Enhancing the curriculum
This page lists the workshops and presentations for one of the streams of the 3rd ACU Learning and Teaching Conference 2014.
Identifying pre-, peri- and post-assessment moderation strategies that work for your teaching team
Presenters: Natalie Gamble, Associate Professor Karen Nightingale, Dr Peter Le Rossignol, Jenny Murphy, Sue Woods, and Donna Cook
As a national university offering national curricula, it is important for teaching teams to engage in effective pre-, peri- and post-assessment moderation to ensure equity and consistency between campuses and between markers, and to enhance the curriculum. A recent ACU study suggests that whilst many staff have some understanding of moderation and its value, they encounter barriers to engaging in specific strategies at the pre-, peri- and post-assessment stages.
This workshop aimed to help staff identify appropriate moderation strategies for integration into their units and develop tracking mechanisms that meet the needs of their teaching teams and their students. Participants were challenged to think about moderation differently and creatively, and find a fit for their own team’s circumstances.
Presentation (PDF 424KB)
Developing deep understanding in undergraduate programs through the application of knowledge
Presenter: Dr Lisl Fenwick
In all courses linked with specific professions, students require an understanding of abstract concepts to apply knowledge effectively within specific and complex professional environments. In this presentation Lisl reported on research conducted with the support of a Teaching Development Grant (collaborators: Drs Michele Endicott, Sally Humphrey and Marie Quinn) on how the application of knowledge within curriculum design, teaching strategies and assessment methods develops deep knowledge about language. The results indicate that an emphasis on the application of knowledge within a discipline context (in this case the first-year unit of a teacher education program) can support the development of student understanding in units that do not have immediate links with professional practice.
Presentation (PDF 192KB)
Biting the bullet: Enhancing first-year student engagement by integrating the imperatives of transitional pedagogy, blended learning and interprofessional learning into existing curricula
Presenters: Stephen Guinea, Adam Burston, Flora Corfee, Peta Lea-Gale, Paul McDonald
Undergraduate curriculum design and implementation now needs to consider factors such as transitional pedagogy, blended learning and interprofessional learning, but academics may feel overwhelmed at the prospect of redesigning curriculum to integrate such considerations.
In this workshop, members of the HLSC110 teaching team shared their experiences on integrating these teaching and learning approaches in curriculum redesign. The discussion covered the strengths and limitations of each approach and the key strategies used in redesigning this first-year Bachelor of Nursing unit.
Participants in the workshop discussed a strategy for redesigning their own units of study based upon the drivers of curriculum at Australian Catholic University.
Presentation (PDF 165KB)
Benefits of embedding Leap into Learning (LIL) into your curriculum
Presenters: Annette McGuiness; Trevor Ianna; Tatum McPherson-Crowie; Dr Heather Forrest
This presentation will examine the benefits of embedding the online information literacy program Leap into Learning (LIL) into the curriculum. We will discuss how embedding LIL in core units across disciplines can provide first-year students with an opportunity to develop foundational research and study skills to build important information and academic competencies to help them succeed in their university studies and beyond.
At the request of the Faculty for Law and Business, the first year students in LAWS104 and BUSN110 each had a distinct version of LIL embedded within their unit of study. The presentation will include a focus on LAWS104 and how staff from ACU library, the Learning and Teaching Centre, the Academic Skills Unit and the lecturers in charge of these units collaborated to embed content and grading functions to achieve an enhanced learning experience in Semester 1, 2014.
What higher education can learn from competency-based training
Presenter: Christina Dahdal
This workshop explored how to enhance curriculum through workplace simulation, looking at the lessons that can be learned from competency-based training and assessment and applying them in higher education.
We discussed how competencies or skills relevant to workplace roles or positions relating to a unit can be embedded into the curriculum to provide students with a more authentic learning experience.
Using basic tools and techniques from competency-based training, participants examined how these techniques can be employed in non-practical or theoretical units or subject areas such as humanities, business, and law, where workplace simulation is not often used.
Presentation (PDF 258KB)
Strategies for explicitly embedding English language development in units of study
Presenters: Donna Cook, Ann Majkut, Natalie Gamble, Dr Matt Sweeney, Mandy El Ali, Diane Jacobs, Michael Baker
Current research suggests that the most effective way to provide support for English language development (ELD) is within discipline teaching and learning. This workshop showed how strategies for ELD are currently being integrated into three undergraduate units as part of an ACU Teaching Development project. The role of academic staff in developing their unit outlines is pivotal in this process. Participants in this workshop discussed the interdisciplinary collaborative model being used and considered strategies, processes and implications for embedding language development within the curriculum of their discipline.
Authenticity – Accountability – Alignment – Aspiration – Heuristics (AAAAH!): The shaping of a new Speech Pathology program
Presenter: Dr Leigha Dark
The Speech Pathology program within the Faculty of Health Science is a new national program, aligned with the five themes of authenticity, accountability, alignment, aspiration and heurism. Academic practices in relation to these themes can be considered, focussing on curriculum design and invigoration.
This presentation considered questions such as:
- authenticity: experiential learning opportunities located in settings that reflect complex real world problems; teaching strategies that enhance students’ appreciation of real life contexts and clinical situations
- accountability: readiness for accreditation processes; accountability to ACU, clinical partners, clients, students and the community.
- alignment: constructive alignment of the knowledge, skills and experiences that our students need to become competent and valued members of the profession; promoting cohesive learning experiences through cycles of knowing, doing, evaluating and reflecting.
- aspiration: evolving our programs and establishing a point of difference within the field
- heuristics: developing students’ strategies of learning and discovery by engaging in problem-solving techniques, lateral thinking and best fit; utilising heuristics in their learning what is required of the program