{"id":14163,"date":"2021-07-14T16:43:47","date_gmt":"2021-07-14T06:43:47","guid":{"rendered":"https:\/\/educational-innovation.sydney.edu.au\/teaching@sydney\/?page_id=14163"},"modified":"2021-07-16T13:03:35","modified_gmt":"2021-07-16T03:03:35","slug":"2021-sydney-teaching-symposium-resources","status":"publish","type":"page","link":"https:\/\/educational-innovation.sydney.edu.au\/teaching@sydney\/2021-sydney-teaching-symposium-resources\/","title":{"rendered":"2021 Sydney Teaching Symposium &#8211; Resources"},"content":{"rendered":"<figure id=\"attachment_13968\" aria-describedby=\"caption-attachment-13968\" style=\"width: 1600px\" class=\"wp-caption aligncenter\"><img loading=\"lazy\" decoding=\"async\" class=\"wp-image-13968 size-full\" src=\"https:\/\/educational-innovation.sydney.edu.au\/teaching@sydney\/wp-content\/uploads\/2021\/06\/banner_31.jpg\" alt=\"\" width=\"1600\" height=\"320\" srcset=\"https:\/\/educational-innovation.sydney.edu.au\/teaching@sydney\/wp-content\/uploads\/2021\/06\/banner_31.jpg 1600w, https:\/\/educational-innovation.sydney.edu.au\/teaching@sydney\/wp-content\/uploads\/2021\/06\/banner_31-300x60.jpg 300w, https:\/\/educational-innovation.sydney.edu.au\/teaching@sydney\/wp-content\/uploads\/2021\/06\/banner_31-768x154.jpg 768w, https:\/\/educational-innovation.sydney.edu.au\/teaching@sydney\/wp-content\/uploads\/2021\/06\/banner_31-1024x205.jpg 1024w, https:\/\/educational-innovation.sydney.edu.au\/teaching@sydney\/wp-content\/uploads\/2021\/06\/banner_31-370x74.jpg 370w, https:\/\/educational-innovation.sydney.edu.au\/teaching@sydney\/wp-content\/uploads\/2021\/06\/banner_31-570x114.jpg 570w, https:\/\/educational-innovation.sydney.edu.au\/teaching@sydney\/wp-content\/uploads\/2021\/06\/banner_31-770x154.jpg 770w, https:\/\/educational-innovation.sydney.edu.au\/teaching@sydney\/wp-content\/uploads\/2021\/06\/banner_31-1170x234.jpg 1170w\" sizes=\"auto, (max-width: 1600px) 100vw, 1600px\" \/><figcaption id=\"caption-attachment-13968\" class=\"wp-caption-text\">Photo by Joanna Kosinska on Unsplash<\/figcaption><\/figure>\n<h2>Sustaining and maintaining teaching innovation for a new normal<\/h2>\n<p>This University-wide symposium on Wednesday 14 July 2021 celebrated simple and shareable innovations in active learning and assessment from the past year. The aim of this was to highlight the approaches to teaching and assessment developed by colleagues across the University, and to come together and share practice and ideas.<\/p>\n<p>&nbsp;<\/p>\n<h2>Symposium program<\/h2>\n<style>th.wpcs-col-time, td.wpcs-time {width: 150px;}<\/style><div class=\"wpcs-schedule-wrapper \"><table class=\"wpcs-schedule wpcs-color-scheme-light wpcs-layout-table\" border=\"0\"><thead><tr><th class=\"wpcs-col-time\">Time<\/th><th class=\"wpcs-col-track\"> <span class=\"wpcs-track-name\">Track A<\/span> <span class=\"wpcs-track-description\"><\/span> <\/th><th class=\"wpcs-col-track\"> <span class=\"wpcs-track-name\">Track B<\/span> <span class=\"wpcs-track-description\"><\/span> <\/th><th class=\"wpcs-col-track\"> <span class=\"wpcs-track-name\">Track C<\/span> <span class=\"wpcs-track-description\"><\/span> <\/th><\/tr><\/thead><tbody><tr class=\"wpcs-time-920am wpcs-global-session wpcs-global-session-session welcome-and-setting-the-scene\"><td class=\"wpcs-time\">9:20&nbsp;am<\/td><td colspan=\"3\" class=\"wpcs-track-track-a-2021-symposium wpcs-track-track-b-2021-symposium wpcs-track-track-c wpcs-session-type-session wpcs-session-welcome-2\" data-track-title=\"Track A, Track B, Track C\" data-session-id=\"13904\"><div class=\"wpcs-session-cell-content\" style=\"padding: 1rem;\"><span class=\"wpcs-session-title\"><strong>Welcome and setting the scene<\/strong><\/span> <div class=\"wpcs-session-speakers\" style=\"padding-bottom: 1rem;\"><em>DVC (Education) Pip Pattison<\/em><\/div><\/div><\/td><\/tr><tr class=\"wpcs-time-930am wpcs-global-session wpcs-global-session-mainstage keynote-relationship-rich-education-and-the-new-normal\"><td class=\"wpcs-time\">9:30&nbsp;am<\/td><td colspan=\"3\" class=\"wpcs-track-track-a-2021-symposium wpcs-track-track-b-2021-symposium wpcs-track-track-c wpcs-session-type-mainstage wpcs-session-keynote-relationship-rich-education\" data-track-title=\"Track A, Track B, Track C\" data-session-id=\"13898\"><div class=\"wpcs-session-cell-content\" style=\"padding: 1rem;\"><span class=\"wpcs-session-title\"><strong>Keynote: Relationship-rich education and the &#8216;new normal&#8217;<\/strong><\/span> <div class=\"wpcs-session-speakers\" style=\"padding-bottom: 1rem;\"><em>Peter Felten<\/em><\/div><br><span class=\"wpcs-session-content-preview\">The novelist Arundhati Roy has argued that historically pandemics force &quot;humans to break with the past and imagine their world anew&quot;. A liminal moment like this is rare, exciting, and perilo... <\/span><span class=\"wpcs-session-content-preview-more\" style=\"cursor: pointer;\">[more]<\/span><span class=\"wpcs-session-content-preview-expanded\" style=\"display:none;\">The novelist Arundhati Roy has argued that historically pandemics force &quot;humans to break with the past and imagine their world anew&quot;. A liminal moment like this is rare, exciting, and perilous. What should we establish as the foundations of &quot;new normal&quot; teaching and learning in higher education? I will invite you to consider putting teacher-student and student-student relationships at the heart of your teaching. Drawing on some 400 interviews with students, faculty, and staff in U.S. higher education, I will explore how relationships are a flexible, scalable, and humane approach to ensuring that all students experience welcome and care, become inspired to learn, and explore the big questions that matter for their lives and our communities.<\/span><span class=\"wpcs-session-content-preview-less\" style=\"cursor: pointer; display:none;\">[less]<\/span><\/div><\/td><\/tr><tr class=\"wpcs-time-1020am wpcs-global-session wpcs-global-session-custom break\"><td class=\"wpcs-time\">10:20&nbsp;am<\/td><td colspan=\"3\" class=\"wpcs-track-track-a-2021-symposium wpcs-track-track-b-2021-symposium wpcs-track-track-c wpcs-session-type-custom wpcs-session-break-5\" data-track-title=\"Track A, Track B, Track C\" data-session-id=\"13906\"><div class=\"wpcs-session-cell-content\" style=\"padding: 1rem;\"><span class=\"wpcs-session-title\"><strong>Break<\/strong><\/span><\/div><\/td><\/tr><tr class=\"wpcs-time-1030am\"><td class=\"wpcs-time\">10:30&nbsp;am<\/td><td colspan=\"1\" class=\"wpcs-track-track-a-2021-symposium wpcs-session-type-session wpcs-session-building-connection-and-belonging-in-large-remote-and-on-campus-cohorts\" data-track-title=\"Track A\" data-session-id=\"13908\"><div class=\"wpcs-session-cell-content\" style=\"padding: 1rem;\"><span class=\"wpcs-session-title\"><strong>[1A1] Building connection and belonging in large remote and on-campus cohorts<\/strong><\/span> <div class=\"wpcs-session-speakers\" style=\"padding-bottom: 1rem;\"><em>Alix Thoeming, Anastasiya Byesyedina, and Tara Smith<\/em><\/div><br><span class=\"wpcs-session-content-preview\">Launching a brand new, large, core unit in 2021 was a unique and exciting challenge for the FASS1000 teaching team. With the lessons we learned in 2020 in our pockets and a view to whatever normality ... <\/span><span class=\"wpcs-session-content-preview-more\" style=\"cursor: pointer;\">[more]<\/span><span class=\"wpcs-session-content-preview-expanded\" style=\"display:none;\">Launching a brand new, large, core unit in 2021 was a unique and exciting challenge for the FASS1000 teaching team. With the lessons we learned in 2020 in our pockets and a view to whatever normality awaits us in the future, we welcomed our new Bachelor of Arts students to the University, to their studies, and to their degree as a fundamental part of understanding the world. Key to this welcome was a focus on building a sense of belonging in order to facilitate a smooth transition to Sydney life, and on developing a sense of connection within our geographically scattered cohort. In doing this we utilised literature-informed assessment design, did some fun things with Canvas, and made the most of free or low-cost eTools, and in this presentation we\u2019ll share practically transferrable tips about what we did and learned along the way.