S1, 2017 orientation

Get set

Sign-inComplete talent release formCoffee etc.

http://bit.ly/2017orient

S1, 2017 L&T orientation for new academics

In the spirit of reconciliation, the University of Southern Queensland recognises that it is situated on country for which the Jagera, Yuggera and Ugarapul people have been custodians for many centuries and on which they have performed age-old ceremonies of celebration, initiation and renewal. We acknowledge their living culture and unique role in the life of this region and offer our deep appreciation for their contribution to, and support of, our academic enterprise.

Toilets:

Behind the lift well

Water:

Fountain on the side of the lift well

Fire!!!:

Exits in all 4 corners of B-BlockDown the stairs & assemble in front car parkNew where the shuttle bus parks

Pre-requisites1 person the “same”1 person “different”A burning question

!=

Step 1:Stand up and congregateGrab a post-it & pen

Step 2:Find your same personExplain why they are the sameShare your burning questionif same find the question relevantthen post the

question

Step 3:Find your different personExplain why they are the differentShare your burning questionif different find the question relevantthen post the

question

Aims

Assumptions

Background

How?

What’s next?

Help you start learning how to fish teach @ USQ

Help improve how USQ supports teachers

Teaching is harder than rocket science

Good teaching is contextual

Blind folk & the elephant

Importance of questions

Community of Inquiry

Sage on the stage

Quality teaching requires developing a nuanced understanding of the complex relationships between technology, content, and pedagogy and using this …

to develop appropriate, context-specific strategies

and representation (Mishra & Koehler, 2006, p. 1029)

That is why 'what works' is not the right question in education.Everything works somewhere, and nothing works everywhere (Wiliam, 2006, p.

17)

Quality teaching?

http://bit.ly/obvAmazing

But amazing to others

You can only codify about 5% of what you know anyway, especially

if the codification is free of the context of a human question.

(Snowden, 2017)

https://coi.athabascau.ca/

…guide-on-the-side is no longer sufficient for our times...argues

the importance of a further shift to Meddler-in-the-middle.

Meddler-in-the Middle…supporting any and all attempts on the part of their students to experiment with possibilities in ways that put their

ignorance to work.(McWilliam, 2009, p. 291)

(McWilliam, 2008, p. 263)



Aims

Assumptions

Background

How?

What’s next?

Some repair needed



Your teaching support mudmap

Given a teaching problem/need

What support/resources do you draw upon?Who do you ask for help?In what order?

Computer with web browser open at USQ home page

Pre-requisites

Login to TeachDesk

Task

How did you do it?

Your teaching support mudmap

Given a teaching problem/need

What support/resources do you draw upon?Who do you ask for help?In what order?

3 sessions

Does your course meet expectations?What is your semester looking like?Can we answer your other questions?

A little blendedhttp://bit.ly/usqOrient

Active, collaborative

Morning tea

Lunch

http://bit.ly/usqOrient

Week Topic Presenters1 The role of examiners & moderators ADL&Ts

9 am 2nd March

3 Enacting the assessment policy Alfio Parisi, Geoff Slaughter4 Student matters Lyn Brodie, Jill Lawerence

10am 22nd March

5 Research matters ADRs, Peter Terry, Melissa McKain2pm 27th March

10 Course review cycle ADL&Ts, Susan Goodall10am 3rd May

14 Enacing the assessment policy - Separate sessions for each faculty

HES – Carolyn SaffronBELA – Denis Hartigan

SILS postcards

Does your course meet expectations?

It’s o-week

You’ve been handed a course

What expectations should it meet?

Does it?


1. What expectations are there?2. Review a course against USQ expectations3. Discuss results



Think

Pair

Share

Think

Generate list of words/phrases capturing possible course expectations

e.g.

What is important for good learning?What might your students/HoS/USQ/discipline expect?

engagingLots of fast, quality, personalised feedback

Think

Pair

Share

Pair

Pair up with a colleagueTalk about your list of possible expectations

Think

Pair

Share

Share

Return to your groupShare the TOP 5 most interesting or different expectations on

http://bit.ly/orPad



2. Review a course against USQ expectations

http://policy.usq.edu.au/documents/1348PL

site:usq.edu.au learning and teaching policy

Google


What makes up the USQ VLE? What’s outside?


Pre-requisites:1. Every one has a copy of the USQ course expectation review checklist

2. Every group has a computer with browser access

3. One group member has a course they’d like reviewed4. Load up the Study Desk for that course


Sections


Indicators


Given some of these tabs disappear is not used,are they really required?


