Teaching@Sydney

Welcome to Teaching@Sydney. Stay informed about teaching and learning news and events with this monthly bulletin produced by the Education Portfolio.

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Conference travel grants: Widening Participation and Inclusive Teaching 2016

The University’s Widening Participation Network is pleased to announce that up to twenty conference travel grants are available to support academic and professional staff to present at relevant domestic or international conferences.

The Widening Participation Network is a joint initiative of the Social Inclusion Unit and the DVC (Education) Portfolio.

The University is committed to increasing the participation of students of promise from low socio-economic backgrounds, regional and remote areas and Indigenous students; building our research agenda on social inclusion/exclusion; and developing teaching and learning activities that support student engagement and cultural competence. Expressions of interest are due by COB Friday 22 April. For full details, please see the guidelines.

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The University’s Widening Participation Network is pleased to announce that up to twenty conference travel grants are available to support academic and professional staff to...[more]

Teach like a Nobel Laureate

Before the Sydney Ideas lecture on 11 March, Nobel Laureate Professor Carl Wieman and Dr Sarah Gilbert facilitated a special workshop for students and teachers on teaching challenges and strategies in science education. The wide ranging discussion covered topics relevant to effective teaching in all discliplines, including motivation, engagement, active learning and assessment. Building on the rich collection of research-informed and practical tips and resources from the Carl Wieman Science Education Initiative, key ideas from the workshop included:

  • Evidence that active learning approaches dramatically improve student learning and are more enjoyable for both students and teachers,
  • Ways to evaluate the effectiveness of undergraduate lectures and
  • Increasing the effectiveness of mid-semester exams and quizzes in promoting learning.

To self-evaluate the extent of your own use of research-based teaching practices, why not complete the anonymous rubric provided by the Initiative and used by lecturers across the world?

Links to a recording and the slides of the workshop are available on the 'Educational Innovation' group on Yammer.

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Before the Sydney Ideas lecture on 11 March, Nobel Laureate Professor Carl Wieman and Dr Sarah Gilbert facilitated a special workshop for students and teachers on teachin...[more]

Tools for flipping your class #1: making interactive pre-lecture videos from your desktop

The flipped classroom makes the best use of both preparation and in-class time to maximise student engagement and success. Could the pre-lecture video be the tool to maximise engagement with the face-to-face lecture in the age of recorded classes?

Preparation has always been a key part of the learning process: technology just makes it both potentially more effective for more learners and easier to track. Colleagues across the instititon and beyond are finding that structured preparation, whether through scaffolded reading lists or short video lessions, dramatically increases student engagement. As a consequence, it also seems to be key for ensuring attendance at face-to-face classes in an age where content and information can be obtained in so many other ways.

Put simply - facilitatiing engagement with your material before class means that you can have deeper interactions in class and make best use of that time. Teachers following the flipped class model report improved engagement anf enjoyment, by both students and teachers.

Kaltura is a user-friendly video delivery system, akin to YouTube, providing high quality streamed content within the closed learning management system (LMS / Blackboard). As an education tool, the key aspects of the 2016 version are screencasting and embedding of muiltiple choice questions. It allows easy, desktop creation of screencast video lessons with embedded multiple choice questions. It is thus ideal for creating preparation material for flipped classes: it enables teachers (and potentilally students) to easily produce full video lessons or resources directly and quickly from a desktop or even from a phone.

This means that slide presentations can be easily converted to interactive and effective video lessons on a desktop from existiing Powerpoint slides. Editing and uploading to the LMS does not require additional software. Multiple choice questions can be embedded in any part of the video lesson, so that students are motivated to complete the lesson as they receive feedback on their comprehension and understanding and are set up to maximise the benefits of attending class.

Providing students with engaging and interactive preparation resources such as Kaltura has never been easier. Further information and support is available on the LMS, via the Educational Innovation helpdesk and through the Educational Innovation group on Yammer.

What is your experience of this tool or others in engaging students with material before class? How do you then change the face-to-face experience to maximize its potential for learning? Share your ideas and experiences

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The flipped classroom makes the best use of both preparation and in-class time to maximise student engagement and success. Could the pre-lecture video be the tool to maximise engag...[more]

#edtech talk: Personalised/adaptive learning

On Friday 8 April 2016, please join us for an #edtech talk by Simon McIntyre.

