The following workshops are being held as part of STARS 2016:
Wednesday 29 June 2016
Creating Engaged Learners and Digital Citizens
Centre for Learning and Innovation Indiana Wesleyan University
We are living in an age where digital technology is ubiquitous…apps, mobile devices, eBooks, MOOCs, Open Source, the Cloud. For students, this rapidly changing digital landscape will be a way of life through their school careers and into the workplace. In their lives, being digitally savvy and maintaining an openness to lifelong learning will increasingly be a prerequisite for success. This workshop session will focus on the ways in which digital learning experiences can be matched with academic content so that students become active and engaged digital citizens. Participants are encouraged to bring along a computer or tablet (although this is not a prerequisite) and be prepared for a digital learning experience. Participants will also be provided with a digital document containing step-by-step directions for all of the presented strategies and techniques.
Flip your class the HE way: Introducing the ‘Higher Expectation Framework’
A dynamic approach for teaching adult learners.
Academic Learning Services Unit CQUniversity
Within the context of an adult learning environment, the approach to teaching differs from practices used within the secondary school setting. This workshop will explore a new teaching framework that was designed after trialling and experiencing a Flipped Model Classroom. The Higher Expectations Framework is a structured approach to thinking, planning and actioning, and is an innovative and engaging model that makes the class environment a safe place where students feel empowered to step out of their comfort zone and become more engaged with the content. The classroom focus shifts from an instructor-lecture model to a student-centered dynamic that encourages active learning and deeper knowledge acquisition. Designed around adult learning principles (Knowles, 1978), brain-based learning principles (Caine, 2005; Wolfe, 2010) and self-efficacy theory (Bandura, 1995), this andragogical approach enhances meta-learning, encourages higher levels of student engagement, and increases participation where students take ownership of their personal learning.
The pleasures and pitfalls of peer based initiatives: unpacking challenging real world scenarios in a peer learning environment
Georgina Barrett-See, Sarah Graham
Higher Education Language & Presentation Support (HELPS), Student Services Unit, University of Technology Sydney.
This workshop draws on experiences of the peer based initiatives particularly at the University of Technology Sydney. The benefits of peer based initiatives are well documented, providing both support to the students who are the recipients as well as the peers who are mentoring, supporting and guiding them (see Dawson et al, 2014; Colvin and Ashwin, 2010). The extremely satisfying task of coordinating these initiatives however, has a number of challenges, requiring careful planning, coordination, facilitation and recruitment. The purpose of this workshop will be to use the ANZSSA Guidelines for Best Practice of Peer Mentoring Programs (ANZSSA, 2015) to work with the participants on a number of real world based vignettes, loosely based on peer learning program situations encountered in the last 7 years. Through the analysis of these vignettes, the participants will explore how to manage these challenges in a productive, positive, friendly and empathic way.
The Learning Design Canvas Workshop
Edith Cowan University
The Learning Design Canvas workshop provides a way for Educators to respond to the needs of their students, understand who they are and what works for them, and build the appropriate strategies required for success. Whether you are a learning designer, lecturer, course coordinator or head of school The Learning Design Canvas enables you to organise complex information into 7 distinctive areas. The Canvas provides individuals and teams the ability to work quicker and smarter in identifying gaps in course delivery. The canvas provides visual cues such as student personas and presents a big picture understanding of your organisations dependencies and relationships. The Canvas acts as an anchor for further conversation about the design of learning and teaching and allows an agile approach to change.
Saturday 2 July 2016
Enhancing the student experience: Developing the ‘one stop shop’
Kim Cartwright, Jenny Campagnolo
Library and Learning Services, Griffith University
Griffith Health Executive, Griffith University
Students entering university learning environments from non-traditional pathways (NTP) commonly find the transition experience stressful and anxiety provoking. These students also often report feeling ill-equipped to meet the academic expectations of higher education (Catterall & Davis, 2012; Ertl, Hayward, & Holscher, 2010). In response to this, the School of Nursing and Midwifery at Griffith University developed a comprehensive Transition and Tertiary Preparedness (TTP) program aimed at NTP students entering the second year of the Bachelor of Nursing program. Grounded within Lizzio’s (2006) Five Senses of Success framework, the TTP program is based on a facilitation model and involves planned intervention and interaction with NTP students from pre-semester (with intensive academic preparation and targeted orientation) and across the first semester of study (involving weekly, just-in-time workshops focused specifically on second year nursing assessment tasks). To ensure shared ownership and contribution, a strategic, systems orientation approach to the program is taken to provide a solid foundation for success for these transitioning students (Wilson, 2009). The program, at its core, provides a ‘one-stop shop’, team-based learning environment for students, as research suggests that this style of collaborative approach can not only enhance interest and improve achievement outcomes for students, but can also allow for professional development opportunities in relation to skills and knowledge expansion for team facilitators (Bryant, Niewolny, Clark, & Watson, 2014; Cassar, Funk, Hutchings, Henderson, & Pancini, 2012). Evaluation of the program supports this, with the 2015 TTP cohort demonstrating higher academic achievement outcomes and reporting that the facilitators “created great inspiration, self-confidence and motivation” and were “very helpful, entertaining and interesting”. This workshop is designed to be a practical demonstration of the collaborative teaching and learning environment that is actively nurtured by TTP program facilitators. While the workshop is predominantly aimed at academic and professional staff working with NTP students transitioning into higher education, this session has value for anyone involved with supporting commencing students to make a successful and confident start to university.
Transition Support for Students from Refugee Backgrounds in Higher Education
Ruth Tregale and Sonal Singh
Widening Participation Unit, Macquarie University
Providing support to students from refugee and asylum-seeker backgrounds in their education is becoming increasingly important in the context of resettling increasing numbers of people entering Australia on humanitarian-entrant visas. Macquarie University has been awarded a National Priorities Pool grant under the 2016 Federal Government Higher Education Participation and Partnerships Program (HEPPP) to build on the success of its LEAP-Macquarie Mentoring (Refugee Mentoring) Program. Specifically, the LEAP-University Preparedness project (LEAP-UP) will review international best practice and initiatives at Australian universities, develop a pilot enabling program specific to the needs of students from refugee backgrounds, and establish a National Community of Practice comprising researchers, equity practitioners and partner organisations active in supporting students from refugee backgrounds. This workshop will launch the National Community of Practice, and enable participants to share research, best practice, and to discuss future work in this space.
What’s Uni Like? Deconstruction of a successful MOOC
Mr. Josu Abrego-Sanz
Academic Success, Office for Students, Charles Sturt University
What’s Uni Like? is a MOOC (Massive Open Online Course) aimed at students aged 14 to 22 from low SES backgrounds across Australia. It is a free of charge, accessible source of information and development. What’s Uni Like? also offers the opportunity to explore aspects of the transition to University in a flexible, non-threatening environment, and builds important digital literacy and online learning skills for students. The course supports the principles of connectivism through the linking of videos, interactive exercises and discussion forums. Within the course, different transition and pedagogical topics are addressed in five discussion forums offering cooperative learning and collaboration opportunities with other students. The opportunity to interact with other course participants assists in normalising questioning and help seeking behaviour; this is an important aspect of valuing low SES students and assisting them to feel a sense of participation, self-worth and agency.