28 - 30 November, 2016 | Crowne Plaza, Auckland New Zealand

Pre-conference Workshops: Monday, 28 November 2016

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8:00 Envisioning How to Make Innovative Spaces Work: Pedagogies and Teacher Mindsets

Chris Whittington , Senior Lecturer in Mechanical Engineering, Auckland University of Technology

Designers and Educators have worked together to come up with designs that, arguably, ‘work’. But how do we get teachers to utilise them to their full potential? This workshop examines past approaches to explore how future success might be achieved. In this workshop, Chris will visit the difficulties of measuring ‘teacher mindsets’, measuring ‘effective’ use of the affordances of space, and how changes can be implemented across a wide educational audience.

This workshop will give the delegates hands on experience with the world’s most effective and widely used online tutorial homework and assessment system for science and engineering subjects.

Learning outcomes will be:
  • Understand how the system can be used as part of blended learning
  • Experience how the system can be used to improve student learning
  • Experience how student progress can be tracked
  • Experience how learning analytics can be used in an active classroom

How will you benefit?
  • Discover how you can benefit from the system in the design of pedagogies
  • Become equipped with the right skills to set up, utilise and maintain effective use of the system
  • Understand how to shift culture and ‘teacher mindsets’ to embrace change and thus improve staff and student engagement and learning outcomes
 Chris Whittington
Chris Whittington
Senior Lecturer in Mechanical Engineering
Auckland University of Technology

11:00 Innovative Classroom Design and Furniture: Its Impact on Engagement

Professor Elizabeth L. Burd , Pro Vice Chancellor Teaching and Learning, University of Newcastle, Australia

Simone Oliver , Partner, Geyer Pty Ltd

The University of Newcastle, Australia is exploring ways of increasing students’ engagement in their learning and explicitly in their formal teaching sessions. To achieve this, we have employed a flipped class strategy whereby progressively from their first year of study we have moved a portion of students’ study to blended on-line components which are then supplemented with active, group-based, problem solving sessions derived from the on-line self-taught content.

This new way of learning and teaching requires new styles of classroom and informal learning settings. In this workshop we will consider both formal the informal learning facilities and reflect on a set of design principles for the construction of active learning facilities.

Learning outcomes will be:
  • How to construct flexible teaching spaces for flipped modes of education without angering academics
  • The opportunities to modify existing facilities, rather than build new, through the use of innovative furniture and technology solutions
  • How to support students needs within group activity within classroom and informal learning settings
  • The pragmatics of teaching active classroom and how design decisions can help and hinder
  • The necessary adjustments for students with disabilities

How will you benefit?
  • Discover cost-effective approaches to design innovative and engaging space and furniture
  • Reflect on a set of design principles for the construction of active learning facilities, and how these design principles can positively influence student engagement and learning outcomes
  • Consider methods for improved accessibility of campus facilities for the disadvantaged
Professor Elizabeth L. Burd
Professor Elizabeth L. Burd
Pro Vice Chancellor Teaching and Learning
University of Newcastle, Australia
 Simone Oliver
Simone Oliver
Geyer Pty Ltd

14:00 Developing the Digital Student: Learners, Curriculum and Practice

Nigel Robertson , eLearning Designer, University of Waikato

Tracey Morgan , Digital Literacy Adviser, University of Waikato

Students need to become digitally literate and graduate being able to operate in technology rich and interconnected environments. Supporting your learners to develop digital literacy is an important task in the modern learning institution. How do you make digital literacy development integral to the curriculum?

In this workshop you will consider concepts and elements of digital literacy and identify those which are important and relevant in your context. You will examine the capabilities and practices of a digital student within discipline areas, and we will discuss what this means for your curriculum and practice. You will design some learning activities to support the development of students’ digital capabilities. The workshop will be active and require participants to work individually and in groups.

Learning outcomes will be:
  • Attendees will recognise the contextual nature of digital literacy
  • Identify areas of their curricula where digital literacy development can be supported
  • Design a learning activity that embeds digital literacy development for students

How will you benefit?
  • Learn how to improve the digital literacy of your students, which thus improves use of tools, resources and spaces
  • Discover how to improve your curricula across all disciplines by making digital literacy development integral to your institution
 Nigel Robertson
Nigel Robertson
eLearning Designer
University of Waikato
 Tracey Morgan
Tracey Morgan
Digital Literacy Adviser
University of Waikato