Semester 1, Academic Year 2019-2020
CDTL runs a range of seminars and workshops to support teaching and learning. Information on these sessions is arranged chronologically on this page.
20 Sep 2019, Fri, 9:00-12:00
A rubric is a scoring tool that lists the criteria for student work and articulates levels of quality for each criterion. It can help in communicating your expectations to students while also helping you in assessing student work fairly and efficiently. They can also provide students with informative feedback on their strengths and weaknesses, and prompt students to reflect on their own work.
In this workshop, we discuss key features of a quality rubric, present some examples of rubric for assessing student work. You will then have an opportunity to use the steps discussed to construct a rubric for one of your assessment tasks.
Recording Online Lectures with Panopto
23 Sep 2019, Mon, 14:00-16:00
Are you looking to create video lectures for your blended learning courses and flipped classroom sessions? Panopto is an easy-to-use platform for lecture capture and video content management that allows you to store and manage all your new and existing videos, including lectures, flipped classroom recordings, guest presentations, and live webcasts. It is integrated both into IVLE and LumiNUS platforms and it allows you to easily record and publish presentations online.
In this hands-on session, you will start creating presentation by applying the principles of multimedia design. You will then learn how to capture audio, webcam video, PowerPoint slides, and desktop screens, and be able to record narrated PowerPoint slides and tutorials.
Tracking Student Learning Through Mid-semester Feedback
30 Sep 2019, Mon, 15:00-17:00
Many educators see mid-semester feedback as one of the best methods that will strengthen the student-teacher relationship as well as provide valuable information on how they can improve their teaching. End-of-semester evaluations often emphasise perceived faculty "performance", but with mid-semester evaluations simple changes can be incorporated early on, to help motivate students and enhance student learning. Students tend to like this process because it gives them a chance to voice opinions on issues that are most critical to them, and they appreciate the fact that the instructor has solicited their opinions.
This workshop will show you how to assess student progress or gather feedback from students by using online survey tools and will also explore the use of other technology tools to gather feedback.
This workshop will be offered as an online webinar with hands-on session and discussion.
2 Oct 2019, Wed, 9:00-12:00
Teaching a large lecture class presents several unique challenges and therefore requires a higher level of planning - both practical and pedagogical. This session is planned taking into account research that shows an increase in learning gain when learning activities are carefully-designed to increase student engagement in their learning.
This workshop will introduce some of the best practices for tackling the large-lecture experience by focusing on three key areas: (i) getting students prepared for lectures, (b) promoting interactivity during lecture, and (3) encouraging team-based activities. Through hands-on activities and in-depth discussions, we will explore some research-informed active learning strategies that will enable you to create opportunities for effectively engaging students when teaching in large class settings.
Please bring your own device (BYOD) and join us in exploring how technology tools can support active learning and promote engagement in the classroom.
Moderating Online Synchronous Discussions for Tutorials (Webinar)
9 Oct 2019, Wed, 10:00-12:00
The adoption of blended learning in higher education has advanced the use of technology to conduct tutorials through online synchronous discussion. Online synchronous discussions have the potential to enhance the study experience of students who are not able to attend the face-to-face class/tutorial. In this hands-on workshop, the facilitators will share a framework and some considerations for facilitating online synchronous tutorial discussion.
We will also introduce you to a powerful Web conferencing application that allows you and your students to collaborate in a secure online environment. You will be able to share documents and deliver presentations in real time using a Web browser and voice connection. The chat, Q&A, and poll features will definitely engage your students..
Scaffolding Student Learning
15 Oct 2019, Tues, 14:00-17:00
What is scaffolding? How does it help learning? Can technology be used? Does it work? Scaffolding can come in a variety of forms, from increasing engagement, providing alternate learning strategies, resolving learning bottlenecks, and (paradoxically) taking away support to allow students to master material, among other things. This session addresses the how-tos of scaffolding students who need support in learning. In all applications of different problems, we will start with the question, “what is the problem?” Join us with your problems and let’s discuss whether scaffolding will help.
This workshop will also highlight technologies that can provide appropriate scaffolding, and those that can be used before, during and after class.
