Learning Lunch Box presentation 23 September 2014 Presenter: Ellinor Allen

1. Business and Economics
Trialling
innovative
teaching
practices
Ellinor Allen
Lecturer,
Department of Accounting
Caulfield campus
Deputy Course Director,
Bachelor of Business,
Peninsula campus

2. Background
 ACF1000
 Sem 1: 1,000 students, four lecture
streams
 Sem 2: 400 students, two lecture streams
 Diverse cohort
 ‘Average’ lecture attendance
 Lack of engagement in lectures

3. What I tried
 Weekly resources
 Lecture notes
 Mini lecture recordings
 Lecture summaries
 Lecture exercises
 Moodle quizzes
 Weekly practice quizzes
 Four assessment quizzes

4. Lecture notes
 Full set prepared using powerpoint as usual.
 Split into three main sections.
 Three mini lectures recorded to narrate the
lecture notes.
 Average length 10-15 mins.
 Created using CamStudio.
 Converted to MP4 using Format Factory.

5. Lecture notes

6. Mini lecture recordings
 Recorded using CamStudio
 Region: window
 Options: microphone
 Up to around 15 mins

7. Mini lecture recordings
 Files converted to MP4 format before
uploading into Moodle.
 Format Factory (no longer required).

8. Mini lecture recordings
 File size became more manageable.
 Format more user-friendly for students to
download or watch.

9. Lecture summaries
Summarised version of the slides containing
main learning areas.
Lecture illustrations/exercises throughout.

10. Why did I try it?
 MULO recordings are barely utilised.
 Students are time poor.
 Lecture attendance is moderate.
 Need to recognise different learning
approaches.

11. MULO Sem 1, 2014
45 38 38 64 85 96 73 50 52 49 36

12. MULO Sem 2, 2014
37 39 33 27 35 30 20 9

13. Mini lecture statistics
Sem 1 Sem 2
Folder name No. of
views
No. of
views
Topic 1 mini lecture recordings 1199 449
Topic 2 mini lecture recordings 637 330
Topic 3 mini lecture recordings 500 203
Topic 4 mini lecture recordings 402 186
Topic 5 mini lecture recordings 489 182
Topic 6 mini lecture recordings 453 168
Topic 7 mini lecture recordings 487 133
Number of students enrolled 974 399

14. Weekly quizzes
 10 MCQs each week
 Multiple attempts allowed
 Intention to monitor accuracy and
adapt lecture to suit.

15. Weekly attempts
Sem 1 Sem 2
Quiz No. of
attempts
No. of
attempts
Topic 1 practice quiz 1,067 304
Topic 2 practice quiz 812 233
Topic 3 practice quiz 799 182
Topic 4 practice quiz 486 133
Topic 5 practice quiz 408 99
Topic 6 practice quiz 391 92
Topic 7 practice quiz 369 40
Topic 8 practice quiz 321 25
Topic 9 practice quiz 354 4
Topic 10 practice quiz 283 -
Topic 11 practice quiz 277 -
Topic 12 practice quiz 267 -
Number of students enrolled 974 399

16. Assessment quizzes
 To replace a mid-semester test
 Four quizzes, in weeks 3, 6, 9, 12
 10 questions
 One hour
 One attempt allowed
 A bank of 40 questions was
developed

17. Assessment quiz
Sem 1 Sem 2
Quiz No. of
attempts
No. of
attempts
Assessment quiz 1 (week 3) 949 375
Assessment quiz 2 (week 6) 922 362
Assessment quiz 3 (week 9) 893 5*
Assessment quiz 4 (week 12) 816 -
Number of students enrolled 974 399

18. What did students see?

19. What did students see?

20. What did they say?
 To the qualitative question
“what are the best aspects of this unit”
responses included:
Mini lecture recordings
 “The 3 mini lectures”
 “The mini lecture recordings before lectures are great,
they help reinforce the concepts before the lecture”
 “I absolutely loved Ellinor’s mini lecture recordings
that I could listen to over and over again during my
self study periods.”

21. What did they say?
 “The mini recordings are helpful and I found that I
was always able to teach myself something even if I
didn’t properly understand it at first”
 “The online resources for this unit are great and very
helpful”
 “The mini lectures are a very good way to give
students a basic understanding of what will be
covered further in the week’s lecture.”

22. What did they say?
Lecture format
 “The practical examples that you are taken through in
lectures”
 “Lecture exercises to help further understand concepts”
 “Doing exercises in the lectures helped my understanding”
 “The lectures in which we went over how to do the practical
side of accounting was immensely helpful”
 “The lecture is very extensive in its learning approach, and
engages in different materials to support and expand our
knowledge”

23. What did they say?
Online quizzes
 “The online quizzes are also helpful but its also good
that there aren't too many quizzes”
 “The pre-lesson quizzes were very helpful”
 “The quizzes have been very helpful with my study. I
really like how they cover a few topics at the one
time, rather than having a quiz every week.”
 “The four assessment quizzes have been extremely
helpful providing great feedback to ensure I am on
the right track with the content.”

24. Was it worth it?
“The three part videos posted every week would allow for
a detailed explanation of everything that had been gone
through in the lectures…much more helpful than
tutorials…definitely the best aspect of this unit and
Ellinor should be greatly encouraged to keep on doing
these videos…”
“The mini lecture videos couldn’t have been more
helpful…I am very appreciative of your approach and I
have somehow enjoyed a subject I’d failed miserably
and hated in the past…”

25. Was it worth it?
“As ACF1000 is a core subject for my business degree, I
had no choice in completing this subject and was very
nervous to complete a subject I had no interest in and
had no background information about. But I have
completely changed my perspective of the subject and I
may even consider majoring in Accounting.”

26. Business and Economics
Thank you
Questions?