2C -
Tracks
Track 3
| Tuesday, July 9, 2024 |
| 1:30 PM - 3:25 PM |
| Room E1 |
Speaker
Dr Peter Ellerton
The University of Queensland
1:30pm - 1:55pm Teaching for thinking in the 21st century: A cross-discipline co-inquiry case study
1:30 PM - 1:55 PMFinal abstract
Focus
Provision of a practical application related to research.
Background
The emergence of generative A.I. has refocused attention in education on the need to go beyond knowledge transmission methods of teaching. This requires the explicit development of students’ metacognitive capabilities and reasoning skills. While critical thinking figures prominently among the graduate attributes of universities, there has been little guidance as to how to teach it across the disciplines and how to integrate the teaching of critical thinking with the delivery of the content of disciplinary knowledge.
Teaching for thinking in the 21st century: A cross-discipline co-inquiry case study
Abstract
Description
The University of Queensland (UQ) has commissioned a teaching innovation grant to support the adoption of a pedagogical rather than curriculum-based approach to teaching critical thinking that minimises student cognitive load while developing their reasoning capacities. This project is comprised of a multidisciplinary network of academics from Philosophy, Engineering, Chemistry, Education, and Medicine, etc. This diverse community allows for the targeted sharing and transfer of professional learning and best practices between faculties and schools.
Method(s)
This year-and-a-half long project follows a co-inquiry case study design involving a range of qualitative data. This paper reports specifically on data from semi-structured and focus group interviews analysed using a cross comparison method via Nvivo.
Evidence
Findings indicate that a shared language to discuss and teach critical thinking across disciplines provides educators with clarity of purpose. Consequently, educators feel better prepared to teach and assess for critical thinking and to identify areas for further attention.
Contribution
This project provides a discipline-agnostic template for higher education to advance students’ critical thinking—a key skillset for 21st century graduates.
Engagement
What role does and should critical thinking play in higher education? How can different disciples learn from each other about developing critical thinking in their students?
Provision of a practical application related to research.
Background
The emergence of generative A.I. has refocused attention in education on the need to go beyond knowledge transmission methods of teaching. This requires the explicit development of students’ metacognitive capabilities and reasoning skills. While critical thinking figures prominently among the graduate attributes of universities, there has been little guidance as to how to teach it across the disciplines and how to integrate the teaching of critical thinking with the delivery of the content of disciplinary knowledge.
Teaching for thinking in the 21st century: A cross-discipline co-inquiry case study
Abstract
Description
The University of Queensland (UQ) has commissioned a teaching innovation grant to support the adoption of a pedagogical rather than curriculum-based approach to teaching critical thinking that minimises student cognitive load while developing their reasoning capacities. This project is comprised of a multidisciplinary network of academics from Philosophy, Engineering, Chemistry, Education, and Medicine, etc. This diverse community allows for the targeted sharing and transfer of professional learning and best practices between faculties and schools.
Method(s)
This year-and-a-half long project follows a co-inquiry case study design involving a range of qualitative data. This paper reports specifically on data from semi-structured and focus group interviews analysed using a cross comparison method via Nvivo.
Evidence
Findings indicate that a shared language to discuss and teach critical thinking across disciplines provides educators with clarity of purpose. Consequently, educators feel better prepared to teach and assess for critical thinking and to identify areas for further attention.
Contribution
This project provides a discipline-agnostic template for higher education to advance students’ critical thinking—a key skillset for 21st century graduates.
Engagement
What role does and should critical thinking play in higher education? How can different disciples learn from each other about developing critical thinking in their students?
Biography
Dr Peter Ellerton's areas of focus include Public Reasoning, Science Communication, Argumentation and Critical Thinking in education. Peter has been a teacher educator and a syllabus designer for the International Baccalaureate Organisation, the Queensland Curriculum and Assessment Authority (QCAA) and the Australian Curriculum, Assessment and Reporting Authority (ACARA). Peter was one of a small team of academics who designed Version 9.0 of the Australian Curriculum Critical and Creative Thinking General Capability. He has consulted and produced papers for a variety of organisations including the European Commission Joint Research Centre, the NSW Department of Education, the Australian Defence Force, the Queensland Office of the Coordinator General, NSW Ombudsman and many private and public schools. He has delivered professional development in Teaching for Thinking to thousands of educators throughout Australia and internationally. Peter's passion is working with educators to enable a Teaching for Thinking focus across all year levels and subject areas.
Dr Claire Aitchison
University of South Australia
2:00pm - 2:25pm How to design successful professional development opportunities for diverse educators
2:00 PM - 2:25 PMFinal abstract
Focus
This study identifies key factors contributing to the successes of an award-winning professional de-velopment course and provides recommendations for designing courses that meet the diverse needs of educators in higher education.
