最新糖心Vlog

Dr Cally Guerin
Discipline of Higher Education
School of Education
Ph: 83133043
Email: cally.guerin@adelaide.edu.au

Dr John Willison,
Discipline of Higher Education
School of Education
Ph: 83133219
Email: john.willison@adelaide.edu.au

Pre-course activities commence approximately 1 month prior to course dates

Semester 1, 2014
14, 15 & 16 April, 9.30- 3.30 pm
9 June, 9.30-1.00 pm

Semester 2, 2014
24, 25 & 26 September, 9.30- 3.30 pm
3 November, 9.30-1.00 pm

To provide participants with an opportunity to:
1. interact with colleagues from other discipline areas in a collegial and supportive learning environment
2. become familiar with 最新糖心Vlog policies, guidelines, 最新糖心Vlog, processes, sharing individual/school resources and teaching practices
3. experience a range of teaching/learning strategies
4. develop understanding of how students learn, related to various teaching strategies and styles
5. explore and engage with relevant learning and teaching research and scholarship
6. reflect on own learning and teaching experiences, practices and beliefs
7. plan and implement a variety of methods to monitor and evaluate own teaching to inform ongoing cycles of improved practice
8. receive peer feedback on your teaching
9. develop a teaching portfolio, documenting personal learning reflections and professional development

A handbook for the course will be available before session 1, and other materials available through MyUni.

Recommended textbook: Cannon, R and Newble, D (2003) A Handbook for Teachers in Universities and Colleges: A Guide to Improving Teaching Methods. London: Kogan Page. Fourth Edition.

Additional materials will be provided within MyUni.

The Teaching @ Adelaide guide for new teaching staff helps to contextualise your teaching function and provides a quick and easy overview and access to The 最新糖心Vlog of Adelaide.
For a copy of Teaching @ Adelaide:


Information on the Graduate Certificate is available from
and .
Assessment examples from the UTESL course are also available through MyUni.

The UTESL course is offered as 3 days face-to-face, complemented by online community engagement and support enabling staff to meet the course and assessment requirements. There is a final ½ day to consolidate the course and review participants’ learning and presentation of project progress reports and certificates.

The information below is provided as a guide to assist students in engaging appropriately with the course requirements.
All participants taking the UTESL course are expected to complete the pre-course activities prior to Session 1 (UTESL) or the 3-day course. Pre-course activities commence approximately 1 month prior to course dates.
This 3 unit course requires over 140 hours for successful completion, including:
· 24 hours face to face + virtual classroom
· 16 hours pre-reading
· 8 hours online personal preparation
· 80 + hours on the 3 independent assessment tasks

The 3-day face-to-face sessions will cover the following topics.

Session 1: Who are your students?
Identifying student expectations – diversity & internationalisation
UTESL course overview
Session 2: How do your students learn?
Learning practice and theory
Small and large group teaching
Session 3: Learning outcomes
Graduate Attributes
Session 4: Curriculum Design
Learning frameworks
Session 5: Learning Technologies
The flipped classroom
Technology for engagement in the classroom
Session 6: Student Engagement
Small and large group teaching
Session 7: Assessment
Constructive alignment with objectives
Session 8: Feedback and Evaluation
Providing useful feedback
Evaluating your teaching
Session 9: Projects and Assignments
Project Presentations

The UTESL course focuses on learning and teaching at the 最新糖心Vlog of Adelaide. The course is designed for staff teaching, or intending to teach, at the 最新糖心Vlog of Adelaide. The course offers 最新糖心Vlog of Adelaide contract staff (fixed term and ongoing, Lecturer Level A and above) a convenient way to meet one of the requirements for tenure and ongoing employment. Participants taking the course should be teaching a course or arrange to be able to teach to be able to fulfil the assessment requirements

Assessment: Submission date: 30 July 2014
UTESL: The (Formative and Summative) assessment is designed to promote understanding of student learning.

Formative:
Part A: Presentation of proposed research project
Learning objective/s addressed: (See Section 2.1: 1, 3, 4, 8)

Summative:
Part A: Report on progress on a discipline-specific project
Learning objective/s addressed: (See Section 2.1:4, 5, 9)

Part B: Peer observation report of teaching
Learning objective/s addressed: (See Section 2.1: 1, 3, 4, 8)

Part C: Learning Reflections
Learning objective/s addressed: (See Section 2.1: 1, 2, 3, 4, 5, 6, 7, 9)

Part D: Teaching Portfolio: A draft or completed teaching portfolio (optional)
Learning objective/s addressed: (See Section 2.1: 3, 4, 5, 6, 7, 9)

Attendance
Full attendance of 3-day course, pre-course activities, post-course participation (missed sessions can be made up online).
Participation in online discussions.

