Post on 31-Oct-2014
description
CRICOS Provider Code: 00113B
EXERCISE SCIENCE COURSE TEAM DAY
SENS TEACHING AND LEARNING
PROGRESS AND DEVELOPMENTS
SLIDES ARE AT WWW.SLIDESHARE.NET/SUSIEMAC
Deakin City Centre,
November 11 2013
Susie MacfarlaneSchool of Exercise and Nutrition SciencesDeakin University
CRICOS Provider Code: 00113B
Current Progress
• Digital Toolkit• ePortfolio• Video and multimedia• eLearning with Articulate Storyline • Rubrics
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Digital toolkit
• Started August 2012, 12 modules• Encourage all staff and new recruits to
complete at own pace• Outcomes now evident across schools• Not too late, all welcome• Best to undertake in teams
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Digital Toolkit Outcomes
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Student engagement: course
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Student engagement: unit
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Alumni engagement
• Facebook: Masters Exercise Physiology• LinkedIn:
• Dietetics (in planning) • Food Science and Nutrition
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SENS networked ePortfolio project phases
1. Planning and prioritising2. Resource development3. Networked innovation4. Pilot projects implementing ePortfolio5. Mentoring: Helen Chen6. Dissemination7. Course Planning
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SENS ePortfolio project
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Create or collect
Share
Reflect
Curate/Design
Present
ePortfolio process
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ePortfolio training program in CloudDeakin
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Networked innovation
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Helen Chen
Recommended eP implementation strategies1. Small groups, low risk engagement, mixed2. Long timelines to reduce pressure3. Scaffold students Lifelong learners4. Engage accrediting bodies and employers
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Pilot ImplementationCase study #1
Mark Lawrence
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PROFESSIONAL COMPETENCIES FOR PUBLIC HEALTH NUTRITIONISTS
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SELF EVALUATION ACTIVITY (BASELINE)
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SELF EVALUATION ACTIVITY (POST)
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SELF EVALUATION ACTIVITY
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EXAMPLE PORTFOLIO ARTEFACT(COMPETENCY = ADVOCACY)
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Student CloudDeakin Portfolio presentation
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STUDENT TESTIMONY
Hi Mark, Just a quick note to thank you and the team that prepared the subject. It was very confronting, liberating, interesting and satisfying to fill the first part of the e-Portfolio. It has been very interesting to have to take time to reflect and search about career paths, real opportunities, starting point. I know my goals (now I am aware that I knew them already, now they are very present), but didn't know how to get there from where I am. I have been able to plan a path much in the same way that you do plan for a project. I have yet to do risk assessment, and alternative pathways, in case one path fails.Good fun on my most serious project, my career path.Thank you
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Pilot ImplementationCase study #2
Alison Booth
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Pilot project
Process•Tailor existing assignment•Example•Demonstrations •‘How to’ resources
•More required for individual assessment tasks
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Pilot project
Outcomes• Student engagement and Interest • Pride in the assessment task
Challenges• Technically not intuitive: challenging• Restricted creativity• Lack of integration with Turnitin
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Pilot projectRequirements• Student resources and support• Clarity of instructions
Future use• Reflective space• Peer feedback• Link learning to learning outcomes
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Claire Margerison: Course Planning
Goals:1. For most of the course team to have undertaken
the ePortfolio training modules by T1 20142. Then we can, as a team, plan for
implementation of ePortfolio over the course3. With the overall aim for the students to see it as
a professional development tool not as “just” an assessment task for a unit
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Course level integration
Masters of Dietetics• 160+ DAA performance criteria level
competencies
eg. 9.2.3 “demonstrates consistent, reflective practice in collaboration with peers and mentors”
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Course enhancement strategy
1. Design eP learning and assessment tasks with a student focussed and course wide approach
2. Integrate with Course Enhancement process
3. Focus on feedback and self and peer evaluation (Boud)
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Course level eP will allow:
1. Collection of evidence of meeting the competencies
2. Reflection on where students are sitting with respect to competencies and their personal learning
3. Individual goal setting towards meeting competency
4. All of these will be progressive over the course of the MDiet
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Video and multimedia
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Video for teaching
• Capture teaching activities• Flip the classroom: lab safety, concepts• Interview practitioners or researchers• Record student’s presentations
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Video for promotion & partnerships
• Record school events• Record students’ presentations
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Video for learning
• Assessment tasks• Demonstrate learning• Interview practitioners or researchers• Record their presentations
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EXAMPLE PORTFOLIO ARTEFACT(COMPETENCY = ADVOCACY)
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Youtube
Click image
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Simona Cicerale, eLearning assistant
Simona can assist with • Filming, photography, locating resources• training in filming and editing
Contact me to organise
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Video for research
• Video abstracts• Reporting• Dissemination or campaigning• Research recruitment• Networking and partnership promotion
eg. Dan’s video
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Journal video abstract
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Conference video abstract
Dr Gavin Abbott
Gavin received the Early Career Presentation Award in the Population Health and Policy category at the Australian and New Zealand Obesity Society (ANZOS) conference "Explaining educational disparities in adiposity: The role of neighbourhood environments".
