Dr Monique Crane, Lecturer in Organisational Psychology was the academic lead on a Faculty Partnership Project in Session 1 this year that aimed to redesign PSY 963 Coaching and Positive Psychology in a way that was both engaging and academically challenging for students. The LTC project team worked with Monique to rejuvenate the curriculum for blended delivery, introducing a number of tools and techniques that included collaborative authorship tasks and video scenarios.
Prezi for Collaborative Authorship
With collaborative authorship teaching tasks, PSY 963 students literally contribute to the workshop material, creating a mixture of expert content and student-generated content for the unit.
Collaborative authorship is a strategy that makes use of participatory technologies in the classroom as a way of developing student-centred learning opportunities and increasing student engagement. Monique reported that such participatory technologies allow “students to collaboratively develop an outcome related to the workshop content through the use of an online medium such as Prezi or a Wiki. This process can be moderated and guided by the chair in real time. At the end of this process, all students have access to their collaboratively authored resources that will assist in guiding their future practice.”
Monique is now a collaborator on a project funded by a grant from the Innovation and Scholarship Program (with the LTC’s Oliver Coady) to extend the work from the Faculty Partnership project in examining the role of collaborative authorship in the classroom to improve student engagement and skill transfer.
Authentic Video Scenarios
Macquarie’s Human Resources Department collaborated with Monique and the LTC project team in the production of video scenarios for PSY 963 which demonstrate a coach implementing a strategy with clients in different situations. Rather than actors, the videos star professional coaching experts based here at Macquarie who also helped script the videos. These videos are not only core resources for the unit itself but can also be used in other professional development settings, as well as a teaching resource in the classroom or online.
Monique says she values the insights gained from her experience working with the LTC project team and is now implementing the new teaching strategies she has learned across all her units. “The LTC has expertise in the area of adult learning and this means that they are able to provide insight into new teaching methods and content delivery. Students are exposed to innovative teaching techniques too.”