learning showcase - western sydney · ms karina day our innovative program - the “tae40116...

1Western Sydney University www.westernsydney.edu.au

WEDNESDAY 4 DECEMBER 2019 Level 9, Peter Shergold Building, Parramatta City campus

#Engage2019

LEARNING SHOWCASE

SCHEDULE

8:30REGISTRATIONS, TEA AND COFFEE FOYER

GAMES CONF 3

9:30 Welcome to Country - Aunty Zona Wilkinson CONF 1 & 2

9:45 Introduction to Engage! - Assoc. Prof Simon Bedford (Acting PVC Learning Futures) CONF 1 & 2

10:00 Keynote speakers Dan Gregory and Kieran Flanagan CONF 1 & 2

11:00 MORNING TEA FOYER

11:30 Interactive student panel session CONF 1 & 2

12:30 Nick Zepke Interview CONF 1 & 2

12:50 Q & A Live Stream with Nick Zepke CONF 1 & 2

1:00

LUNCH WITH POSTER SESSION FOYER

VENDORS CONF 3

CHAT LOUNGE CONF 4

Presentation streams

CONF 1 CONF 2 CONF 4

Engaging through Doing:Active learning strategies

New ideas for Engaging Students

Engaging with partners and evaluating student engagement

2:00 Ms Anne Murray-Bergan & Karina Day

Dr Roger Dawkins Louise Ingersoll

2:30 Dr Kate Sainsbury Dr Michelle O’Shea Dr Leanne Hunt, John Sierra & Benjamin Crook

3:00 Dr Anupama Ginige Dr Leila Iranmanesh Ms Rowena Saheb, Martin Jess & Andrea Earl

3:30 AFTERNOON TEA WITH TECHNOLOGY VENDORS CONF 3

4:00

Engaging Student Learning (hands-on sessions)

CONF 1 CONF 2 CONF 4 FOYER

Active learning strategies @ Western (Workshop)

Glenn MasonAngie Nguyen

Engage your students online (Workshop)

Andrew KomoderAndrew Wagstaffe

Learning is not a spectator sport: Student engagement in the classroom (Workshop)

Assoc. Prof Simon Bedford, Gina Saliba, Grace Borsellino & Alex Baumann

Poster Sessions

4:45 Wrap-up, reflections and prizes - Prof Simon Barrie (Acting DVC & VP Academic) CONF 1 & 2

5:00 EVENT CLOSES

ENGAGE! Student Engagement Showcase 20192

AUNTY ZONA WILKINSONElder on Campus (Community Elder) and Kamilaroi Elder

Aunty Zona is an Aboriginal woman from north eastern New South Wales, Wanneroo Singleton Gumilaraay country.

She has volunteered in the community at the Holy Family Church, Policing support, Housing and NSW Rugby League where she worked as a coach.

She is a cultural educator and visual artist in textiles, ceramics, sculpture, painting, and printmaking. Her artwork was collected by The Powerhouse Museum.

Aunty Zona has been an Aboriginal curator at Penrith Regional Gallery and the Joan Sutherland Performing Arts Centre. She is also a founding member of the Blacktown Arts Centre.

ACKNOWLEDGEMENT OF COUNTRY


DAN GREGORY AND KIERAN FLANAGANKieran Flanagan and Dan Gregory are the co-founders of The Impossible Institute — a strategic think-tank founded to reimagine the way we think, lead, drive change and create success. Kieran works with leaders, teams and organisations to develop Commercial Creativity while Dan helps his clients navigate The Business of Human Behaviour.

They are the strategic and creative team behind the most successful new product launch in Australian history, have helped entrepreneurs build internationally successful businesses and worked with some of the world’s most influential organisations: developing communication and marketing strategies for Coca-Cola; driving innovation and product design for Unilever; delivering leadership development for the Australian Navy and banks based in Asia; building teamwork in global tech giants and C-suite executives in the United States, as well as facilitating social-change strategies for the United Nations in Singapore and NGOs in Australia.

