Deakins Learning and Teaching Conference goes Digital for 2020

Deakins Learning and Teaching Conference goes Digital for 2020

Deakin’s Learning and Teaching Conference goes digital for 2020
AUGUST, 2020
Digital Learning
Teaching & Learning
Learning Innovations
Team Collaboration

Announcing the 2020 Deakin Learning and Teaching Week, hosted virtually from Monday 16th to Friday 20th November

Deakin Learning Futures is pleased to announce that preparations are well under way for the 2020 Deakin Learning and Teaching Virtual Conference. This year, our theme is ‘Critical conversations, challenges and celebrations’. The program will be a rich exploration of how we have found ways to share and work together during this very unusual year, new conversations about learning and teaching practice and big ideas, and staff and student reflection on experiences of going virtual. Professor Liz Johnson, Deputy Vice-Chancellor Education, will be our keynote speaker. Her opening session will take a look at the year that was – and what a year it has been.

That will include sharing experiences round tackling some big challenges that the Deakin community has faced, such as finding ways to create and support virtual and online assessment, pracs and labs and Work Integrated Learning. It’s also time to take a deeper look at how where were and headed and how we are tracking with microcredentials, revisiting Deakin’s GLO8 and enhancing the First Year Experience. These focus points, plus a spotlight on Mental health and wellbeing, will allow space for collective acknowledgement of the impact of COVID19 on how we live and work.

Speaking of which, things will be a little different this year from past years. This fully digital event will run over a full week, from Monday 16th to Friday 20th November. It might be a good idea to put a placeholder into your diary now. However, a program of shorter, more varied options for people to engage with has been crafted with an eye to avoiding ‘zoom exhaustion’, recognition that there will be other pressing matters learning and teaching matters to attend to, as well as other responsibilities to juggle in a period of working from home for many. The plan is to make time to engage with activities in many different ways, as we come together to celebrate and share Deakin community’s achievements and experiences, as well as those of our students over this most difficult of years.

As such, the week will offer a range of synchronous and asynchronous options for staff to participate in and engage with. Some of these are about solving our problems together, some are more about our research and experiences, while others will be purely social. We also hope to see more collaborative partnerships and student-led sessions in 2020.  Synchronous session types will include full papers, panel discussions, chances to tour virtual learning spaces and informal social events. Asynchronous options may include virtual posters, videos, podcasts, a Padlet wall for shared reflections and a Human Library to browse. You will be invited to suggest another format, if preferred, when you submit a proposal.

These varied and accessible opportunities will be further supplemented by making support for ‘access on demand’ content available to those presenters who wish to provide it. So, a panel discussion might be extended with, for example, an online discussion space. A paper presentation might feature a chat roulette ‘after event’ in which the participants are randomly allocated to small group chats for further discussion. What else would make for a great session? We look forward to hearing your answers in the coming weeks

 

For further information, questions or to lodge submission please visit the conference page

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Padlet Licence: Supporting collaboration in online learning

Padlet Licence: Supporting collaboration in online learning

Padlet License: Supporting collaboration in online learning
5
AUGUST, 2020
Teaching & Learning

Good Practice

As you navigate this online space, it is important to be aware of the software that can be used to support collaboration in your teaching and learning. In this resource we will share some of the software that you have access to through Universitywide licence so you can integrate it into your teaching practice 

What is Padlet? 

Padlet is an interactive board for sharing different types of multimedia resources such as images, video, audio, and text. By allowing students to share, view, discuss, and reflect on visual artifacts, it enables collaboration and conversation between students, and with teachers. To get your license follow the Padlet SSO Instructions

Why use Padlet in your teaching? 

Padlet can facilitate a sense of ‘connection’ for students by enabling them to post onto a ‘virtual wall’ to collaborate with their peers seamlessly. It can sometimes be challenging to collaborate on visual artifacts, especially online, but Padlet provides a simple, intuitive and accessible way to do this. You may have accessed the free version, however now we have a University license so you can join existing teaching teams who are using Padlet in their teaching and learning.  

Peer feedback 

Teachers and learners can provide feedback on individual posts, enabling peer review of their visual artifacts and reflectionsThis peer review process benefits both the reviewee (through feedback on their work) and the reviewer (through exposure to the work of their peers and the requirement to critically engage with that work). In Padlet, this peer review and feedback can be facilitated in a synchronous or asynchronous manner.   

Seminar pre-work and feedback on student progress 

Embed a Padlet wall with discussion questions or prompts into CloudDeakin for students to post their ideas, reflections or questions before a seminar. You can then use the information gathered on Padlet to teach to in the synchronous sessions.  

Real-time collaboration in synchronous sessions 

Alternatively, you may design it so students can collaborate in ‘breakout rooms’ and post their ideas using Padlet. They can actively engage in different activities by having access to Padlet and posting their ideas and coming back to group with the wall they have created.  

How can you use Padlet in your teaching? 

I want to know how to use Padlet for different activities in my unit. 

I want students to share where they are from to build a sense of connection within the cohort.

I want students to be able to create a timeline so they can demonstrate what they have learnt within a topic.  