Background
Most professional development opportunities (Chalmers & Gardiner, 2015) record high personal sat-isfaction and professional benefit (Muammar & Alkathiri, 2022). But what specific pedagogical, curricula, and relational features contribute to these successes? The University of South Australia’s short course ‘Teaching and Learning Principles and Practice in Higher Education’ was designed spe-cifically to cater for any teaching academic – from new casual teachers to senior educators. This paper reports on an empirical investigation of eight iterations of this popular course.
Description
Since 2020, each iteration of these 10-week courses has involved a range of evaluation processes. This presentation reviews these evaluation methods and resultant modifications and strengths over time. The project is guided by the research question: What specific features of course design account for the consistently high levels of participant satisfaction?
Method
This mixed methods longitudinal study included statistical and document analysis of enrolment, par-ticipation patterns and practice-impacts; institutional and bespoke participant evaluations; partici-pant and teaching team reflection on changing practices and attitudes. Analysis was informed by the DART model (Kern et al., 2015) and the IMPEL model (Hilton, 2014).
Evidence
Findings reveal key design features for success: a flexible and hybrid delivery mode, curricula di-rected by core learning modules, the assessment and grading design, and the multi-skilled teaching team. Lasting impacts were attributed to the form and sequencing of assessments that empowered participants to design their own authentic learning goals and project deliverables.
Contribution
Informed awareness of design and delivery features for maximum success in formal academic devel-opment courses.
Engagement
Participant engagement with the recommendations against own experiences.
This study identifies key factors contributing to the successes of an award-winning professional de-velopment course and provides recommendations for designing courses that meet the diverse needs of educators in higher education.
Background
Most professional development opportunities (Chalmers & Gardiner, 2015) record high personal sat-isfaction and professional benefit (Muammar & Alkathiri, 2022). But what specific pedagogical, curricula, and relational features contribute to these successes? The University of South Australia’s short course ‘Teaching and Learning Principles and Practice in Higher Education’ was designed spe-cifically to cater for any teaching academic – from new casual teachers to senior educators. This paper reports on an empirical investigation of eight iterations of this popular course.
Description
Since 2020, each iteration of these 10-week courses has involved a range of evaluation processes. This presentation reviews these evaluation methods and resultant modifications and strengths over time. The project is guided by the research question: What specific features of course design account for the consistently high levels of participant satisfaction?
Method
This mixed methods longitudinal study included statistical and document analysis of enrolment, par-ticipation patterns and practice-impacts; institutional and bespoke participant evaluations; partici-pant and teaching team reflection on changing practices and attitudes. Analysis was informed by the DART model (Kern et al., 2015) and the IMPEL model (Hilton, 2014).
Evidence
Findings reveal key design features for success: a flexible and hybrid delivery mode, curricula di-rected by core learning modules, the assessment and grading design, and the multi-skilled teaching team. Lasting impacts were attributed to the form and sequencing of assessments that empowered participants to design their own authentic learning goals and project deliverables.
Contribution
Informed awareness of design and delivery features for maximum success in formal academic devel-opment courses.
Engagement
Participant engagement with the recommendations against own experiences.
Biography
Dr Claire Aitchison has worked in higher education for 3 decades as a teacher, researcher, and aca-demic developer. She has researched and published widely on researcher development, scholarly writing, and third space workers. As an academic developer at the University of South Australia, she has supported academics meet their SoTL goals, designed and taught professional education, and coordinated an award-winning 10-week course for educators seeking to better understand and im-prove their practices. Her recent publication (2024, Routledge) with Cally Guerin and Susan Carter explores academic scholarly editing of journal special editions, collections of chapters, and blogging. 96 words
Dr Shashi Nallaya
Senior Lecturer: Academic Development
University of South Australia
Co-presenter
Biography
Dr. Shashi Nallaya is a Senior Lecturer: Academic Development at the Teaching Innovation Unit, UniSA. She has over 25 years of experience in the design, implementation and evaluation of English language and teacher training programs at primary, secondary and tertiary levels, in various linguis-tic and cultural settings. Her niche areas are assessments as well as language and literacies. She sits on UniSA's Authentic Assessment Steering Group and played an instrumental role in the curation of UniSA's authentic assessment definition. Shashi also supports academics to implement an innovative curriculum.