NICK ZEPKENick Zepke has studied and published extensively in the area of student engagement. Recently retired from the Institute of Education at Massey University, New Zealand, Nick is currently researching in the areas of belonging, critical thinking, partnership, active citizenship and life-wide learning under the umbrella of student engagement. Nick has published on topics in student-centred learning and teaching, policy studies and lifelong learning, all in the context of tertiary education. In addition to his book, Student Engagement in Neoliberal Times: Theories and Practices for Learning and Teaching in Higher Education, Nick has been published in peer-reviewed international and local journals, book chapters and conference proceedings.

The interview with Nick, to be shown at the showcase, covers areas of the importance of student engagement and how it has changed through time. He provides theoretical and practical advice on student engagement, how this helps students learn and how educators can help to foster engagement in the diverse classroom. This will be followed with a live questions and answer with Nick.

ENGAGE!

Voted in the ‘top 25 C-Suite Speakers to watch’ by Meetings & Conventions USA, they combine business acumen with rare human insight gained while working on the US and UK stand-up comedy circuits — skills put to great use in front of millions of viewers on ABC TV’s Gruen franchise and Channel 7’s Masters of Spin and as regular contributors to Success and The CEO Magazine in the United States.


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Jasmine Derbas

I am in my third year of studying the combined double degree of Bachelor of Communications/ Bachelor of Laws, majoring in Journalism.

Within the university I am employed as a Student Curriculum Partner where I offer my student perspective on the 21C Project.

Swikar Poudel

I recently completed my Masters of Data Science from WSU. It is a field I am really passionate about and I am glad I got to enjoy my previous two years with such amazing people who share the same enthusiasm as I do.

I work currently with Digital Futures (DF) as an Efficacy Analyst. I help academics and professionals identify student behaviour, engagement patterns, its influence in their grades, which in turn helps to identify weak spots and address it.

Alex Mackay

I am currently in my last year of studying a Computer Science degree and also work full time at the university as an E-Learning Administrative officer.

My role includes training and support academics in the use of the Blackboard LMS as well as assisting in the management of the Cortex project.


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Rose Lewis

I am a fourth-year student studying a double degree; the Bachelor of Business (Applied Finance) and Bachelor of Laws. I have been a Student Curriculum Partner since 2018 and have also studied at Sydney School of Entrepreneurship, participated in the WSU Summer Research Scholarship program 2018-19 and won multiple awards for various social media creations.

I was recently elected as the Undergraduate Representative on WSU’s Board of Trustees and am an advocate for equal opportunity and recognition of talent regardless of student GPA.

Josh Erdogan

I study a Bachelor of Business Majoring in Marketing and have just finished my second year!

I have a few jobs which include two of my own successful and growing businesses which tie hand-in-hand with my marketing degree, thus being able to put methods learnt into action.

I also work for the university under Digital Futures, assisting and handling a variety of resources and work.

Brooke Mees

I am a third-year Bachelor of Arts pathway to Primary Teaching student and am currently a Student Curriculum Partner with Western Sydney University.

I believe that education is an essential tool for personal growth and development and should be delivered in a positive, constructive and creative manner. I hope to implement these same values and ideas into my future style of teaching.


Ms Anne Murray-Bergan

Ms Karina DayOur innovative program - the “TAE40116 Certificate IV in Training and Assessment: A Course for Educators” - embodies and embraces a strong active learning disposition to promote high learner engagement and maximum participation both within the classroom and as part of the student’s own learning journey.

The “TAE40116 Course for Educations” is run and facilitated by Western Sydney University, The College. Students attend classes once every 3 weeks at our Parramatta City Campus. Specifically designed with educators and lecturers in mind, the TAE40116 course is a nationally recognised qualification for those wanting to use their vocational knowledge, skills and experience to teach within the Vocational Education and Training (VET) system.

Our course promotes high learner engagement through a flipped classroom model - where the very basis of the teaching content builds upon each students’ own existing vocational competencies. This model drives student learning towards intrinsic motivation as they can apply their existing vocational knowledge to the new content about training and assessment practices.

Regulated by the Standards for RTOs 2015, Western Sydney University The College is required to align our teaching practices to a learner centric model. The TAE40116 course exemplifies this as the learner is at the centre of the teaching strategies by design and by default.

