A shift in mindset: How to embrace students' growing use of mobile devices

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2019 L&T Website in review

Wondering where you belong on the spectrum between a technophobe and technophile? Curious as to how this affects your teaching? More tech-savvy generations of learners are entering our classrooms bringing not only their rich cultural contexts, but also new preferences of learning and engaging both with each other, and their educators. However, incorporating ed-tech strategies effectively into teaching can seem daunting to many educators. Our experience shows that the development of digital capabilities in educators is highly dependent upon empowering, developing and enhancing the educators’ mindset. This presentation presents theoretical considerations for developing an educator’s digital capabilities and reviews examples of ed-tech professional development models to support and empower educators to successfully implement technology-enhanced teaching practices.

From technophobe to technophile

LearningandTeaching

Do you ever feel out of your depth or overwhelmed with trying to manage students who come to you emotionally distressed? Does this affect your own stress levels? Whether you are a teacher or support staff, it is essential for your own health and well-being and the well-being of your students that you feel resourced with strategies to manage these situations effectively. In this presentation, Jane Daisley-Snow will help you recognize the signs of mental health issues; respond appropriately with ‘mental health first aid’; and refer students on to receive the professional support they need.

Tackling student mental health: Recognize, respond, refer

LearningandTeaching

This webinar is a unique collaboration between agencies that promote New Zealand and Australian international education – Education New Zealand and Austrade. Kadi Taylor also throws into the mix the perspective of an education provider that straddles both sides of the Tasman, Navitas. The presenters bring together disparate data sets from both destinations to illuminate the lead indicator data trends, compare these trends and provide qualitative context to how these played out in these major international education destinations.

ANZAC perspectives: Strategies, leading indicators and busting international ...

LearningandTeaching

Singing together is powerful. It helps us express our emotions, teaches us to harmonise our differences, and makes us feel part of a community. It also provides an opportunity for language learners to improve pronunciation, fluency, vocabulary and confidence in speaking. For international students living in Australia, a choir can become a family, and a home away from home. It’s a safe place to make friends, improve English, and explore a range of feelings. In 2018, the first annual Raise Your Voice choir festival for international students was held in Brisbane. In these slides, Vicki Bos and Donna Cook share some of the goals, benefits and outcomes of the 2018 festival, and let you know all about the upcoming 2019 festival. Tune in to the recording if you’re interested in singing with your students, setting up a choir at your language school, or getting involved in the 2019 festival (and beyond).

Raise your voice: Creating community for international students

LearningandTeaching

Providing effective feedback for students can be a time-consuming and often frustrating experience for both student and teacher. In an attempt to identify a method for providing feedback that is both engaging for students and time-efficient for staff, a study comparing audio with written feedback was carried out at Curtin College. Analysis of students' results indicates that while different types of feedback did not result in any significant difference in grades, the evidence from the study's survey indicates an overwhelmingly positive response by most staff and students to audio feedback. In these slides, Gemma Clarke shares the results of her study and highlights some of the advantages and disadvantages of using audio feedback with a particular focus on Audacity.

Listening to learn: How audio is personalising feedback

LearningandTeaching

Navigating the academic culture in the U.S. by international students Part 2

LearningandTeaching

Navigating the academic culture in the U.S. by international students Part 1

LearningandTeaching

Teaching statistics has increasingly been regarded as a complex mission to accomplish as it consists of many different mathematical components with many variables. Despite extensive research work in developing education in statistics, this discipline still requires significant improvement in how it is taught. Most students at university have a lack of interest in undertaking statistics courses due different factors - some of them are related to teaching techniques and others are related to method of assessment. In these slides, Saad Odeh presents an effective teaching technique in statistics developed by SIBT teachers. Rather than enabling the cohort by providing them with extra help to progress in statistics, the idea was to improve their confidence when they do the major assessment, 'the final exam'.

Confidence is key: a successful approach to teaching statistics

LearningandTeaching

Co-designing a global pd program for 120 Navitas colleges

LearningandTeaching

Assessment can have a profound influence on student learning. Some students only seek to engage with that which is to be assessed. In other cases, assessment approaches can inhibit learning by assessing inappropriate things. Authentic assessments provide the means for teachers to influence learning in all the right ways and provide learning experiences that connect students with practical applications of the course materials. These type of assessments also involve active learning where students are motivated to make decisions and judgments and to learn by doing. In these slides, Ron Oliver discusses how teachers can design and use authentic assessments in their classroom settings. He demonstrates various forms of authentic assessment that can be applied to develop and assess differing levels of learning outcomes.

Bringing assessment to life: authenticity and motivation

LearningandTeaching

Navigating the academic culture in the U.S. by international students

LearningandTeaching

In these slides, Kadi Taylor and Darragh Murray take you through a snapshot of what the latest international education lead indicators are currently showing for the Australian international education sector, including analysis of offshore student visa grants and international student commencements.They examine sector and market trends, highlight emerging differences and give views around what these trends may mean for the medium-term outlook for international education in Australia. Throughout the webinar they provide data-driven answers to questions such as:How are offshore international student visa grants performing in the first half of FY19?How are our major source markets are performing and where might there be growth?What are the implications for any shifting trends in Australian international education?There will be an opportunity to ask questions and engage with the data.

