The first University of Divinity Teaching for Learning Day, held 6 November 2013 in Melbourne focussed on Good Practice in Higher/Theological Education. This first session invited sharing of Teaching and Learning Activities and invited Colleges to consider their own pedagogical practices and distinctives,

1. Teaching for Learning
Welcome

2. Teaching for Learning
Welcome
Please sit with members of your Field
[especially those you know less well]
(see table signs)

3. Welcome
Professor Peter Sherlock
Vice Chancellor

4. Worship
Dr Peter Price
Chair of Learning and Teaching Committee

5. As we gather to start our day together, we
invoke the Spirit of Wisdom to guide us in our
Learning and our Teaching. So we read from
Proverbs 9: 1-6 of Lady Wisdom (hokhmah) …

6. We take a few moments to reflect on what
gifts of the Spirit of Wisdom we have
witnessed & shared this year, We seek the
Spirit’s continuing Wisdom to be active in
us, in our students and in all God’s People,
and so we pray …

7. Rush upon us O Spirit of God! From this time
on, rush upon us, like living water, like leaping
fire, like fresh breath through an open window.
For this time, rush upon us, O Holy Spirit, with
wisdom and knowledge, with understanding and
counsel, with wonder and recognition and awe.
Just in time, rush upon us O Spirit of God, in
life-giving words, in songs from the voiceless, in
a passion for witness.
At this time, rush upon us, O Holy Spirit, this
hopeful time, this searching time, this preparing
time, this coming and going time, this trusting
time, this new time, this full time.
ALL THE TIME, rush upon us, O Spirit of God!

10. So, what is your learning hope for the day?

11. Overview of the Day
The learning outcomes of the day might be
expressed as follows:
The Teaching Day will:
A. Affirm the critical place of Learning and
Teaching to the mission of the University; and
B. Offer an opportunity to reflect on and develop
teaching skills.

12. Outcomes from the day
At the end of the Teaching Day, those who
participate will
(Generic Outcomes year to year):
1. have identified and outlined key elements of what
they know about theology teaching; and
2. have considered something that may help them to
grow further in their teaching.

13. Specific Outcomes for 2013
• understand the opportunities that a
University-wide LMS will bring to teachers;
• have developed, if they have not already, basic
awareness [and competence] in providing
resources for students in ARK; and
• appreciate the possibilities for assessment and
student support through ARK.

14. In Field-based groups
(each of 3 or 4 people)
Ask
“What have I learned in teaching?”
• In-class activities
• Out of class activities
• Assessment tasks
Participants will have identified
and
outlined key elements of what they
know about theology teaching

15. Please
• Individually, list some items first
• Appoint a scribe for each group
– Scribe please:
• Keep a list of the learning activities
• Identify the proponent of ideas (if they are willing)
(So that we can follow up for more information if needed
and share resources in future.)
• Please give list to John or email to jcapper@mcd.edu.au

16. In Field-based groups
(each of 3 or 4 people)
Ask
“What have I learned in teaching?”
• In-class activities
• Out of class activities
• Assessment tasks
Participants will have identified
and
outlined key elements of what they
know about theology teaching

17. Morning Break

18. In College-based groups
(each of 3 or 4 people)
Ask
“What have I learned about what others
are doing in teaching?”
• In-class activities
• Out of class activities
• Assessment tasks
Participants will have considered
something that may help them to
grow further in their teaching.

19. Please
• Individually, list some items first
• Appoint a scribe for each group
– Scribe please:
• Keep a list of the learning activities, ideas and suggestions
for your College
• Send a copy to your Dean/Faculty Development Officer/
Associate Dean (Learning and Teaching)…
• (If Deans are happy, John is delighted to be in the loop.)

20. In College-based groups
(each of 3 or 4 people)
Ask
“What have I learned about what others
are doing in teaching?”
• How might I develop my teaching?
• How might our College?
Participants will have considered
something that may help them to
grow further in their teaching.

21. In College-based groups
Ask
“How diverse is the experience that a
student has of learning in a typical course
at our College?”
• Is this as we want it?
• How does it meet our College mission?
Participants will have considered
something that may help them to
grow further in their teaching.

22. In College-based groups
Ask
“What do we consider to be the
main drivers of good learning in
our College?”
Participants will have considered
something that may help them to
grow further in their teaching.

23. Classification of TLAs*
* Teaching and Learning Activities

24. Classification of TLAs 1.
Highly structured
Subjectcentred
objectives
e.g. formal
presentations
e.g. group projects,
discovery learning
e.g. group work,
simulations
e.g. individual projects,
self-exploration
Personal
growth
objectives
Loosely structured
After Rogers: 1986.

25. Classification of TLAs 2.
Highly structured
Subjectcentred
objectives
e.g. formal
presentations
e.g. group projects,
discovery learning
e.g. group work,
simulations
e.g. individual projects,
self-exploration
Personal
growth
objectives
Loosely structured
After Rogers: 1986.

26. Classification of TLAs 2.
Teacher-centred
Content
oriented
Process
oriented
Learner-centred
After Rogers: 1986.

27. Classification of TLAs 2.
Teacher-centred
Content
oriented
Process
oriented
Learner-centred
After Rogers: 1986.

28. Classification of TLAs 2.
Teacher-centred
Content
oriented
Process
oriented
Learner-centred
After Rogers: 1986.

29. Good Teaching Practice
Some key traits

30. Seven Principles
Developed based on a Lilly Endowment research
grant in 1987 by Arthur Chickering and Stephen
C. Ehrmann.
These have since been developed and refined,
and tested for transferability in online and novel
contexts, as well as the traditional classroom.
(Continued at the link to Prezi)

31. Bibliography
Ball, Les. (2012). Transforming Theology: Student Experience and Transformative Learning
in Undergraduate Theological Education, Mosaic.
Biggs, John B. (2003). Teaching for Quality Learning at University: What the Student Does,
(2nd ed.) Philadelphia: Society for Research into Higher Education: & Open
University Press.
Chickering, Arthur and Zelda F. Gamson, (1987). “Seven Principles of Good Practice in
Undergraduate Education,” AAHE Bulletin (and reprints).
Chickering, Arthur and Stephen C. Ehrmann (1996). "Implementing the Seven Principles:
Technology as Lever," AAHE Bulletin, October, pp. 3-6.
Ehrmann, Stephen C. (2008). “New Ideas and Additional Reading”. TLT.
Hockridge, Diane. (2011). “What’s the problem? Spiritual formation in distance and
online theological education.” Journal of Christian Education, Vol.54, No.1, pp.25-38.
Hockridge, Diane. (2013). Challenges for Educators using distance and online education
to prepare students for relational professions. (Prezi)
Mortiboys, Alan. (2010). How to Be an Effective Teacher in Higher Education, OUP.
Rogers, Alan. (1986). Teaching Adults, OUP.