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Dr. Chris Creagh , OLT National Teaching Fellow School of Engineering & Information Technology

WA T&L Forum, 30 & 31 January 2014. Dr. Chris Creagh , OLT National Teaching Fellow School of Engineering & Information Technology.

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Dr. Chris Creagh , OLT National Teaching Fellow School of Engineering & Information Technology

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  1. WA T&L Forum, 30 & 31 January 2014 Dr. Chris Creagh, OLT National Teaching Fellow School of Engineering & Information Technology Support for this presentation has been provided by the Australian Government Office for Learning and Teaching. The views expressed in this presentation do not necessarily reflect the views of the Australian Government Office for Learning and Teaching.

  2. OLT National Teaching Fellowships – promoting good practice in learning & teaching in Australian higher education. Work-It-Out Fellowship • Work-It-Out Teaching Strategy • Edge of ability activity (groups of 4) Group work • Expert video &worksheet (individual ) Just-in-time teaching & note taking • Analyse video (whole class) Understanding quality & modes of • communication • Focus activity (pairs) Practice and peer learning • Finish edge of ability activity (groups of 4) Practice and group work • Group presentation (groups of 4) Communication and judging quality • Dissemination • Word of mouth / via e-mail • Family & friends • Reference group • Reporting to line managers • Tutorials • Conferences • Seminars • Workshops • Presentations • Discipline home university • L&T home university • Discipline other university • L&T other university • Internet • University profile • YouTube • Facebook • Discipline friends • Personal friends • LiveJournal (blog the journey) • Research gate • LinkedIn • Others using your stuff • E-mail signature • Open Education Resources available on website or YouTube • Videos • Textbook, Your personal Trainer • A Toolbox of Diagrams • Interrogating Formulas • Design an Experiment • Edge of ability activity materials • Video watching worksheet • Focus activity materials • Pedagogical background material available on website • My thoughts on the WIO teaching strategy • My research papers • Bibliographic references associated with the teaching strategy Fellowship paperwork is available on the OLT website.

  3. Work-it-out! Then What is the problem? Who are my target audience? What is the WIO teaching strategy? How long does it take? What is the response so far? Generalizability? Would you like to be involved? Now The teaching strategy information is on the website The L&T resources are on the website Why do we create the learning environments that we do? What factors are taken into consideration? Is it useful to make these deliberations explicit for student learning? for staff teaching practices?

  4. What is the WIOteaching strategy?

  5. Edge of ability activity:Draw a free-body force diagramfor the following.

  6. Watch video, answer worksheet Video watching worksheet • Why are diagrams important? • Why do S&E use diagrams? • Are there typical diagrams? • Where would you look for them? • What are characteristics of good di’s? • What are limitations of di’s? • What are strengths of di’s? • Explain how the specific case you are looking at becomes a generalise di. • Identify modes of communication. • Identify methods of communication. • What background knowledge is assumed? • How do the experts link info to everyday knowledge? • A Toolbox of Diagrams video: http://youtu.be/Cs2u-iKkwvk

  7. Analyse video • Plenary session to get feedback from the worksheet. • At this stage it may also be possible to discuss other modes of communication that could have been used in the presentation. • Students are learning from their peers how to judge quality in presentation and content.

  8. Focus activity • Matching pictures and diagrams

  9. Focus activity • Have students working in pairs to match pictures and diagrams.

  10. Finish edge of ability activity • Allow the students to work on creating their presentation with the video and related activity as reference material. • Students are practicing what they have just discovered and can be assisted with leading questions from the tutor on a group by group basis.

  11. Finish initial activity and presentations • Get 4 groups to give their presentation to their peers. (Worked well) • Students giving the presentation are learning about presentations as well as the knowledge they are presenting. • Students judging the presentation are learning about quality and modes of communication.

  12. How long does it take? • Each skill could be covered in one 2hr tutorial or several smaller ones. • The tutorial is composed of smaller parts so educators can pick and mix if they wish. • The video material is on-line so the students can access it afterwards as often as they feel they need to. They can stop it, start it, rewind it and play it again if they wish. • I don’t think everything should be taught this way it is just one teaching tool. • The video could also be used for tutor training.