I want to get a licence for Padlet so I can use it in my teaching and learning.
Padlett image

What other tools can I use for collaborative learning? 

Mentimeter 

This digital polling software enables you to interact with learners synchronously and asynchronously. If you haven’t already accessed your licence, sign up by following these Mentimeter SSO instructions 

For more on how you can use Mentimeter in your online teaching practice, including how to design activities to create a constructive dialogue between you and your learners, vsit Mentimeter for Teaching and Learning.   

Microsoft Teams 

Microsoft Teams is an industry-based software that facilitates collaboration between teachers, students, and industry partners through synchronous and asynchronous activities. It brings everything together in one place so eliminates the need for multiple software from a teaching and learning perspective.  

If you are using Microsoft Teams in your unit, add the Microsoft Teams student support resource to your general channel or create your own. Be sure to explain, why you are using Microsoft Teams and where students will find the relevant information.  

To find out more about how you could use Microsoft Teams to facilitate collaboration in your unit, visit the following: 

 

 

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Tales of Teaching Online Podcast

Tales of Teaching Online Podcast

Take a Screen Break and Check Out Our New Podcast 

AUGUST, 2020

Digital Learning
Teaching & Learning
Learning Innovations

The COVID-19 pandemic has had an unprecedented impact on digital learning and teaching within the higher education sector. A team of teaching and learning staff across Deakin University have created the Tales of Teaching Online podcast to share their stories and expertise as they transition their teaching online.  

Deakin has a well-established reputation in the area of digital learning, as a pioneer in distance education in Australia and a rapidly growing cohort of over 15,000 online students. In spite of this, the sudden pivot to online learning for all students provided numerous challenges, with little time for teaching and learning staff to meaningfully redesign face-to-face activities for the online environment.  

These teachers’ stories of transitioning teaching online highlight what works, what doesn’t and how educators can work rapidly to innovate in digital learning. Put simply, these stories matter: with so much changing in the digital learning space, this resource helps us to explore what premium online learning content looks like now, as we adjust to our ‘new normal’, and the different learning experiences we need to create into the future. 

The Hosts 

Join A/Prof. Chie Adachi (Director, Digital Learning), A/Prof. Marcus O’Donnell (Director, Cloud Learning Futures), Dr Jo Elliott (Lecturer, Digital Learning Innovation) and Joan Sutherland (Senior Educational Developer) as they capture, share and celebrate the stories of teaching staff who share their personal experiences and provide insights into what is needed to innovate in the digital learning space. These insights into what they have learnt along the way, what has worked, and what they are doing to further enhance the teaching and learning experience at Deakin can influence your teaching practice 

Topics range from the power of social media during COVID-19 through to facilitating connection through digital polling in the online space.   

Listen to Tales of Teaching Online 

Click on this link to follow the Tales of Teaching Online – or simply search ‘Tales of Teaching Online’ in SoundCloud to listen to fortnightly podcasts. 

For more information and updates about teaching online please refer to the Transitioning Teaching Online homepage here.

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Exploring threshold concepts in your discipline

Exploring threshold concepts in your discipline

​Exploring threshold concepts in your discipline

4

AUGUST, 2020

Digital Learning
Teaching & Learning
Learning Innovations
Team Collaboration

Fran Bussey

Threshold concepts are discipline-specific concepts that govern ways of knowing, thinking and perceiving. ‘A threshold concept can be considered as akin to a portal, opening up a new and previously inaccessible way of thinking about something’ (Meyer & Land, 2006).

Distinct from key concepts, threshold concepts are often tacit and difficult to distinguish from core content, involving uncomfortable cognitive and emotional repositioning for students. This workshop is hands-on; together we will unpack these transformative understandings.

Presenter: Dr Fran Bussey

This event will be held 12.00pm – 1.00pm on Tuesday 25 August 2020. Please join us by registering here.

 

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What is happening in Work Integrated Learning at Deakin in 2020?

What is happening in Work Integrated Learning at Deakin in 2020?

What is happening in Work Integrated Learning at Deakin in 2020? 
4
AUGUST, 2020
Digital Learning Teaching & Learning Learning Innovations Team Collaboration
This year has disrupted much of what we do in teaching and learning, in particular Work Integrated Learning.  Support for this challenge is available on the WIL at Deakin blogNew resources include a comprehensive Deakin specific guide to offering placements and major projects onlinedeveloped by a research team from Deakin, RMIT and University of Tasmania. A step-by-step resource for scaffolding WIL to develop the Deakin GLOs with examples of authentic work-related assessments, aligned with the discipline, graduate capabilities and suggested supports for students has also be added. Contact details for faculty Academic WIL directors who support WIL activity are also there if you would like some targeted supportThe blog space will be refreshed over 2020, so bookmark it to check later. 

