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

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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.

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Changing Learning Spaces for Changing Learning Needs in Higher Education

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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

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

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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

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Creativity in Materials Development: A Resource to Enhance Active Learning in Higher Education

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Susanna Wai Ching Lai-Yeung, The Open University of Hong Kong

Abstract

Contemporary higher education faces many challenges: funding cuts and diminished resources, large class size, wider university participation, increased student diversity, and rapidly changing student characteristics. In the midst of these challenges, teachers remain a very important factor in student engagement. Using examples from teaching an undergraduate course in educational psychology, the author discusses ways in which teachers can be creative in developing authentic, interesting and meaningful course materials to engage students in active learning.
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Multi-Level Knowledge Transfer in a Blended Learning Environment

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Birgit Pitscheider, University of Innsbruck, Austria

Abstract

The possibilities offered by Web 2.0 tools and methods in teaching environments have the potential to change the traditional, mostly unidirectional form of knowledge transfer. Today, students come to class with a strong background in internet-based tools and can enrich the teaching/learning environment, if they are provided with the opportunity, the structures, and the motivation to do so. This paper describes a self-reinforcing knowledge and skills transfer framework in a blended-learning business communication class. Firstly, knowledge transfer occurs on several levels (teacher — student, student — student, student — teacher, student — IT administration team, etc.). Secondly, the framework develops its own dynamics and generates a new quality of knowledge transfer that necessitates a redefinition of the teacher’s role as a primary knowledge transfer agent.
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“Please Sir, I Want Some More” – MORE! Oliver Twist in the 21st century

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Andrew Sackville Edge Hill University, UK

Abstract

Are resources for learning really diminishing? Where does most of our learning take place? What are the resources we actually use? This paper questions the conventional views of “diminished resources”, “learning” and “resources” and argues for the recognition of the learning that takes place both within and outside the workplace. Using two small case studies from very different areas – clinical education and heritage learning – the paper focuses on the learning that takes place within both the workplace and the broader area of “leisure time” activity. It presents a challenge to all teachers: to review their learning facilitation strategies.
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Doing More with Less?: A Case Study of Gaining Efficiencies through Alignment of SoTL and Strategic Planning for Learning and Teaching

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Mark Schofield, Edge Hill University, UK

Abstract

In challenging economic times practices should be informed by research and SoTL, integrated into strategic planning. Such thinking informs this case study which comprises Edge Hill University’s approaches to efficiency and doing “more with less resource,” whilst managing associated risks. Elements include the SOLSTICE concept of learning design in interdisciplinary Technology Enhanced Learning teams; efficient harvesting of curriculum design approaches though “Learning Task Teams” and galvanizing developmental advice and guidance though an Excellence Fellowship Scheme.
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