This is a list of some of the major tools used in this unit.
In both the online environment and face-to-face videos were integrated to provide examples industry professionals performing their roles.
See the eLearning 101 webinar, Embedding Kaltura and YouTube videos in your units
See LEO Kaltura guide
|LEO lesson template
The LEO lesson template was used to package activities into a sequence for the preparation modules. Containing videos, readings, reflections and quizzes.
See LEO guide for Lesson activities
Quizzes were embedded at the end of each preparation module for students to check their understanding.
See the eLearning101 webinars, Quizzes in LEO part 1 and 2
See LEO Quiz guide
Video conference and ECHO 360
Face to face lecture are given in a classroom, with video conferencing software and technology used to connect each participating campus. Each video conference is recorded using ECHO 360 and posted on the unit website for students to review.
See the LEO ECHO360 guide
These are examples of the kinds of support the academic staff building this unit drew on.
- Academics staff attended a professional development workshop on ‘Flipped Classrooms’
- Academic staff used their faculty’s communities of practice to shape and refine the unit
- The unit was part of a group of units that were targeted in the FHS Blended and Flipped learning project.
- Know what it is you want to change / improve / achieve and match your strategies to that goal
- Start small and be comfortable making incremental changes to a unit rather than an ‘an overhaul’
- Use the language of pedagogy explicitly with students so they are aware of the purposes and rationales behind particular aspects of unit design
- Own that fact that everyone is always learning and a unit will never ever be perfect.
- "I enjoyed the Flipped Classroom activities as they were very informative and interesting. I liked the seminars and like how there is a clinical component to the course. Tutorials were always interesting with discussion."
- "The flipped classroom was by far the most helpful aspect of 101 and I found it very beneficial. I liked that teachers from different campuses were able to teach us also."
- "During the lectures we (N.Syd, Melb, Bris) were asked to answer specific questions and I felt that that was engaging. The flipped classrooms were also a hit."
- The flipped classrooms were helpful; it allowed me to stay on top of my work each week and the information given was useful."
- "It started from the very basics and went all the way through to where they apply down the line in our careers- we could see where these concepts would be relevant. I loved that it was a unit channelled towards teaching us HOW to be speech pathologists and why it is vital to direct our learning to build on our professional conduct and clinical reasoning."
The academic would like to focus on the following for future iterations of the unit:
- Exploring using wikis
- A greater focus on student-led interaction
- Experimenting with the LEO chat function for online synchronous chat with the view to learn more about the preferences of 1st year students in terms of engaging with their peers and academic staff
The following may be useful if you would like to understand the flipped classroom model more.
- The page Flipping the classroom (Brame, 2016) provides a comprehensive look at the flipped classroom, including its theoretical basis, evidence for its effectiveness and its key elements.
- The video The Flipped classroom model (MADDrawProductions 2012) provides and simple but useful description of a flipped classroom.
- This report, Good practice report: Blended learning (PDF 1101KB), (Partridge et al 2011) provides a summative evaluation of the good practices and key outcomes for teaching and learning from completed ALTC projects and fellowships relating to blended learning. It includes a literature review of the good practices and key outcomes for teaching and learning from national and international research and identifies areas in which further work or development are appropriate.
The following may be useful if you would like to understand transitional pedagogies more.
- The checklists on this transition pedagogy page (ALTC Kift Senior Fellowship 2009) may provide useful tips to help you to support students in the transition to higher education.
- The Transition Pedagogy Handbook (PDF 1325KB), (Nelson, Creagh, Kift, 2014), is a handbook designed for academic staff responsible for first year students and first year curriculum.
ALTC Kift Senior Fellowship, 2009. Transition pedagogies. Viewed 12 July 2016, <http://transitionpedagogy.com/reports-and-resources/principles-checklists/>.
Brame, C. 2016. Flipping the Classroom, Vanderbilt University, viewed 12 July 2016 <https://cft.vanderbilt.edu/guides-sub-pages/flipping-the-classroom/>.
EDUCAUSE, 2012, 7 things you should know about the flipped classroom, viewed 23 June 2016 <https://net.educause.edu/ir/library/pdf/eli7081.pdf>.
Kift, S 2009, Articulating a transition pedagogy to scaffold and to enhance the first year student learning experience in Australian higher education, Queensland University of Technology, viewed 12 July 2016, <http://transitionpedagogy.com/wp-content/uploads/2014/03/Kift-Sally-ALTC-Senior-Fellowship-Report-Sep-092.pdf>.
MADDrawProductions 2012. The Flipped Classroom Model [video]. 27 May, viewed 12 July 2016 <https://www.youtube.com/watch?v=ojiebVw8O0g&rel=0>.
Nelson, K Creagh, T and Kift, S 2014. Transition pedagogy handbook. 2nd edition. viewed 12 July 2016, <http://fyhe.com.au/wp-content/uploads/2012/11/Transition-Pedagogy-Handbook-2014.pdf>.
Partidge, H, Ponting, D, McCay, M 2011, Good practice report: Blended learning, Australian learning and teaching council, viewed 12 July 2016, <http://eprints.qut.edu.au/47566/1/47566.pdf>.