AARE Symposium: Developing research thinking for responsive teaching practice

The presentations in this symposium focused on the development of research thinking which enables innovative and discerning educator responses that are needed for rapid change to be effective change.

The Symposium presentations ares available here: https://drive.google.com/file/d/17HK4iNtktUTRj8kg8SG6LiJEPPP4BQVg/view?usp=sharing

The powerpoints for each presentation are below.

The symposium comprised research on pre-service, in-service and university teachers that uses the same conceptual framework to engineer and report outcomes on approaches to Social Media use, Open Educational Practices (OEPs), Academic Development and teacher Action Research. All the approaches are ‘fast response’: Indonesia moved hastily to use pre-existing social media for teaching at a distance in the COVID era; Canadian students experiencing OEP were supported to continually improve; US and Canadian academics had their research thinking explicitly facilitated, in order to deal with emergent disciplinary and interdisciplinary issues as well as enabling student research; Australian pre-service teachers learned to respond quickly to problems and issues of concern through Action Research. These approaches were informed by the Research Skill Development (RSD) framework, which will be introduced briefly at the beginning of the symposium and provides a conceptual glue to join each presentation to the others.

The symposium highlights how scholars from four countries have come together to share their perspectives in working with a range of stakeholder groups and how this is contributing to their collaborative efforts in elevating the development of research skills. The overarching message is significant for AARE delegates; fast response to crisis situations need to be prepared for in advance, but not by anticipating what will eventuate. Rather, preparation for adaptation is done by empowering students, teachers and academics with the research skills that will keep them current and tuned to pertinent innovative practice while being discerning and tentative, willing and able to evaluate and change as they proceed.

The presentation titles, presenters and powerpoints follow:

12 noon A brief introduction to the RSD- John Willison, University of Adelaide

Social media-based Learning to improve pre-service teachers’ research skills

Raissa Mataniari, Jambi University, Indonesia

Open Educational Practices (OEP) for Research Skill Development in a Graduate Program

Barbara Brown, Michele Jacobsen, Christie Hurrell, Nicole Neutzling, Mia Travers-Hayward, Verena Roberts, Uni of Calgary

Strategies and Solutions using the Research Skill Development Framework to promote campus-wide research-oriented teaching and cultural shifts

Kara Loy, Uni of Calgary, SylviaTiala, Uni of Wisconsin, Stout, Merle Massie, Uni of Saskatchewan

Pre-service Teacher Action Research Skill Development

John Willison, Ainsley Painter, University of Adelaide

The Models of Engaged Learning and Teaching for the National Forum

Welcome to the National Forum Seminar Series

Here you will find the powerpoint for the Seminar

And the slides for the workshop

And the MELT pentagon for your discussion and modification during the workshop

Your students and their Models of Engaged Learning and Teaching (MELT)

VetEd 2021 Conference

Keynote PDF: The Evolution and Sustained Implementation of a Student-led Model of Engaged Learning and Teaching 

Also, a pre-recorded and short version of the keynote

Pre-conference Workshop:Your students and their Models of Engaged Learning and Teaching

Colleagues attended the pre-conference workshop, Wednesday 7 July which connected to the theme of ‘students as partners’, and used a process similar to that used with students engaging with MELT.

Below you will find the PDF version of the workshop powerpoint and the activity with links to urls that I asked the audience to contribute to.

Most importantly there is a version of MELT called ‘Basic Skills for Laboratory Practice’ that Alison Reid and colleagues made during the workshop and that Alison kindly agreed to share.

Below are the Breakout room activities and resource:

Breakout 1: 10 minutes

•Your name • institution • teaching area •

why are you interested in topic of SaP? •What are the potential benefits of SaP?

Single or hyphenated words (<20 characters)

Braindump- many ideas

https://answergarden.ch/2016589

…………….

Adapt the RSD: Rephrase ‘embark and clarify’ for a specific unit/context: use one verb at a time (hit enter) •Go to https://answergarden.ch/1589704 •1 minute

…………….

Breakout 2 (20 minutes)

•Choose a specific course/topic/unit/year level from one member of the group

•Title of your MELT (emblematic of the skills you are developing) •

Make changes to each facet if necessary (use the core questions to guide you) •Be ready to share screen with modifications pre-highlighted

The word version is below

……………..

