All posts by cwe88

Ako Anmata: EdTalk on 12 October

Ako Anamata | Future Learning and Development is excited to invite UC staff to the next instalment of our monthly Ako Anamata: EdTalks – which this month will be given by Prof Catherine Moran and Assoc Prof Jane Abbiss.

Date: Tuesday 12 October
Venue: University of Canterbury Club (Ilam Homestead)
Time: 4pm – 6pm

The session includes:

  • 4.00pm: Welcome and introduction – Dr Brad Hurren, Kaiwhakawhanake Akoranga | Academic Developer (Ako Anamata | FL&D)
  •  4.05pm: Updates from the DVCA Office – Professor Catherine Moran, Tumu Tuarua Akoranga | Deputy Vice-Chancellor Academic
  • 4.20pm: DLTP Scholar Presentation – Practice-oriented teaching and assessment: Finding relevance and enhancing scholarship – Assoc Prof Jane Abbiss, Ahonuku | Associate Professor (Te Rāngai Ako me te Hauora | Education, Health & Human Development)
  • 4.55pm: Close, followed by networking with colleagues

 Please note that due to the current COVID-19 Alert Level 2, there are safety measures in place at the Ilam Homestead. These are:

  • This event will be treated as a private function;
  • Please wear face coverings when arriving at the venue, and when using the bathrooms;
  • For this event, only the upstairs bar will be staffed and contains the same selection as the downstairs bar, however no tap beers will be available;
  • Purchases can be only be made by card – no cash

 DLTP Scholar Presentation – Practice-oriented teaching and assessment: Finding relevance and enhancing scholarship

One of the challenges in tertiary teaching within professional programmes is to ensure the relevance of teaching and learning while also ensuring high levels of academic scholarship. As an integral part of teaching and learning, assessment needs to be relevant, authentic and based in the scholarship of the field or discipline. This project focuses on assessment as an aspect of tertiary teaching, in particular the possibilities for authentic, practice-oriented assessment in campus-based initial teacher education courses (as opposed to assessment of practice demonstrated during an internship). The starting point is one-year teacher education programmes in the School of Teacher Education, but questions of relevance and authenticity in assessment go beyond professional programmes; authentic assessment may be a goal in non-professional as well as professional programmes.

In this talk, Jane will address the idea of practice-oriented assessment and introduce the DLTP project. Assessment examples will be shared along with learning to date in relation to different forms of practice-oriented assessment, the challenges of undertaking this type of assessment, and suggestions for engaging in authentic assessment within university courses. There will be an opportunity for colleagues to share their own assessment experiences and ideas.

 DLTP monthly talks
Our DLTP (Distributed Leadership in Teaching Programme) Scholars have been successful in applying for the opportunity to secure both time and funding to explore and showcase their interests in teaching and learning. More information on the DLTP can be found here.

These monthly talks provide an exciting opportunity for DLTP scholars to showcase their work, as well as to give you a brief update on what’s happening in the wider teaching and learning areas at UC. The Ako Anamata: EdTalk is also time for colleagues and friends to get together and network in an informal setting. We look forward to seeing you there!

For more information on the DLTP please contact Dr Brad Hurren.

Café Style Workshops

The Academic Development Team are planning to run Café Style Workshops over the coming months.

The plan is that these workshops will be held in cafés (dates and times to be arranged) where we will get a chance to share our experiences of what has worked and not worked in a number of different areas. It may be that after a first workshop relating to a topic, the participants choose to continue meeting into the future.

Suggested topics at this stage are:

  • Technology for engaging students in large lectures
  • Designing effective assessments that are not invigilated exams or tests
  • Engaging distance students in synchronous face-face lectures
  • Creating communities of learners amongst distance students
  • What did we change for delivery during lockdown that we have continued with and why?

If you are interested in any of these topics or have any other suggestions, please contact Trevor Nesbit via trevor.nesbit@canterbury.ac.nz so that we can starting putting them in place.