<\/span><span class=\"wpcs-session-content-preview-less\" style=\"cursor: pointer; display:none;\">[less]<\/span><\/div><\/td><td colspan=\"1\" class=\"wpcs-track-track-b-2021-symposium wpcs-session-type-session wpcs-session-improving-student-learning-and-academic-integrity-by-replacing-exams-with-supported-authentic-reflections\" data-track-title=\"Track B\" data-session-id=\"13916\"><div class=\"wpcs-session-cell-content\" style=\"padding: 1rem;\"><span class=\"wpcs-session-title\"><strong>[1B1] Improving student learning and academic integrity by replacing exams with supported authentic reflections<\/strong><\/span> <div class=\"wpcs-session-speakers\" style=\"padding-bottom: 1rem;\"><em>Robyn Martin<\/em><\/div><br><span class=\"wpcs-session-content-preview\">As a foundation unit for the Masters of commence, MKTG5001 would often be the only marketing unit students would undertake in their studies. This means that the need to be relevant and valuable is int... <\/span><span class=\"wpcs-session-content-preview-more\" style=\"cursor: pointer;\">[more]<\/span><span class=\"wpcs-session-content-preview-expanded\" style=\"display:none;\">As a foundation unit for the Masters of commence, MKTG5001 would often be the only marketing unit students would undertake in their studies. This means that the need to be relevant and valuable is intensified to hold this cohort&#039;s attention. It was for this reason that the mid and final exams were replaced with a novel scaffolded reflective assessment, that focused on student-led learning, by contextualizing the unit&#039;s elements within the students&#039; current and future life. This connection and authenticity had the additional advantage of minimising academic integrity issues due to its innovative submission process and student-to-teacher connection.<\/span><span class=\"wpcs-session-content-preview-less\" style=\"cursor: pointer; display:none;\">[less]<\/span><\/div><\/td><td colspan=\"1\" class=\"wpcs-track-track-c wpcs-session-type-session wpcs-session-how-true-hyflex-can-foster-community-engagement-and-relationship\" data-track-title=\"Track C\" data-session-id=\"13926\"><div class=\"wpcs-session-cell-content\" style=\"padding: 1rem;\"><span class=\"wpcs-session-title\"><strong>[1C1] How &#8216;true&#8217; HyFlex can foster community, engagement, and relationships<\/strong><\/span> <div class=\"wpcs-session-speakers\" style=\"padding-bottom: 1rem;\"><em>Tamara Neal<\/em><\/div><br><span class=\"wpcs-session-content-preview\">Most students welcome opportunities to make social and intellectual connections with one another in the course of their studies. A flexible engagement with HyFlex will facilitate these. In this talk, ... <\/span><span class=\"wpcs-session-content-preview-more\" style=\"cursor: pointer;\">[more]<\/span><span class=\"wpcs-session-content-preview-expanded\" style=\"display:none;\">Most students welcome opportunities to make social and intellectual connections with one another in the course of their studies. A flexible engagement with HyFlex will facilitate these. In this talk, I share my experiences and insights as a first-time HyFlex teacher in two undergraduate elective units. I focus on practical strategies that emphasise equity, accessibility, and flexibility, and enable a collaborative teaching and learning experience.<\/span><span class=\"wpcs-session-content-preview-less\" style=\"cursor: pointer; display:none;\">[less]<\/span><\/div><\/td><\/tr><tr class=\"wpcs-time-1045am\"><td class=\"wpcs-time\">10:45&nbsp;am<\/td><td colspan=\"1\" class=\"wpcs-track-track-a-2021-symposium wpcs-session-type-session wpcs-session-physicshome-authentic-experiments-and-community-building-online-and-anywhere\" data-track-title=\"Track A\" data-session-id=\"13910\"><div class=\"wpcs-session-cell-content\" style=\"padding: 1rem;\"><span class=\"wpcs-session-title\"><strong>[1A2] Physics@Home: Authentic experiments and community building online and anywhere<\/strong><\/span> <div class=\"wpcs-session-speakers\" style=\"padding-bottom: 1rem;\"><em>Tara Murphy and Mike Wheatland<\/em><\/div><br><span class=\"wpcs-session-content-preview\">A major challenge with teaching physics online is how to provide students with critical skills in experimental lab. Last year PHYS1001 was completely redesigned for the August intensive. After investi... <\/span><span class=\"wpcs-session-content-preview-more\" style=\"cursor: pointer;\">[more]<\/span><span class=\"wpcs-session-content-preview-expanded\" style=\"display:none;\">A major challenge with teaching physics online is how to provide students with critical skills in experimental lab. Last year PHYS1001 was completely redesigned for the August intensive. After investigating existing lab options we implemented a series of experiments that students could complete independently at home, using the sensors in a smartphone. We discuss how we built a learning community around the labs and the other learning activities, the feedback from staff and students, and how this year we have run the same labs in blended mode, both online and on-campus. We\u2019ll also do a mini lab experiment with workshop participants, so bring your phone!\r\n\r\nIf you would like to participate in the lab experiment, please download Phyphox (https:\/\/phyphox.org\/download) before the workshop<\/span><span class=\"wpcs-session-content-preview-less\" style=\"cursor: pointer; display:none;\">[less]<\/span><\/div><\/td><td colspan=\"1\" class=\"wpcs-track-track-b-2021-symposium wpcs-session-type-session wpcs-session-data-storms-and-a-film-festival-transforming-field-trips-for-the-new-normal\" data-track-title=\"Track B\" data-session-id=\"13918\"><div class=\"wpcs-session-cell-content\" style=\"padding: 1rem;\"><span class=\"wpcs-session-title\"><strong>[1B2] Data, storms, and a film festival: Transforming field trips for the new normal<\/strong><\/span> <div class=\"wpcs-session-speakers\" style=\"padding-bottom: 1rem;\"><em>Ana Vila-Concejo and Tristan Salles<\/em><\/div><br><span class=\"wpcs-session-content-preview\">Over many years our MARS5001 students had 2 months to collect and analyse data on beach evolution. As a result, they learnt a lot in the field but the data had low quality and was often boring (not en... <\/span><span class=\"wpcs-session-content-preview-more\" style=\"cursor: pointer;\">[more]<\/span><span class=\"wpcs-session-content-preview-expanded\" style=\"display:none;\">Over many years our MARS5001 students had 2 months to collect and analyse data on beach evolution. As a result, they learnt a lot in the field but the data had low quality and was often boring (not enough changes). We have redesigned our assignment because of COVID-19. Our cohort (half on-campus and half remote) still goes to the beach one day or does a virtual fieldtrip. We then share with them our own research data providing them with high-quality data showcasing storm effects on beaches. Students work in groups in HyFlex during the practicals and create a video that is then showcased in our own film festival.<\/span><span class=\"wpcs-session-content-preview-less\" style=\"cursor: pointer; display:none;\">[less]<\/span><\/div><\/td><td colspan=\"1\" class=\"wpcs-track-track-c wpcs-session-type-session wpcs-session-stimulating-higher-order-thinking-by-gamifying-hyflex-learning-activities\" data-track-title=\"Track C\" data-session-id=\"13928\"><div class=\"wpcs-session-cell-content\" style=\"padding: 1rem;\"><span class=\"wpcs-session-title\"><strong>[1C2] Stimulating higher order thinking by gamifying HyFlex learning activities<\/strong><\/span> <div class=\"wpcs-session-speakers\" style=\"padding-bottom: 1rem;\"><em>Eryn Werry<\/em><\/div><br><span class=\"wpcs-session-content-preview\">Gamification of learning in HyFlex was used in the Master of Brain and Mind Sciences to increase engagement and to stimulate higher-order thinking. Examples of activities included Family Feud, physica... <\/span><span class=\"wpcs-session-content-preview-more\" style=\"cursor: pointer;\">[more]<\/span><span class=\"wpcs-session-content-preview-expanded\" style=\"display:none;\">Gamification of learning in HyFlex was used in the Master of Brain and Mind Sciences to increase engagement and to stimulate higher-order thinking. Examples of activities included Family Feud, physical competitions and a custom built online escape room.