Breakout 3 (20 minutes): How will you get students to be involved in the implementation?

•Please compile your group’s ideas in the comments section of this blog.

‘leave a comment’ or ‘reply’  (but requires your email address)

  • or type into the word doc

……………….

Consider emailing me one or more MELT adaptations, including your name/s, institutions.

I’d put into the blog content as ‘rough first drafts’ for others who could not attend the workshop to see.

The Scholarship of Learning and Teaching

Here is the powerpoint for this session

For the TAFE SA colleagues (and anyone else interested)

  1. Scholarship is…

a. Write 1 or 2 words to give a positive vibe for what ‘scholarship’ is about.

https://answergarden.ch/2011986

b. Write 1 or 2 words to give a negative vibe for what ‘scholarship’ is about.

https://answergarden.ch/2011990

Two Minutes… go

……………………………….

2. Strategies in your breakout group(s):

-Each person discuss the single most helpful strategy/event/thing/person that has led to improvements in your teaching.

-Say why

Record the above into ‘Leave a reply’ on this blog

-10 minutes then back together

  • be ready to voice-in about your thoughts.

Reactivating inquiring minds

Welcome colleagues from TAFE SA, both those on campus and those in zoom.

Today’s powerpoint in PDF format:

1.Enter one motivation/driver of how students embark on learning in your context at: https://answergarden.ch/2011082

……………..

2. As a team, brainstorm ways to nurture one motivation/driver. State the context that you are considering too. Enter into ‘post a reply’ ( below):

-Context (year level and subject)

-State which facet

-Your motivator/driver adjective

-Brainstorm strategies to develop your motivator/driver.

Thanks!

MELT for interdisciplinary STEM education: Forging Connections

One problem for teachers facilitating interdisciplinary STEM projects is how to lift student rigour and sophistication in each subject as well as the interdisciplinary whole. This problem is compounded by differences in terminology within STEM subjects, which make it appear to students like they are being required to do very different forms of thinking and makes it hard for them to make connections between subjects.

This seminar will introduce the Models of Engaged learning and Teaching, or MELT for short, to capture the sophisticated thinking within each subject in terminology used by that subject, and to show the connections between subjects. Participants will make their own modifications to MELT to capture the different ways of, for example, commencing project work in each subject. MELT then can be used to maintain the differences between subjects but amplify the connections between the sophisticated thinking in STEM, and lift student rigour in approach towards projects. . For example in Science it may be formulating a research question, whereas in Engineering it may be defining problem, in maths as establishing problem parameters and in technology determining customers’ needs.

In this seminar, you will work on your own MELT for each of Science, Technology, Engineering and Maths to enhance communication and commonality of purpose in STEM learning.

How do you ask students to ‘embark’ in a specific subject?

Single-verb answers are great:

https://answergarden.ch/1124632

Here is a version from Golden Grove HS, that students helped to develop

Powerpoint for the SASTA workshop, 12 April 2021, Pulteney Grammar, Adelaide.

Do you think something familiar (MELT structure), something different (your modifications for each subject), could help forge connections in your STEM education?

Authentic Assessment for skill development and content learning

A forum hosted by Monash University Malaysia

26 February, 2021

Q1 What makes an assessment ‘Authentic’?

https://answergarden.ch/1779160

1st Breakout room activity

Introduce yourselves: including interest in Authentic Assessment

Topic: How could you use MELT to help forge Authentic Assessment with colleagues and the curriculum?

Discuss one context for each person where authentic assessment needs to be introduced?

Choose one context to discuss in detail and report on.

  • which course or context? 
  • which assessment task(s)?
  • what will make the assessment authentic?
  • could MELT frame the assessment marking criteria?
  • which colleagues will you involve in developing the assessment?

Summarise the above in one entry in Padlet:

https://monashmalaysia.padlet.org/drthaatch/Authentic2021

Password: Authentic

Please indicate your group’s breakout room number in your padlet response.

