Teaching Tuesdays@CSU

NEW articles, links, tips and how-tos in higher education

Issue #17 - Activities for Effective Learning

July 10, 2018

As a community of impactful professionals we are each thinking about how to best direct our efforts to secure results for our students and our communities.


In this series of bulletins, we are drawing on Subject Experience Survey questions to inspire the topic for the week.


This week’s focus is on Question 6:
The learning activities in this subject helped me to learn effectively.

Hacking Multimedia for Effective Learning

By Greg Szczyrbak, Learning Technologies Librarian
Source: https://www.magnapubs.com/magna-commons/?video=14900
(See below for instructions on how to access the CSU free subscription to this resource).


The guiding question for this 40-minute webinar:

How can we evaluate and modify existing multimedia to improve learning?


Audience interaction makes this an informative and practical session that focuses on "found" media, such as YouTube and Open Source media artefacts. The use of principles from cognitive psychology research underpins methods to adapt these resources into effective learning activities for students.


Multimedia Design Principles (from Mayer, 2001)

  1. The Multimedia Principle: Use words and graphics rather than words alone.
    Use images that enhance learning, rather than just for window dressing.
    Solution 1: Includes information on using (Creative Commons) CC Search to find openly licensed images, video and audio.
  2. The Personalisation Principle: Conversational style rather than formal.
    Don’t necessarily edit out the “ums” and “ahs” when producing your own video!
  3. The Segmenting Principle: Long lessons are broken into smaller segments.
    2 to 4 minutes for videos before student attention can start to wander.
  4. The Pre-Training Principle: Begins with an overview of the key concepts.
    Guides students about what to look for in a presentation.
  5. The Modality Principle: Add audio narration rather than on-screen text.
    Related to dual channels of information for neurotypical learners.

    At this stage the seminar includes practical exercises to demonstrate the principles in practice.
    Solution 2: edpuzzle (https://edpuzzle.com/) – used to edit videos, with useful features.
    [CSU hint 1 – submit an SRS request (https://online.csu.edu.au/de/dewsrsc.sqt?run=TopicRequest) for expertise to help with video production and editing].
    [CSU hint 2 – attend DLT Workshop: Introduction to H5P (https://connect.csu.edu.au/csu_olm), this Friday, 13/7/18 at 10am. Recording will be available].

  6. The Coherence Principle: Remove extraneous words, pictures and sounds.
    Reduces the cognitive load.
  7. The Signalling Principle: Highlight important terms and images.
  8. The Redundancy Principle: Audio narrations AND on-screen text is redundant.
  9. The Spatial Contiguity Principle: Place corresponding text and graphics next to each other.
  10. The Temporal Contiguity Principle: Present corresponding words and images simultaneously rather than successively.
    Solution 3
    : ViewPure (http://viewpure.com/) – videos without clutter [here’s one I tried: http://viewpure.com/g-VSKx-Z1fw?start=0&end=0]
    Solution 4
    : InsertLearning (https://insertlearning.com/) – turns websites into interactive lessons, by allowing for annotation and insertion of extra resources. Specific for use with Google Chrome.
    Solution 5
    : Hypothes.is (https://web.hypothes.is/) – for web annotation, with “powerful” options.

Key References available through CSU library:

  1. Clark, R.C., & Mayer, R.E. (2016). E-Learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning. Hoboken, New Jersey: Pfeiffer. FOURTH EDITION, ONLINE.

  2. Johnson, J. (2014) Designing with the mind in mind: Simple guide to understanding user\interface design guidelines. Amsterdam: Morgan Kaufmann FIRST EDITION 2010 AVAILABLE IN HARD COPY.

  3. Krug, S. (2014). Don’t make me think revisited: A common sense approach to web and mobile usability. Berkeley: New Riders. 2014 EDITION AVAILABLE IN HARD COPY. For information on usability, user interfaces and user experiences of learning materials.