Formative

Part A: Present a proposal for a discipline-specific project
Present a proposal for an Education project in your discipline. You will receive comments and suggestions for improvement to be addressed in carrying out the project. Your project may be one of three types. Whichever type you choose, your project should have direct relevance to your teaching and your students’ learning. Participants can opt to work collaboratively with a colleague. Progress on this proposal is then presented at the follow-up session at the end of term, and a written version of the proposal and project progress is subsequently submitted for formative assessment.

The three project types are:

1. Change in Practice
There may be some aspect of your learning and teaching environment where you would like to try something different. You may be dissatisfied with the way students engage with some learning or assessment task or you may have a vision of how things could be better. To undertake a project of this kind you will need to document the current situation, what you would like to change and why, the change you implement, and the resultant situation.

An example of an aim of change in practice could be:
To enhance student participation in tutorial discussions

A possible way to evaluate the extent to which your objectives have been met:
The extent to which students take an active part in tutorials, as measured by the number and nature of contributions students make.

2. Investigation
Another possibility is to find out more about some aspect of your learning and teaching context by carrying out some kind of investigation. You might want to investigate student and/or staff attitudes, values, beliefs or practices in relation to that aspect. You could do that by using methods such as direct observation, surveys, interviews or focus groups.

An example of an aim of investigation could be:
To determine staff attitudes towards problem based learning (PBL)
A possible way to evaluate the extent to which your objectives have been met:
The number of staff supporting or not supporting the use of PBL will be specified

3. Exploration
The third possibility is for you to explore some aspect of the scholarship of learning and teaching: literature of theory, research and documented practice relevant to your learning/teaching context.

An example of an aim of exploration could be:
To determine the place of student research in undergraduate Chemistry courses in 最新糖心Vlog

A possible way to evaluate the extent to which your objectives have been met:
The extent of student research in undergraduate Chemistry courses in 最新糖心Vlog will be identified

A few suggestions for possible topics:
· preparation of a problem-based learning module
· preparation of a topic for online learning
· feedback on, or evaluation of aspects of your students' learning
· team-teaching and observation of others’ teaching, and reflection on and reading about that
· online learning and teaching strategies
· investigation of aspects of postgraduate education
· alternative teaching or assessment modes
 
Summative

Part A: Written report on progress achieved in discipline-specific project
Progress on the proposed project will be presented at the follow-up session at the end of term. This is then written up and submitted for formal assessment.

Part B: Peer observation report of teaching

Objectives:
The objectives for this assignment are to:
(i) provide you with structured formative feedback on your teaching, and
(ii) familiarise you with the formal Peer Review process that may be used in promotion procedures.

Method: 
(1) Invite a peer to observe your teaching
(2) choose approximately 6 items from the “Dimensions” (more if you wish) for your observer to comment on
(3) before the lesson to discuss these Dimensions with your observer in the light of your learning objectives for that lesson
(4) ask your observer to tick boxes and make notes / comments against the nominated Dimensions
(5) make time after the observation to discuss their comments with your observer
(6) write your own reflections on the observer’s comments and submit the completed report to UTESL staff.
 
Part C: Learning Reflections
Reflecting on your learning, your interaction with peers, and on ethical, social and cultural issues is a way of promoting your learning and the development of your project during the course. Your recorded reflections need only be about two A4 pages in length. It should encompass the following aspects:

1. Discuss what you have thought/practised/believed previously in relation to university learning and teaching, and how this may have changed or been consolidated during the course. Cite evidence your discussion board entries, class discussions and your reading. Reflect on this evidence of your learning and make a statement about what this means to you as an educator and a person. How do you feel after this course? Is there a sense of new knowledge and empowerment? What do you still need to do?
2. Recount briefly and evaluate the nature of interaction with your peers about learning and teaching in the context of your Discipline/School or higher education generally.
b Comment on any ethical, social and/or cultural issues that have arisen for you or your students in the context of your learning and teaching.


Part D: Teaching Portfolio: A draft or completed teaching portfolio 
The following is suggested for inclusion in your completed Teaching Portfolio:

1. A statement of your philosophy of learning and teaching
2. A statement of your teaching responsibilities and approaches to curriculum development, teaching and assessment - aligned with your philosophy
3. Examples of teaching practice: aligned with your objectives, curriculum and assessment practices
4. Evaluation methods used: SELT (Teacher and Program) results and reflective commentary
5. Peer evaluation of your teaching and your reflection
6. Research and scholarship: Description of efforts to improve your teaching to improve student learning, seminars and workshops, conference participation, committees and meetings
7. Appendices: Evidence, abridged curriculum vitae (highlighting learning and teaching scholarship)

Ensure the examples you choose from your teaching practice and reflections are aligned with your goals stated in your Teaching Portfolio. Examples of past students’ assessments are available through MyUni.

Assessment rubrics are provided for all assessments in advance. The course coordinator uses the rubric to provide feedback. Participants can use the feedback to improve their teaching practice and scholarship.

Digital drop-box through MyUni is preferred. Electronic versions emailed to the coordinator are also acceptable.