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Crowdsourcing
Odenplan, SwedenBehaviour change intervention
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Course Enhancement
• Evidence portfolio useful to identify gaps in assessment or LOs
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Course enhancement
• Select areas to work on• Choose one area strategic for unit or
course• Negotiate focus and type of
resources provided• Check with Susie re school resources• Negotiate timelines
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eLearning resources
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Simona Cicerale, eLearning assistant
Simona can assist with • create eLearning resources in Articulate Storyline• Training in Storyline
Contact me to organise
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School resources
• Software: • Storyline is a professional eLearning tool.• Over $800 per license - 25 licenses
• Simona train you in software• Detailed guide to Storyline• Work with Susie on Learning Design
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Rubrics
University, Faculty and School focus
1. Articulate what learner can do (with what they know)
2. Performance levels clearly defined3. Align learning goals and assessments
• Align assessment to Unit Learning Outcomes• Align assessment to Course Learning Outcomes• Align assessment to Graduate Learning Outcomes
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MOOCs (Massive Open Online Courses)
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MOOCs
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MOOCs
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Scholarship of Teaching and Learning
EVALUATION• Most of our current teaching and assessment practices are not
evidence based (and in some cases continue despite evidence for their lack of effectiveness – e.g feedback)
• Many international research findings are not relevant to the Australian context, our teaching and our students
• Useful to evaluate the impact of existing and emerging teaching practices
• Consider allocating a percentage of course enhancement activities and funds to lit review and evaluation
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Megan Thornton, Educreatiions
Alison Spence, Susan Torres, Adam Walsh, Susie MacfarlaneFrom the Sandpit to the Cloud Concepts
Dissemination
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Jaclyn Broadbent, Tim Crowe et alSocial media in teaching
Susie Macfarlane, Lynn Riddell, Alison Booth, Mark Lawrence, Claire MargerisonePortfolio networked capacity building
Dissemination
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Scholarship of Teaching and Learning
DISSEMINATION
• Consider Deakin Learning conference
• Your discipline conferences
• Explore publication or presenting at Education conferences such as HERDSA in Melbourne 2015
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Meta analysis
• 1990 – 2009• 125 studies, over 20 000 students• 70% of cases, DE students > traditional in
Final Academic Performance
CRICOS Provider Code: 00113B
CRICOS Provider Code: 00113B
Next steps?
• Digital toolkit (Work through blog)
• Undertake ePortfolio modules in 3s (contact Susie)
• Choose an area to work on in your unit or at a course level
• Adapt Assessment to develop a less represented GLO• Develop Rubrics• E.g create videos to explain key concepts
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Resources
Helen Chen: ePortfolios resources
Light, T.P; Chen, Helen L.; Ittelson, John C. Documenting Learning with ePortfolios : A Guide for College Instructors [e-book]. Hoboken: Wiley; 2011 [cited 2013 Oct 15]. Available from: Deakin University Ebook Library
Chen, H.L. (2013, September 3). Making the Case for ePortfolios in the Age of MOOCs, DIY Education, and the Quality Agenda. Invited presentation given at the Assessing and Accrediting Graduate Capabilities in the 21C Symposium, Deakin University, Melbourne, Australia. https://pathbrite.com/portfolio/PLTNcPTpg/2013-deakin-symposium-eportfolio-resources/item/PLTNcPTpgfPv9RM
CRICOS Provider Code: 00113B
ResourcesAAEEBL: Association for Authentic, Experiential and Evidence-based learning www.aaeebl.org
EPAC Community of Practice http://epac.pbworks.com
ePortfolio Exemplars• https://eportfolio.vt.edu/gallery/DeptsProgs/hnfedieteticsgaller
y.html• http://www.youtube.com/watch?v=224t__XuS3Y