<\/span><span class=\"wpcs-session-content-preview-less\" style=\"cursor: pointer; display:none;\">[less]<\/span><\/div><\/td><\/tr><tr class=\"wpcs-time-1100am\"><td class=\"wpcs-time\">11:00&nbsp;am<\/td><td colspan=\"1\" class=\"wpcs-track-track-a-2021-symposium wpcs-session-type-session wpcs-session-replacing-placements-with-authentic-simulated-experiences-for-work-integrated-learning\" data-track-title=\"Track A\" data-session-id=\"13912\"><div class=\"wpcs-session-cell-content\" style=\"padding: 1rem;\"><span class=\"wpcs-session-title\"><strong>[1A3] Replacing placements with authentic, simulated experiences for work-integrated learning<\/strong><\/span> <div class=\"wpcs-session-speakers\" style=\"padding-bottom: 1rem;\"><em>Elizabeth Bourne, Amani Bell, Robyn Johnson<\/em><\/div><br><span class=\"wpcs-session-content-preview\">The COVID-19 pandemic resulted in many speech pathology (SP) placements being cancelled; in May 2020 we had a 52% shortfall of SP placements. In response to this challenge, we drew on current research... <\/span><span class=\"wpcs-session-content-preview-more\" style=\"cursor: pointer;\">[more]<\/span><span class=\"wpcs-session-content-preview-expanded\" style=\"display:none;\">The COVID-19 pandemic resulted in many speech pathology (SP) placements being cancelled; in May 2020 we had a 52% shortfall of SP placements. In response to this challenge, we drew on current research to design a simulation program which replicated aspects of clinical placement experiences. The program fully replaced a placement for all third-year undergraduates and one third of master\u2019s students \u2013 the first time full replacement has been achieved. The program receives excellent student feedback including that the experience helped them develop and consolidate their clinical skills. This presentation will be of interest to educators who are keen to provide students with authentic work-based experiences.<\/span><span class=\"wpcs-session-content-preview-less\" style=\"cursor: pointer; display:none;\">[less]<\/span><\/div><\/td><td colspan=\"1\" class=\"wpcs-track-track-b-2021-symposium wpcs-session-type-session wpcs-session-flexible-group-assessment-to-foster-communication-and-research-inquiry-skills\" data-track-title=\"Track B\" data-session-id=\"13920\"><div class=\"wpcs-session-cell-content\" style=\"padding: 1rem;\"><span class=\"wpcs-session-title\"><strong>[1B3] Flexible authentic assessment to promote group work, enhance communication skills and foster research inquiry<\/strong><\/span> <div class=\"wpcs-session-speakers\" style=\"padding-bottom: 1rem;\"><em>Clara Sitbon<\/em><\/div><br><span class=\"wpcs-session-content-preview\">After the FASS Curriculum Sustainability Project, which saw a redesign of our major in French and Francophone Studies, and in the wake of the COVID-19 pandemic, which saw the introduction of mixed mod... <\/span><span class=\"wpcs-session-content-preview-more\" style=\"cursor: pointer;\">[more]<\/span><span class=\"wpcs-session-content-preview-expanded\" style=\"display:none;\">After the FASS Curriculum Sustainability Project, which saw a redesign of our major in French and Francophone Studies, and in the wake of the COVID-19 pandemic, which saw the introduction of mixed modes of delivery, I\u2019ve designed a unit of study that had to be adaptable to various language levels, to a variety of university experiences, and to different modes of delivery. In this presentation, I will outline how flexible authentic assessments allowed students to work effectively in groups to develop their communication skills in French but also to pursue unique research interests whilst contributing to their peers\u2019 learning experience.<\/span><span class=\"wpcs-session-content-preview-less\" style=\"cursor: pointer; display:none;\">[less]<\/span><\/div><\/td><td colspan=\"1\" class=\"wpcs-track-track-c wpcs-session-type-session wpcs-session-engaging-students-as-co-creators-of-simple-but-effective-hyflex-experiences\" data-track-title=\"Track C\" data-session-id=\"13930\"><div class=\"wpcs-session-cell-content\" style=\"padding: 1rem;\"><span class=\"wpcs-session-title\"><strong>[1C3] Engaging students as co-creators of simple but effective HyFlex experiences<\/strong><\/span> <div class=\"wpcs-session-speakers\" style=\"padding-bottom: 1rem;\"><em>Sue Randall<\/em><\/div><br><span class=\"wpcs-session-content-preview\">In 2019, units in a postgraduate certificate were delivered in HyFlex to allow participation by nurses in remote far west NSW with their peers in a University of Sydney classroom. A simple approach wa... <\/span><span class=\"wpcs-session-content-preview-more\" style=\"cursor: pointer;\">[more]<\/span><span class=\"wpcs-session-content-preview-expanded\" style=\"display:none;\">In 2019, units in a postgraduate certificate were delivered in HyFlex to allow participation by nurses in remote far west NSW with their peers in a University of Sydney classroom. A simple approach was devised that included engaging students as co-creators to ensure an effective HyFlex experience in a dated teaching space that lacked the resources of newer university buildings.<\/span><span class=\"wpcs-session-content-preview-less\" style=\"cursor: pointer; display:none;\">[less]<\/span><\/div><\/td><\/tr><tr class=\"wpcs-time-1115am\"><td class=\"wpcs-time\">11:15&nbsp;am<\/td><td colspan=\"1\" class=\"wpcs-track-track-a-2021-symposium wpcs-session-type-session wpcs-session-qa-8\" data-track-title=\"Track A\" data-session-id=\"13914\"><div class=\"wpcs-session-cell-content\" style=\"padding: 1rem;\"><span class=\"wpcs-session-title\"><strong>Q&#038;A<\/strong><\/span> <div class=\"wpcs-session-speakers\" style=\"padding-bottom: 1rem;\"><em>Speakers from this track<\/em><\/div><\/div><\/td><td colspan=\"1\" class=\"wpcs-track-track-b-2021-symposium wpcs-session-type-session wpcs-session-qa-9\" data-track-title=\"Track B\" data-session-id=\"13922\"><div class=\"wpcs-session-cell-content\" style=\"padding: 1rem;\"><span class=\"wpcs-session-title\"><strong>Q&#038;A<\/strong><\/span> <div class=\"wpcs-session-speakers\" style=\"padding-bottom: 1rem;\"><em>Speakers from this track<\/em><\/div><\/div><\/td><td colspan=\"1\" class=\"wpcs-track-track-c wpcs-session-type-session wpcs-session-qa-10\" data-track-title=\"Track C\" data-session-id=\"13932\"><div class=\"wpcs-session-cell-content\" style=\"padding: 1rem;\"><span class=\"wpcs-session-title\"><strong>Q&#038;A<\/strong><\/span> <div class=\"wpcs-session-speakers\" style=\"padding-bottom: 1rem;\"><em>Speakers from this track<\/em><\/div><\/div><\/td><\/tr><tr class=\"wpcs-time-1130am wpcs-global-session wpcs-global-session-custom break\"><td class=\"wpcs-time\">11:30&nbsp;am<\/td><td colspan=\"3\" class=\"wpcs-track-track-a-2021-symposium wpcs-track-track-b-2021-symposium wpcs-track-track-c wpcs-session-type-custom wpcs-session-break-6\" data-track-title=\"Track A, Track B, Track C\" data-session-id=\"13936\"><div class=\"wpcs-session-cell-content\" style=\"padding: 1rem;\"><span class=\"wpcs-session-title\"><strong>Break<\/strong><\/span><\/div><\/td><\/tr><tr class=\"wpcs-time-1200pm\"><td class=\"wpcs-time\">12:00&nbsp;pm<\/td><td colspan=\"1\" class=\"wpcs-track-track-a-2021-symposium wpcs-session-type-session wpcs-session-from-teacher-telling-to-student-doing-changing-engineering-teaching-to-support-case-based-groupwork\" data-track-title=\"Track A\" data-session-id=\"13934\"><div class=\"wpcs-session-cell-content\" style=\"padding: 1rem;\"><span class=\"wpcs-session-title\"><strong>[2A1] From teacher-telling to student-doing: Changing engineering teaching to support case-based groupwork<\/strong><\/span> <div class=\"wpcs-session-speakers\" style=\"padding-bottom: 1rem;\"><em>Fatima Afzal<\/em><\/div><br><span class=\"wpcs-session-content-preview\">The School of Project Management has transitioned from traditional lectures and tutorials to workshop mode of delivery which has increased the opportunities for teacher-student interaction and engagem... <\/span><span class=\"wpcs-session-content-preview-more\" style=\"cursor: pointer;\">[more]<\/span><span class=\"wpcs-session-content-preview-expanded\" style=\"display:none;\">The School of Project Management has transitioned from traditional lectures and tutorials to workshop mode of delivery which has increased the opportunities for teacher-student interaction and engagement towards a more constructivist model of delivery. The workshop delivery uses online technologies for a blended learning environment and entails more self-directed learning and active participation from students. Successful implementation requires careful curriculum design for both online and in-class activities. This mode of delivery has proven to be very successful in online and HyFlex teaching.