Pre-Conference Workshops
Wednesday Afternoon, June 11
2:00 – 5:00 PM
W-1/Wed pm
Integrated Course Design
Virginia S. Lee: USA (POD President; consultant)
$80USD
Most university teachers would like their courses to be an experience in which their students achieve significant learning that lasts. This (demonstration workshop) introduces participants to the key ideas to help teachers achieve that goal from a recent book that has gained national and international acclaim, Creating Significant Learning Experiences (Fink, LD., Jossey-Bass, 2003; Chinese translation, 2006).
The workshop focuses on the key factors that allow teachers to design significant learning into their courses in a systematic and intentional way. These key factors include: situational factors, significant learning goals, appropriate learning activities and assessment activities for each learning goal, and a powerful teaching strategy. Educational developers will find this workshop useful and may use any of the (demonstration) workshop materials on their own campuses. Administrators are likely to discover that “Integrated Course Design” is one of a handful of major ideas that can transform university teaching—and student learning—IF teachers can learn how to use these ideas.
W-2/Wed pm
Coaching Educational Developers Nationally and Globally
Torgny Roxå: Sweden (Lund University)
Katarina Mårtensson: Sweden (Lund University)
$75USD
Educational developers act in many different roles and contexts. They have been criticised for not being scholarly in their practice. Despite this, the last decades have seen a steady growth in numbers of educational developers and in the scope of their activities.
This session explores the need for professional development for the developers themselves. It draws upon a national Swedish initiative in which developers from half of the Swedish higher education institutions participated in professional development, aiming for both individual development and for the support a Swedish Community of Practice among the developers. One purpose of this workshop is to inspire similar initiatives among ICED delegates.
W-3/Wed pm
Internationalizing Future Faculty Development: From Teaching Assistant to Postdoctoral Fellow
Laura L. B. Border: USA (University of Colorado)
Dieter J. Schönwetter: Canada (University of Manitoba)
$85USD
Grounding their presentation in theoretical frameworks, empirical research, and 30+ years experience, the presenters from two countries guide participants in a discussion about preparing future faculty members for roles in a global educational context. Participants learn tools to analyze, assess, and address key issues for teaching assistants, student instructors, postdoctoral fellows, etc.; produce individual plans to create, improve or assess an aspect of a program designed to foster improved teaching or professional development for graduate students or postdoctoral fellows; and receive in-depth, individualized personal feedback on their plans, allowing for comparison across countries. Participants receive a CD resource kit including key articles, best practices, and references.
W-4/Wed pm
Research Skill Development in Undergraduate Courses: Many Disciplines, One Framework
John Willison: Australia (University of Adelaide)
$75USD
Ten diverse disciplines across 5 Australian universities are utilising the same conceptual model to facilitate undergraduate students’ research skills. This model, the Research Skill Development (RSD) framework, has informed the learning provision and the assessment criteria of courses in disciplines as diverse as Electronic Engineering, English and Human Biology.
This workshop provides participants with the opportunity to become familiar with the RSD framework, analyse it in small groups, and to develop courses of action appropriate to their own contexts. Interest in the RSD has been expressed by academics from South Africa, England, and Canada; if the RSD proves to be useful in contexts outside of Australia, then it has the potential to have a part in informing a global scholarship of Educational Development. The RSD website is at www.adelaide.edu.au/clpd/rsd
Thursday Morning, June 12
9:00 – 12:00 AM
W-5/Thurs am
Educational Development & Institutional Quality:
Creating the Link
James Groccia: USA (Auburn University)
L. Dee Fink: USA (Consultant)
$75USD
Higher education is becoming increasingly important for all nations of the world. However the need is not just to have institutions of higher education; it is for those institutions to provide high quality education. For that to happen, faculty/educational development must become a central and integral part of all colleges and universities.
In this workshop, we will share and ask participants to explore different ways of “creating the link” between educational development and institutional quality. The goal of this workshop is twofold: 1) to enlighten administrators in attendance at the conference about the need for educational development and how it can support an institution’s highest ideals and goals. 2) to enable educational developers in all countries to more effectively persuade their institutional leaders of the importance of faculty and educational development.
W-6/Thurs am
Obtaining Assessment Data from Student Learning Activities
Bryan D. Bradley: USA (Brigham Young University)
$75USD
The best and most informative assessments of learning are performance activities (in and out of the classroom) where students actively engage in tasks in which they apply their learning at the higher cognitive-behavior levels, such as “analysis,” “synthesis,” or “create.” The challenge for educators is in capturing valid and reliable data from learning activities to truly assess student learning, provide meaningful feedback, and inform institutional decisions. This workshop will provide a concise review of current literature on this topic and extensive, interactive exercises to help participants mine their own learning activities for meaningful assessment data.
W-7/Thurs am
DVD-Based Workshops: Engaging Students and Promoting Thinking in Lectures
Nira Hativa: Israel (Tel-Aviv University)
$110USD
The lecture remains the predominant method of teaching course content in higher education all over the world. However, lecturing is often denounced as promoting students’ passivity during the lesson. This workshop provides resources to educational developers for promoting teachers’ ability to give lectures that actively engage students, challenge them intellectually, and thus promote their learning. Participants will generate ideas for designing workshops for faculty to incorporate in their lectures successful strategies that promote learning. These strategies are demonstrated by DVD-based video clips of classroom instruction by outstanding teachers from Stanford University. Each participant will receive the $100 DVD.
W-8/Thurs am
Introducing Enquiry-Based Learning (EBL) to Academics
Ivan Moore: UK (Sheffield Hallam University)
Karen O’Rourke: UK (University of Manchester)
$75USD
This workshop demonstrates successful approaches for introducing academics to the principles, practices and benefits of Enquiry-Based Learning—an environment in which the learners are supported in determining their own lines of enquiry; identifying what is already known in relation to a stimulus; what needs to be learned; what information is required; how it is to be acquired, processed and applied; and how it is to be shared with others. The workshop is highly interactive and will model best practice in learning through EBL. Participants will explore these benefits, principles and practices; experience EBL learning for themselves; share their own experiences and learning; explore group processes that are effective in educational development; and see how it is possible for learners to take responsibility for their own learning.
W-9/Thurs am
Gathering and Responding to Students’ Feedback: An Educational Developer’s Perspective
James Wisdom: UK (Middlesex University)
$75USD
How do we engage students in the work of improving their classes, modules, units, courses and programmes? How we might use their feedback to us to “enhance their learning experience”? How should we, as educational and academic developers, work with individuals, departments and institutions to get the best from this feedback? In this workshop we will consider the major qualitative and quantitative methods, the educational principles which underpin them, and their usefulness when working with our colleagues. It is designed to learn from our international differences in this area and to be an opportunity to share experiences among participants.