The learner is at the centre of our teaching strategies by design as we seek to engage and teach through implementation of multiple active learning strategies within the classroom. Over the whole day of classroom time together, it is typical for a learner to be a part of the following active learning facilitation techniques: large group

discussions, brainstorming, case study scenarios analysed by small groups, think-pair-share time, simulations, reflection and group evaluations.

Furthermore, the learner is at the centre of our teaching strategies by default as our course teachers seek to model best practice approaches in teaching. Our students are not only learning the content but experiencing the delivery of it as learners. We aim to “practice what we preach” as we integrate adult learning strategies into the everyday delivery of course content. It is our hope that students will graduate from the course better teachers because of their experience as learners.

By its very nature, vocational training and assessment must consider active learning strategies core to its vocational outcomes. Being employed at work demands an active output and performance in any role. Therefore, training for employment, must also demand an active output and performance from its learners to correctly prepare them for the future environment of work. Through the TAE40116 course, we seek to model and implement active learning at every level within our teaching and assessment practices.

Active Learning Strategies within the TAE40116 Certificate IV in Training and Assessment Qualification: A Course for Educators

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ENGAGING THROUGH DOING: ACTIVE LEARNING STRATEGIES

Dr Katherine Sainsbury

This presentation reports on the pedagogy for supporting students to develop legal problem-solving skills in their first year, first semester substantive law unit Criminal Law. Legal problem solving is a core competency for legal practitioners, which involves applying legal principles to novel factual scenarios. One common problem-solving method is IRAC – identify the issue, state the rule or legal principles, apply the legal principles to facts of the problem and reach a conclusion. Using problem questions assists students to engage in higher order thinking and a deeper understanding of the legal principles. First year students often struggle to understand the legal principles, and then to apply them to novel factual scenarios. Criminal law students are supported in several ways. First students are provided with screencasts and PowerPoints to help them to understand the legal principles in the assigned cases and legislation. This pedagogy requires students to actively engage with the materials before class. Second, students are provided with scaffolds of answers to problem questions for particular criminal offences in the weekly seminar guide. This helps them to understand how to synthesise the relevant legal principles. Third, students engage in active collaborative problem solving in groups in the classroom. Groups are assigned the same or different problem, and use different coloured whiteboard markers for legal principles (black), application (blue) and conclusion (red) to help them to identify the different steps when writing up their answers on the whiteboards in collaborative learning spaces. Class teachers then go through each group’s answer and provide feedback on legal principles and application. This is a form of formative assessment for students on their own and other students’ work, and helps them to deepen their understanding of both the legal principles and the skill of legal problem-solving.


Engaging students in active learning in collaborative learning spaces to develop problem solving and/or essay writing skills

This method of using the whiteboards in collaborative learning spaces can be adapted to the development of other academic skills such as essay writing. For example, students can work together to write an introduction to an essay question, using different coloured pens for the introductory statement, the thesis statement and the outline of the arguments.

This presentation will discuss the feedback from students in the Student Feedback on Unit surveys which highlight the benefits and challenges of this pedagogy.


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Dr Anupama Ginige

The School of Computing Engineering and Mathematics (SCEM) has been running a very successful work-integrated learning program named Professional eXperience (PX) close 20 years. The philosophy of this unit is to challenge the students to bring out their hidden talents and rise to the situations as a group.

The PX program engages external and internal partners (the ‘clients’) to provide software development problems (the ‘projects’). These projects are assigned to a group (the ‘group’) of final year students to solve in one semester, under the guidance of an academic (the ‘supervisor’). PX mimics the IT industry by placing students in a high-pressure group environment, inspiring them to use their multi-disciplinary skills and knowledge in solving a software development problem.

This program has evolved over the years in various ways. Internally, the unit has engaged academics, researchers, professional staff, flagship projects (e.g. solar car) and even students from other schools and within SCEM as clients. The list of external clients includes businesses, other universities, councils, hospitals, international organisations and universities from other countries. Program assessment and evaluation structures have changed to facilitate active continuous participation of students. One of the challenges in the management of such a resource-intense unit is the administrative work behind it. The PX program has developed its solution to this, by automating the management activities into a software product through a PX project. This automated system also houses a flexible peer-assessment management system, which is successfully used to motivate students to engage in project activities.


