Thursday, October 01, 2015
National tertiary learning and teaching conference, day 2 afternoon
Updated with links.
After lunch another series of 4 presentations. Firstly, with Carmel Haggarty from Whitireia on 'developing courses the easy way'. Presented reasons for 'rapid' course development professional development package. Based on the LATARE and the ADDIE framework. LATARE (leaning outcomes, assessment, topics, activities, resources and evaluation) originated from OTARA And based on Chickering and Gamson, 1987 - 7 principles of good practice in undergraduate education. Informational provided on Moodle site as starter packages for tutors before they assist in course development. Templates linked to each stage.
Secondly, from Susie Kung from Manukau Institute of Technology, who presented on 'effective tertiary teaching: learning spaces'. Presented the use of appreciative inquiry to understand what makes better teaching. AI encourages eyes to see the positive and to assist the move into the future. The 4 D (discover, Dream, design and destiny) cycle originated from dissatisfaction with action research. Study sought to find out the students experienced curriculum and what assisted them to become teachers (ways of being). Effective teaching learning were enduring influences, in class presentations, provokes deep reflective thinking, theory with practice, getting to know self and to know others.
Third up was a presentation on 'flipping teacher observations: from judgment to collaborative practice ' with Vani Naik and Sian Hodge from NTEC (NZ Tertiary Group). Discussed traditional observation approaches and their pros and cons. Introduced CORE - collaboration, observation, reflection and extension. Collaborator mutually negotiate with teacher as to what to improve etc. suggestions offered and agree if observations will assist. Observation of session, not teacher. Reflection has 4 set and 4 negotiated questions. Extension involves discussion, suggestions and set up of plans going forward. Shared evaluation undertaken of deployment of CORE indicate positive responses.
Then a team presentation (Jane Terrell, Dave Snell, Karen Haines, Bettina Schwenger and Mark Smith) from Massey University and Unitec represented by Jane Terrell and Dave Snell (Massey) on 'getting it right: guidelines for online assessment in NZ tertiary contexts'. An Ako Aotearoa hub project in progress. Defined online assessments as taking place via discussion forums or other online tools. Goal to create a set of guidelines and an interactive tool. Presently analysing the. 14 case studies. Including blogs,wikis, eportfolios, glossaries, forums, video, turnitin etc. tool is to help tutors to assess whether, how and what to use in terms of online assessment.
After afternoon tea, another 4 more presentations revolving around staff capability. 2 snapshot presentations from Dean Ellery 'are my handouts bankrupting the organisation and destroying the planet?' Paperless = cost savings and environmental focus? Hardware costs down but IT and power costs required. Sustainability issues comparing paper and e readers need to be thought through. Digital tools have higher costs relate to storage, hardware and disposal. Paper may be more sustainable as more effective in carbon storage, recyclable etc. Learner values include writing on paper being more cognitive complex, reading deeper and comprehension better, providing better overviews without the need to scroll.
Debbie Coates on 'does action research learning in the classroom meet the learning styles of international students?' Rationale shared for need to develop capabilities as lifelong learners. Action learning promotes higher order thinking and reflection. Usually based around scenario based learning to solve problems. Interviewed small number of students and found most were reflective. Action learning was enjoyed by students. Students could adapt and a good transition from predominantly rote learning background to greater reflection.
Gerry Duignan and John Hitchcock from Weltec present on 'lessons learnt: professional development for experienced teachers in vocational education.' Progress report on a project funded by Ako Aotearoa. Defined professional development. Presented objectives of project and feedback on questionnaire sought.
Last up today is Liz Fitchett and Kevin Dyke from Waiariki presents on 'using a co-operative academic induction process to fast track new teaching staff into their career as teaching professionals'. Provided background, rationale and details of a support process for inducting new tutors. Involves support from heads of department ( manages process), student feedback, learning advisor support coordinated by educational developer. Tutors sent on observation reports to HOD but their choice. Educational developer assist tutor to set up Teaching plan. Observations (3) and student feedback completed by learning advisor. Mentor assigned to provide peer support. positive feedback from new tutors, students and HODs drive the continued evolution of the process despite the time and personnel intensive nature of the process. Good outcomes cost.
Conference dinner follows with a looked forward to keynote from Professor Welby Ings from Auckland University of Technology, who will challenge the participants with his presentation 'beyond the marshmallow cocoon: risk, transformation and disobedient thought'.