Investigating pedagogical designs in graduate coursework
Perhaps like many graduate school educators, I was long accustomed to teaching in small group seminars. Increasing enrolments, an emphasis on work integrated learning and new teaching environments challenged me to change my pedagogical approach. Grounded in work by Laurillard (2005, 2012), I set out to conduct a participatory action research project and revise two of my subjects. In the first one, I flipped my research subject: guided by short video clips, my students were encouraged to learn material ahead of coming to class. Once there, they had to discuss assigned readings, participate in problem based activities and report on outcomes and insights. In the second subject, I moved all projects to the online suite of Office 365 in an effort to enhance work integrated learning. Using a range of tools, students were asked to create designs for learning through acquisition, inquiry, discussion, practice and collaboration. In this presentation, I present key design considerations and discuss this never ending work in progress. Materials, templates and references will be made available to interested colleagues.
Associate Professor Paul Gruba, University of Melbourne