Throwing the students in at the deep-end

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This 20-year path has not always been easy. There are many successes and failure stories to share through the experience of running this program. There many disappointing attempts at projects and lost future engagement opportunities with external parties. On the success side, a spin-off from of PX is the SCEM’s Entrepreneur’s Club that has successfully engaged large external software development contract work, involving recently graduated students from the PX program.

This talk will share these success and failure stories allowing others to learn from our experience.


NEW IDEAS FOR ENGAGING STUDENTS

Dr Roger DawkinsDr Glenn MasonMs Lynnae Venaruzzo

Technology provides ample opportunities for active student learning. This presentation reports on a design-based research (DBR) project that involved the implementation of innovative technologies into a flipped and blended second-year undergraduate course in 2019.

An authoring tool and animation software were used to design learning pathways that enabled student interaction with digital content and complex concepts students previously had to passively read.

This presentation outlines the impact of this new design approach on student engagement. Data was gathered from surveys, SFUs, a focus group, and 2018 and 2019 unit grades were also compared.

Interpretation of the survey data indicated that the majority of responses to the content of the unit and its organisation were positive. Similarly, a thematic analysis of SFU data in 2019 indicated that more than 40% of respondents rated the structure/organisation of the unit positively, as well as an increase from 2018-2019 in the number of students responding positively to the unit’s content.

In addition, a grade comparison shows a decrease from 2018-2019 in the number of fail non submissions. In the 2020 iteration of the unit the researchers will focus on collecting engagement data specifically; for example, student completion rate data for each module in a weekly topic (e.g. clicks on lectures, animations, infographics and quizzes), data pertaining to students’ time spent in each topic weekly, and students’ weekly access data.

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Engaging students in online content using new technologies: an iterative approach

Patterns of access and engagement (and non-access and non-engagement) will help the researchers better understand students’ feedback on the unit and these findings will inform the 2021 iteration of the unit.

The work carried out in this project represented a novel solution to an educational challenge. As such, a DBR approach was adopted to implement an iterative approach to learning design and the evaluation of the effectiveness of the approach.

As a result, further iterations will be necessary to examine the impact that the unit will have on student learning.


Dr Michelle O’Shea

While graduate attribute policies are characteristically centred on the development and modelling of desirable skills and attributes within formally accredited programs/courses of study (Muldoon 2009) tertiary institutions are increasingly recognising the potential that extra-curricular achievements/activities can contribute to student development and employability. Examples of this approach are pertinent in Europe including the Personal Development Profile at the University of Leeds, The York Award (University of York) and the Uaneen Model (Dublin City University). Universities in Australia enacting similar approaches include the Deakin Advantage Certificate, Deakin Hallmark and The New England Award.

Drawing from the Sport Management disciplinary area this case presents the potential development and pilot of a program through which an institutional school based award might further contribute to student learning, teaching and employability outcomes via extra curricula achievements.

The potential impact of this structured approach is a response to student expectations and preferences aligned with employability outcomes. For example, O’Leary (2017) found that ‘nine of ten graduates’ across generations, disciplines and gender considered that employability support should be a fundamental component of their undergraduate program of study.


Strategies for enhancing WSU Sport Management graduate employability: recognising and enabling extra curricula activity achievement

In an increasingly competitive graduate labour market (Brown and Hesketh, 2004; Roulin and Bangerter, 2013), students need to package what Brown and Hesketh (2004, p. 34) conceptualise as “personal capital”, in a way that is attractive to employers. Personal capital comprises of “soft currencies” and “hard currencies” and can be drawn on by students to construct a narrative of their potential to prospective employers. The proposed award structure, in part supports and encourages students in this endeavour. The award/recognition structure will complement existing and redeveloped curricula i.e. embedded WIL activities in the form of career focused units, internships, applied projects and international mobility.

