student engagement and active learning, service-learning and peer feedback on teaching. With over 25 years experience in teaching in universities, Allan has worked in academic development in the USA, Sweden and Australia. Currently he is a consultant in higher education and is contributing to the development of teaching and learning at a number of universities through teaching in Foundations programs and project work. Allan has been involved a range of projects particularly those with a focus on teaching and learning and equity and diversity including the ALTC funded projects on sessional staff (RED) and the preparation of academics to teach in higher education (PATHE). He has served as an ALTC assessor for teaching awards. Allan has been the Convening Editor of the HERDSA Guide series since 2002.
September 2008 - Developing and assessing students' research skills in the curriculum presented by Dr John Willison (Adelaide)
Academics in 15 disciplines and 7 Australian universities have been utilising the Research Skill Development (RSD) framework as a conceptual model to facilitate and assess student research skills in undergraduate and masters curriculum. This has resulted in more explicit and incremental approaches to the development of skills associated with research in each discipline. The RSD framework was developed at the University of Adelaide and has attracted interest from the USA, Canada, the UK and South Africa. This interactive seminar will introduce the RSD and provide a structure for participants to discuss and debate potential benefits of using the framework, as well as possible difficulties. It will suit academic staff who are interested in practical ways of embedding research skill development and assessment in the curriculum of small, medium or large courses. In the Applying the framework to your assessment items workshop, academics will apply the Research Skill Development framework to inform an existing assessment item from a course of interest. This application will involve generating RSD-inspired marking criteria for a specific assessment, and could lead to devising a plan of action informed by the RSD.
Biography: Dr John WillisonJohn has lectured in Science Education at Curtin University and University of Canberra and presently coordinates the Graduate Certificate in Higher Education in the Centre for Learning and Professional Development at the University of Adelaide. His research interests concern the development of student research skills in the disciplines, and the ways in which academics facilitate this development. He is very interested to develop new collaborations with lecturers along this line of inquiry, as the present success of utilising the Research Skill Development framework in courses suggest its wide viability.
September 2008 - Design and management of technology-enhanced learning environments presented by Prof Peter Goodyear (Sydney)
As a teacher of educational design, I have spent time researching and theorising about the nature of design skills and design activity, particularly in the context of complex, technology-rich learning environments. In relation to design for learning at the university level, I have developed the thesis that educational technology needs to be much more user-centered, acknowledging and drawing power from the fact that learners will reinterpret learning tasks and reconfigure their workplaces. This opens up a new field of study which I have called the ‘ergonomics of learning environments’ and in which I have been building bridges with research by Engestrom, Nardi and others. I have also been arguing for more holistic approaches to the design and management of learning environments, for example in analysing the agencies, relationships and processes which are key to the successful implementation of learning technology strategies in tertiary education institutions and corporate training settings.
Biography: Professor Peter Goodyear
Professor Goodyear has been Professor of Education at the University of Sydney, since July 2003. Prior to this, he was Professor of Educational Research in the Centre for Studies in Advanced Learning Technology, Lancaster University in the UK. Professor Goodyear is a Senior Fellow of the Australian Learning and Teaching Council (ALTC). His fellowship program Teaching as Design uses some of the ideas mentioned in the abstract above. Professor Goodyear has been carrying out research and running advanced courses in the area of ICT and learning since the early 80s. His undergraduate and PhD degrees are in human geography, though they drew heavily on work in computing, sociology and psychology.