This presentation discusses the ideal vision of a personalised learning experience incorporating goal setting as a key element, and explores the challenges of trying to implement and improve this design within current MOOC technology over three successive iterations of the MOOC 'Learning to Teach Online'. Data collected about the goals and participant activity within the course have begun to reveal the difficulty in devising a truly dynamic, adaptive, personal goal driven learning environment in the MOOC space, within the confines of current technical and analytic frameworks. The lessons learned about obtaining and making meaningful response to participant goals will also be discussed.

Simon McIntyre is the Director of Learning and Innovation at UNSW | Art & Design, and an Apple Distinguished Educator. After developing and teaching online courses in art and design for several years, he has helped many other academics design and teach online through designing and convening a range of award winning academic development programs. He is recognised internationally for his pioneering learning and teaching approaches for fully online and blended education across several disciplines.

Simon’s research is on the development of new online pedagogies to evolve education into a globally networked practice. His recent work explores the potential of mobile technologies and open learning both on and off-campus. He has led the design and creation of a range of open education resources such as numerous educational videos, iTunes U content, and an award winning interactive iBook, which is currently featured as an exemplar on Apple Education’s US website.

Date: 8 April 2016, 12.00pm-1.00pm
Venue: Room 218, Level 2 South, Fisher Library F04
For more information and to register: click here

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On Friday 8 April 2016, please join us for an #edtech talk by Simon McIntyre. This presentation discusses the ideal vision of a personalised learning experience incorporating goal...[more]

Teaching graduates to value inclusivity using disability awareness

Given that disability affects the lives of one in every five Australians1, our graduates are likely to in the future, either experience a disability themselves or be in a position of care for someone living with a disability, or encounter disability in their lives in a professional or social context.

Disability awareness (DA) is a way of allowing students with or without a disability to share a learning environment with others as well as gaining skills for the future. Disability awareness has been defined as a “positive attitude and increased empathy toward people with disabilities.”2 Researchers have suggested that disability awareness training helps in “providing teachers and students with an understanding of the challenges faced by students with different abilities.”3

In 2014, a DA program was designed for final year pharmacy students in an advanced pharmacotherapeutics course. A needs analysis conducted with the cohort in initial weeks of Semester 1 (2014) using a custom designed questionnaire identified that students were not confident of managing medication issues or communicating effectively with clients who had a disability.4 An educational package comprising 4 specialised lectures and a 3 hour workshop was designed to address these gaps and implemented in the latter half of the semester. This package utilised a learning cascade of exposure (exposing learners to disability), experience (creating a simulated experience of an actual disability) and ownership (getting learners to take ownership for ensuring an equitable environment for those with disability).5

Results indicated that pharmacy students’ (n=256) perception of their ability to identify medication issues in people living with disabilities and confidence in communicating with patients with a disability was enhanced. Content analysis of descriptive comments from students post workshop suggested that students, on reflection, had a more empathic understanding of medication use in people with disabilities.4   

These results indicate that implementation of DA training in University based courses can enhance the attitudes of students towards disability, and awareness about disability; prompt reflection on how disability may impact future career/social pathways; and help students build self-appointed roles/responsibilities towards people living with a disability.

This piece was written by Associate Professor Bandana Saini, Faculty of Pharmacy. Please contact her for further information.

1. Australian Network on Disability. Accessed at http://www.and.org.au/pages/disability-statistics.html

2. Foley JT, Tindall D, Lieberman L, Kim S.  How to develop disability awareness using the sport education model, Journal of Physical Education, Recreation & Dance, 2007;78(9):32-36

3. Fittipaldi-Wert J, Brock S. I can play too: Disability awareness activities for your physical education class. Strategies, 2007; 20(5): 30-33.

4. Davis S, Saini B, Bosnic Anticevich S. Attitudes of pharmacy students regarding pharmacotherapeutics of people with disabilities. In the proceedings of the Australasian Pharmaceutical Science Association Annual Conference December 2014.

5. Wilson S, Lieberman L. Disability awareness in physical education. Strategies, 2000; 13(6), 12:29-33.[close]

Given that disability affects the lives of one in every five Australians1, our graduates are likely to in the future, either experience a disability themselves or be in a position...[more]

Handy hints for health and wellbeing inside the classroom


Move more, sit less

According to a 2013 survey of University of Sydney staff and students, many of us don’t get enough daily physical activity or exercise. Regular physical activity provides a range of positive health benefits, including improvements in cognitive functioning and wellbeing – both areas of huge benefit for students and staff alike.

Healthy Sydney University recommends the following opportunities inside the classroom to encourage your colleagues and students to move more, sit less. These opportunities will ensure you and your students remain focused, engaged, attentive and healthy.