  13. Generalizability? • Other students • Other disciplines • Other universities with similar student cohorts • OUA / on-line students • Other countries (America similar problems in STEM) • People wishing to prep for university • Home schoolers • People taking advantage of MOOCs who need a bit of a boost • General interest scholars

  14. Interrogating Formulas Tutorial • Used the same teaching strategy • Students asked to create a presentation about a related pair of formula • Video and worksheet • Plenary session • Focus activity • Students finish creating their presentation • Presentations given

  15. Interrogating Formula Tutorial • Interrogating Formulas video: http://youtu.be/JfIdysUMWxs

  16. Which formula/s can be represented by this diagram? Focus Activity – Diagram 1 x

  17. Focus Activity – Diagram 2 N Resistive forces mg • Which formula/s can be represented by this diagram?

  18. Focus Activity – Diagram 3 • Which formula/s can be represented by this diagram? vfinal Fc vinitial

  19. Focus Activity – Diagram 4 • Which formula/s can be represented by this diagram? y v g x

  20. Focus Activity – Diagram 5 vi vf • Which formula/s can be represented by this diagram?

  21. Focus Activity – Graph 1 • Which formula/s can sometimes be represented by this type of graph?

  22. Focus Activity – Graph 2 • Which formula/s can sometimes be represented by this type of graph?

  23. Focus Activity – Graph 3 • Which formula/s can sometimes be represented by this type of graph?

  24. Focus Activity – Graph 4 • Which formula/s can sometimes be represented by this type of graph?

  25. Focus Activity – Graph 5 • Which formula/s can sometimes be represented by this type of graph?

  26. Textbook: Your Personal Trainer Video Textbook, Your Personal Trainer video: http://youtu.be/dMd6RK1VUR8 Focus activity – quiz night where the questions are answered by using the textbook ___________________________________________ On Thu, Jan 23, 2014 at 3:31 PM, Geoff wrote: Hi Chris, I'm one of your …. students for ... Another Q while I think of it, is the textbook an important part of this unit? Or should it be possible to get by without it, perhaps using the library one occasionally. I bought a few texts for units last year but didn't get a lot of use out of them - I keep finding free stuff online that does a good job if I need something explained a bit more. Thanks Geoff _______________________________ Thu 23/01/2014 9:33 PM Hi Chris, I think your video on textbooks answered my last question! Good video ; ) I'll look it up at the library and read a chapter or so to get a feel for it before buying. Geoff

  27. Designing an Experiment Video • Design an Experiment video: http://youtu.be/zc72_D-B_0w • Focus activity – design an experiment for high school students that will allow them to develop the skills they need to do university level labs • In the lead up to the video this was the first time I had made my thinking about, why we do the things we do, explicit to my tutors. • It made a fallacy of the often repeated saying that “academics teach in the same way that they were taught”. Myth… BUSTED!

  28. This is where I am Then What is the problem? Who are my target audience? What is the WIO teaching strategy? How long does it take? What is the response so far? Generalizability? Would you like to be involved? Now The teaching strategy information is on the website The L&T resources are on the website Why do we create the learning environments that we do? What factors are taken into consideration? Is it useful to make these deliberations explicit for student learning? for staff teaching practices?

  29. Where to next? • Use the videos as starting points for academic discussion about the reasons we create the learning spaces that we do. • Have a few live discussion forums on specific topics. • Review some literature. • Write something about it to continue the conversation in an Australian / Physics context.

  30. Would you like to be involved? • If anyone is interested in what I am doing please get in touch. Email me… • c.creagh@murdoch.edu.au

  31. More information Dr. Christine Creagh Senior Lecturer Physics & Nanotechnology Murdoch University phone: (08) 9360 6715 email: c.creagh@murdoch.edu.au LiveJournal: http://chris-creagh.livejournal.com/ Work-It-Out website http://www.WorkItOutTS.com/

  32. I gratefully acknowledge the support and encouragement of • Les Kirkup, David Parlevliet, Philip Jennings, David Macey, Parisa Bahri, Denyse MacNish, Rick Cummings, Rhonda Oshanek, Coral Newman, Ann Capling, Siobhan Lenihan, Francine Bailey, Lindy Baker, David Hill, Linda Butcher, Rob Phillips, Miriam Everall, Geoff Swan, Mario Zadnik, Jamie Quinton, John Daicopoulos, Rebbeca Fisher, Chris deSilva, Elaine Walker, Nik Radevski, Nick Wyatt, AfshinSadrich, Multimedia Makers, Helen Creagh, Robyn Creagh and Gareth Lee and also my colleagues at Murdoch University. Support for this activity has been provided by the Australian Government Office for Learning and Teaching. The views expressed in this activity do not necessarily reflect the views of the Australian Government Office for Learning and Teaching.

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