Lead indicators for international education: What are the latest trends telli...

LearningandTeaching

In these slides, Anselm will unravel the mysteries of active learning. Bloom’s Taxonomy and ‘flipped learning’ are presented as theoretical lenses through which active learning may be better understood. Specifically, he argues that active learning consists of two components: ‘active’ and ‘learning’. In designing for engaging and meaningful student learning experiences, there should be an equal emphasis placed on both elements.

Putting the ‘learning’ back into active learning

LearningandTeaching

Lessons from intercultural communication for university classrooms

LearningandTeaching

Using the SAMR model to innovate assessment design

LearningandTeaching

As educators, we often forget what it is like to be a student. In particular, an international student. In addition to this, it is challenging to empathise with international students unless we ourselves have studied in a second language. We do our best as educators to ensure teaching is inclusive of international students, but often forget to do this due to constraints such as prioritising with delivering content. In these slides, Jason Cormick-Dockery and Abraham Punnen discuss barriers to learning faced by international students and make recommendations for institutions and educators, including having subjects that promote intercultural differences.

In their shoes: Understanding the international student perspective

LearningandTeaching

Following a needs and impact assessment at Simon Fraser University, a curriculum focused on developing job search skills for EAL (English as an Additional Language) learners emerged. This curriculum has now been trialled with new international students in a pilot program at Fraser International College. The findings of the impact assessment show that the curriculum has not only resulted in students having a better understanding of how to prepare for the job market post-graduation, but there has also been a positive impact on these students' motivation for academic study. In this recording, Sharla Reid and Heather Williams discuss and share results from a pilot program. This program highlights the collaborative efforts between FIC and partner institution, Simon Fraser University to find new ways to adapt curriculum for new purposes while increasing student retention and engagement.

Motivating academic engagement with employability skills

LearningandTeaching

For an international student, moving to Australia to study is an exciting and amazing experience. Learning a language, immersing in a new culture, and making friends from all over the world is all part of this enriching and rewarding experience. The international LGBTQI+ student body makes up 10% of the total cohort of students studying in Australia each year, however, an overwhelming number of studies show that there is a feeling of isolation and difficulty in finding a community of support amongst these students. In this presentation, Louise Kane and Tegan McCarthy introduce the Rainbow Hub, a government-funded support group for LGBTQI+ international students in Brisbane. The Rainbow Hub aims to raise awareness, promote and facilitate a supportive environment for international LGBTQI students in the wider community. They also share ideas for how your institution can support your international LGBTQI+ students and ensure they thrive in Australia.

Embracing diversity: Supporting international LGBTQI+ students

LearningandTeaching

Have you ever wondered how some students manipulate the plagiarism detection tool Turnitin to reduce the similarity score? In these slides, Alison Black shares the 'tricks' that students use to fool Turnitin. Turnitin does not detect plagiarism, but instead checks the student's work against a database for similarity to other students' work and flags it for the marker to review. Alison also highlights the need for a culture that sees Turnitin as an educative tool that can help students improve their writing, for example, paraphrasing, rather than a punitive tool, and shares marking criteria and lesson ideas with this approach in mind.

'Tricks' that students may use to fool Turnitin

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2019 L&T Website in review

From technophobe to technophile

Tackling student mental health: Recognize, respond, refer

ANZAC perspectives: Strategies, leading indicators and busting international ...

Raise your voice: Creating community for international students

Listening to learn: How audio is personalising feedback

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Bringing assessment to life: authenticity and motivation

Navigating the academic culture in the U.S. by international students

Lead indicators for international education: What are the latest trends telli...

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Lessons from intercultural communication for university classrooms

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In their shoes: Understanding the international student perspective

Motivating academic engagement with employability skills

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In BC’s nearly-decade-old “new” curriculum, the curricular competencies describe the processes that students are expected to develop in areas of learning such as mathematics. They reflect the “Do” in the “Know-Do-Understand” model. Under the “Communicating” header falls the curricular competency “Explain and justify mathematical ideas and decisions.” Note that it contains two processes: “Explain mathematical ideas” and “Justify mathematical decisions.” I have broken it down into its separate parts in order to understand--or reveal--its meaning. The first part is commonplace in classrooms. By now, BC math teachers—and students—understand that “Explain mathematical ideas” means more than “Show your work.” Teachers consistently ask “What did you do?” and “How do you know?” This process is about retelling, not just of steps but of thinking. The second part happens less frequently. Think back to the last time that you observed a student make—a necessary precursor to justify—a mathematical decision. “Justify” is about defending. Like “explain,” it involves reasoning; unlike “explain,” it also involves opinion and debate. In order to reinterpret the curricular competency “Explain and justify mathematical ideas and decisions,” I will continue to take apart its constituent part “Justify mathematical decisions” and carefully examine the term “mathematical decisions.” What, exactly, is a “mathematical decision”? Below, I will categorize answers to this question. These categories, and the provided examples, may help to suggest new opportunities for students to justify.

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A shift in mindset: How to embrace students' growing use of mobile devices

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A shift in mindset: How to embrace students' growing use of mobile devices