2nd Breakout room activity (if needed)

Questions for the Q&A session

  • questions of clarification
  • questions of possibilities
  • comments and critiques

https://monashmalaysia.padlet.org/drthaatch/AA2021QA




https://monashmalaysia.padlet.org/drthaatch/AA2021QA

University of Calgary: Research and Experiential Learning

Research and Experiential Learning, University of Calgary

19/2/2021

Some useful links:

The MELT website www.melt.edu.au

The MELT book: https://link.springer.com/book/10.1007/978-981-15-2683-1

Answer Garden: https://answergarden.ch/1124632

Interactive Session A

In your breakout of 4 or 5:

  • Find out one Research or Experiential Learning focus of each person.
  • Choose the 2 most diverse contexts.
  • What would the name of the 2 MELT be for these contexts?
    • E.g. Volunteering Skills, Critical Thinking, etc.
  • Explore ways that MELT could be adapted to focus students on the overlaps and connections of thinking skills in these experiences.
  • Summarise the above in one entry:
  • https://padlet.com/rsdinaction/y37c5qh5dlhqk2d2
  • 10 minutes and then breakouts automatically return

Interactive Session A

Same people in breakout room

  • Focus on Feedback for improvement
    • Coursework- formative or summative?
    • Extra-curricular- informal or formal?
    • Mechanisms for feedback based on your MELT?
    • Self-assessment
    • Peer-assessment
    • Employer assessment
    • Your assessment
  • How and why will students respond to feedback so they improve
  • Summarise your discussion in padlet
  • https://padlet.com/rsdinaction/y37c5qh5dlhqk2d2

Feel free to share any thoughts on this session

Thanks for your involvement

John

MELT, for a fluid sense of purpose in education?

The open-access Springer book, the Models of Engaged Learning and Teaching: Connecting Sophisticated Thinking from Early Childhood to PhD, spans not only educational sectors but learning paradigms and subjects/disciplines.

The book uses the seven questions of MELT as its seven chapters’ titles.

Chapter 1 ‘What is our purpose?’ concludes (p25):

The billion human brains that will be born between 2023 and 2030 need something different from the learning and education that has occurred so far across 100,000 years of human history. That billion will inherit the leadership of the earth somewhere from 2040, with all of the accumulated problems caused by humanity until that time. Those billion need diverse learning environments that resonate with their complex learning capacities, that connect to multiple educator perspectives and theories, and that enable them to address local and global issues in ways that do not cause more problems than they solve.

But do you think the broad adaptation and use of the MELT can help forge those connections and instill a greater sense of purpose for education in the coming years? Have your say by leaving a comment below.

Webinar: Models of Engaged Learning and Teaching (MELT): forging connections

This webinar is on the Models of Engaged Learning and Teaching, or MELT for short, and begins the conversations around the open-access Springer book of the same name. The MELT not only foster, but rely on, the professional judgement of teachers to design and implement learning that students get their teeth into…. (continues below)

Date: 2 December 2020

Time: 2.30pm-3.30 pm Adelaide (4-5 am Coordinated Universal Time)

Presenter: Dr John Willison https://researchers.adelaide.edu.au/profile/john.willison

Register: https://adelaide.zoom.us/meeting/register/tZUrfu-vrzIrHNPZMslD6ogQ37wW6mLE8qoJ

The first mechanism for this teacher engagement is adaptation of one’s own MELT, so that it is fit-for-context. It was not an academic decision to create that mechanism but an organic one. As the archetypal MELT, the Research Skill Development (RSD) framework, was piloted and evaluated in numerous universities from 2006 to 2016, what emerged alongside the use of the RSD were frameworks based on its parameters but adapted by educators to fit their context. These models included the Work Skill Development framework, the Clinical Reflection Skills Framework, the Optimising Problem Solving framework; the Digital Skills Development framework, Research Mountain a song for ECE and the i-Talitali framework out of the University of the South Pacific. These and other MELT, as we called them retrospectively, share the same parameters but use appropriate terminology and configuration to speak into their context. The combination of something in common, something different is one of the features of the MELT that can help forge connections across disparate contexts to help students see, not a lot of individual educational trees, but their own forest of learning.

This webinar introduces the MELT and the Open Access Springer book by that name. Some of the authors of the above MELT will briefly discuss the thinking underlying the development of their model.

All the above models have been published separately and are also in the MELT book. You might want to browse the book in advance of the webinar https://link.springer.com/book/10.1007/978-981-15-2683-1
See also http://www.melt.edu.au
For further information about Dr Willison: https://researchers.adelaide.edu.au/profile/john.willison