Centre for Learning and Professional Development publications

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Browsing Centre for Learning and Professional Development publications by Author "Baron, Judith Ann"

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    A Community of Inquiry evaluation of Mekong e-Sim: an online collaborative simulation
    (2004) Baron, Judith Ann; Holger, Molger; International Conference on Educational Technology (2004 : Singapore); Learning and Teaching Development Unit
    This paper reflects on the effectiveness of the web-based simulation ‘Mekong e-Sim’ within a ‘Community of Inquiry’ conceptual framework of cognitive, social and teaching presence at higher education level. This role-play simulation project has been developed as a realistic international problem, which emphasises collaboration, cooperation and decision-making. The paper includes an analysis of the asynchronous discussion board activity and student debriefs of 86 Civil and Environmental Engineering students who undertook the e-Sim during 2004. The Mekong e-Sim is already recognised internationally as an innovative and quality learning environment within higher education. This paper further illustrates the extremely high level of discussion board interactivity, and more importantly the high degree of sustained critical thinking and discourse achievable in an e-learning environment.
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    Effective assessment which promotes learning
    (University of Adelaide, 2004) Baron, Judith Ann; Hall, Dayle; Learning and Teaching Development Unit
    The theme for the LTDU’s MyUni Post Orientation Workshops (POW) for Semester 1, 2004 is ‘Effective Assessment which Promotes Learning’. This seminar will provide a rationale for this theme, including online strategies such as rubrics, groupwork, interactivity and multimedia.
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    Review of MyUni 2001-2005 Final Report
    (University of Adelaide, 2006) Baron, Judith Ann; Hopkins, D.; Learning and Teaching Development Unit
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    Streaming media pilot: Student survey findings November 2004
    (University of Adelaide, 2004) Baron, Judith Ann; Centre for Learning and Professional Development (CLPD)
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    Use of MyUni to avoid plagiarism
    (University of Adelaide, 2003) Baron, Judith Ann; Learning and Professional Development Unit
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    What is innovation in learning and teaching within higher education?
    (University of Australia, 2010) Baron, Judith Ann; ERGA Conference (5th : 2010 : Adelaide, Australia); Centre for Learning and Professional Development
    What is innovation in learning and teaching within higher education? Is there a difference between innovation and excellence? Why focus on learning and teaching innovation within higher education? What are the characteristics of a learning and teaching innovator? This presentation will examine each of these questions including a review of two universities as well as ALTC criteria for learning and teaching citations, fellowships and excellence awards. Six different categories of criteria have been identified including: students; graduate attributes; the institution; leadership; curriculum design/methodology; online/ flexible delivery; and personal teacher characteristics. Contemporary literature indicates that there are other aspects which may be inferred from the above criteria, but are made more explicit as indicators of teaching innovation. Innovation can be defined as “to make something new” (Tidd, Bessant & Pavitt, 1997, Smith 2003, Potgeiter, 2004) and is derived from the Latin innovatio (renewal or renovation), based on novus (new) as in novelty. Teaching innovation can be described as “change in practice using educational technology” and within higher education contexts “significant change, and its potential to transform practice” (Hannon 2009). Alexander (2006) distinguishes between teaching innovations that are products versus processes. Examples of teaching and learning products can include stand-alone interactive audiopresentations using software such as Articulate™ or Adobe Presenter which embed multimedia, flash animation and quizzes. A teaching and learning process innovation can include problem-based learning, situational learning (eg online roleplay simulations) and self and peer assessment. Other examples of innovations within online learning include the use of ‘disruptive’ technologies which offer the potential for pedagogical innovation (Conole et al 2008) (Blin and Munro 2008) and user centred and Web 2.0 technologies to allow for collaborative learning and social construction of knowledge (McLoughlin & Lee, 2008; Downes, 2006; Oblinger & Oblinger, 2005). And also “Innovation can occur when practitioners use a variety of teaching and learning strategies: for instance, when they skew teacher-centred methods towards student control; when they support self-directed learning; when they facilitate activity-based and problem-based learning; and when they enable students to develop future oriented capabilities” (Mitchell et al 2003). Within the context of the 2010 ERGA conference theme of The Changing Face of Education, participants will be encouraged to contribute to the discussion to help inform wider research into enabling innovation in learning and teaching within higher education and the implications for professional development. This will be enabled with a case study outline to set the scene for discussion and include the aspects of evaluation that determine the effectiveness of an innovative teaching practice.