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FoULT: Learning and Teaching @ CQUni - Feb 2010

FoULT: Learning and Teaching @ CQUni - Feb 2010



Presentation to new academic staff around learning & teaching at CQUni

Presentation to new academic staff around learning & teaching at CQUni



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  • Introduce CDDU – who we are, what we do, examples of outputAssistance – directory for locating information on L&TTeachers’ thinking – big picture view of modern education. Factors: technology, rapid change, global education, and implications for our teachingDiscuss what it is to be a reflective teacher and why its so importantReflect on the 7 principles for good practice in undergraduate educationTake a look at the CQUni context for students and teachers - technology
  • Modest sized teamDesign TeamCDO – provide support to CDs (such as technical assistance)
  • CDA – work on materials production3.2 as Joanne is 1 day a week
  • Engage in Program Development & ReviewCurriculum MappingGraduate AttributesDesigning learning objectivesDesigning AssessmentsLearning TechnologiesMethodologies (Constructive Alignment, Reflective Alignment)
  • Play next slide
  • Play Auditing Machinima 1_hi-001Skip to 3:45 to see group meeting.
  • Student results reflect a positive change to the courseHits: accesses to course website
  • Hand around the print study guides
  • Small development teamWell-oiled process
  • For the Moodle Project…Using the work of the MoodlePiloters as examples
  • Or for those currently using webfuse
  • What does this mean for T&L?Change is occuring exponentiallyGlobalisation of educationWorkers regularly re-skillTechnologyInformation is no longer scarce, its increasingly abundant
  • Play Snowden Audio
  • We aren’t rational, we are pattern matchersTend to retain patterns.Bounded by personal experience.So the teaching tools/approaches we use are often based on our personal experiences.
  • Do you agree with this proposition?Can you relate to this line of thinking?Are there instances of choices you have made that were influenced by your past experiences?
  • Examples of pattern entrainment relating to education & technology
  • Examples of pattern entrainment
  • Examples of pattern entrainment
  • Examples of pattern entrainment
  • Examples of pattern entrainment
  • Examples of pattern entrainment
  • Bill Murray and Andie MacDowellBill’s character visits a small town to do a weather reportEach morning, he wakes up to the same day over and overLove interest, chasing through the film.Play trailer
  • After each failure to win over Rita, what does Phil do?Give a hint – french poetryA toast to the ground hog – I always drink to world peaceWhat should we drink to? – I like to say a prayer and drink to world peaceI studied 19th century french poetry – what a waste of timeWee Madaam – you speak french!!!
  • Reflect on your delivery of your courseIdentify a few different areas that you can improve onTry again
  • Scheduled office hoursStudent social functionsInformal discussions after class
  • the radical model dispenses with lectures entirely. Uproar by students – only voice over lecturesInstead, students are formed into groups, and learn by interacting amongst themselves and using the vast amount of existing Web-based resources, with the instructor providing guidance as and when required. http://tinyurl.com/c9baxq - Thinking Creatively about Online Education (Conference Paper)http://davidtjones.wordpress.com/publications/online-courses-and-collaborative-learning-underlying-philosophies-and-practices/ (Conference Paper)
  • This is where the fun is.
  • Auditing is another example.Students play role of auditors in a firm.Fake virus signatureStudents develop scanner rules to detect – only malicious virus, not legitimate transmissions
  • Learning Styles ResearchCarleton CollegeReflective learners – need time to think before sharingSeveral major implications are apparent for addressing diverse ways of learning: Most of your students learn differently than you do.Each of your students learns differently from your other students.No one teaching method will effectively reach all of your students.You cannot address all of your students' learning styles all of the time.
  • < 13% of all students ever posted in a forum

FoULT: Learning and Teaching @ CQUni - Feb 2010 FoULT: Learning and Teaching @ CQUni - Feb 2010 Presentation Transcript