[Experiential learning] Co-designing change in a co-design class [3C]
When you teach how to run workshops to guide groups through complex situations and Covid-19 hits, it’s time to walk the talk. By giving…
[Assessment or curriculum-wide shifts] Students assessing students – transforming the testing and development of practical skills [2C]
For the practical exam in this core first-year unit of study, instead of in-person practical skills exams, we used Canvas Quizzes to deliver an…
[Engaging large cohorts] Student-Led Webinars to Increase Engagement [1C]
Earlier in the year we had planned a weekly live webinar to supplement the student experience. The intention was to broadcast a casual discussion…
[Experiential learning] Connecting peers and teachers through engaging video assessments [3B]
The normal situation is that the woodwind unit have a weekly class in which students are rostered to perform a solo piece on stage…
[Experiential learning] Moving allied health placement simulation online [3A]
In response to COVID-19 public health requirements, we needed to move our full day placement simulations (occurring fortnightly over 10 weeks for 50 year…
[Small and large class teaching] Getting students involved through dialogic and iterative pedagogies [1F]
I adapted my teaching approach to emulate the same dialogic principles that are usually embedded in my blended learning design. This includes active listening,…
[Small and large class teaching] Meeting diverse student needs with synchronous and asynchronous learning [1E]
For CRIM1002, the teaching, lectures and tutorials were transferred to online delivery. Students were provided each week with pre-recorded videos of lectures (three-part mode)…
[Assessment or curriculum-wide shifts] Culturally-aware online teaching and assessment [2B]
As a result of the COVID-19 situation in Singapore, in mid-February the Singapore Nursing Board Teaching, stipulated that all nursing educational provision was to…