  4. Mayer, R.E. (2001). Multimedia Learning. New York: Cambridge University Press. SECOND EDITION, 2009, ONLINE.
Big picture

The Power of the ‘Naïve Task’

How One Teaching Expert Activates Students’ Curiosity

The Chronicle of Higher Education has a weekly newsletter that is free to subscribe: Academe. This article was published on June 7, 2018, reporting on a session from the Designing Effective Teaching conference. The conference link is provided as you may be interested in the handouts from some of the papers presented.


Rather than using activities for students to demonstrate their learning, the premise behind the naïve task is to get students thinking ahead of the topic they will be learning.


“Such activities ask students to attempt disciplinary thinking using only their pre-existing knowledge ... Naïveté is a useful stage of learning, great for fostering the kind of curiosity that gets students excited about a discipline ... Naïve tasks require students to make a decision about a real problem, then reflect on and discuss their reasoning. They stretch students by asking them to predict a result, rather than simply describe one that’s laid out in front of them".


This short article presents examples that were used in the conference session to demonstrate the techniques. Naïve tasks can be utilised in peer-to-peer discussions to challenge assumptions and promote risk-taking for students in a low-stakes activity. They promote active student engagement.


This 2014 article provides definitions, design and sequencing suggestions for naïve tasks and a list of examples that can be used in different disciplines:

  1. Roberson, B., & Franchini, B. (2014). Effective Task Design for the TBL Classroom. Journal On Excellence In College Teaching, 25(3/4), 275-302. (see pp. 281-284)

___________________________________________________

What are you doing in the session break?

Monday 20 Minute Mentor ****ENDS ON AUGUST 12****

Do you have 20 minutes per week to learn new teaching tips?


You have a short window of opportunity to access this resource.

CSU has an 8-week institutional subscription to the Monday Morning Mentor Summer (USA) Edition that expires on August 12. You can listen to the presentation and download the accompanying resources up to that time.


For the unique weekly passwords

CSU staff, please contact Ellen McIntyre: elmcintyre@csu.edu.au

or

Watch for weekly announcements on YAMMER and WHAT'S NEW .


Quote from a CSU Academic on Yammer: “These are good."

Email feedback: “It was easy to listen to, non-sensational and credible. I love the fact that the short session can be ingested at any time of the day.”


Topics so far in 20-Minute Mentors:

What are the Secrets to Making Highly Effective Educational Videos?

What is Essential in a Grading Policy?

How Do I Release My Students' Natural Zest and Curiosity for Better Learning?

How Can I Use Simple Gamification Strategies to Engage my Students?

How Can I Move My Teaching Forward at Midcareer?

How Do I Set Students up for Success in Online Courses?

How Can I Inspire Creative Confidence in the Classroom?


Every week for eight weeks we will receive a new topic,

"presented by respected academic peers, cover timely and relevant topics in only 20 minutes—long enough to provide actionable insights, but short enough to fit anyone’s schedule."

___________________________________________________

Follow Teaching Tuesdays on Twitter.
Our Twitter feed includes links to further hints, tips and resources in the broader field of teaching in higher education. https://twitter.com/TeachingTuesday



Link to: Folder with all previous issues of Teaching Tuesdays

___________________________________________________

Contemporary Approaches to University Teaching MOOC

Professional Development opportunity for all.

Contemporary Approaches to University Teaching

is an open access COURSE for the Australian Higher Education Sector.

This teaching induction course provides key introductory learning and teaching concepts and strategies for those who are in their first few years of university teaching. The self-paced course is comprised of 11expert-developed modules, and several specialty modules and resources.
Follow this link for more information: Contemporary Approaches to University Teaching

Teaching support resources at CSU

You have access to a range of quality CSU resources to help you incorporate educational resources and techniques into your teaching. Check out the following:



Regular seminars on teaching-related topics are listed on the

CSU Professional Learning Calendar - accessed directly here

or from the Division of Learning and Teaching front page - accessed here


CSU Professional Learning Calendar:

Induction for New and Sessional Staff. Adobe Connect session 11 July 2018 at 1:00 pm.

OR

Drop In - Sessional Staff. Watch the calendar for the timing of these weekly online sessions.