Watch out to for a DLF project that will gather case studiesprinciples and practical pointers for use of the Deakin portfolio tool to support WIL outcomesWhich tool Deakin will adopt is yet to be announced. Generally, portfolios support students to reflect on progress over time (skills development, knowledges, career planning) and transitioning seamlessly into professional CPD practicesAt course level, they enable mapping of where and how ULOs, CLOs, GLOS are developed over a course, as well as Assurance of Learningachievement of competencies and of professional standards. Read about a course level system for portfolio use, including to support WIL, developed by Ron Knevel at La Trobe (See More than an eportfolio: Horizontal and vertical implementation of PebblePad in the curriculum ) 

Within and beyond our owcommunity, the Australian Collaborative Education Network (ACEN) National WIL Strategy has been a focal point for WIL in Australia. ACEN hosted a recent national forum in which many universities indicated their preferences for a refresh of the strategy in 2020. Sector-wide priorities for WIL remain consistent or indeed amplified by COVID-19, such as: organisational leadership and management structures which support WIL; institutional coherence on quality WIL practicemanaging risksharing of quality practice, building a ‘culture of WIL’ and a ‘WIL Learning Community’enhancing and expanding industry engagement and partnerships; and employability and graduate outcomes in our ever-changing world 

Deakin’s participation in the forum involved reflecting on our own institutional priorities. The DVCE, Professor Liz Johnson, has flagged developing career awareness for graduates who will experience multiple careers, may not work in their target profession as graduates and a need for further research to provide insight into building resilience. Other foci are sustainability and inclusivityemployability, including what online placements, projects, or other models’ employers can offer and extending partnerships to support WIL. The work of Friederika Kaidor and Harsh Suri, noted above, has help to progress our priority of supporting and developing online and virtual WIL. 

ACEN is facilitating Global Conversations about questions resulting from COVID-19. A joint statement of principles for the higher education sector response to COVID-19 has been released. ACEN’s Critical Conversations are facilitating online conversations for disciplines about current issues for WIL practitioners, sharing of strategic responses and access to support. The next event in this series looks at Project-Based WIL: Platforms, Practices and Pedagogy’ at which discipline groups will discuss innovative models of project-based WIL being planned for the second half of 2020 and beyond. 

Deakin RMIT and ACEN are planning WIL virtual summit, to be held over the 27– 28th October, 2020. A focus on creating the future with WILin a full program of  roundtables showcases and papers, is complemented by opportunities for virtual networking.  

We hope to see you there! 

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Newly accredited programme offers staff recognition for their great teaching and learning at Deakin University

Newly accredited programme offers staff recognition for their great teaching and learning at Deakin University

Newly accredited programmes offer more reward and recognition for great teaching and learning at Deakin University

21

JULY, 2020

Digital Learning
Teaching & Learning
Learning Innovations

 

Advance HE accreditation allows Deakin University to award Fellowship on its own successful applicants.

Deakin University has achieved Advance HE accreditation for two of its staff development programmes in Teaching and Learning, meaning that it will now be able to confer Fellowship on successful participants of those programmes.

The two programmes are the DeakinHE Reflective Practice Pathway and the Graduate Certificate of Higher Education (Learning and Teaching) (GradCertHELT). Three hundred staff have already expressed interest to be part of the Reflective Practice Pathway this year.

The accreditation process follows the hard work of the team in the Deakin Learning Futures team, including Associate Professor and Director, Teaching Capability, Barbie Panther, Course Director, Dr Julia Savage, and Project Coordinator, Jen Aughterson, to align the programmes with the Professional Standards Framework (PSF), the internationally recognised benchmark of teaching excellence. The PSF is fundamental to Fellowship.

Deakin University, which is a member of Advance HE, already has 67 Fellows, and the participation in the Fellowship has accelerated significantly in the last four years from seven Fellows to today’s number. The new accreditation, which is valid until 31 August 2021 and extended on review until 31 January 2024, means even more opportunities for engagement by a growing number of Fellows at Deakin in Advance HE’s global communities of practice.

Professor Liz Johnson, Deputy Vice-Chancellor Education, Deakin University, said, “We are delighted to have had both of these staff development programmes accredited. Deakin University has a long-standing commitment to premium teaching and learning and the student experience as demonstrated by our leading performance in the Australian Student Experience Survey. The University strives to continue this record of excellence, notably in response to the current disruption caused by the COVID-19 pandemic. Fellowship means that we can better reward and recognise the fantastic and innovative work of our staff to achieve great outcomes for our students.”

Ian Hall, Advance HE Head of International Membership, said, “Many congratulations to the team at Deakin University. We are delighted to be working with them and it’s great to see the hard work the team has invested in accreditation in reaching this successful outcome. I am confident that embedding the PSF in the development programmes will be an important part of realising the goals the University has set itself for building on its fantastic reputation for teaching and learning.”

Ranked in the world top 1%, Deakin University was formally established in 1974 with the passage of the Deakin University Act 1974. The University teaches over 60,000 students each year in five campuses, including its online Cloud Campus, and other learning centres across outer metropolitan Melbourne. Over the past 40 years, it has earned a rich reputation for its online provision as well as its face-to-face teaching offer.

Find out more about Advance HE accreditation and Fellowship.

 

 

  • For more information and updates please refer to the Transitioning Teaching Online homepage here and for workshops and events please refer to the What’s On page for DTeach

 

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