FoULT: Learning & Teaching @ CQUni

Learning and Teaching @ CQUni

Damien Clark & Colin Beer
http://cddu.cqu.edu.au/index.php/FoULT-T2-2009

Based on slides by David Jones
http://davidtjones.wordpress.com/

Session Introduction

CDDU Introduction

Teachers’ Thinking

Reflective Teaching

7 Principles

CQUni Context

http://www.flickr.com/photos/jurvetson/3277667570/

CDDU Introduction

Who we are

What we do

What we have done

How to contact us

http://www.flickr.com/photos/aidan_jones/1234618279/

Who we are

Curriculum Designers (x4)

Curriculum Design Officers (x2)

Curriculum Design Assistants (x4)

Special Projects (x2)


What we do

Curriculum Design – renewal and advice

Learning and Teaching Research

eLearning Innovation

Study material print production


What have we done
Examples

Auditing Course (ACCT19064)

Modernise Print Study Guide


Auditing (ACCT19064)

Case Studies as Machinima

A sample


Course Design Improvements
1. Online communication tools for consistent student/staff contact

2. Audit teams work collaboratively on audit papers
3. Roleplay as auditors
4. Weekly feedback on audit tasks
5. Roleplay set out timeframes/deadlines
6. Roleplay communicates high expectations for each role
7. Individual & Group activities for self-directed & reciprocal learning

Muldoon, N & Kofoed, J *forthcoming+ ‘Cognitive apprenticeship in accounting education: Preparing students for the
profession’, Proceedings of the 31st HERDSA Annual Conference, Charles Darwin University, Darwin, NT Australia, 6-9 July.


Term HD D C P F Other Hits
T1, 07 3% 8.8% 15% 42.7% 25% 5.6% 587
T1, 08 3.4% 13.4% 38.8% 35.4% 8.4% 0.6% 942

Modernise Print Study Guide

PROP19001 Statutory Evaluation

PROP19002 Property and Asset Management

http://www.flickr.com/photos/0olong/479270001/

Teachers’ Thinking

Did you know?

Pattern matchers

http://flickr.com/photos/tmartin/32010732/

Considering all the facts/predictions presented, what
implication does it have for your learning and teaching
over the next 5-10 years?

http://www.flickr.com/photos/kanaka/112972434/

“We are pattern processing intelligences, not information
processing intelligences.” (Dave Snowden)

http://www.flickr.com/photos/landerholm/3336205945/

If all you have ever used is a hammer, than every
problem looks like a nail.
http://en.wiktionary.org/wiki/if_all_you_have_is_a_hammer,_everything_looks_like_a_nail

When solving problems, we choose the tools we are
familiar with.

http://www.flickr.com/photos/foxtongue/2114252956/

Do you agree with this proposition?

Can you relate to your life experiences?

How does this connect with your
learning & teaching?

http://www.flickr.com/photos/foxtongue/2114252956/

Students today can’t prepare bark to calculate
their problems. They depend on their slates
which are more expensive.

What will they do when the slate is dropped
and it breaks?

They will be unable to write!

http://flickr.com/photos/sydneya/130164091/

Teacher’s Conference 1703


Students today depend on paper too much.
They don’t know how to write on a slate
without getting chalk dust all over
themselves. They can’t clean a slate properly.

What will they do when they run out of paper?


Principal's Association 1815


Students today depend too much upon ink.
They don’t know how to use a pen knife to
sharpen a pencil.

Pen and ink will never replace the pencil.


National Association of Teachers - 1907


Students today depend upon store bought ink.
They don’t know how to make their own.

When they run out of ink they will be unable
to write words or ciphers until their next trip
to the settlement.

This is a sad commentary on modern education.


The Rural American Teacher - 1928


Students today depend on these expensive
fountain pens. They can no longer write with
a straight pen and nib. We parents must not
allow them to wallow in such luxury to the
detriment of learning how to cope in the
real business world which is not so extravagant.


PTA Gazette - 1941


Ballpoint pens will be the ruin of education in
our country.

Students use these devices and then throw
them away. The American values of thrift
and frugality are being discarded.

Business and banks will never allow such
expensive luxuries.