Dr David Birbeck
Head: Curriculum Development And Support
University of South Australia
Co-presenter
Biography
Dr David Birbeck is a Senior Lecturer in Academic Development with the role of Head: Curriculum Development and Support at University of South Australia. David leads a range of institution wide initiatives including professional development for sessional staff, capacity building short courses and workshops and teaching awards. David sits on a range of University-wide Teaching and Learning Committees advising on issues of policy and learning design. He led the Office of Learning and Teaching national Project “Course Handover” and current research direction is exploring how teaching staff and students perceive the preparedness of students for their second year of study.
Dr Corinne Green
Lecturer: Academic Development
University of South Australia
Co-presenter
Biography
Dr Corinne A. Green is a Lecturer in Academic Development with the Teaching Innovation Unit at the University of South Australia (UniSA). An early career researcher and educator, she often takes on the role of critical friend to prompt university educators to be intentional in their approach to teaching and learning by articulating what they are doing and why. Corinne has relished opportunities to collaborate with local and international colleagues on projects in the fields of academic development, teacher education, and the Scholarship of Teaching and Learning (SoTL). Her research interests include teaching and learning professional development, school-university partnerships, and SoTL projects.
Ms Hayley Timms
Learning Designer
University of South Australia
Co-presenter
Biography
Hayley Timms is an Learning Designer within the Teaching Innovation Unit. She has worked in the Higher Education sector for over 23 years and has been in Online Education for over 15 years. Within this role, she works collaboratively with teaching staff to develop pedagogically sound online tools within the University’s online environment. Her aim is to encourage student and staff engagement (both face-to-face and online) through innovative teaching practices, engaging activities, constructive feedback, flexibility, continuity, and most importantly, sustainability.
Her expertise is in online teaching and graphic design, with research interests in simulation and using storytelling as a teaching medium. Hayley has a BA (Hons) in Professional Communication from the University of South Australia. She has taught the courses Children’s Literature: Writing for Young People and Global Experience: Professional Development, which has given her insight into the practical applications of teaching and empowering pedagogy in an online environment. In her spare time, she writes Young Adult fiction and has published several books online.
Mr Stuart Deer
Learning Designer
University of South Australia
Co-presenter
Biography
Ms Pramila Rathore
Learning Designer
University of South Australia
Co-presenter
Biography
Pramila Rathore is a Learning Designer working within the Teaching Innovation Unit (TIU) at the University of South Australia. She has over 15 years of experience working at UniSA in a range of roles including a lecturer, tutor, course manager, research assistant, project officer, Online Advisor, and Online Educational Designer. She has been been involved with numerous projects, teaching, and designing online courses for OUA, external UniSA, and UniSA Online. Prior to joining UniSA, she had successfully run and managed an Institute for Language and Learning (India).
Her research interests include innovative online learning pedagogies and technologies, virtual learning environments, designing engaging and active online learning environments that enhance student learning outcomes.
After completing a double Masters, in Arts (M.A.) and Information and Communication Technology Management (ICTM), with growing interest in online learning, she completed a Graduate Certificate in Online Learning (Higher Education).
Assoc Prof Margo Brewer
Director, Strategic Projects
Curtin University
2:30pm - 2:55pm Enhancing learning-focused feedback practices: Outcomes of a faculty development program
2:30 PM - 2:55 PMFinal abstract
Focus: This showcase will present the outcomes of a staff development program.
Background/context: Research into feedback has increased in recent years (e.g., Boud & Molloy, 2013; Carless & Boud, 2018). As a result, new feedback strategies have been trialled in many institutions, however systematic changes to feedback practices are yet to be made (Winstone & Carless, 2020).
Despite workload constraints, staff invest significant effort providing feedback to students. Yet feedback often received the lowest satisfaction rating on teaching evaluations (Bell & Brooks, 2017). Students feel they don’t get sufficient feedback of the type they want. Student engagement with feedback is hampered by several barriers, including difficulty decoding the language used, and not knowing how to action the feedback (Mulliner & Tucker, 2017; Winstone & Carless, 2020).
Description: We developed a staff feedback program informed by Winstone and Carless’ (2020) textbook on learning-focused feedback practices, and Steinert and colleagues (2016) approach to staff development. Pilot testing of this longitudinal program commenced at a large Australian university in early 2024.
Method: Staff feedback beliefs and practices were measured pre and post workshop using a survey adapted from Winstone and Carless (2020) and Winstone, Ajjawi, Dirkx, and Boud (2022). Participants reaction to the workshop, and their self-reported learning and commitment to implementing this learning was captured in the post survey. Quantitative data was analysed using descriptive statistics while thematic content analysis was undertaken on the qualitative data.
Evidence: Data from workshop outcomes will be presented, along with preliminary findings from the ongoing peer coaching and mentoring.