Theory for the Reflective Educational Practitioner
16 Oct 2019, Wed, 10:00-11:00
The popular notion of ‘critical reflection’ or ‘self-reflection’ depicts learning as emerging from experience (Dewey, 1933) and is based on the premise that reflection leads to an improvement in and transformation of professional practice and the practitioner (Fook et al., 2016). However, we wonder whether reflective practitioners, pressed to turn a reflective gaze on their practice, are in fact able to reach improvement and transformation if they do not engage with theory rather than intuition. Our concern is with pedagogy, an area, particularly in higher education, where the practitioner is not always equipped with expertise. So, the questions arise: what theoretical frameworks and pedagogical research may inform our practice? How do we go about understanding what is 'good' or even 'good enough' pedagogical practice and research in the classroom? How do we ground our own reflection in theory?
In this talk, we would like to share how we have investigated our own praxis (understood here as ‘embedding theory within practice’ (Maton et al., 2016, p.72, original italics), with Systemic Functional Linguistics (Halliday & Matthiessen, 2004) and the sociological toolkit of Legitimation Code Theory (LCT) (Maton, 2014), in particular the dimensions of Specialization and Semantics. We would also like to share how our theory has been applied in interdisciplinary research with the Nursing faculty to develop student nurses’ critical reflection assignments. After that, we would like to discuss with the audience the ways these tools may be useful to them in their specific contexts.
Designing Learning Activities to Promote Deep Learning
25 Oct 2019, Fri, 9:00-12:00
Active learning is associated with student centred learning where the students are actively engaged in the learning process, rather than passively absorbing information. Although teachers may choose from many available instructional or learning tasks, it is often not clear how they promote deep learning and more importantly, how teachers can modify existing activities to increase engagement, or to assess the level to which students are engage during learning.
The workshop “Designing Learning Activities to Promote Deep Learning: Using ICAP as a Guide” aims to investigate and understand the design of learning activities that foster deep learning. Participants will be introduced to key concepts relating to a theoretical framework for active learning known as ICAP (Interactive – Constructive – Active – Passive), developed by Michelene Chi (2009). A framework through which we can classify teaching techniques in relation to the degree of cognitive engagement that they foster, can help us develop and evaluate our approach and instructions. This will ultimately have the potential to improve student learning. Strategies to engage students during learning will be explored in this workshop. In addition, opportunities will be provided for participants to review their teaching strategies with inputs from facilitator(s) and peers.
1 Nov 2019, Fri, 9:00-12:00
There is increasing evidence that active learning promotes engagement and improves student performance in science, engineering, and mathematics (e.g., Freeman et al., 2014). But what is active learning? And how can it be employed in a STEM small-group tutorial class? This workshop will highlight how instructors can design activities and assignments that enable students to work effectively together taking into consideration how best to make use of the affordances offered by active learning classrooms and working in teams. This session will also introduce and explore a few approaches and models for implementing active learning in your classroom.
Personalising Feedback & Support for Students at University: Affordances & Impact of Learning Analytics Reporting Systems
29 Nov 2019, Fri, 10:00-11:00
Feedback, as research has well demonstrated, plays a significant role in shaping student learning. In particular personalised feedback has a significant impact on student self-regulated learning (Butler & Winne, 1995; Hattie & Timperley, 2007) and therefore, overall academic performance (Hattie, 2014). The development of technology-based, personalised feedback to students is a significant innovation for education: this innovative approach positions “one of the most influential aspects in the quality of the student learning experience, feedback, within the current research space of the EDM [educational data mining] and LA [learning analytics] communities” (Pardo, Poquet, Martinez-Maldonado, & Dawson, 2017, p.168). Currently, an increasing number of higher education institutions are now exploring the potential for learning analytics to improve the student learning experience through the provision of personalised feedback and support mechanisms (Roberts, Howell, Seaman, & Gibson, 2016).
In this session, the facilitator will share about the state of the art of LA, focusing in particular on ways in which learner data can be leveraged to personalize feedback and support to each student. She will also share some preliminary findings on students’ perceptions of such technology-enabled feedback, and the impact of this approach to feedback on students’ self-regulated learning.