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Dr Leila Iranmanesh

Assessment of English academic writing is power- driven and emotion- laden for the learners. In this presentation, I will discuss a part of my recent PhD project; an in-depth inquiry with 12 participants, including myself as the teacher and researcher. The study examines the impact of integrating an innovative use of formative assessment into an English academic writing class. Looking through the lens of critical theories, namely critical emotion, critical academic writing and democratic assessment theories, this project problematizes the lack of attention to power and emotions in the assessment context. Drawing on the analysis of the varied sources of data including lesson plans, the systematic observations, the participants’ narratives, my field notes and the samples of learners’ writings, I will discuss how the innovative use of formative assessment (re)formed the nature of teaching and learning, the learners’ experiences and their writing development leading to progressive learners’ engagement in the pedagogical context. In this critical action research, the two cycles comprising of planning, acting, observing and reflecting phases shed light on varied dimensions of formative assessment and how it was transformed, the shifts in the participants’ emotions and their learning as well as the challenges encountered by the participants.


Innovative use of formative assessment in an English academic writing class: the role of power and emotion

The findings show the complexity of each individual’s responses to the project, partly informed and formed by the loss, hurt and pain of prior assessment experiences. The findings also illustrate the development of ‘critical hope’ throughout the program. The findings from this study demonstrate that consideration of power and emotion in the context of assessment of English academic writing creates productive ways to teaching and assessing academic writing. Therefore, taking the learner’s voices and emotions into account from critical perspectives (e.g., Benesch, 2012; 2001, Canagarajah, 2002; Shohamy, 2001; Zembylas, 2013); I will then discuss the implications for program development and pedagogy.

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Louise Ingersoll

A key challenge in using partnership models within work-integrated learning (WIL) pedagogy is the reconciliation between the requirements of ‘static’ curriculum with ‘dynamic’ contexts under investigation. By its very nature, WIL seeks to incorporate a pre-determined set of learning objectives with the knowledge attained through experiential processes and practices. These learning objectives need to be somewhat ‘static’ to address the core concerns of relevance, transferability and transparency in the design of curriculum. These need to conform to multiple areas of quality assurance and graduate outcomes along with professional and disciplinary requirements. In business schools, the expectation for standardisation across industry can arguably create barriers to innovation and flexibility in the application of learning models. In contrast, the nature of industry engagement can be considered to be ‘dynamic’ as markets evolve in an unpredictable way. It is possible for the internal and external environments to change at a moment’s notice bringing with it significant change to the context under investigation. Therefore, the realities of running engagement units at University are problematic when there is tension between the purpose of the learning objectives with the application of the learning in practice.

ENGAGING WITH PARTNERS AND EVALUATING STUDENT ENGAGEMENT

Engaging industry partners in curriculum co-creation: reconciling the ‘static’ with the ‘dynamic’ challenges of work-integrated learning

One way this contradiction can be reconciled is to involve the industry partners in co-creating aspects of the curriculum that are open to interpretation. This presentation will outline how project briefs are co-created between the unit coordinator and the industry partner in the capstone engagement unit for undergraduate Human Resource Management students every semester. The challenges of ensuring consistency, suitability and reliability will be discussed in terms of securing learning outcomes in a professionally accredited program along with broader university requirements and the demands of the discipline. In turn, practical ideas for overcoming these challenges will be explained to enable a unique undertaking with industry. The importance of relationship management, scholarly knowledge and design thinking will form the basis for this approach to curriculum co-creation. Finally, the simple goal of providing an authentic engagement experience that delivers meaningful outcomes for all stakeholders will be used as a mechanism for ongoing evaluation and continuous improvement in the performance of the unit.

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Benjamin Crook

John Sierra

Dr Leanne Hunt

Clinical learning is a mandatory component of the undergraduate nursing program, as it is imperative that students are safe, competent and work ready. However, students may face challenges, including anxiety and uncertainty, when undertaking clinical placements. These experiences can affect belongingness, self-confidence and eventual career choices. These adverse experiences can also affect students’ acculturation, clinical learning and inhibit the connection of theory to practice (Haraldseid, et al. 2015; Reeve et al. 2013). Furthermore, experiences within the clinical learning environment have been identified as reasons that have influenced students’ decision to leave or continue in the nursing program (Kalyani et al. 2019). In our research, Hofstede’s cultural dimensions’ theory (Hofstede, 2001) was used to explain the clinical performance issues students may experience during clinical placement. Of interest, categorisation of data identified that male students were more likely to have issues on clinical placement in the areas of uncertainty avoidance, masculinity and deficits in psychomotor skills. Early identification of male students likely to experience these issues can lead to targeted and preventative interventions. Our findings are important as the number of men in nursing remains low and while Australia’s statistics are similar to comparative countries, in 2017 men made up only 11.75% of the registered nurse workforce in Australia (Australian College of Nursing, 2019). The majority of men who do choose nursing as a career path, do so later in life and mainly work in critical care (21.8-27%), management (11.3-19%) and mental health (7-27%) due to society’s stereotypical barriers (Australian College of Nursing, 2019). To increase the impact male nurses can have on patients there needs to be an increase in workforce representation of men and increased numbers of male nurses across the