Contribution: This showcase will demonstrate the effectiveness of a program to enhance staffs’ adoption of learning-focused feedback practices across disciplines.
Engagement: The audience will be invited to reflect on their current feedback practices and plan one action they could take to align with learning-focused feedback strategies presented
Background/context: Research into feedback has increased in recent years (e.g., Boud & Molloy, 2013; Carless & Boud, 2018). As a result, new feedback strategies have been trialled in many institutions, however systematic changes to feedback practices are yet to be made (Winstone & Carless, 2020).
Despite workload constraints, staff invest significant effort providing feedback to students. Yet feedback often received the lowest satisfaction rating on teaching evaluations (Bell & Brooks, 2017). Students feel they don’t get sufficient feedback of the type they want. Student engagement with feedback is hampered by several barriers, including difficulty decoding the language used, and not knowing how to action the feedback (Mulliner & Tucker, 2017; Winstone & Carless, 2020).
Description: We developed a staff feedback program informed by Winstone and Carless’ (2020) textbook on learning-focused feedback practices, and Steinert and colleagues (2016) approach to staff development. Pilot testing of this longitudinal program commenced at a large Australian university in early 2024.
Method: Staff feedback beliefs and practices were measured pre and post workshop using a survey adapted from Winstone and Carless (2020) and Winstone, Ajjawi, Dirkx, and Boud (2022). Participants reaction to the workshop, and their self-reported learning and commitment to implementing this learning was captured in the post survey. Quantitative data was analysed using descriptive statistics while thematic content analysis was undertaken on the qualitative data.
Evidence: Data from workshop outcomes will be presented, along with preliminary findings from the ongoing peer coaching and mentoring.
Contribution: This showcase will demonstrate the effectiveness of a program to enhance staffs’ adoption of learning-focused feedback practices across disciplines.
Engagement: The audience will be invited to reflect on their current feedback practices and plan one action they could take to align with learning-focused feedback strategies presented
Biography
Associate Professor Margo Brewer is a speech pathologist who currently holds the role of Director of Strategic Projects in the School of Allied Health at Curtin University. Margo has held several leadership roles in academia over the past 20 years including the head of speech pathology, Director of Interprofessional Education, Director of Clinical Education, and Director of Innovation and Scholarship of Learning and Teaching. Margo has been awarded multiple teaching excellence awards, led local and national grants totally over $1 million, and published over 45 peer reviewed journal papers, book chapters and guides. Her educational research has been presented on over 50 occasions at national and international conferences including international plenary addresses.
Dr Kashmira Dave
University of New England
3:00pm - 3:25pm Micro-credentials matter: Evaluating the role and value in professional careers through an Australasian lens
3:00 PM - 3:25 PMFinal abstract
Focus
This showcase will present an Australasian survey analysing the impact and value of microcredentials on professionals' careers, aiming to improve their design, assess their effects, and provide insights from recent completers across industries.
Background/context
As per Federal Government, "Microcredentials are small courses in a specific area of study, with a focus on upskilling and reskilling in short timeframes, to meet the needs of employers.” Microcredentials offer universities new partnerships and revenue, appealing to employers for rapid, flexible upskilling. The sector faces challenges like inconsistent definitions and scarce design guidance (DESE, 2021), with limited research on their value to professionals. An international survey highlighted missing standards and quality concerns (Holon IQ, 2021). In Australia, unregulated microcredential landscape results in uneven adoption across universities (Selvaratnam & Sankey, 2021), causing hesitancy in investing in these qualifications.
Description
This study investigates the development, design, and learner value of microcredentials, focusing on the recent experiences of industry professionals amidst their broad discussion by governments and policymakers.
Method
A mixed-methods survey utilising snowball sampling was distributed in Australasia, with subsequent analysis involving descriptive statistics for quantitative data and thematic analysis for qualitative data.
Evidence
The survey findings reveal a widening gap between employer expectations and educational offerings in higher and professional education. Microcredentials from universities could bridge this gap, but this raises critical questions about value of traditional degrees and the effectiveness of microcredential programs.
Contribution
This research aims first to offer insights into learners' values in microcredentials, potentially guiding future design, and second, to contribute to the broader conversation on the role of microcredentials in professional and academic settings.
Engagement
The audience will be invited to share their initial thoughts regarding the findings and comment upon the analyses performed by the research team. The audience will be a critical participant in the research process.
Biography
Dr Kashmira Dave is an Interim Director of Academic Development at the University of New England. She is a Co-Lead of the ASCILITE Learning Design Special Interest Group. Kashmira’s interest in research includes learning design, active learning, professional development, relationship-rich pedagogy, and inclusivity.
Chair
Eva Heinrich
Massey University
