“Olga and Robyn” by Tony Dwyer ©2015

FPP: Collaborating for successful outcomes

“We know what we want to do but we’re just not sure of the best way to do it or even whether we have the skills and equipment to do it!” This sentiment initiated the current Faculty Partnership Program (FPP) project with the Faculty of Human Sciences, involving the Learning and Teaching Centre (LTC) and the Macquarie School of Education Secondary Teacher Education Program (STEP).

The STEP group, consisting of four convenors of methodology units encompassing secondary curriculum content, wanted to provide education students with the experience of a ‘flipped’ classroom to model this innovative pedagogy for students’ future professional practice. They also wanted to encourage increased student interaction and engagement in their units, both in online activities as well as face-to-face workshops.

The challenge they brought to the LTC Educational Design and Development team revolved around how to best develop three topics in each of their units into a flipped delivery mode, providing one hour of innovative online resources and activities that would encourage students to actively engage with content prior to their face-to-face workshop.

Through a previous project and working with LTC designers and developers, the STEP academics, Robyn Moloney (Languages methodology), Michael Stevenson (English methodology), Michael Cavanagh (Mathematics methodology) and Judy Adnum (History methodology) were made aware of the possible affordance of ICT strategies in creative construction of hybrid delivery. To take advantage of the benefits of LTC expertise and support with ICT integration as well as a flipped delivery, Robyn, the project’s Academic Lead submitted a proposal for an FPP.

RM Catherine

As Robyn clearly states, a major advantage of this type of collaborative project is not only having hands-on LTC team advice and assistance but also the training and support to enable academics to continue to work with the creation of online materials more independently.

Each STEP academic had an Educational Designer to work with collaboratively to plan and design the flipped topics. Which elements should be flipped? What are some examples of activities that would engage students? Could a video support student learning? What should the flipped topic look like? What has worked well in other Macquarie units with a flipped delivery?

Possible design optio

Through the project, the LTC team also manages the process of developing the flipped topics, including the production of videos. This meant the STEP team had priority access to professional level videographers, the LTC recording studio and quality equipment for recording content lectures. Having an experienced Educational Designer to coordinate the video shoots, work in tandem with the academic to share design challenges as well as some of the iLearn topic development all equates to a more stress-free and successful process to develop online resources.

Other teche posts on flipped classroom:

http://teche.ltc.mq.edu.au/flip-not-flip-question/

http://teche.ltc.mq.edu.au/project_snapshots/engaging-marine-science-students-through-a-flipped-model/

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