 

  1. Stand and stretch
    Include a brief standing break during long periods of sitting, such as lectures and seminars
  2. Take the lead
    Use the lapel microphone in lectures and seminars to lead discussions while on the move
  3. Break it up
    Encourage group work to allow students to meet and move during longer classroom sessions
  4. Tailor the timetable
    Consult with the timetabling unit to include a change of room after a lecture or tutorial for a brisk walk between classes

Mental wellbeing

In 2015, Healthy Sydney University conducted a review of the scientific literature, looking at the most effective university-wide strategies and approaches that higher education institutions can implement to promote the mental wellbeing of their students.

The results have been summarized in ‘A blueprint for student mental wellbeing’ factsheet, which encourages academic staff to consider:

 

 

  • Using alternate academic strategies – such as changing the grading or assessment in a course;
  • Infusing mental health knowledge and skills in the curriculum – so all students have the opportunity to discuss and learn about mental wellbeing
  • Develop and promote the use of evidence-based apps and e-tools to support wellbeing – such as ReachOut’s The Toolbox or Smiling Mind
  • Build healthy physical environments on campus – promote green spaces, natural light and ventilation.

If you would like to be involved with Healthy Sydney University or would like more information, please contact Elly on 9036 7891 or healthy.uni@sydney.edu.au.[close]

Move more, sit less According to a 2013 survey of University of Sydney staff and students, many of us don’t get enough daily physical activity or exercise. Regular physical...[more]

Enhancing workplace learning through mobile technology

The NSW/ACT ACEN Chapter are pleased to invite you to a  free interactive workshop:

Enhancing workplace learning through mobile technology

Venue: The University of Sydney Business School CBD Campus, Level 17,  133 Castlereagh St
Time: 10am-12pm (registrations from 9am)
Date: Friday 1 April, 2016

Presented by Franziska Trede PhD, Professor of Higher Education, Charles Sturt University

In this 90 minutes workshop participants will:

  • learn about the OLT funded project titled “Enhancing workplace learning through mobile technology";
  • hear about the processes used to develop mobile resources for learning in professional workplace settings;
  •  trial a preliminary set of resources and share their ideas and feedback; and
  •  develop a better understanding of the possibilities and challenges of effectively using mobile technology to enrich learning experiences on placement.

Bring along your devices to trial resources that have been developed!

For more information and to register please click here

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The NSW/ACT ACEN Chapter are pleased to invite you to a  free interactive workshop: Enhancing workplace learning through mobile technology Venue: The University of Sydn...[more]

Call for papers & conference submissions


ascilite 2016

The Australasian Society for Computers in Learning in Tertiary Education (ascilite) is calling for submissions for the 33rd annual conference hosted by the University of South Australia in Adelaide, Australia on 28-30 November. The conference theme 'Show me the learning', focuses attention on demonstrating the learning afforded by educational technology. Submissions close on 25 July. For further details, visit the website.

ISSOTL 2016

The theme of this year's conference of the International Society for the Scholarship of Teaching and Learning (ISSOTL) is 'Telling the Story of Teaching and Learning'. The conference will be held in Los Angeles from 12-15 October. Submissions are now open and close on 29 April. For further details, visit the website.

TLTHE Call for submissions: Australian Stories of Partnership

Colleagues working with students as partners might wish to contribute to an upcoming special issue of Teaching and Learning Together in Higher Education (TLTHE) on ‘Australian Stories of Partnership’. 

TLTHE, created and edited by Professor Alison Cook-Sather, serves as a forum for the reflective work of university academics, staff and students working together. Its premise is that dialogue and collaboration among staff and students is central to teaching and learning in higher education. TLTHE is unique, publishing essays written in an informal/conversational style, using first person pronouns, with (very) light use of citations. The idea is to provide a forum for in-process work, exploration, experimentation, and reflection.

Essays by staff (professional, academic or hybrid) and students seeking to reshape Australian higher education through dialogue and collaboration amongst staff and students exploring the possibilities of ‘students as partners’ in Australian Higher Education. 
 
