7G -
Tracks
Track 7
| Thursday, July 11, 2024 |
| 12:05 PM - 1:00 PM |
| Riverbank Room 2 |
Speaker
Dr Elizabeth Goode
Southern Cross University
12.05pm - 12.30pm The impact of higher education change on student engagement and academic identity.
12:05 PM - 12:30 PMFinal abstract
Focus
Research outcomes
Background/Context
From 2021-2023, our university revolutionised its teaching and learning model. The traditional approach of lectures, semesters and exams was transformed into an immersive block model combining active learning pedagogy with 6-week terms (Roche et al., 2024).
Description
This study offers insights into the impact of major curriculum change on teaching-focused academics' development. We specially explored what mattered to us during the reform, and what the impact was on our pedagogic knowledge, identities and teaching practices.
Method
Using the participatory action research methodology of co-operative inquiry (Heron & Reason, 2001), a group of six academics from business, tourism, social work, engineering, health and pathways met weekly over 15 months to engage in rich and nuanced conversations about curriculum change, identity and student engagement.
Evidence
Thematic analysis revealed the themes of student engagement and academic identity (McCune, 2021) as foremost concerns among the participant-researchers. These themes were integrally linked to our understandings and practices concerning curriculum change, pedagogy and context.
Contribution
The study suggests teaching-focused academics place high value on student engagement as both a driver and consequence of their teaching. Perceptions of student engagement were challenged by curriculum reform, and yet remained central to teacher identity and shaped our responses to the introduction of the immersive block model. Our findings also suggest that providing opportunities for collaborative reflection and sense-making is an important avenue for academic development during times of curriculum reform. We reflect on co-operative inquiry as a participatory action research approach that allowed us to improve our well-being and teaching practices.
Engagement
The audience will be asked to identify their disorienting dilemmas as university educators and share the impact of student engagement on their academic identity.
Research outcomes
Background/Context
From 2021-2023, our university revolutionised its teaching and learning model. The traditional approach of lectures, semesters and exams was transformed into an immersive block model combining active learning pedagogy with 6-week terms (Roche et al., 2024).
Description
This study offers insights into the impact of major curriculum change on teaching-focused academics' development. We specially explored what mattered to us during the reform, and what the impact was on our pedagogic knowledge, identities and teaching practices.
Method
Using the participatory action research methodology of co-operative inquiry (Heron & Reason, 2001), a group of six academics from business, tourism, social work, engineering, health and pathways met weekly over 15 months to engage in rich and nuanced conversations about curriculum change, identity and student engagement.
Evidence
Thematic analysis revealed the themes of student engagement and academic identity (McCune, 2021) as foremost concerns among the participant-researchers. These themes were integrally linked to our understandings and practices concerning curriculum change, pedagogy and context.
Contribution
The study suggests teaching-focused academics place high value on student engagement as both a driver and consequence of their teaching. Perceptions of student engagement were challenged by curriculum reform, and yet remained central to teacher identity and shaped our responses to the introduction of the immersive block model. Our findings also suggest that providing opportunities for collaborative reflection and sense-making is an important avenue for academic development during times of curriculum reform. We reflect on co-operative inquiry as a participatory action research approach that allowed us to improve our well-being and teaching practices.
Engagement
The audience will be asked to identify their disorienting dilemmas as university educators and share the impact of student engagement on their academic identity.
Biography
Dr Elizabeth (Liz) Goode is a Teaching Scholar in the Academic Portfolio Office at Southern Cross University, Australia. She has led academic professional development opportunities for designing curriculum in an immersive delivery model, a community of practice in active learning pedagogy, and an institutional scholarship of learning and teaching working paper series. Liz has received multiple teaching awards, including an Office for Learning and Teaching Citation for Outstanding Contributions to Student Learning. She is currently researching the impact of the immersive Southern Cross Model and active learning pedagogy on students’ achievement, satisfaction and success. For more information: https://researchportal.scu.edu.au/esploro/profile/elizabeth_goode/overview?institution=61SCU_INST
Mr Simon Loria
Lecturer
The University of Sydney
12.35pm - 1.00pm The not so serious business of learning: Gamifying a project management course using LEGO® and big pink pencils!