Standard


Comments


1. Each group pick a section


1. Each group pick a section2. For each indicator

a) Someone read the text of indicatorb) Discuss/ask for clarification if neededc) Course owner demonstrate how/if course meets indicatord) Group discusses, asks questions, makes individual judgement Y/N/P

3. Make overall judgement on section, add any comments, discussion4. Go to #1

Any good examples of responding to indicators?

What’s missing from the checklist?

http://bit.ly/orPad

Unsure about any of the indicators? Any issues?

(Stead, 2005)

http://bit.ly/exMinute


What makes up the USQ VLE? What’s outside?

Is Google forms okay to use?

What does your semester look like?


Can we answer your other questions?

1. Do you have any other teaching at USQ questions


1. Do you have any other teaching at USQ questions2. Identify the questions that are most interesting to you


1. Do you have any other teaching at USQ questions2. Identify the questions that are most interesting to you3. Identify those you think you can answer (even partially)


1. Do you have any other teaching at USQ questions2. Identify the questions that are most interesting to you3. Identify those you think you can answer (even partially)4. Sort questions by priority


1. Do you have any other teaching at USQ questions2. Identify the questions that are most interesting to you3. Identify those you think you can answer (even partially)4. Sort questions by priority5. Select and answer

http://bit.ly/eeiFeedback

Follow up email

Pointer to resourcesSummary of feedback

Any good mud maps?


Week Topic Presenters1 The role of examiners & moderators ADL&Ts

9 am 2nd March

3 Enacting the assessment policy Alfio Parisi, Geoff Slaughter4 Student matters Lyn Brodie, Jill Lawerence

10am 22nd March

5 Research matters ADRs, Peter Terry, Melissa McKain2pm 27th March

10 Course review cycle ADL&Ts, Susan Goodall10am 3rd May

14 Enacing the assessment policy - Separate sessions for each faculty

HES – Carolyn SaffronBELA – Denis Hartigan

SILS postcards

McWilliam, E. (2008). Unlearning how to teach. Innovations in Education and Teaching International, 45(3), 263–269.

Snowden, D. (2017). The tyranny of the explicit. Retrieved from http://cognitive-edge.com/blog/the-tyranny-of-the-explicit/22 Feb, 2017.

Stead, D. R. (2005). A review of the one-minute paper. Active Learning in Higher Education, 6(2), 118–131.

Wiliam, D. (2006). Assessment: Learning communities can use it to engineer a bridge connecting teaching and learning. JSD, 27(1).

Slide 1: "Get Set" by Alan Hoyle available at http://flickr.com/photos/forty42two/357927412 under Attribution-NonCommercial-ShareAlike License https://creativecommons.org/licenses/by-nc-sa/2.0/

Slide 2: "Welcome" by Orin Zebest available at http://flickr.com/photos/OrinZebest/903131626 under Attribution License https://creativecommons.org/licenses/by/2.0/

Slide 4: "Exit Here" by Tokusatsusentai PashaLit available at http://flickr.com/photos/pasha_lit_2013/8902105472 under Attribution License https://creativecommons.org/licenses/by/2.0/

Slide 5, 6, 7, 8, 9: "Icebreaker" by Basheer Tome available at http://flickr.com/photos/basheertome/12377471584 under Attribution License https://creativecommons.org/licenses/by/2.0/

Slide 10, 24: "Introduction" by Larah McElroy available at http://flickr.com/photos/LarahMcElroy/2795859728 under Attribution-NonCommercial License https://creativecommons.org/licenses/by-nc/2.0/

Slide 11, 23, 27: "Aim" by Vladimer Shioshvili available at http://flickr.com/photos/shioshvili/148163722 under Attribution-ShareAlike License https://creativecommons.org/licenses/by-sa/2.0/

Slide 12: "Assumption" by hindsightery available at http://flickr.com/photos/hindsightery/15861597836 under Attribution-NonCommercial-ShareAlike License https://creativecommons.org/licenses/by-nc-sa/2.0/

Slide 13: "Teaching is not Rocket Science" by Dean Shareski available at http://flickr.com/photos/shareski/2942564830 under Attribution-NonCommercial License https://creativecommons.org/licenses/by-nc/2.0/

Slide 14: "Context is King" by Rebecca Jackson available at http://flickr.com/photos/_rebeccajackson/17939020696 under

Attribution-NonCommercial-NoDerivs License https://creativecommons.org/licenses/by-nc-nd/2.0/

Slide 15: "Everywhere" by Joe Lencioni available at http://flickr.com/photos/JoeLencioni/5580154551 under Attribution-NonCommercial-ShareAlike License https://creativecommons.org/licenses/by-nc-sa/2.0/