Publication Date: November/December 2016
Submission Date: By 1 September 2016
Guidelines and more detail: download here
Contact: Guest Editor, Dr Kelly Matthews, k.matthews1@uq.edu.au[close]

ascilite 2016 The Australasian Society for Computers in Learning in Tertiary Education (ascilite) is calling for submissions for the 33rd annual conferen...[more]

Keep up to date with teaching at Sydney every day using Outlook, Twitter and Yammer

Alongside reading our flagship monthly Teaching@Sydney newsletter, you can now keep in regular touch with educational innovation at Sydney and share news and views:

  • By following @SydneyEduInnov on Twitter
  • By contributing to the Educational Innovation Group on Yammer - the most vibrant group on Yammer in February and, so far, in March!
  • Using MS Outlook (unfortunately, RSS feeds are not currently supported in Outlook for Mac but you can add them if you have access to a PC and they will then appear in Outlook for Mac):
    • Copy the address of our RSS feed (http://feeds.feedburner.com/edu/TeachingAtSydney)
    • In Outlook, right-click the RSS Feeds folder and choose Add a New RSS Feed.
    • In the New RSS Feed dialog box, enter the URL of the RSS Feed. Tip: If you need help finding the RSS feed URL on a website, look for an RSS icon.
    • Choose Add > OK.
       
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Alongside reading our flagship monthly Teaching@Sydney newsletter, you can now keep in regular touch with educational innovation at Sydney and share news and views: By...[more]

53 Powerful Ideas All Teachers Should Know About

In idea 42, Gibbs argues that student engagement has now become too slippery a concept, and that in invoking it, we need to be more precise. Do we mean:

  • students' engagement with their studies
  • students' engagement with their campus learning environment
  • students' engagement in quality assurance
  • engaging students with teaching improvement and enhancement
  • student engagement with teaching practice
  • student engagement with research (e.g., with the latest research, in research communities, as researchers)

In addition, Gibbs points to a very interesting literature review on student engagement conducted by the Higher Education Academy in the UK.

Graham Gibbs is one of the UK's most well known advocates of improving university learning and teaching. With his colleagues (Habeshaw & Habeshaw), he was responsible for the very popular '53 Interesting Ideas' books series that have supported countless teachers (new and experienced) navigate their way through tricky classroom and curriculum dilemmas. Gibbs' blog 53 Powerful Ideas all Teachers Should Know About offers a research summary of key issues, and is hosted by the Staff and Educational Development Association (SEDA) in the UK.[close]

In idea 42, Gibbs argues that student engagement has now become too slippery a concept, and that in invoking it, we need to be more precise. Do we mean: students' engagement...[more]

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Current Events & Registration

register Sign up for Teaching@Sydney details 2016
register MPLF M05 - Assessment and feedback for learning details 6 December
register MPLF M03 - Inclusivity and diversity details 6 December
register MPLF M01 - Principles of learning and teaching details 7 December
register MPLF M08 - Engaging students in lectures and large classes details 7 December
register MPLF M13 - Designing for blended and online learning details 8 December
register MPLF M14 - Online tools for interactive and collaborative learning details 8 December
register Canvas Skills 3: Quizzes details 8 December
register MPLF M09 - Engaging students in small classes details 9 December
register MPLF M10 Enhancing group work details 9 December
register MPLF M20 - Supporting diverse experiences in learning and teaching details 10 December
register Making the most of Zoom for supporting online learning details 14 December
register SRES Workshop (for beginner users) details 9 February
register SRES Workshop (for beginner users) details 10 February
register SRES Workshop (for beginner users) details 14 February
register SEFP - Introduction to applying for fellowship details 14 February
register SEFP - Introduction to applying for fellowship details 15 February
register SRES Masterclass (for existing/advanced users) details 15 February
register SEFP - Introduction to applying for fellowship details 18 February
register SEFP - Introduction to applying for fellowship details 25 February
register SEFP Focussed writing workshop (Associate Fellow D1, Fellow D2) details 4 April
register SEFP Focussed writing workshop (Senior Fellow D3) details 5 April
register SEFP Focussed writing workshop (Associate Fellow D1, Fellow D2) details 21 April
register SEFP Focussed writing workshop (Senior Fellow D3) details 22 April

closed Canvas Skills: Assignments and Gradebook details 1 December
closed Canvas Skills: Foundations details 30 November
closed Canvas Skills 3: Quizzes details 24 November
closed Canvas Skills: Assignments and Gradebook details 23 November
closed Making the most of Zoom for supporting online learning details 22 November
closed Future of assessment forum details 19 November
closed Canvas Skills: Foundations details 16 November
closed Canvas Skills: Assignments and Gradebook details 11 November
closed Canvas Skills 3: Quizzes details 10 November
closed Canvas Skills: Assignments and Gradebook details 4 November