Semester 2 course shells now available in AKO | LEARN

Academic staff can now see their Semester 2 course shells in their course list in LEARN | AKO. Course details (the name of the course, the course description, and assigned teaching staff) are generated through an integration with the course information system (CIS). If this information appears incorrect in AKO | LEARN, it should be updated in the CIS as soon as possible. You may view the CIS entry for your courses by clicking here.

Please follow the step-by-step directions linked below to locate your new course shells in AKO | LEARN and import the content you would like to have for your Semester 2 courses.

Importing Content into AKO | LEARN

Preparing for COVID: Zoom class meetings

While we all hope that COVID alert levels do not rise, we want to make sure you are prepared in case they do. 

One of the tools you might find most helpful if the COVID alert levels were to rise again, would be a Zoom meeting room where you can meet synchronously with your students. When set up through LEARN | AKO recordings of these meetings can be uploaded automatically into the Echo360 block for a chosen course site.

There are instructions for setting this up on this page from the Echo360 support site. If you would prefer to see a demonstration of how this can be set up, you could watch this video.

For any queries regarding this, please log a support request through the Assyst system.

Aropapaki: Online Course Design

Future Learning & Development is supporting the design and development of online courses through a co-design process called Aropapaki. The word “Aropapaki” is based on a Ngāi Tahu whakataukī: Me aropapaki te whiu. It speaks of perseverance to reach goals. Ngāi Tahu explains, “Be unyielding, like the waves that relentlessly hit the shore. A phrase encouraging people to persevere and keep strong.”

During the Aropapaki process, we work with academic staff to co-design an online course. The process begins with a series of three workshops, where you will be joined by a team consisting of learning designers, kaiārahi, Pasifika advisors, subject matter librarians, educational technology consultants, academic developers, and video producers. We’ve worked to make sure everyone will be in the room so that we have the best design possible and you are fully supported through the process. By the end of the three workshops, we will have the storyboard for your course and an action plan so that a learning designer can begin the build of the course in AKO | LEARN.

Following the workshops, we will continue to support you over the next 12 weeks to develop your course. Future Learning and Development will also provide additional resources to support you during the implementation of your online course.
If you have or are planning an online course and would like to engage in Aropapaki, let your Head of Department or Dean know. The call for the next round of Workshops will be going out soon.

First-Generation College Students

What is a first-generation college student? Institutions define “first generation” in various ways.  However, the Center for First-Generation Student Success states that “ultimately, the term “first-generation” implies the possibility that a student may lack the critical cultural capital necessary for college success because their parents did not attend college” (2020).

It is significant to recognize that first-generation students are an important part of our university community and are both driven and tenacious. First-generation students have unique needs. For example, first-generation students tend to struggle more than continuing generation students with:

  • Knowing how and how much to study
  • Understanding implicit faculty expectations
  • Finding time to study
  • Fear of asking questions or hesitance to approach an instructor 

These struggles can be compounded in an online learning environment. However, there are things you can do in your courses to increase the success of first-generation students. You do not need to identify these students specifically. These recommendations can benefit all students. 

What Strategies Can We Implement in Our Courses?

First, be explicit in the expectations you have for your students. Syllabi should include clear statements about what resources are required and that help seeking is expected and encouraged. 

For every assignment you create, consider the task, purpose, and criteria.

  • what, exactly, are you asking students to do (the “task”);
  • why do the students have to do it (the “purpose”);
  • and how the work will be evaluated (the “criteria”).

Then, explain those things to your students.  (Berrett, 2015)

Be familiar with the University of Canterbury’s psycho-social and academic support resources so that you can refer students appropriately. For instance, those listed here: Finding Support.

Provide information on how students can become connected on campus through major-related organizations, honors societies, undergraduate research opportunities, and social events. Students who feel more connected to their university are more likely to graduate, and it is particularly important for first-generation students to build a network that allows them access to information about tertiary education. 

Finally, reach out to the e-Learning Support team for assistance with student-centered course design and engagement in your online, hybrid, and technology enhanced courses.  