<\/span><span class=\"wpcs-session-content-preview-less\" style=\"cursor: pointer; display:none;\">[less]<\/span><\/div><\/td><td colspan=\"1\" class=\"wpcs-track-track-b-2021-symposium wpcs-session-type-session wpcs-session-preparing-students-for-the-new-normal-using-authentic-challenges-and-promoting-student-voice\" data-track-title=\"Track B\" data-session-id=\"13942\"><div class=\"wpcs-session-cell-content\" style=\"padding: 1rem;\"><span class=\"wpcs-session-title\"><strong>[2B1] Preparing students for the new normal using flipped classrooms, authentic challenges and student voice<\/strong><\/span> <div class=\"wpcs-session-speakers\" style=\"padding-bottom: 1rem;\"><em>Maria Ishkova, Vanessa Loh, Georgia White, Oliver Lawton, Jenna Tyson, Herman Fung, and Mina Askovic<\/em><\/div><br><span class=\"wpcs-session-content-preview\">Taking a \u2018students as partners\u2019 approach, the UPSKILL Team Project became a flagship assignment of the agile flipped classroom design introduced in WORK3205 Organisational Communication, Semester ... <\/span><span class=\"wpcs-session-content-preview-more\" style=\"cursor: pointer;\">[more]<\/span><span class=\"wpcs-session-content-preview-expanded\" style=\"display:none;\">Taking a \u2018students as partners\u2019 approach, the UPSKILL Team Project became a flagship assignment of the agile flipped classroom design introduced in WORK3205 Organisational Communication, Semester 2 2020. UPSKILL required students to prepare an evidence-based professional development resource for the company\/industry of their choice in a video format, present it in class and run a \u2018live\u2019 class debrief. Instead of repetitively addressing 1-2 pre-defined textbook case studies during 1-2 tutorials as in previous semesters, we explored a variety of burning organisational communication challenges aligned with each weekly topic. Additional features of UPSKILL included no individual marks, the use of peer feedback, and student-led tutorials in the second half of the semester with tutors acting as observers\/silent markers. Students across both remote and on-campus classes showed high levels of engagement, yielding the highest WORK3205 USS results to date, and exceeding the Semester 2 2020 average on all criteria, especially for online learning and feedback satisfaction.<\/span><span class=\"wpcs-session-content-preview-less\" style=\"cursor: pointer; display:none;\">[less]<\/span><\/div><\/td><td colspan=\"1\" class=\"wpcs-track-track-c wpcs-session-type-session wpcs-session-stepping-back-so-students-can-step-up-how-sharing-rich-media-online-can-open-up-true-collaboration\" data-track-title=\"Track C\" data-session-id=\"13949\"><div class=\"wpcs-session-cell-content\" style=\"padding: 1rem;\"><span class=\"wpcs-session-title\"><strong>[2C1] Stepping back so students can step up: How sharing rich media online can open up true collaboration<\/strong><\/span> <div class=\"wpcs-session-speakers\" style=\"padding-bottom: 1rem;\"><em>Angela Hecimovic and Robert Morley<\/em><\/div><br><span class=\"wpcs-session-content-preview\">Angela and Robert invite you into their auditing classroom, where they will demonstrate how they have utilised Padlet each week for real-time collaboration between students. As educators, we were keen... <\/span><span class=\"wpcs-session-content-preview-more\" style=\"cursor: pointer;\">[more]<\/span><span class=\"wpcs-session-content-preview-expanded\" style=\"display:none;\">Angela and Robert invite you into their auditing classroom, where they will demonstrate how they have utilised Padlet each week for real-time collaboration between students. As educators, we were keen for students to engage with contemporary audit cases, so we embedded video media to kickstart their learning and reflection, which enabled students to work together in breakout groups on case questions. Integral to our approach, as opposed to other educational technology utilised on the unit in the past, was for the students to take control of the Padlet each week, including the organising, sharing, presenting ideas and in providing feedback to their peers. We trialled integrating Audit Analytics media into the Padlet, with students keen to critically evaluate data from an auditor\u2019s perspective.<\/span><span class=\"wpcs-session-content-preview-less\" style=\"cursor: pointer; display:none;\">[less]<\/span><\/div><\/td><\/tr><tr class=\"wpcs-time-1215pm\"><td class=\"wpcs-time\">12:15&nbsp;pm<\/td><td colspan=\"1\" class=\"wpcs-track-track-a-2021-symposium wpcs-session-type-session wpcs-session-cementing-student-understanding-through-a-jigsaw-of-groupwork-and-team-teaching\" data-track-title=\"Track A\" data-session-id=\"13938\"><div class=\"wpcs-session-cell-content\" style=\"padding: 1rem;\"><span class=\"wpcs-session-title\"><strong>[2A2] Cementing student understanding through a jigsaw of groupwork and team teaching<\/strong><\/span> <div class=\"wpcs-session-speakers\" style=\"padding-bottom: 1rem;\"><em>Elizabeth Cayanan<\/em><\/div><br><span class=\"wpcs-session-content-preview\">The tutorial content from the nursing undergraduate human physiology unit historically incorporated a series of topic questions that students were asked to work on in class, with intermittent slides t... <\/span><span class=\"wpcs-session-content-preview-more\" style=\"cursor: pointer;\">[more]<\/span><span class=\"wpcs-session-content-preview-expanded\" style=\"display:none;\">The tutorial content from the nursing undergraduate human physiology unit historically incorporated a series of topic questions that students were asked to work on in class, with intermittent slides to discuss the answers. These 2 hour content-heavy tutorials were laborious for the tutor and did not engage students.\u00a0After a year of online teaching, we were back in the classroom and I transformed all tutorials for this unit in the format of jigsaw learning, the students answered a single question as a group and then groups were re-allocated so that one student could teach their new group the answer they addressed. This team teaching arrangement saw students more engaged given their need to understand the content at a level they could teach and meant that class discussion of the answers held everyone\u2019s attention.<\/span><span class=\"wpcs-session-content-preview-less\" style=\"cursor: pointer; display:none;\">[less]<\/span><\/div><\/td><td colspan=\"1\" class=\"wpcs-track-track-b-2021-symposium wpcs-session-type-session wpcs-session-how-journals-enhanced-student-engagement-with-pre-readings-and-supported-assessment-preparation\" data-track-title=\"Track B\" data-session-id=\"13945\"><div class=\"wpcs-session-cell-content\" style=\"padding: 1rem;\"><span class=\"wpcs-session-title\"><strong>[2B2] How journals enhanced student engagement with pre-readings and supported assessment preparation<\/strong><\/span> <div class=\"wpcs-session-speakers\" style=\"padding-bottom: 1rem;\"><em>Ben Brown<\/em><\/div><br><span class=\"wpcs-session-content-preview\">In my unit, students prepare set readings for tutorials by keeping a \u2018preparation journal\u2019. The journal forms a log of student engagement with material and helps inform responses to other pieces o... <\/span><span class=\"wpcs-session-content-preview-more\" style=\"cursor: pointer;\">[more]<\/span><span class=\"wpcs-session-content-preview-expanded\" style=\"display:none;\">In my unit, students prepare set readings for tutorials by keeping a \u2018preparation journal\u2019. The journal forms a log of student engagement with material and helps inform responses to other pieces of assessment including a major essay. Previously, students were required to &#039;do the reading &amp; be prepared to discuss&#039; with minor marks awarded for participation. With this innovation, student engagement with set readings has dramatically increased and ensures students have done the reading and ready to discuss them in class. Early scaffolding for academic writing has benefitted students as well as offering them opportunities to pursue individual interests.