#engagement – Improving University Teaching

Scaling up Active Learning in Charles Sturt University’s Learning Spaces

August 12, 2019/in #active-learning, #eLearning, #engagement, #excellence, #learning, #resources, #students, #teaching, 2018 Proceedings

Philip Hua, Charles Sturt University, Australia

Abstract

Charles Sturt University provides learning spaces that stimulate active learning by aligning spaces, pedagogy, technologies, furniture, and strategy. At its core this strategy comes down to marrying digital and physical means to educational ends. The visual materials presented here display award-winning learning spaces on some of CSU’s eight campuses in New South Wales along with reflections on how effective these spaces have proven to be. They explore how people are creatively using blended — physical and digital — spaces, and the optimal design and layout of such spaces.

Keywords:

Changing Learning Spaces for Changing Learning Needs in Higher Education

May 20, 2019/in #eLearning, #engagement, #learning, #resources, #students, #teaching, 2018 Proceedings

Bob Fox,* Mark King, and Dinesh Paikeday, Office of the Pro Vice-Chancellor (Education), University of New South Wales, Australia

Abstract

The University of New South Wales (UNSW) 2025 strategy supports new designs to facilitate better learning experiences for its students. This includes (re)developing many large first-year courses using more open and blended learning methods. This in turn has led to a re-examination of the University’s physical learning spaces.
This paper explores local and international case studies of different learning spaces and how new digital technologies and more student-centred learning approaches are leading to demands for new learning environments to suit changing needs in learning and teaching. The paper outlines what UNSW is doing to meet the challenges it faces for new physical learning spaces.

Keywords: Learning spaces, online-blended teaching, student learning

Developing a Learning Analytics Tool to Empower Teachers to Conduct Analysis of Learners Online Behavior

April 3, 2019/in #assessment, #data-centric, #engagement, #excellence, #learning, #resources, #students, #teaching, 2018 Proceedings

Dr Christine Armatas,* Ada Tse, & Chun Sang Chan, Educational Development Centre, The Hong Kong Polytechnic University, Hong Kong, and Bruce Li, School of Accounting and Finance, the Hong Kong Polytechnic University, Hong Kong

Abstract

A tool for conducting analysis of students’ learning management system (LMS) behavior shows promise for putting powerful learning analytics (LA) capabilities into the hands of front-line teachers. The combination of advanced analyses and visualisations with explanations to aid interpretation and guide action provides teachers with LA capabilities not previously available. Teachers can use the tool as an early warning system, to predict student performance and to analyse discussion posting information. While teachers’ feedback on the tool is positive, this initiative has highlighted remaining challenges, which include ensuring that data is available for analysis and user perceptions of the tool and its usefulness.

Keywords: learning management systems, Excel tool, learning analytics, teacher development

Design and Practice of Presentation Training in Open Situation for University Students

April 3, 2019/in #active-learning, #business-education, #careers, #engagement, #learning, #pedagogical-philosophy, #presenting, #students, #teaching, #teamwork, #writing, 2018 Proceedings

Aya Inaura,* & Hirotaka Uoi, Department of Digital Games, and Hiroshi Yokoyama, Department of Games & Media, Faculty of Information Science and Arts, Osaka Electro-Communication University, Japan

Abstract

In recent years, some colleges and universities in Japan have put effort into Presentation Training. Such training may concern not only presentations in class, but also competitions, contests, and workshops. At the Osaka Electro-Communication University, we designed a workshop for presentation training and practice that has been offered since 2012. It differs from other universities’ practices in featuring more varied audiences and presenters than customary. We believe that if we can supply presentation training in open situations for students, we can bring their presentation skills to a higher level.

Keywords: presentation training, workshop

CSU Thinkspace: Using Media Articles within the Blogspace to Enhance Discourse in Accounting Education

April 3, 2019/in #active-learning, #business-education, #careers, #engagement, #incentives, #learning, #pedagogical-philosophy, #students, #teaching, #teamwork, #writing, 2018 Proceedings

Jahanzeb Khan,* School of Accounting and Finance, & Pamela Roberts, Division of Student Learning, Faculty of Business, Justice, and Behavioural Sciences, Charles Sturt University, Australia

Abstract

This paper examines the potential of blogs to instil professional skills and perspectives that undergraduate accounting students require to become competent professionals in a global economy. Blogs provide a compelling platform for engaging teachers and students in discourse on media articles that examine real world accounting challenges, fallacies, and questionable practices. Blogs are an effective online learning technology that encourages critical thinking, reflection and formative feedback. Making use of CSU Thinkspace as a learning platform in an undergraduate accounting subject, preliminary evidence regarding the effectiveness of blogging for developing professional understandings and higher order thinking skills, is discussed.

Keywords: accounting, blog, professional ethics, distance learning

Beyond PBL: Using New Spaces and Learning Design to Improve Student Outcomes

March 26, 2019/in #engagement, #learning, #pedagogical-philosophy, #students, #teaching, 2018 Proceedings

Nicole Mitchell, Educational Designer & Lecturer in Marketing; Phillip Ebbs,* Department of Paramedicine; Samantha Burbidge, Department of Paramedicine, Charles Sturt University, Australia

Abstract

Many universities seek to deliver an authentic learning experience for students by utilizing a Problem Based Learning (PBL) model. Over three years, we redesigned a paramedic pharmacology subject using PBL concepts and, in doing so, found we had journeyed beyond established PBL models. The new approach uses several different student experiences and learning spaces to implement PBL, including collaborative, research, simulation, online and off-campus spaces. Initial data also suggest high levels of student satisfaction. The “multi-space” approach to PBL subject would be suitable for further rigorous evaluation of the educational design and outcomes.