Federal Teachers - 1950


GROUNDHOG DAY

Wakes up to the same
day over & over

http://www.flickr.com/photos/scottobear/3270421734/

How does Phil’s (Bill Murray) quest to win over
Rita (Andie MacDowell) connect with your
teaching and learning?

http://www.flickr.com/photos/scottobear/3270421734/

“The definition of insanity is doing the same
thing over and over again and expecting
different results”
http://tr.im/oCDx

http://www.flickr.com/photos/cuppini/2757884114/

“Susan and Robert graduated *as teachers+ 20
years ago. Susan now is a teacher with 20 years’
experience; Robert is a teacher with one year’s
experience repeated 19 times. Susan is a reflective
teacher: each significant experience, particularly
of failure, has been a learning experience, so she
gets better and better. Robert is a reactive
teacher. He goes through the same motions year
after year … The kind of thinking displayed by
Susan, but not by Robert, is known as ‘reflective
practice’.” (Biggs, J., Tang, C. 2007)

Teachers’ Strategies

7 principles for good practice in undergraduate education

Implementation ideas

http://flickr.com/photos/gareandkitty/471688180/

The 7 Principles for Good Practice in
Undergraduate Education (7PGPUE)

7PGPUE is just one approach
http://coursedesign.wordpress.com/

Its well supported by literature

Its simple

Its adopted by CQUni

http://www.flickr.com/photos/sami73/23553038/

The 7PGPUE

CQU’s Management Plan for L&T
http://policy.cqu.edu.au/Policy/policy.jsp?policyid=999

“Implementation of the Plan will be guided by the Seven
Principles for Good Practice in Undergraduate Education
endorsed by Academic Board. Chickering, A.W., &
Gamson, Z. (1987). Seven principles for good practice in
undergraduate education. AAHE Bulletin, 39(7), 3-7.”

http://flickr.com/photos/john/15327066/

The 7PGPUE

1. Encourages contact between students and staff

Frequent student-faculty contact in and out of classes is
the most important factor in student motivation and
involvement. Faculty concern helps students get through
rough times and keep on working. Knowing a few faculty
members well enhances students' intellectual
commitment and encourages them to think about
their own values and future plans.


Weekly Email contact

Introduction

Anecdotes and food for thought

How are you going?

Course barometer
How are you feeling each week?
http://davidtjones.wordpress.com/?attachment_id=525

http://flickr.com/photos/major_clanger/4850772/

Reflect on past & current practices

What do you do? What have others done?
that

1. Encourages contact between students and staff

Form pairs and share

Summarise for the group


The 7PGPUE

2. Develops Reciprocity and Cooperation Among Students

Learning is enhanced when it is more like a team effort
that a solo race. Good learning, like good work, is
collaborative and social, not competitive and isolated.
Working with others often increases involvement in
learning. Sharing one's own ideas and responding to
others' reactions sharpens thinking and deepens
understanding


The “Radical” Model

No lectures

Students in sub-groups
Compulsory use of mailing list

Weekly group presentations + critiques
http://tinyurl.com/c9baxq

http://davidtjones.wordpress.com/publications/
online-courses-and-collaborative-learning-underlying-philosophies-and-practices/



that

2. Develops Reciprocity and Cooperation
Among Students



The 7PGPUE

3. Encourages Active Learning

Learning is not a spectator sport. Students do not learn
much just by sitting in classes listening to teachers,
memorizing pre-packaged assignments, and spitting out
answers. They must talk about what they are learning,
write about it, relate it to past experiences and apply it
to their daily lives. They must make what they learn part
of themselves.


System Emergencies

Break student computers

Get them to fix it

http://davidtjones.wordpress.com/publications/teaching-systems-administration-ii/



that

3. Encourages Active Learning



The 7 Principles

4. Gives Prompt Feedback

Knowing what you know and don't know focuses
learning. Students need appropriate feedback on
performance to benefit from courses. When getting
started, students need help in assessing existing
knowledge and competence. In classes, students need
frequent opportunities to perform and receive
suggestions for improvement. At various points during
college, and at the end, students need chances to
reflect on what they have learned, what they still need
to know, and how to assess themselves.


Ask the students

Anonymous discussion forum
• 463 T2, 2007 FLEX students
• 700+ comments

Online and print learning materials
• What did you like or find useful?
• What caused you problems?
• What would you like to see?

http://flickr.com/photos/mischiru/489556007/

What would the top responses be?


