Classroom response systems (CRS) are well recognised active learning strategies. Although student participation and engagement doesn’t necessarily equal learning, we know that active learning strategies promote learning. Continue reading Designing Classroom Interaction with Digital Technology
Last week’s story on international students provided insights on this group of students, their experiences and an overview of resources available for teachers and international students. In this post, we draw attention to the impact of diversity on learning and teaching and provide some suggestions on how to incorporate more awareness and understanding into your practice.
Agnes Bosanquet is a Senior Teaching Fellow at the Faculty of Human Sciences. I sat down with her to find out more about her blog, The Slow Academic. Continue reading Meet Agnes, The Slow Academic
As we approach Session 2, you may be rethinking your assessments and their moderation in accordance with Macquarie’s policy, especially if you work with teaching and marking teams.
Two weeks ago the Higher Education Research and Development Society of Australasia hosted HERDSA2017, a key conference on research and development in higher education. This year’s theme was “Curriculum Transformation” with presentations organised around practical implications, drivers and facilitators in curriculum transformation. A few colleagues from Macquarie and I enjoyed stimulating, eye opening and thought-provoking conversations.
Here is what I learned based on selected presentations I attended:
A recent discussion on end-of-session marking highlighted three things to address to alleviate the workload, for either upcoming or future marking, as well as making marking (or the results thereof) more meaningful:
- Providing and using feedback
- And marking in teams
Ideally speaking university education engages students in a research-rich learning environment, aiming to foster research competencies such as scientific reasoning and critical thinking. However, it may not always be straightforward to explicate research in undergraduate teaching in a way that is visible and approachable for students. Continue reading Engaging First-Year Students In Research: An Example From The Netherlands
This series of posts presents ten simple suggestions to help you change your units or parts of your units to develop students’ research skills and competencies that you can adapt to suit your particular context. Continue reading Ten Easy Ways To Put Research And Inquiry Into Units (2/10)
Whenever I talk to my teaching friends on campus at the end of session, I hear moaning and groaning: “I love teaching if there wasn’t all this marking!” For many teachers marking isn’t enjoyable, and they usually go into survival mode for a few weeks or an intense couple of days (and nights!) just after exam time.
Here are some helpful tips on how to manage intense marking periods and stay sane:
How can teachers find out if they are doing a good job? One way is by asking their students.