12:35 PM - 1:00 PMFinal abstract
Focus
By incorporating inexpensive, off-the-shelf LEGO models into carefully scaffolded and aligned learning activities, we demonstrate that gamed based learning is an inclusive and cost effective way of improving student and educator engagement.
Background/context
Gamification was deemed disruptive, frivolous and not serious enough for Higher education (HE) (Adare-Tasiwoopa ápi & Silva, 2023). The pandemic changed this evidenced by the many books and articles on the subject (Murillo-Zamorano et al., 2023), Johnson & Salter (2022)). Gamification is now seen as a powerful engagement and active learning tool (Eaton, 2018). The use of games is often associated with digital technologies (Schultis, 2022). Using LEGO® in HE has traditionally been limited to their own expensive educational offerings, (Huang et al., 2022).
Description
We employed a different approach; implementing simple gamified group activities using basic LEGO® models and other ubiquitous tools that kept gamifications cost to under $5 per student and ensured an equally low cognitive price (Dalinger & Asino, 2021).
Method
We videoed student groups engaged in the LEGO® based activities and conducted student surveys and tutor interviews.
Evidence
Participant feedback was very positive. Tutors were genuinely “excited” to be working with LEGO®. Survey responses rates were high with 67% of students participating. On a 5-point Likert scale the average enjoyment rating was 4.63, while 92% of students indicated that the LEGO® tasks helped reinforce core course concepts. Qualitative comments supported the data and indicated the gamified activities helped students develop the university’s desired graduate qualities.
Contribution
Our work reinforces earlier findings around improved student engagement, motivation and learning outcomes and provides new insights into how gamification can also contribute to higher levels of tutor engagement and motivation.
Engagement
Attendees will watch video clips of students engrossed in playing games, touch the LEGO® game samples and be invited to play one game themselves.
By incorporating inexpensive, off-the-shelf LEGO models into carefully scaffolded and aligned learning activities, we demonstrate that gamed based learning is an inclusive and cost effective way of improving student and educator engagement.
Background/context
Gamification was deemed disruptive, frivolous and not serious enough for Higher education (HE) (Adare-Tasiwoopa ápi & Silva, 2023). The pandemic changed this evidenced by the many books and articles on the subject (Murillo-Zamorano et al., 2023), Johnson & Salter (2022)). Gamification is now seen as a powerful engagement and active learning tool (Eaton, 2018). The use of games is often associated with digital technologies (Schultis, 2022). Using LEGO® in HE has traditionally been limited to their own expensive educational offerings, (Huang et al., 2022).
Description
We employed a different approach; implementing simple gamified group activities using basic LEGO® models and other ubiquitous tools that kept gamifications cost to under $5 per student and ensured an equally low cognitive price (Dalinger & Asino, 2021).
Method
We videoed student groups engaged in the LEGO® based activities and conducted student surveys and tutor interviews.
Evidence
Participant feedback was very positive. Tutors were genuinely “excited” to be working with LEGO®. Survey responses rates were high with 67% of students participating. On a 5-point Likert scale the average enjoyment rating was 4.63, while 92% of students indicated that the LEGO® tasks helped reinforce core course concepts. Qualitative comments supported the data and indicated the gamified activities helped students develop the university’s desired graduate qualities.
Contribution
Our work reinforces earlier findings around improved student engagement, motivation and learning outcomes and provides new insights into how gamification can also contribute to higher levels of tutor engagement and motivation.
Engagement
Attendees will watch video clips of students engrossed in playing games, touch the LEGO® game samples and be invited to play one game themselves.
Biography
Simon Loria is teaching focussed academic in the Discipline of Business Analytics at The University Sydney Business School, who lectures in Decision Making, Operations and Project Management. Prior to teaching he spent 20 years in industry, firstly in consulting and then in construction and logistics. He is an alumnus of both UNSW and Macquarie University with degrees in Finance and Business Administration. He has a teaching philosophy that seeks to make his student's learning experience both authentic and engaging with the aim of developing within them, many of the graduate qualities that The University Sydney promotes. He believes innovation is an educator’s best friend, ensuring that what we teach continues to remain relevant in a fast changing world.
Chair
Kate Tregloan
Assoc Prof
The University of Melbourne
