Please find the worksheet for the workshop discussion:
Transformative Approaches that Enhance Skills for Learning
Library, Learning advisor and Academic colleagues from Monash University and Latrobe University have just published ground-breaking work through Springer on long-lived collaborations that connect the library to the curriculum.
Two of the Chapters are Open Access
Chapter 2: The Pedagogical Frameworks Adopted by Monash University Library: Lynette Torres, Barbara Yazbeck
Concluding Chapter: Transforming Practice for Educational Impact: Lynette Torres, Fiona Salisbury, Barbara Yazbeck, Sharon Karasmanis, Janice Pinder, Caroline Ondracek
The foreword by Emeritus Professor Sharon Weiner, who held the inaugural Chair of Information Literacy at Purdue University, is also open access and shows the importance of the book for university learning that involves all the colleagues in the enterprise.
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
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
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
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.
Here is the powerpoint for this session
For the TAFE SA colleagues (and anyone else interested)
- Scholarship is…
a. Write 1 or 2 words to give a positive vibe for what ‘scholarship’ is about.
b. Write 1 or 2 words to give a negative vibe for what ‘scholarship’ is about.
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.
Record the above into ‘Leave a reply’ on this blog
-10 minutes then back together
- be ready to voice-in about your thoughts.
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.
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:
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?
A forum hosted by Monash University Malaysia
26 February, 2021
Q1 What makes an assessment ‘Authentic’?
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:
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
Research and Experiential Learning, University of Calgary
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:
- 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?
- Employer assessment
- Your assessment
- How and why will students respond to feedback so they improve
- Summarise your discussion in padlet
Feel free to share any thoughts on this session
Thanks for your involvement