<\/span><span class=\"wpcs-session-content-preview-less\" style=\"cursor: pointer; display:none;\">[less]<\/span><\/div><\/td><td colspan=\"1\" class=\"wpcs-track-track-c wpcs-session-type-session wpcs-session-connecting-student-teams-and-industry-experts-across-the-globe-in-project-based-learning\" data-track-title=\"Track C\" data-session-id=\"13953\"><div class=\"wpcs-session-cell-content\" style=\"padding: 1rem;\"><span class=\"wpcs-session-title\"><strong>[2C2] Connecting student teams and industry experts across the globe in project-based learning<\/strong><\/span> <div class=\"wpcs-session-speakers\" style=\"padding-bottom: 1rem;\"><em>John Kavanagh, Graham Madsen, Claudia Moratti<\/em><\/div><br><span class=\"wpcs-session-content-preview\">Chemical Engineering is a team based project integrating the first 3 years of Chemical and Biomolecular Engineering. It is one of two capstone design projects and has a focus on open ended problems, i... <\/span><span class=\"wpcs-session-content-preview-more\" style=\"cursor: pointer;\">[more]<\/span><span class=\"wpcs-session-content-preview-expanded\" style=\"display:none;\">Chemical Engineering is a team based project integrating the first 3 years of Chemical and Biomolecular Engineering. It is one of two capstone design projects and has a focus on open ended problems, including the development of new industries. The unit made use of industry perspectives from global executives in marketing, production and leading suppliers via Zoom. This included teams based in Sydney, China and Malaysia on different time zones communicating in Zoom and Microsoft Teams. This engaged students working together in with staged deliverables over twelve weeks in a pod type environment, where they learned from peers as well as tutors with support from academics and industry supervisors.<\/span><span class=\"wpcs-session-content-preview-less\" style=\"cursor: pointer; display:none;\">[less]<\/span><\/div><\/td><\/tr><tr class=\"wpcs-time-1230pm\"><td class=\"wpcs-time\">12:30&nbsp;pm<\/td><td colspan=\"1\" class=\"wpcs-track-track-a-2021-symposium wpcs-session-type-session wpcs-session-engaging-students-with-online-groupwork-in-a-large-predominantly-international-cohort\" data-track-title=\"Track A\" data-session-id=\"13940\"><div class=\"wpcs-session-cell-content\" style=\"padding: 1rem;\"><span class=\"wpcs-session-title\"><strong>[2A3] A structured case-based groupwork to enhance online collaboration<\/strong><\/span> <div class=\"wpcs-session-speakers\" style=\"padding-bottom: 1rem;\"><em>Corina Raduescu and Jeffrey Lo<\/em><\/div><br><span class=\"wpcs-session-content-preview\">Since the COVID-19 pandemic forced us into remote online teaching and learning, students faced various challenges to achieve full participation in online groupwork. In the Business School these are am... <\/span><span class=\"wpcs-session-content-preview-more\" style=\"cursor: pointer;\">[more]<\/span><span class=\"wpcs-session-content-preview-expanded\" style=\"display:none;\">Since the COVID-19 pandemic forced us into remote online teaching and learning, students faced various challenges to achieve full participation in online groupwork. In the Business School these are amplified by a large international cohort. In response, we designed a well-structured but highly interactive approach to successfully encourage collaboration. We use case-based groupwork and technologies to scaffold learning and maintain high participation. The key outcomes are high attendance and participation rates, students\u2019 satisfaction and motivation to perform.<\/span><span class=\"wpcs-session-content-preview-less\" style=\"cursor: pointer; display:none;\">[less]<\/span><\/div><\/td><td colspan=\"1\" class=\"wpcs-track-track-b-2021-symposium wpcs-session-type-session wpcs-session-an-active-learning-ecosystem-to-transform-online-student-collaboration-and-time-efficient-support\" data-track-title=\"Track B\" data-session-id=\"13947\"><div class=\"wpcs-session-cell-content\" style=\"padding: 1rem;\"><span class=\"wpcs-session-title\"><strong>[2B3] An &#8216;active learning ecosystem&#8217; to transform online student collaboration and time-efficient support<\/strong><\/span> <div class=\"wpcs-session-speakers\" style=\"padding-bottom: 1rem;\"><em>Andy Smidt<\/em><\/div><br><span class=\"wpcs-session-content-preview\">In this presentation I will share a range of online systems (including SRES, Padlet, Google Slides and Mentimeter) used in a case-based speech pathology unit accessed via zoom. My approach created an ... <\/span><span class=\"wpcs-session-content-preview-more\" style=\"cursor: pointer;\">[more]<\/span><span class=\"wpcs-session-content-preview-expanded\" style=\"display:none;\">In this presentation I will share a range of online systems (including SRES, Padlet, Google Slides and Mentimeter) used in a case-based speech pathology unit accessed via zoom. My approach created an active learning ecosystem to support deep learning by applying their knowledge to cases where they needed to analyse data and then create resources. I provided formative feedback each week by recording my own evaluation of the group PowerPoint. This allowed students to improve their work by understanding the rubric prior to submission.<\/span><span class=\"wpcs-session-content-preview-less\" style=\"cursor: pointer; display:none;\">[less]<\/span><\/div><\/td><td colspan=\"1\" class=\"wpcs-track-track-c wpcs-session-type-session wpcs-session-encouraging-thoughtful-student-peer-feedback-using-thinking-hats-online\" data-track-title=\"Track C\" data-session-id=\"13951\"><div class=\"wpcs-session-cell-content\" style=\"padding: 1rem;\"><span class=\"wpcs-session-title\"><strong>[2C3] Encouraging thoughtful student peer feedback using thinking hats online<\/strong><\/span> <div class=\"wpcs-session-speakers\" style=\"padding-bottom: 1rem;\"><em>Helena Robinson<\/em><\/div><br><span class=\"wpcs-session-content-preview\">Receiving helpful feedback, being supported to learn in an online environment, and feeling part of a learning community have been key features of how we evaluate student satisfaction at the University... <\/span><span class=\"wpcs-session-content-preview-more\" style=\"cursor: pointer;\">[more]<\/span><span class=\"wpcs-session-content-preview-expanded\" style=\"display:none;\">Receiving helpful feedback, being supported to learn in an online environment, and feeling part of a learning community have been key features of how we evaluate student satisfaction at the University of Sydney since the move to online teaching. But units designed around group work face an array of specific challenges in online and hybrid learning environments, including how to overcome student social isolation, and technical and interpersonal barriers to effective communication. How can we create a learning environment where students can develop effective communication skills, actively participate in peer-learning and build a sense of collegiality regardless of the mode of delivery? This presentation outlines an interactive peer feedback activity based on Edward de Bono\u2019s Six Thinking Hats technique that draws students out from their online \u2018shells\u2019, fosters parallel thinking, builds students\u2019 capacity to provide constructive feedback, and helps develop a mutually supportive cohort.