References

Berrett, D. (2015, September 25). The unwritten rules of college. The Chronicle of Higher Education, 62(4). 

Center for First-Generation Student Success (2020). Defining first-generation. Retrieved from: https://firstgen.naspa.org/blog/defining-first-generation

Acknowledgement: I would like to acknowledge the First Scholars Program at the University of Memphis where I received training and support as a First Generation Faculty Advocate. 

 

HyFlex Course Design: Reaching Students Face-to-Face and Online

The occurrence of COVID-19 has been a driver for many instructors to adopt new teaching methodologies. While emergency online courses undertaken during a global pandemic should not be confused with best practices in online teaching and learning, we should use this time to reflect on what has worked well and what areas were amiss while trying to deliver content and engage students at a distance. Moving forward, the fluctuating New Zealand COVID-19 Alert System Levels give us further cause to prepare to reach learners face-to-face, online, and in some cases, using both modalities simultaneously.

The structure of teaching face-to-face and online simultaneously is referred to as the HyFlex (Hybrid-Flexible) model and was first introduced at San Francisco State University (SFSU) in 2005 (Beatty, 2006). SFSU defines HyFlex courses as class sessions that allow students to choose whether to attend classes face-to-face or online, synchronously or asynchronously. SF State Academic Senate policy S19-264. The motivation behind the HyFlex model is to support the fundamental values of learner choice, equivalency, reusability, and accessibility (Beatty, 2019). In our case, necessity also drives the adoption of a HyFlex model.

At the University of Canterbury, a HyFlex course modality may be used under Alert Levels 2 and 3, where social distancing is required or attending courses in a face-to-face environment may not be feasible.  HyFlex courses meet synchronously in a face-to-face classroom on campus and online via a web-conferencing platform. The structure of the course must be adapted to meet the needs of face-to-face and online learners and support their engagement with the instructor, peers, and the content. The goal of incorporating this model will be to provide students in fundamentally different environments with equivalent experiences and outcomes (Simonson, 1999). While offering students a choice of modalities is desirable, social distancing restrictions will require a plan for determining the modality a student participates in each class period.

Best Practices

HyFlex courses can vary greatly in delivery. However, there are best practices that can help set you up for success.

  • Distribute lecture slides and handouts before class using LEARN.
  • Create breaks in the course session to engage with all learners and check for questions or comments that are posted online.
  • Collaborative partners and groups should be formed homogenously – either face-to-face or online. (Audio feedback becomes an issue in heterogeneous groups.)
  • Identify a teaching assistant or student volunteer to help monitor the students in the virtual classroom during course sessions.
  • Be sure to repeat questions asked by face-to-face students aloud so that your online students can hear them and read aloud questions posed by online learners for your face-to-face students.
  • In-class assessments should take place online using features in platforms such as LEARN or Qwizdom.
  • Record class sessions so that they can be viewed or reviewed asynchronously.

Support

For more information or help with the development of a HyFlex course, the e-Learning Support team is here to help. We can support you with:

  • Developing courses in LEARN to support a HyFlex course model.
  • Organizing course sessions to effectively meet the needs of students in multiple modalities.
  • Offering tutorials on our web-streaming and web-conferencing platforms (Echo360 and Zoom).
  • Developing knowledge checks and assessments such as polls and quizzes.
  • Usability and concept testing in the TELF Lab.

Click here to contact the e-Learning Support team.

To learn more about the HyFlex model, you can access the book Hybrid-Flexible Course Design: Implementing Student-Directed Hybrid Classes online here.

References:

Beatty, B. (2006), Designing the HyFlex World–Hybrid, Flexible Courses for All Students, Paper presented at the Association for Educational Communications and Technology 2006 Annual International Convention, October 13, 2006.

Beatty, B. (2019) Hybrid-Flexible Course Design: Implementing Student-Centered Hybrid Classes, ed. Brian J. Beatty

Simonson, M. (1999). Equivalency theory and distance education. Techtrends. 43. 5-8. 10.1007/BF02818157.