This series of one hour seminars explores different aspects of Learning2014. Sessions are advertised on the Teach-learnNet email list (subscribe to this) and in Staff Notices.
- Learning2014: What is it? How can I be involved?
- A framework for collaborative learning
- Online bookmarking: from sharing resources to peer learning
- What can you do with an Interactive Whiteboard?
- Constructive chaos? Small group collaboration ideas for large classes
- Technologies to support digital collaboration on campus
- Activating and balancing the flip
- Creating digital resources: Applications and technical support
- Teaching Data Analytics in a collaborative learning space
- Creating a learning culture
- Student-generated screencasts and videos as assignments
- Developing collaborative skills in the flipped classroom
Feedback from the recent Academic Board Forum indicated that some staff wanted a more detailed explanation of the Learning2014 strategy, and information about the ways in which they can become involved. These questions were the focus of this session, led by Professor Shirley Alexander. Subsequent sessions in the series will deal with aspects of Learning2014 in more detail. (3 June 2013)
Collaborative learning is a strong focus for Learning2014 as new learning spaces become available in the new buildings. Anne Gardner, a Learning2014 Fellow, shares a scholarly and practical framework for collaborative learning. In this session Anne explains the stages of the collaborative learning framework developed by Dr Keith Willey and herself. Each stage has a part to play in developing a student's content knowledge, providing opportunities for them to identify their learning gaps and take steps to address them. The session included an example of an in-class collaborative learning activity. (17 June 2013)
Janet Chelliah (Library Information Services Manager) and Matthew Noble (UTS Copyright officer) discuss how to find useful OER, how to use them and repackage them into creating your own learning objects. (3 July 2013)
OER & Copyright Prezi Presentation (opens an external site)
Social bookmarking websites such as Delicious, Scoop.It!, Diigo and Pinterest are being used in increasingly varied ways. This talk explores what these websites offer including how they can be used to curate Open Educational Resources and integrate with learning activities. It ended with a hands-on session using Pinterest. (23 July 2013)
This presentation explores the various ways that interactive whiteboards (IWBs) are used in educational and professional contexts, demonstrating the key features of this technology and what it enables. The talk was presented by a representative from Electroboard, suppliers of UTS’s IWBs. (23 July 2013)
SMART Board Interactive Whiteboard System Overview (4:03 mins - opens an external site)
As part of her Learning2014 fellowship, Jennifer Macdonald travelled to the USA to explore best practices in Architecture, Engineering and Construction Management curricula. One of the challenges in translating this US experience into the UTS environment is the larger class sizes that we have here compared with the US. However, the new collaborative teaching space in CB06.04.40 provided some opportunities to try out group collaboration activities in a large class. Jennifer shares some of her experiences of using some novel collaboration activities in a class of 94 students last semester. (23 July 2013)
MacDonald, J. & Mills, J. (2013). An IPD approach to construction education, Australasian Journal of Construction Economics and Building, 13(2): 93-103.
What are the ways in which staff and students want to collaborate digitally on campus? This session invited staff to engage in the process of selecting collaboration software for teaching and learning at UTS. In particular, it explored the range of possible learning scenarios applicable to different disciplines/faculties and how they can be supported by collaboration software in various spaces: from the current standard GTS classrooms to the new collaborative pod spaces, PBL spaces or collaborative theatres in the Thomas St, Dr Chau Chak Wing and Broadway Buildings.
As a starting point, some possible scenarios that may or may not be relevant to teaching and learning practices at UTS are outlined in these short videos:
- Problem Based Learning scenario (opens an external site)
- Three examples of teaching and learning with collaboration software (opens an external site)
The session covered:
1. An interactive demo presentation of one collaborative application – NetSupport School – enabling participants to experience its features first hand and to provide feedback.
2. A brief comparison with three other collaboration software applications currently under review so as to refine our shared understanding of the desired learning scenarios as well as the strengths and weaknesses of the different software options. (16 August 2013)
A repeat session involved an interactive demo presentation of another collaboration software - WOW Vision. (21 August 2013)
The second repeat session involved an interactive demo presentation of yet another collaboration software - LanSchool. (26 August 2013)
In this workshop, Dr Melissa Edwards (a Learning2014 Future Learning Fellow) drew fellow educators into an experiential learning environment to discuss and experiment with techniques that activate blended learning using a flipped approach. She engaged participants with several of the in-class and virtual learning activities. Melissa also demonstrated a web-based platform - a prototype developed through an IT-Business collaboration - to facilitate a flipped learning module. Finally, drawing on several initiatives that she and her teaching team have trialed and implemented in UTS Business subjects, participants explored tensions created when seeking a balance between virtual and face-to-face learning. (5 September 2013)
In this workshop Sandra Gallagher (Learning2014 Learning Designer) and Shirin Bayat (Learning2104 Technical Assistant) introduced academics to different applications that could be used in transforming their teaching practices. A live demonstration of a screen casting project using different platforms was used, followed by questions and sharing of ideas on how these applications can be utilised in different subjects. This session also outlined the educational steps required prior to requesting technical assistance from Shirin. (11 September 2013)
Examples of different screencasting applications and "how to" guides (which open external sites):
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(Opens in new window)
Data analytics is the analysis of large databases to find novel, commercially valuable and exploitable patterns. At UTS it is taught as part of a major in the Bachelor of Science in IT degree among other places. In Autumn 2013, the teaching team redesigned the introductory data analytics subject for this major to enhance student engagement and practice-orientation and to take advantage of the new collaborative learning spaces. In this talk, Dr Paul Kennedy described their experiences redesigning that subject and teaching it in the Building 6 collaborative pod classroom. The lessons they learned from the teaching experience and from student feedback were hopefully useful for academics planning to modify their subjects. (CB06.04.40). (27 September 2013)
Many academics are reluctant to set work to be completed before the class or use formative assessment tasks because they believe that students will not participate in a learning activity unless it has a mark that contributes to their final subject grade. Ms Anne Gardner provided an overview of some of the aspects to consider in designing these types of tasks. Dr Sophie Riley presented an example from Law and Mr Seymour Maddison presented one from an Engineering context where there was high student engagement. Participants were invited to identify characteristics of these examples that could be used in their own context. (3 October 2013)
What happens when students, particularly students in non arts/design based courses, are encouraged to create videos and screencasts as part of their coursework assessment? This is an idea that teachers are often interested in trying, but approach with a degree of trepidation. Jenny Pizzica facilitated a conversation with UTS teachers about the opportunities and challenges of such assessment activities. The common queries solved were: How do you assess this work? How does effective support and moderation happen when you and the other teachers in the subject are not necessarily experts in the technology yourselves? What kinds of resources and instructions will students need to succeed? Where will students put their videos? This talk's focus was on ways to make these activities authentic and sustainable. (17 October 2013)
When students collaborate, they are given the opportunity to develop their interpersonal and collaboration skills. This opportunity is usually provided through group assignments, where students are expected to collaborate outside of the classroom and thus learn these skills elsewhere. Another opportunity, however, exists: via the collaborative activities run in flipped learning spaces. In this session, Dr Adam Morgan outlined how this might be possible and how the development of students’ collaborative skills might contribute to their graduate attribute development. The challenges associated with collaborative learning in flipped classrooms were also explored. (22 October 2013)