<\/span><span class=\"wpcs-session-content-preview-less\" style=\"cursor: pointer; display:none;\">[less]<\/span><\/div><\/td><\/tr><tr class=\"wpcs-time-1245pm\"><td class=\"wpcs-time\">12:45&nbsp;pm<\/td><td colspan=\"1\" class=\"wpcs-track-track-a-2021-symposium wpcs-session-type-session wpcs-session-qa-11\" data-track-title=\"Track A\" data-session-id=\"13955\"><div class=\"wpcs-session-cell-content\" style=\"padding: 1rem;\"><span class=\"wpcs-session-title\"><strong>Q&#038;A<\/strong><\/span> <div class=\"wpcs-session-speakers\" style=\"padding-bottom: 1rem;\"><em>Speakers from this track<\/em><\/div><\/div><\/td><td colspan=\"1\" class=\"wpcs-track-track-b-2021-symposium wpcs-session-type-session wpcs-session-qa-12\" data-track-title=\"Track B\" data-session-id=\"13957\"><div class=\"wpcs-session-cell-content\" style=\"padding: 1rem;\"><span class=\"wpcs-session-title\"><strong>Q&#038;A<\/strong><\/span> <div class=\"wpcs-session-speakers\" style=\"padding-bottom: 1rem;\"><em>Speakers from this track<\/em><\/div><\/div><\/td><td colspan=\"1\" class=\"wpcs-track-track-c wpcs-session-type-session wpcs-session-qa-13\" data-track-title=\"Track C\" data-session-id=\"13959\"><div class=\"wpcs-session-cell-content\" style=\"padding: 1rem;\"><span class=\"wpcs-session-title\"><strong>Q&#038;A<\/strong><\/span> <div class=\"wpcs-session-speakers\" style=\"padding-bottom: 1rem;\"><em>Speakers from this track<\/em><\/div><\/div><\/td><\/tr><tr class=\"wpcs-time-100pm wpcs-global-session wpcs-global-session-custom break\"><td class=\"wpcs-time\">1:00&nbsp;pm<\/td><td colspan=\"3\" class=\"wpcs-track-track-a-2021-symposium wpcs-track-track-b-2021-symposium wpcs-track-track-c wpcs-session-type-custom wpcs-session-break-7\" data-track-title=\"Track A, Track B, Track C\" data-session-id=\"13961\"><div class=\"wpcs-session-cell-content\" style=\"padding: 1rem;\"><span class=\"wpcs-session-title\"><strong>Break<\/strong><\/span><\/div><\/td><\/tr><tr class=\"wpcs-time-115pm wpcs-global-session wpcs-global-session-mainstage student-panel\"><td class=\"wpcs-time\">1:15&nbsp;pm<\/td><td colspan=\"3\" class=\"wpcs-track-track-a-2021-symposium wpcs-track-track-b-2021-symposium wpcs-track-track-c wpcs-session-type-mainstage wpcs-session-student-panel\" data-track-title=\"Track A, Track B, Track C\" data-session-id=\"13963\"><div class=\"wpcs-session-cell-content\" style=\"padding: 1rem;\"><span class=\"wpcs-session-title\"><strong>Student panel<\/strong><\/span> <div class=\"wpcs-session-speakers\" style=\"padding-bottom: 1rem;\"><em>Students Helena, Robert, Caleb, Mahmoud, Kate, Vivien, and Christine together with Samantha Clarke and Rebecca Denham<\/em><\/div><\/div><\/td><\/tr><tr class=\"wpcs-time-215pm wpcs-global-session wpcs-global-session-session closing-remarks\"><td class=\"wpcs-time\">2:15&nbsp;pm<\/td><td colspan=\"3\" class=\"wpcs-track-track-a-2021-symposium wpcs-track-track-b-2021-symposium wpcs-track-track-c wpcs-session-type-session wpcs-session-closing-remarks\" data-track-title=\"Track A, Track B, Track C\" data-session-id=\"13965\"><div class=\"wpcs-session-cell-content\" style=\"padding: 1rem;\"><span class=\"wpcs-session-title\"><strong>Closing remarks<\/strong><\/span> <div class=\"wpcs-session-speakers\" style=\"padding-bottom: 1rem;\"><em>Adam Bridgeman<\/em><\/div><\/div><\/td><\/tr><\/tbody><\/table><\/div>\n\t\t\t<script>\n\t\t\t\tjQuery(document).on('click', '.wpcs-session-content-preview-more', function(){\n\t\t\t\t\tjQuery(this).siblings('.wpcs-session-content-preview-expanded').show('fast');\n\t\t\t\t\tjQuery(this).siblings('.wpcs-session-content-preview').hide('fast');\n\t\t\t\t\tjQuery(this).siblings('.wpcs-session-content-preview-less').show();\n\t\t\t\t\tjQuery(this).hide();\n\t\t\t\t});\n\t\t\t\tjQuery(document).on('click', '.wpcs-session-content-preview-less', function(){\n\t\t\t\t\tjQuery(this).siblings('.wpcs-session-content-preview-expanded').hide('fast');\n\t\t\t\t\tjQuery(this).siblings('.wpcs-session-content-preview').show('fast');\n\t\t\t\t\tjQuery(this).siblings('.wpcs-session-content-preview-more').show();\n\t\t\t\t\tjQuery(this).hide();\n\t\t\t\t});\n\t\t\t<\/script>\n\t\t\n<p>&nbsp;<\/p>\n<h2>Get further equipped for teaching in the new normal<\/h2>\n<p>Following the symposium, a number of professional learning workshops will be run to further equip Sydney educators\u00a0with the tools to redesign their curriculum, delivery, student support and engagement, and assessment approaches.\u00a0They will be delivered by Educational Innovation with assistance from experienced teachers from across the institution.<\/p>\n<ul>\n<li><a href=\"https:\/\/canvas.sydney.edu.au\/enroll\/MGEWBA\">Modular Professional Learning Framework<\/a> winter school\n<ul>\n<li>Tuesday 13 July &#8211; Module 04\u00a0<a href=\"https:\/\/canvas.sydney.edu.au\/courses\/16284\/modules\/items\/510442\">Curriculum design and constructive alignment<\/a><\/li>\n<li>Friday 16 July &#8211; Module 05\u00a0<a href=\"https:\/\/canvas.sydney.edu.au\/courses\/16284\/modules\/items\/510446\">Assessment and feedback for learning<\/a><\/li>\n<li>Monday 19 July &#8211; Module 01\u00a0<a href=\"https:\/\/canvas.sydney.edu.au\/courses\/16284\/modules\/items\/793140\">Principles of learning and teaching<\/a>\u00a0and Module 08\u00a0<a href=\"https:\/\/canvas.sydney.edu.au\/courses\/16284\/modules\/items\/510458\">Engaging students in lectures and large classes<\/a><\/li>\n<li>Tuesday 20 July &#8211; Module 03 <a href=\"https:\/\/canvas.sydney.edu.au\/courses\/16284\/modules\/items\/510438\">Inclusivity and diversity<\/a> and Module 06\u00a0<a href=\"https:\/\/canvas.sydney.edu.au\/courses\/16284\/modules\/items\/510450\">Supporting student cohorts and teaching teams<\/a><\/li>\n<li>Wednesday 21 July &#8211; Module 13\u00a0<a href=\"https:\/\/canvas.sydney.edu.au\/courses\/16284\/modules\/items\/510478\">Designing for blended and online learning<\/a> and Module 14\u00a0<a href=\"https:\/\/canvas.sydney.edu.au\/courses\/16284\/modules\/items\/510482\">Online tools for interactive and collaborative learning<\/a><\/li>\n<li>Thursday 22 July &#8211; Module 15\u00a0<a href=\"https:\/\/canvas.sydney.edu.au\/courses\/16284\/modules\/items\/510486\">Creating and using educational media<\/a><\/li>\n<li>Tuesday 27 July &#8211; Module 21\u00a0<a href=\"https:\/\/canvas.sydney.edu.au\/courses\/16284\/modules\/items\/1017391\">Supporting interdisciplinary learning<\/a><\/li>\n<\/ul>\n<\/li>\n<li>Teaching in HyFlex workshops &#8211; be equipped with practical approaches to teach classes where students are online and in-person, simultaneously. <em><strong>Update:<\/strong><\/em> Given the COVID restrictions in Greater Sydney, these workshops will run slightly differently.\n<ul>\n<li>All-in-one workshops: <a href=\"https:\/\/educational-innovation.sydney.edu.au\/education-portfolio\/ei\/events\/Teaching%20in%20HyFlex\/2451\/\">Friday 30 July<\/a>, <a href=\"https:\/\/educational-innovation.sydney.edu.au\/education-portfolio\/ei\/events\/Teaching%20in%20HyFlex\/2452\/\">Monday 2 August<\/a>, <a href=\"https:\/\/educational-innovation.sydney.edu.au\/education-portfolio\/ei\/events\/Teaching%20in%20HyFlex\/2453\/\">Tuesday 3 August<\/a><\/li>\n<li>Drop-in HyFlex clinics &#8211; <a href=\"https:\/\/educational-innovation.sydney.edu.au\/education-portfolio\/ei\/events\/Teaching%20in%20HyFlex\/\">find a session and book<\/a><\/li>\n<\/ul>\n<\/li>\n<li>Student Relationship Engagement System (SRES) workshops &#8211; build stronger relationships and engage your students personally, at scale\n<ul>\n<li>Beginners: <a href=\"https:\/\/educational-innovation.sydney.edu.au\/education-portfolio\/ei\/events\/SRES%20Training\/2458\/\">Monday 26 July<\/a>, <a href=\"https:\/\/educational-innovation.sydney.edu.au\/education-portfolio\/ei\/events\/SRES%20Training\/2459\/\">Thursday 29 July<\/a><\/li>\n<li>Masterclass: <a href=\"https:\/\/educational-innovation.sydney.edu.au\/education-portfolio\/ei\/events\/SRES%20Training\/2460\/\">Tuesday 3 August<\/a><\/li>\n<\/ul>\n<\/li>\n<li>Zoom workshops &#8211; pick up tips and approaches for effective Zoom teaching\n<ul>\n<li><a href=\"https:\/\/educational-innovation.sydney.edu.au\/events\/Supporting%20off-campus%20learning\/\">Find a session and book<\/a><\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>Sydney educators can also <a href=\"https:\/\/bit.ly\/ei-consults\" target=\"_blank\" rel=\"noopener\">book a 30 minute online consultation with an educational designer<\/a> at any time.