Slide 16: "Blind Men and the Elephant" by Climate Interactive available at http://flickr.com/photos/ClimateInteractive/13944682478 under Attribution-NonCommercial-ShareAlike License https://creativecommons.org/licenses/by-nc-sa/2.0/

Slide 17: "Simple & Obvious" by Emma Jane Hogbin Westby available at http://flickr.com/photos/emmajanehw/2580835224 under Attribution License https://creativecommons.org/licenses/by/2.0/

Slide 18: "Signage 55 speed limit" by David Lofink available at http://flickr.com/photos/dlofink/4399899417 under Attribution

License https://creativecommons.org/licenses/by/2.0/

Slide 19: "My suggested update to the Community of Inquiry venn diagram" by Giulia Forsythe available at http://flickr.com/photos/giulia.forsythe/14283436502 under Attribution-NonCommercial-ShareAlike License https://creativecommons.org/licenses/by-nc-sa/2.0/

Slide 20: "Powerpoint slide: "We are not the 'sage on the stage' anymore."" by Ken Whytock available at http://flickr.com/photos/KenWhytock/8225312040 under Attribution-NonCommercial License https://creativecommons.org/licenses/by-nc/2.0/

Slide 21: "Powerpoint slide: "Teachers are Guides on the Side"" by Ken Whytock available at http://flickr.com/photos/KenWhytock/8225312122 under Attribution-NonCommercial License https://creativecommons.org/licenses/by-nc/2.0/

Slide 22: "Meddlers Take Notice" by Eric Fischer available at http://flickr.com/photos/EricFischer/7013090541 under Attribution License https://creativecommons.org/licenses/by/2.0/

Slide 25: "flux" by emmapebble available at http://flickr.com/photos/emmapebble/3190344174 under Attribution-NonCommercial License https://creativecommons.org/licenses/by-nc/2.0/

Slide 26: "Needing Repair" by Smabs Sputzer available at http://flickr.com/photos/SmabsSputzer/7140074847 under Attribution License https://creativecommons.org/licenses/by/2.0/

Slide 28, 32: "Silt Mud" by Stephan Ridgway available at http://flickr.com/photos/sridgway/5025623751 under Attribution License https://creativecommons.org/licenses/by/2.0/

Slide 29, 30, 31: "2nd Lt. Dominguez on the Obstacle Course" by U.S. Army Europe available at http://flickr.com/photos/U.S.ArmyEurope/7637526646 under Public Domain Mark https://creativecommons.org/publicdomain/mark/1.0/

Slide 33: "How" by Infrogmation of New Orleans available at http://flickr.com/photos/Infrogmation/3376993038 under Attribution License https://creativecommons.org/licenses/by/2.0/

Slide 34, 61, 62, 63: "365::153 - what's next?" by Sarah Reid available at http://flickr.com/photos/.reid./4683295771 under

Attribution License https://creativecommons.org/licenses/by/2.0/

Slide 35, 36, 37, 41: "Great Expectations" by daveoratox available at http://flickr.com/photos/daveoratox/4966403134 under Attribution License https://creativecommons.org/licenses/by/2.0/

Slide 38, 39, 40: "Think-Pair-Share" by Oliver Tacke available at http://flickr.com/photos/o.tacke/10003586804 under Attribution License https://creativecommons.org/licenses/by/2.0/

Slide 44, 45, 46, 47, 48, 49, 50, 51: "Checklist" by Oliver Tacke available at http://flickr.com/photos/o.tacke/12221292503 under Attribution License https://creativecommons.org/licenses/by/2.0/

Slide 52: "Life is Sharing" by Alan Levine available at http://flickr.com/photos/cogdogblog/8188824613 under Attribution License

https://creativecommons.org/licenses/by/2.0/

Slide 55: "Calendar*" by Dafne Cholet available at http://flickr.com/photos/DafneCholet/5374200948 under Attribution License https://creativecommons.org/licenses/by/2.0/

Slide 56, 57, 58, 59, 60: "The answer" by Becky available at http://flickr.com/photos/bhansmeyer/3930935670 under Attribution-NonCommercial-ShareAlike License https://creativecommons.org/licenses/by-nc-sa/2.0/

Slide 64: "Thank You" by Orin Zebest available at http://flickr.com/photos/OrinZebest/239595034 under Attribution License https://creativecommons.org/licenses/by/2.0/

Slide 65, 66, 67, 68, 69, 70: "Reference Room" by Purchase College Library available at http://flickr.com/photos/PurchaseCollegeLibrary/4768268233 under Attribution-NonCommercial License https://creativecommons.org/licenses/by-nc/2.0/