This week - Adobe Connect session 13 July 2018 at 11:00 am

______________________________________________________

Bonus CSU resource - Lynda.com

All CSU students and staff members have access to Lynda.com, an online subscription library that teaches the latest business, creative and software skills through high-quality instructional videos.


A search for 'effective learning' returned 12,743 results, with 432 of these in Higher Education. Resources range from general teaching tips, to keynote lectures, to the specifics of various tools and applications for employing educational resources and techniques.


For example,

Anatomy of effective learning events (2m 48s) video as part of the broader topic of Agile Instructional Design

Measuring Learning Effectiveness (47m 4s) for a more in-depth coverage.

______________________________________________________

Transforming Assessment Webinars

The next Transforming Assessment webinar session to be held THIS WEEK on 11 July 2018, will be on the topic of

Transforming Feedback.

Selected speakers from the Assessment in Higher Education conference held in the UK on 28 June will present a panel-style review of some of the key messages from selected papers at the AHE2018 conference. There will be an opportunity for questions and discussion between the panel and webinar participants.

Information on this and future events, archived recordings of past sessions, and links to resources can be found on the website at transformingassessment.com.

Register for free at http://transformingassessment.com

Highly recommended!

______________________________________________________

Magna Commons

All staff with a CSU email address have free access to our annual

CSU subscription to the Magna Commons series of online seminars


Presentation handouts, full transcripts and supplementary resources are available for download if you don't have time to listen to the seminar.


How to subscribe

Staff with a CSU email address can obtain the Magna Commons CSU subscription code from Ellen McIntyre elmcintyre@csu.edu.au


Magna Commons suggests seminars to watch in the coming month:

Whether focused on creating a diverse student body or a diverse curriculum, increasing student and faculty diversity calls for collaboration across campus. The Magna Commons July focus was on development in multiple forms. Below are some seminars related to DEVELOPMENT:

______________________________________________________

Advance Higher Education Fellowship

The Division of Learning and Teaching (DLT) will soon commence active mentoring and support of the 2018 cohort of Advance Higher Education Fellowship applications (formerly Higher Education Academy Fellowship).


DLT is proud to announce that it has entered into Access Membership with the Higher Education Academy which significantly reduces the application fee for CSU staff members wishing to receive international recognition of their Learning and Teaching achievements. Since 2015, 27 CSU staff have been awarded prestigious Advance HE Fellowships.


We support CSU Fellowship applications through active mentorship provided by experienced Advance HE Fellows, workshops encompassing application processes and the provision of detailed feedback, and ongoing administrative support.


For further details on the benefits of Access Membership for Advance HE Fellowship applicants please visit our website.


Please contact Matthew Larnach, mlarnach@csu.edu.au, from DLT before August 3rd if you are interested in applying for an Advance HE Fellowship in 2018.

Upcoming Teaching Tuesdays issues...

Suggest topics that you would like for Teaching Tuesdays; or
Share your own teaching tips article.

The upcoming series will be based around teaching strategies to maximise positive student responses in the Subject Experience Survey and also maximising the response rate.
Access the full report of the national QILT 2017 Student Experience Survey to see the importance of this focus.

Click on the Green Contact Ellen McIntyre button (below, or at the top of the bulletin) to offer your suggestions.

Links to previous bulletins

Folder with all previous issues.


Issue#1 Group Work; Issue#2 Engagement; Issue#3 Engagement;

Issue#4 Academic Integrity; Issue#5 Feedback; Issue#6 Feedback;

Issue#7 Active Engagement; Issue#8 Building on Prior Learning;

Issue#9 Student Diversity;

Issue#10 Learning Outcomes; Issue#11 Deep Learning;

Issue#12 The Teaching-Research Nexus;

Issue#13 Improving Student Learning; Issue#14 Planning for Effective Student Learning; Issue#15 Feedback for Teaching; Issue#16 Gamification



FoBJBS Newsletter: BOLD Issue#16

FoA&E Newsletter: NeXus Issue#4

Subscribe

To have TeachingTuesdays@CSU delivered direct to your inbox,
click on the orange button
Follow Ellen McIntyre (below, or at the top of the bulletin)