Engaging male nursing students in clinical placement

spectrum of nursing not just in the traditional male areas of nursing. There is a current drive to raise the profile of men in nursing and to let men know: “It’s ok for men to care”. These qualities are not to be suppressed but to be embraced. These are natural traits of men, they are inherent traits that society drives out of men” (personal communication, Luke Yokota – ACN Men in Nursing Working Group). Addressing the issues that male students experience whilst on clinical placement is crucial and has the potential to decrease attrition rates and improve gender equity of the future nursing workforce. Male nurses offer unique insights into the care of men, ensure that men are well represented within healthcare and that men’s healthcare needs are identified, understood and resolved.

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Jacqueline Rojo

Lucie Ramjan

Yenna Salamonson





Ms Rowena Saheb

Western Sydney University’s vision is to secure success for our students and the Greater Western Sydney Region. We are afforded the boldness of our visions by the amazing students we have the pleasure of engaging with academically as well as through (their) extracurricular investments. Our students “are aspirational and seek to contribute to their communities and make their mark in the world – to graduate as ‘citizen scholars’ – being active, empowered and engaged citizens as well as pursuing excellence in their scholarly pursuits” (Securing Success 2018-2020).

The outcomes of this student engagement opportunity is testament to this.

In 2018, preliminary data showed an average of 8.3 deaths by suicide in Australia each day; that is a total of 3,046 deaths by suicide in 2018. Making suicide a serious public health issue.

Many organisations, such as Lifeline work tirelessly to build capacity of our community to be well, specifically, supporting Australians in times of crisis and equipping individuals and communities to be resilient and suicide-safe. Lifelines telephone service (13 11 14) and online Crisis Support Chat receives over one million contacts each year from helpseekers (telephone, web and face-to-face); somewhere in Australia there is a new call to Lifeline every 32 seconds. Unfortunately, the demands outweigh the service ability, and each year, 200,000 call go unanswered. Dr Robert Watson captured its gravity, ‘if socially isolated people do decide to call Lifeline at times of urgent need and then cannot reach a Lifeline counsellor within a reasonable time, then they may perceive they are not worthy of support and/or see it as confirmation that death is their only option’.

In 2018, leveraging of the student demand for the free training and personal development opportunities and in response to students seeking efficacious academic placement opportunities, as well as the strong sustained

Supporting the National Suicide Prevention Initiatives through student engagement: A pilot program

interest of students to support community wellbeing, the Mental Health and Wellbeing Promotions Team in partnership with Lifeline Macarthur developed the nationally endorsed (recognised by Lifeline National) Fast-track Crisis Support Workplace Training (Fast-track).

Traditionally, individuals seeking to volunteer for the telephone crisis support service are expected to complete the Crisis Support Workplace Training Program attracting a training fee between $550 - $1300, and requiring a commitment to complete 180 hours across the program which can take up to 18 months to complete. Our program provides a pathway for our students to ‘fast-track’ working on the telephone crisis support service without compromising the integrity of their nationally accredited training, and does this without financial cost to the student. As with the traditional pathway, completing students receive the nationally recognised accreditation; a desirable co-credentialing opportunity for students across a number of schools.

In the first six month of the pilot, two groups were supported, seeing 39 students complete the training component and actively answering calls on the telephone crisis support line. Together these 39 students answered over 6000 call in a six-month period. A year on, with growth of the pilot and securement of sustainable recruitment strategies, the numbers are even more impressive.

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WORKSHOPS

ACTIVE LEARNING STRATEGIES @ WESTERN

Dr Glenn Mason and Dr Angie NguyenDo you find it challenging to get your students interested in your unit? Come to this workshop to hear more about active learning initiatives at Western. This interactive workshop is designed to support you to implement active learning in your teaching practice.