Keywords: paramedic, problem-based learning (PBL), experiential learning, pharmacology

Portable Hands-On Experiments in Geotechnical Education

March 21, 2016/in #active-learning, #engagement, #learning, #teaching, 2015 Proceedings

Wolfgang Fellin, Barbara Schneider-Muntau*, Getraud Medicus, Division of Geotechnical and Tunnel Engineering, Institute of Infrastructure, Department of Engineering Science, University of Innsbruck, Austria

An earlier version of this paper was awarded the IUT Poster Prize for 2015

Abstract

This article focuses on portable, hands-on experiments in geotechnical engineering that serve as an entry point into the tutorials in Soil Mechanics and Foundation Engineering at the University of Innsbruck. Ten small portable geotechnical experiments were developed to demonstrate geo-mechanical relations during class in a clear and comprehensible way. To determine the degree of student acceptance and possible learning benefits, the experiments were evaluated with a questionnaire. This evaluation showed that experiments in geo-mechanical engineering were well received and are appropriate visualization tools. The experiments were highly appreciated by the students, who reported that they helped to make the course material more comprehensible and clear.

Keywords: student engagement, STEM education, active learning

How University Teachers Perceive Incentives and Obstacles in Modernizing Their Teaching

March 21, 2016/in #engagement, #evaluations, #excellence, #incentives, #learning, #teaching, 2015 Proceedings

Barica Marentič Požarnik,* Faculty of Arts, University of Ljubljana, Slovenia

Abstract

What obstacles impede introducing necessary innovations in teaching in higher education? What can be done to overcome them? These basic questions were analyzed on the basis of opinions gathered from five groups of participants from different disciplines that attended a course on improving university teaching at the University of Ljubljana in 2013-2014. Those findings cannot be generalized, as participants represented a specially motivated group of teachers (they volunteered to attend the course). Nevertheless, they can give us some valuable insights into forces that shape university teachers’ everyday teaching practice.

Keywords: pedagogical excellence, faculty incentives, student evaluations

Students’ Engagement in the Quality Assurance Procedures in Slovenian Higher Education

January 11, 2016/in #engagement, #learning, #pedagogical-philosophy, #students, #teaching, #teamwork, 2015 Proceedings

Katarina Aškerc,* Center of the Republic of Slovenia for Mobility and European Educational and Training Programs, and Alenka Braček Lalić, Slovenian Quality Assurance Agency for Higher Education, Slovenia

Abstract

Slovenian higher education (hereafter HE) legislation ensures that students are relatively well integrated in different evaluation procedures as well as in decision- making on the national and on the institutional level. However, the analysis of the Slovenian Quality Assurance Agency’s (SQAA) 2013 report on quality in Slovenian higher education, which contains the evaluation of more than 100 reports, indicated that only one part of the students’ population is directly integrated in the higher education development and quality assurance (QA) procedures prepared by the SQAA experts on a basis of external evaluations, site visits, and initial accreditation procedures of Slovenian study programs and higher education institutions (HEI), and a pilot research conducted among 422 students of Slovenian HEIs.

Keywords: student engagement, institutional governance, pedagogical excellence

Computer Ethics: Its Necessity and Its Integration into the Curriculum

January 11, 2016/in #assessment, #eLearning, #engagement, #faculty-development, #learning, #students, #teaching, 2015 Proceedings

Marion Ben-Jacob,* Department of Mathematics and Computer Sciences, Mercy College, USA

Abstract

Technological advances of this millennium have enabled enhanced learning experiences for students. Technology has and continues to be integrated into the educational environment from many perspectives and to different degrees. However, to facilitate the appropriate use of the power of technology in student learning, we need to integrate the study of computer ethics into the curriculum. This paper addresses the importance of computer ethics and discusses methodology and pedagogy that support student engagement, student-faculty teamwork, student assessment of the quality of the instruction, and the learning of this essential subject.

Keywords: student engagement, assessment, instructional technology, academic integrity

Philip Hua, Charles Sturt University, Australia

Abstract

Bob Fox,* Mark King, and Dinesh Paikeday, Office of the Pro Vice-Chancellor (Education), University of New South Wales, Australia

Abstract

Dr Christine Armatas,* Ada Tse, & Chun Sang Chan, Educational Development Centre, The Hong Kong Polytechnic University, Hong Kong, and Bruce Li, School of Accounting and Finance, the Hong Kong Polytechnic University, Hong Kong

Abstract

Aya Inaura,* & Hirotaka Uoi, Department of Digital Games, and Hiroshi Yokoyama, Department of Games & Media, Faculty of Information Science and Arts, Osaka Electro-Communication University, Japan

Abstract

Jahanzeb Khan,* School of Accounting and Finance, & Pamela Roberts, Division of Student Learning, Faculty of Business, Justice, and Behavioural Sciences, Charles Sturt University, Australia

Abstract

Nicole Mitchell, Educational Designer & Lecturer in Marketing; Phillip Ebbs,* Department of Paramedicine; Samantha Burbidge, Department of Paramedicine, Charles Sturt University, Australia

Abstract

Wolfgang Fellin, Barbara Schneider-Muntau*, Getraud Medicus, Division of Geotechnical and Tunnel Engineering, Institute of Infrastructure, Department of Engineering Science, University of Innsbruck, Austria

Abstract

Barica Marentič Požarnik,* Faculty of Arts, University of Ljubljana, Slovenia

Abstract

Katarina Aškerc,* Center of the Republic of Slovenia for Mobility and European Educational and Training Programs, and Alenka Braček Lalić, Slovenian Quality Assurance Agency for Higher Education, Slovenia

Abstract

Marion Ben-Jacob,* Department of Mathematics and Computer Sciences, Mercy College, USA

Abstract

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