<\/p>\n<p>&nbsp;<\/p>\n<h2 id=\"keynote\">Keynote resources<\/h2>\n<p>Keynote by Professor Peter Felten, Elon University.<\/p>\n<p><img loading=\"lazy\" decoding=\"async\" class=\"alignleft wp-image-14179\" src=\"https:\/\/educational-innovation.sydney.edu.au\/teaching@sydney\/wp-content\/uploads\/2021\/07\/9781421439365-194x300.jpg\" alt=\"\" width=\"113\" height=\"175\" srcset=\"https:\/\/educational-innovation.sydney.edu.au\/teaching@sydney\/wp-content\/uploads\/2021\/07\/9781421439365-194x300.jpg 194w, https:\/\/educational-innovation.sydney.edu.au\/teaching@sydney\/wp-content\/uploads\/2021\/07\/9781421439365-370x571.jpg 370w, https:\/\/educational-innovation.sydney.edu.au\/teaching@sydney\/wp-content\/uploads\/2021\/07\/9781421439365-376x580.jpg 376w, https:\/\/educational-innovation.sydney.edu.au\/teaching@sydney\/wp-content\/uploads\/2021\/07\/9781421439365.jpg 421w\" sizes=\"auto, (max-width: 113px) 100vw, 113px\" \/><\/p>\n<p>Relationship-Rich Education: How Human Connections Drive Success in College<\/p>\n<p>Authors: Peter Felten and Leo M. Lambert<\/p>\n<p>More information:\u00a0<a href=\"https:\/\/www.centerforengagedlearning.org\/books\/relationship-rich-education\/\">https:\/\/www.centerforengagedlearning.org\/books\/relationship-rich-education\/<\/a><\/p>\n<p>&nbsp;<\/p>\n<p><!--more--><\/p>\n<h3>Responses to follow-up questions<\/h3>\n<p>Peter Felten has also posted thoughtful responses to the questions that we didn&#8217;t have time to address in the keynote Q&amp;A: <a href=\"https:\/\/bit.ly\/2TeqP9j\">https:\/\/bit.ly\/2TeqP9j<\/a><\/p>\n<h3>Recording: Relationship-rich education and the \u2018new normal\u2019<\/h3>\n<p>Download the slidedeck (<a href=\"https:\/\/educational-innovation.sydney.edu.au\/teaching@sydney\/wp-content\/uploads\/2021\/07\/Sydney-New-Normal-and-Relationships-July-2021.pdf\">PDF<\/a>, 22 MB)<\/p>\n<p><iframe loading=\"lazy\" width=\"1170\" height=\"658\" src=\"https:\/\/www.youtube.com\/embed\/xUkV6jgrOJo?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture\" allowfullscreen><\/iframe><\/p>\n<h3><\/h3>\n<h2>Student panel recording<\/h2>\n<p><iframe loading=\"lazy\" width=\"1170\" height=\"658\" src=\"https:\/\/www.youtube.com\/embed\/qbpSdULtydA?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture\" allowfullscreen><\/iframe><\/p>\n<h2><\/h2>\n<h2>Concurrent session recordings<\/h2>\n<ul>\n<li>Session 1\n<ul>\n<li>Track A\n<ul>\n<li>[1A1] <a href=\"#1A1\">Building connection and belonging in large remote and on-campus cohorts<\/a><br \/>\nAlix Thoeming, Anastasiya Byesyedina, and Tara Smith<\/li>\n<li>[1A2] <a href=\"#1A2\">Physics@Home: Authentic experiments and community building online and anywhere<\/a><br \/>\nTara Murphy and Mike Wheatland<\/li>\n<li>[1A3] <a href=\"#1A3\">Replacing placements with authentic, simulated experiences for work-integrated learning<\/a><br \/>\nElizabeth Bourne, Amani Bell, Robyn Johnson<\/li>\n<li><a href=\"#1AQ\">Q&amp;A panel<\/a><\/li>\n<\/ul>\n<\/li>\n<li>Track B\n<ul>\n<li>[1B1] <a href=\"#1B1\">Improving student learning and academic integrity by replacing exams with supported authentic reflections<\/a><br \/>\nRobyn Martin<\/li>\n<li>[1B2] <a href=\"#1B2\">Data, storms, and a film festival: Transforming field trips for the new normal<\/a><br \/>\nAna Vila-Concejo and Tristan Salles<\/li>\n<li>[1B3] <a href=\"#1B3\">Flexible authentic assessment to promote group work, enhance communication skills and foster research inquiry<\/a><br \/>\nClara Sitbon<\/li>\n<li><a href=\"#1BQ\">Q&amp;A panel<\/a><\/li>\n<\/ul>\n<\/li>\n<li>Track C\n<ul>\n<li>[1C1] <a href=\"#1C1\">How &#8216;true&#8217; HyFlex can foster community, engagement, and relationship<\/a><br \/>\nTamara Neal<\/li>\n<li>[1C2] <a href=\"#1C2\">Stimulating higher order thinking by gamifying HyFlex learning activities<\/a><br \/>\nEryn Werry<\/li>\n<li>[1C3] <a href=\"#1C3\">Engaging students as co-creators of simple but effective HyFlex experiences<\/a><br \/>\nSue Randall<\/li>\n<li><a href=\"#1CQ\">Q&amp;A panel<\/a><\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<li>Session 2\n<ul>\n<li>Track A\n<ul>\n<li>[2A1] <a href=\"#2A1\">From teacher-telling to student-doing: Changing engineering teaching to support case-based groupwork<\/a><br \/>\nFatima Afzal<\/li>\n<li>[2A2] <a href=\"#2A2\">Cementing student understanding through a jigsaw of groupwork and team teaching<\/a><br \/>\nElizabeth Cayanan<\/li>\n<li>[2A3] <a href=\"#2A3\">A structured case-based groupwork to enhance online collaboration<\/a><br \/>\nCorina Raduescu, Jeffrey Lo<\/li>\n<li><a href=\"#2AQ\">Q&amp;A panel<\/a><\/li>\n<\/ul>\n<\/li>\n<li>Track B\n<ul>\n<li>[2B1] <a href=\"#2B1\">Preparing students for the new normal using flipped classrooms, authentic challenges and student voice<\/a><br \/>\nMaria Ishkova, Vanessa Loh, Georgia White, Oliver Lawton, Jenna Tyson, Herman Fung, and Mina Askovic<\/li>\n<li>[2B2] <a href=\"#2B2\">How journals enhanced student engagement with pre-readings and supported assessment preparation<\/a><br \/>\nBen Brown<\/li>\n<li>[2B3] <a href=\"#2B3\">An &#8216;active learning ecosystem&#8217; to transform online student collaboration and time-efficient support<\/a><br \/>\nAndy Smidt<\/li>\n<li><a href=\"#2BQ\">Q&amp;A panel<\/a><\/li>\n<\/ul>\n<\/li>\n<li>Track C\n<ul>\n<li>[2C1] <a href=\"#2C1\">Stepping back so students can step up: How sharing rich media online can open up true collaboration<\/a><br \/>\nAngela Hecimovic and Robert Morley<\/li>\n<li>[2C2] <a href=\"#2C2\">Connecting student teams and industry experts across the globe in project-based learning<\/a><br \/>\nJohn Kavanagh, Graham Madsen, Claudia Moratti<\/li>\n<li>[2C3] <a href=\"#2C3\">Encouraging thoughtful student peer feedback using thinking hats online<\/a><br \/>\nHelena Robinson<\/li>\n<li><a href=\"#2CQ\">Q&amp;A panel<\/a><\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<h3>Session 1 Track A<\/h3>\n<h4 id=\"1A1\">[1A1] Building connection and belonging in large remote and on-campus cohorts &#8211; Alix Thoeming, Anastasiya Byesyedina, and Tara Smith<\/h4>\n<p><iframe loading=\"lazy\" width=\"1170\" height=\"658\" src=\"https:\/\/www.youtube.com\/embed\/vuJFWsooCKE?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture\" allowfullscreen><\/iframe><\/p>\n<h4 id=\"1A2\">[1A2] Physics@Home: Authentic experiments and community building online and anywhere &#8211; Tara Murphy and Mike Wheatland<\/h4>\n<p><iframe loading=\"lazy\" width=\"1170\" height=\"658\" src=\"https:\/\/www.youtube.com\/embed\/-3TLW_NIqrc?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture\" allowfullscreen><\/iframe><\/p>\n<h4 id=\"1A3\">[1A3] Replacing placements with authentic, simulated experiences for work-integrated learning &#8211; Elizabeth Bourne, Amani Bell, Robyn Johnson<\/h4>\n<p><iframe loading=\"lazy\" width=\"1170\" height=\"658\" src=\"https:\/\/www.youtube.com\/embed\/7McfgTBX5Wg?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture\" allowfullscreen><\/iframe><\/p>\n<h4 id=\"1AQ\">Q&amp;A panel<\/h4>\n<p><iframe loading=\"lazy\" width=\"1170\" height=\"658\" src=\"https:\/\/www.youtube.com\/embed\/qIRVOgg9AH4?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture\" allowfullscreen><\/iframe><\/p>\n<h3>Session 1 Track B<\/h3>\n<h4 id=\"1B1\">[1B1] Improving student learning and academic integrity by replacing exams with supported authentic reflections &#8211; Robyn Martin<\/h4>\n<p><iframe loading=\"lazy\" width=\"1170\" height=\"658\" src=\"https:\/\/www.youtube.com\/embed\/RxnPZxODUJM?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture\" allowfullscreen><\/iframe><\/p>\n<h4 id=\"1B2\">[1B2] Data, storms, and a film festival: Transforming field trips for the new normal &#8211; Ana Vila-Concejo and Tristan Salles<\/h4>\n<p><iframe loading=\"lazy\" width=\"1170\" height=\"658\" src=\"https:\/\/www.youtube.com\/embed\/SXhUfErTQyc?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture\" allowfullscreen><\/iframe><\/p>\n<h4 id=\"1B3\">[1B3] Flexible authentic assessment to promote group work, enhance communication skills and foster research inquiry &#8211; Clara Sitbon<\/h4>\n<p><iframe loading=\"lazy\" width=\"1170\" height=\"658\" src=\"https:\/\/www.youtube.com\/embed\/zOF9RwflUsQ?