Comment Mentions
Online lectures (audio/video) 106
Response from staff 86
Clarity & consistency 66
Study guides 55
Assignment feedback 53
Print 33
Discussion boards 30
OASM 27
Exams released 25
Everything ready 21


Comment Mentions
Online lectures (audio/video) 106
Response from staff 86
Clarity & consistency 66
http://cddu.cqu.edu.au/
Study guides 55
Assignment feedback 53
ClickPrint
on “Community” 33
Discussion boards 30
OASM 27
http://davidtjones.wordpress.com/2008/07/12/what-do-students-find-useful/
Exams released 25
Everything ready 21


Online assignment submission

72 assignments: 3 days

http://davidtjones.wordpress.com/publications/online-assignment-submission-an-evolutionary-tale/

Online quizzes for formative assessment



that

4. Gives Prompt Feedback



The 7 Principles

5. Emphasizes Time on Task

Time plus energy equals learning. There is no substitute
for time on task. Learning to use one's time well is
critical for students and professionals alike. Students
need help in learning effective time management.
Allocating realistic amounts of time means effective
learning for students and effective teaching for faculty.
How an institution defines time expectations for
students, faculty, administrators, and other professional
staff can establish the basis of high performance for all.


Weekly summary

http://webfuse.cqu.edu.au/Courses/2006/T2/COIS20025/Study_Schedule/

Rubrics and example solutions

http://webfuse.cqu.edu.au/Courses/2006/T2/COIS20025/Assessment/Item_3/



that

5. Emphasizes Time on Task



The 7 Principles

6. Communicates High Expectations

Expect more and you will get more. High expectations
are important for everyone -- for the poorly prepared,
for those unwilling to exert themselves, and for the
bright and well motivated. Expecting students to
perform well becomes a self-fulfilling prophecy when
teachers and institutions hold high expectations for
themselves and make extra efforts.


You will all get HDs

Have high expectations for myself

Use examples of good work



that

6. Communicates High Expectations



The 7 Principles

7. Respects Diverse Talents and Ways of Learning

There are many roads to learning. People bring different
talents and styles of learning to college. Brilliant
students in the seminar room may be all thumbs in the
lab or art studio. Students rich in hands-on experience
may not do so well with theory. Students need the
opportunity to show their talents and learn in ways that
work for them. Then they can be pushed to learn in new
ways that do not come so easily.


Online lectures for DE students

Animations of operating systems

http://tinyurl.com/btn2w3

http://davidtjones.wordpress.com/?attachment_id=493



that

7. Respects Diverse Talents and Ways of Learning



Apply 7PGPUE

Analyse archetypal CQUni Course

7PGPUE Split into two groups

Identify flaws/weaknesses

Develop an improvement

Present to FEC

http://www.flickr.com/photos/doctor_keats/263653629/ http://www.flickr.com/photos/jakescreations/98960350/

Analyse archetypal CQUni Course

Using 7PGPUE as a lense

- 2x1 hour lectures per week
- 1x1 hour tutorial
- study guide
- 2 assignments
-1 exam
-discussion forum
(< 25% flex students ever posted in a forum*)
* Based on BB usage statistics – 2007 & 2008

Make whatever assumptions are necessary

http://www.flickr.com/photos/doctor_keats/263653629/ http://www.flickr.com/photos/jakescreations/98960350/

CQUni Context

Students - what they see
Course Profile System
Student portal
Course Resources Online (CRO)
Course sites
Library Catalogue
Video streaming

CQUniCentral
http://www.flickr.com/photos/markhillary/2309802471/

CQUni Context

Staff

CQUni Learning Management System(s) (LMS)


Course Resources Online (CRO)

Video Streaming
http://flickr.com/photos/vickiwolkinsphotography/221418406/

CQUni Learning Management Systems
Blackboard Webfuse

Term 1, 2010 Moodle

Contact ITD Helpdesk for support:
helpdesk@cqu.edu.au
9233

http://www.flickr.com/photos/microcline/2527048500/


Version control

Workflow

Contact your school/group administration officer

http://www.flickr.com/photos/jsyk/2982312360/

Library Course Resources Online (CRO)

Copyright

Central Repository

Contact Cathy Dennis:
c.dennis@cqu.edu.au
9168
http://www.flickr.com/photos/sifter/370775225/

Video Streaming

ISL Lectures

Recorded and hosted on LMS

Contact ITD Helpdesk:
helpdesk@cqu.edu.au
9233

http://www.flickr.com/photos/asphericlens/3318353265/

FoULT: Learning & Teaching @ CQUni

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