The Learning and Teaching Symposium is almost here, and so to is the part of the symposium that’s been directed by your teaching practices: the UnSymposium.
We will have five parallel sessions running. In each you’ll hear from four presenters who will stimulate discussion around a series of questions related to the theme being addressed. Your goal? Put distributed leadership into action and help us determine where we’ve been in terms of each theme area, where want to go next, and how we might get there.
And now, presenting your presenters…try to have a read of them all before attending the symposium. They are each just a few minutes long.
Room 1: New approaches to designing courses and subjects
The discussion around this theme will be facilitated by Jay Cohen, supported by the following posts / presenters:
Jenny Kent has been leading the development of the new Graduate Certificate in Community Leadership and Resilience. It has used co-creation with industry and a market orientation lens in its development, resulting in an innovative structure. Read her post.
The Bachelor of Business partner program in China involves Emmett Berry teaching in final year. This brings challenges in terms of language and academic and digital literacy demands. Read his post.
Carli Kumar has transformed four subjects through the TOL project, focusing on ease of use, consistency and interactivity. She’s found the student feedback on the redesigns to be overwhelmingly positive. Read her post.
Steve Bath, Geraldine Rurenga & Nichole Thurbon have been working with teaching staff – which includes both CSU lecturers and NSW Police Officers – to enact significant curriculum and pedagogical changes required to meet the needs of rapidly increasing student numbers. Read their post.
Room 2: Sharing responsibility for learning with students
The discussion around this theme will be facilitated by Mike Kemp, supported by the following posts / presenters:
After finding growing levels of student anxiety and sensitivity around assessment feedback, Michael Mehmet explored a range of strategies that would combat or at least, not exacerbate responses. Read his post.
Miao Li used the typical job-hunting process to inspire a new assessment format that promoted intrinsic motivation in her ENG261 students and helped them focus on professional skills. Read her post.
Brett Shipton tackled overused traditional exams in the Associate Degree in Policing Practice with a more creative assessment designed to test higher level thinking skills aligned with operational practice. Read his post.
John Hicks has a goal of encouraging students to become capable of interpreting and critically discussing media commentary related to their subject areas. Read his post.
Room 3: Breaking boundaries
The discussion around this theme will be facilitated by Euan Lindsay, supported by the following posts / presenters:
Sam Parker & Michelle Wilkinson initiated a new form of assessment and feedback in MGT220 which changed the focus, audience and source of feedback away from the academic and onto a (simulated) client. Read their post.
Sabih Rehman was stuck with a problem in 2018. Over the non-teaching summer session, his international students moved to Sydney for career opportunities. What did he do? Run a hackathon to keep them in the community, and help out local businesses. Read his post.
Reza Mahinroosta & Jim Morgan reflected on the first years of CSU’s innovative engineering program and found both successes and challenges. Read their post.
In PSY309, Rachael Fox’s students learn about research while they are completing a real research project that challenges them to think differently and critically about the profession. Read her post.
Room 4: Active learning
This discussion around this theme will be facilitated by Liz Bracken, supported by the following posts / presenters:
Bede Harris has shared how he used adaptive learning to help students determine the appropriate order in which to apply various legal rules that may be relevant to the advice they are asked to give. This was something that they struggled with – and it worked. Read his post.
Nicole Sugden & Robyn Brunton developed a series of interactive scenarios and simulations for PSY208 and PSY203 using a range of educational technologies. Students rated the activities highly, and it helped their learning. Read their post.
Nicole Sugden, Jasmine MacDonald (PSY208) & Robyn Brunton (PSY203) teamed up with Ben Hicks from the analytics team to evaluate how students engaged with their new site and resources. Read their post.
Can an assessment innovation change the entire approach to teaching? When Lisa Coates found students were learning more from the new exercises than the standard teaching format, she decided to say ‘yes!’ Read her post.
Room 5: Peer learning
The discussion around this theme will be facilitated by Stacey Jenkins, supported by the following posts / presenters:
Meeting learner needs in a theory subject is a challenging task. In ACC518, Shibly Abdullah rose to the challenge by incorporating active learning strategies, including group work and philosophical debates. Read his post.
Charles Vandepeer has shared how he ‘falled forward’ in his attempts to promote peer learning through deep questions, something that he knew students wanted but which didn’t work in his initial choice of technology. Read his post.
Introducing new technologies to a subject often involves trial and error to ensure it helps students meet learning outcomes as intended. Peir Woon has been adjusting her teaching practice to do just that. Read her post.
Xiaodi Huang & Sophia Duan have used data visualisation methods to analyse what messages students post and how they post on discussion boards in two subjects – ITC114 and MGT510. Read their post.