In this workshop, Angie and Glenn will present the beta version of the Active Learning Website, a resource being created to help support academics discover and implement active learning approaches and strategies in their learning design.

ENGAGE! YOUR STUDENTS ONLINE

Andrew Komoder and Andrew WagstaffeJoin DFT’s user experience designers, Andrew Komoder and Andrew Wagstaffe, to get ideas on how to make your online content active and engaging. This workshop will go through chunking content for cognitive load, look at learning journeys and interactive visualisations that students can use to track their progress, deciding on the right kind content medium and the use of practical design elements in producing content.

LEARNING IS NOT A SPECTATOR SPORT: STUDENT ENGAGEMENT STRATEGIES IN THE CLASSROOM

Assoc. Prof Simon Bedford - PVC (Learning Futures), Gina Saliba and Grace BorsellinoCome along to our interactive session where our academic colleagues Grace Borsellino (School of Law) and Alex Baumann (School of Social Science & Psychology) will share some of their inspiring student engagement approaches in the classroom. Experience a day-in-the life-of-a-student and actively participate in some student-centred activities to inspire your practice. During this session, you will also find out about how you can participate in peer observation of teaching to reflect on and learn from the teaching approaches of others and positively impact on the student learning experience.

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WORKSHOPS

The Chat Lounge is an informal place to discuss student engagement in your teaching. Bring your lunch and have a chat with:

ÆÆ An expert in Quality Matters (international quality standards for learning sites)

ÆÆ An Online Learning Designer from OES (our third party providing WSU Online)

ÆÆ A Curriculum Advisor from Learning Transformations

ÆÆ A Learning Science Analyst, Education Technologist and User Experience Designer from Digital Futures

ÆÆ Lecturer leading Professional Development

ÆÆ Members from the Program Committee

ÆÆ Student panel members

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POSTER SESSIONS

ENGAGING THROUGH DOING: ACTIVE LEARNING STRATEGIESMrs Kimberly Ferlauto - School of BusinessIncreasing student engagement in learning in a third-year accounting unit: effective use of the flipped classroom

Ms Krista Cockrell - School of MedicineInterprofessional education in the rural environment as a means to enhance multidisciplinary care in future practice: Breaking down silos in tertiary health education

ENGAGING STUDENTS IN DIGITAL ENVIRONMENTSDr Michelle O’Shea - School of BusinessImplementing and scaffolding digital gamification through tertiary business curricula

Mrs Hanan Abu Saif - Student Experience OfficeEngaging students in peer led online sessions

ENGAGING WITH PARTNERSDr Katherine Sainsbury - School of Law, Dr Jenny Mc Donald - School of Medicine, Dr Holly Kaye-Smith - Rich Media PVC (DF)Working in partnership to create multidisciplinary learning pods for law, medicine and other healthcare students

Dr Hayley Green - School of Science and HealthReflections on a new academic-industry partnership in Forensic Mortuary Practice

DEVELOPING LEARNERS’ SELF-REGULATED LEARNING CAPABILITIESDr Stef Penkala - School of Science and HealthOpportunities to engage the detective in student online learning activities: Learning to learn

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Western Sydney UniversityLocked Bag 1797

Penrith NSW 2751 Australia

WESTERNSYDNEY.EDU.AU

Western Sydney UniversityLocked Bag 1797

Penrith NSW 2751 Australia

WESTERNSYDNEY.EDU.AU

2019 ENGAGE! SHOWCASE PROGRAM COMMITTEE

Lynnae Venaruzzo, Director Digital Futures (Co-Chair)Associate Professor Simon Bedford, PVC Learning Futures (Co-Chair)

Dr Rachel Bentley, Director Rich MediaGina Saliba, Lecturer Learning Transformations

Nikki Meller, Lecturer School of Nursing and MidwiferyDr Tim Griffin, Deputy Dean School of Social Sciences

Dr Jayne Bye, DAP School of BusinessAssociate Professor Daniel Saffioti, Director ITDS

David White, eLearning Manager The CollegeDr Kim Vincent, Lead Learning Science Analyst Digital Futures

learning showcase - western sydney · ms karina day our innovative program - the “tae40116...

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