Learning and Teaching

In this video, Adjunct Associate Professor Andrew Dodd from the Department of Media and Communication in the Faculty of Health, Arts and Design talks about his teaching initiatives which resulted in an ‘Australian Awards for University Teaching’ Award for Teaching Excellence awarded by the Australian Government Department of Education and Training in 2017.

In this video, Dr Sabina Sestigiani from the Department of Social Sciences in the Faculty of Health, Arts and Design talks about her teaching initiatives which resulted in an ‘Australian Awards for University Teaching’ Citation for Outstanding Contributions for Student Learning awarded by the Australian Government Department of Education and Training in 2017.

This session was held by HERDSA Victoria Branch with presentations from Dr Jaclyn Broadbent (Deakin University): 'Am I just another number? Student success in large classes'. Dr Georgia Clarkson (Australian Catholic University): 'Facilitating successful transition'. Mr John Schwartz (Swinburne University): 'Student Success at Swinburne: The Role of Academic Development Advisors'.

This session was held by HERDSA Victoria Branch with presentations from Dr Jaclyn Broadbent (Deakin University): 'Am I just another number? Student success in large classes'. Dr Georgia Clarkson (Australian Catholic University): 'Facilitating successful transition'. Mr John Schwartz (Swinburne University): 'Student Success at Swinburne: The Role of Academic Development Advisors'.

Anthony Osborne gives a student's perspective of Swinburne University's Transforming Learning Conference - 2016.

Delegate, presenter and keynote 'impressions' of Swinburne University's Learning Transformations Conference - 2016.

The purpose of this work was to assess the affordances of a real-time supervised augmented reality experimental learning (AuREL) proposal for off-campus engineering student experimentation. The data collection involved recordings of first-year electronics laboratory classes where students carried out their experiments, under face-to-face and online real-time supervision, using real components and test instruments. The identification of kikan-shido events in the collected data confirmed statistically insignificant differences between the face-to-face and remotely supervised sessions.

QR (quick response) codes are ubiquitous. Most people have a QR code reader on their phone. It's a great Web 2.0 tool for use in a learning context too. No longer do you have to fight for access to a computer lab or even for a classroom! Why not have your next lesson in a park or on a train? The possibilities are myriad as long as your learners have access to a phone. You can encode a range of text types - visuals, written and spoken - using pre-existing resources or creating your own. Students too can create their own codes. The codes can be used for a range of activities and interactions both in and outside class, and make it much easier to target the specific needs and learning preferences of your learners by facilitating both remediation and extension, and offering varied activities, simultaneously. QR codes are also useful for providing feedback to students, who in turn could give their feedback to your feedback! QR code readers and QR code creators are free and easy to use. Currently l am using them for assessment feedback and classroom lessons. In the pipeline for this term is students producing coded content for use in the classroom (produsage model of learning); project work - both teacher and student developed; and excursions (structuring an excursion e.g. exploring the NGV or Melbourne Laneways).

Swinburne's IT for Social Impact India Project students 'imagineer' technologies such as drones as a way of creating a passion for IT in remote schools and villages in India. The term 'imagineering' was coined by Alcoa; the giant US lightweight metals and advanced manufacturing company. Time Magazine in 1942 described Alcoa’s view of what the term entailed: Imagineering is letting your imagination soar, and then engineering it down to earth. In more recent times, the term was re-conceptualised by Disney's R&D and theme park designers. The Swinburne IT for Social Impact India Project has adopted the term as it perfectly describes what our students do with technology. This presentation will explore the use of a drone as an applied teaching tool for IT for social impact study tour student participants.

Online learning, also known as e-learning and distributed learning, has become wide-spread as a corollary to the introduction of the World Wide Web; although both distance and networked learning, variants of distributed learning, have their antecedents. In the Australian milieu, for many students living in outback settings, the use of radio communications was the means for facilitating distance education; and, the use of campus networks for disseminating course materials, ongoing since the 1980s, represent some of the salient iterations distributed learning has taken. Full integration of the Internet platform in households and workplaces has allowed distributed learning to evolve in reach, interactivity, openness, capacity, and, with the availability of entirely online degrees, expanded opportunities for students now exist.