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture\" allowfullscreen><\/iframe><br \/>\n&lt;h4id=&#8221;1AQ&#8221;&gt;Q&amp;A panel<\/p>\n<p><iframe loading=\"lazy\" width=\"1170\" height=\"658\" src=\"https:\/\/www.youtube.com\/embed\/WPY0wF5aOgI?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture\" allowfullscreen><\/iframe><\/p>\n<h3>Session 1 Track C<\/h3>\n<h4 id=\"1C1\">[1C1] How &#8216;true&#8217; HyFlex can foster community, engagement, and relationship &#8211;\u00a0Tamara Neal<\/h4>\n<p><iframe loading=\"lazy\" width=\"1170\" height=\"658\" src=\"https:\/\/www.youtube.com\/embed\/cr5FJ_mt668?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture\" allowfullscreen><\/iframe><\/p>\n<h4 id=\"1C2\">[1C2] Stimulating higher order thinking by gamifying HyFlex learning activities &#8211; Eryn Werry<\/h4>\n<p><iframe loading=\"lazy\" width=\"1170\" height=\"658\" src=\"https:\/\/www.youtube.com\/embed\/FbXSHghsBwE?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture\" allowfullscreen><\/iframe><\/p>\n<h4 id=\"1C3\">[1C3] Engaging students as co-creators of simple but effective HyFlex experiences &#8211;\u00a0Sue Randall<\/h4>\n<p><iframe loading=\"lazy\" width=\"1170\" height=\"658\" src=\"https:\/\/www.youtube.com\/embed\/8_Fduul4CEU?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture\" allowfullscreen><\/iframe><\/p>\n<h4 id=\"1CQ\">Q&amp;A panel<\/h4>\n<p><iframe loading=\"lazy\" width=\"1170\" height=\"658\" src=\"https:\/\/www.youtube.com\/embed\/G9VpllJRSJo?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture\" allowfullscreen><\/iframe><\/p>\n<h3>Session 2 Track A<\/h3>\n<h4 id=\"2A1\">[2A1] From teacher-telling to student-doing: Changing engineering teaching to support case-based groupwork &#8211; Fatima Afzal<\/h4>\n<p><iframe loading=\"lazy\" width=\"1170\" height=\"658\" src=\"https:\/\/www.youtube.com\/embed\/6PMqG2coPHs?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture\" allowfullscreen><\/iframe><\/p>\n<h4 id=\"2A2\">[2A2] Cementing student understanding through a jigsaw of groupwork and team teaching &#8211; Elizabeth Cayanan<\/h4>\n<p><iframe loading=\"lazy\" width=\"1170\" height=\"658\" src=\"https:\/\/www.youtube.com\/embed\/pHCFk9DsHeg?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture\" allowfullscreen><\/iframe><\/p>\n<h4 id=\"2A3\">[2A3] A structured case-based groupwork to enhance online collaboration &#8211; Corina Raduescu, Jeffrey Lo<\/h4>\n<p><iframe loading=\"lazy\" width=\"1170\" height=\"658\" src=\"https:\/\/www.youtube.com\/embed\/tdRaauZ9_JQ?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture\" allowfullscreen><\/iframe><\/p>\n<h4 id=\"2AQ\">Q&amp;A panel<\/h4>\n<p><iframe loading=\"lazy\" width=\"1170\" height=\"658\" src=\"https:\/\/www.youtube.com\/embed\/5UbHTPVQ2gU?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture\" allowfullscreen><\/iframe><\/p>\n<h3>Session 2 Track B<\/h3>\n<h4 id=\"2B1\">[2B1] Preparing students for the new normal using flipped classrooms, authentic challenges and student voice &#8211;\u00a0Maria Ishkova, Vanessa Loh, Georgia White, Oliver Lawton, Jenna Tyson, Herman Fung, and Mina Askovic<\/h4>\n<p><iframe loading=\"lazy\" width=\"1170\" height=\"658\" src=\"https:\/\/www.youtube.com\/embed\/Mr409TdafBY?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture\" allowfullscreen><\/iframe><\/p>\n<h4 id=\"2B2\">[2B2] How journals enhanced student engagement with pre-readings and supported assessment preparation &#8211;\u00a0Ben Brown<\/h4>\n<p><iframe loading=\"lazy\" width=\"1170\" height=\"658\" src=\"https:\/\/www.youtube.com\/embed\/G55xqdKH944?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture\" allowfullscreen><\/iframe><\/p>\n<h4 id=\"2B3\">[2B3] An &#8216;active learning ecosystem&#8217; to transform online student collaboration and time-efficient support &#8211;\u00a0Andy Smidt<\/h4>\n<p><iframe loading=\"lazy\" width=\"1170\" height=\"658\" src=\"https:\/\/www.youtube.com\/embed\/t1oThw4Mgh0?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture\" allowfullscreen><\/iframe><\/p>\n<h4 id=\"2BQ\">Q&amp;A panel<\/h4>\n<p><iframe loading=\"lazy\" title=\"YouTube video player\" src=\"https:\/\/www.youtube.com\/embed\/hxpUCw9L3mo\" width=\"560\" height=\"315\" frameborder=\"0\" allowfullscreen=\"allowfullscreen\"><\/iframe><\/p>\n<h3>Session 2 Track C<\/h3>\n<h4 id=\"2C1\">[2C1] Stepping back so students can step up: How sharing rich media online can open up true collaboration &#8211;\u00a0Angela Hecimovic and Robert Morley<\/h4>\n<p><iframe loading=\"lazy\" width=\"1170\" height=\"878\" src=\"https:\/\/www.youtube.com\/embed\/-HepN-r5w6I?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture\" allowfullscreen><\/iframe><\/p>\n<h4 id=\"2C2\">[2C2] Connecting student teams and industry experts across the globe in project-based learning &#8211;\u00a0John Kavanagh, Graham Madsen, Claudia Moratti<\/h4>\n<p><iframe loading=\"lazy\" width=\"1170\" height=\"878\" src=\"https:\/\/www.youtube.com\/embed\/fiqayvt8u9k?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture\" allowfullscreen><\/iframe><\/p>\n<h4 id=\"2C3\">[2C3] Encouraging thoughtful student peer feedback using thinking hats online &#8211;\u00a0Helena Robinson<\/h4>\n<p><iframe loading=\"lazy\" width=\"1170\" height=\"878\" src=\"https:\/\/www.youtube.com\/embed\/T3epystVc54?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture\" allowfullscreen><\/iframe><\/p>\n<h4 id=\"2CQ\">Q&amp;A panel<\/h4>\n<p><iframe loading=\"lazy\" title=\"YouTube video player\" src=\"https:\/\/www.youtube.com\/embed\/GVaA24Bq3Ys\" width=\"560\" height=\"315\" frameborder=\"0\" allowfullscreen=\"allowfullscreen\"><\/iframe><\/p>\n<p>&nbsp;<\/p>\n<h2>More information<\/h2>\n<p>This symposium is being organised by the Educational Innovation team in the DVC (Education) Portfolio, and is led by <a href=\"https:\/\/www.sydney.edu.au\/about-us\/governance-and-structure\/portfolios\/education-portfolio\/academic-staff\/eszter-kalman.html\">Eszter Kalman<\/a>, <a href=\"https:\/\/www.sydney.edu.au\/about-us\/governance-and-structure\/portfolios\/education-portfolio\/academic-staff\/adam-bridgeman.html\">Adam Bridgeman<\/a>, and <a href=\"https:\/\/www.sydney.edu.au\/about-us\/governance-and-structure\/portfolios\/education-portfolio\/academic-staff\/danny-liu.html\">Danny Liu<\/a>.\u00a0To contact us, please email <a href=\"mailto:educational.innovation@sydney.edu.au\">educational.innovation@sydney.edu.au<\/a>.<\/p>\n<p>&nbsp;<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Sustaining and maintaining teaching innovation for a new normal This University-wide symposium on Wednesday 14 July 2021 celebrated simple and shareable innovations in active&#8230;<\/p>\n","protected":false},"author":14,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"coauthors":[463],"class_list":["post-14163","page","type-page","status-publish","hentry","post-item","post-even"],"_links":{"self":[{"href":"https:\/\/educational-innovation.sydney.edu.au\/teaching@sydney\/wp-json\/wp\/v2\/pages\/14163","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/educational-innovation.sydney.edu.au\/teaching@sydney\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/educational-innovation.sydney.edu.au\/teaching@sydney\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/educational-innovation.sydney.edu.au\/teaching@sydney\/wp-json\/wp\/v2\/users\/14"}],"replies":[{"embeddable":true,"href":"https:\/\/educational-innovation.sydney.edu.au\/teaching@sydney\/wp-json\/wp\/v2\/comments?post=14163"}],"version-history":[{"count":15,"href":"https:\/\/educational-innovation.sydney.edu.au\/teaching@sydney\/wp-json\/wp\/v2\/pages\/14163\/revisions"}],"predecessor-version":[{"id":14192,"href":"https:\/\/educational-innovation.sydney.edu.au\/teaching@sydney\/wp-json\/wp\/v2\/pages\/14163\/revisions\/14192"}],"wp:attachment":[{"href":"https:\/\/educational-innovation.sydney.edu.au\/teaching@sydney\/wp-json\/wp\/v2\/media?parent=14163"}],"wp:term":[{"taxonomy":"author","embeddable":true,"href":"https:\/\/educational-innovation.sydney.edu.au\/teaching@sydney\/wp-json\/wp\/v2\/coauthors?post=14163"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}