Innovations in Teaching and Learning

Seminar series

This new series of seminars will have a strong focus on teaching and learning research and evaluation including case studies and empirical investigations of innovation in practice. Topics will cover a broad range of teaching and learning innovations often focusing on the use of technology in higher education, but not exclusively so. The seminars will be presented by a range of academics from both within the University and from other Australian and international universities.

These seminars are open to any member of the University and public. They are designed to stimulate discussion and reflection around teaching and learning innovation in higher education. The seminar format will include plenty of time for questions and discussion.

Seminars will run fortnightly on Wednesdays between 1pm – 2pm.

For queries regarding the Innovations in teaching & learning seminars, please contact Linda Corrin tel: 9035 9685 email: lcorrin@unimelb.edu.au

On-line registration

On-line registration is now available (see below seminar list).

Information on past seminars

See our page on past seminars and lecture captures

Dragan Gasevic

Pictured: Prof. Dragan Gasevic, "Learning Analytics are about Learning"

Upcoming seminars

Next seminar

Translating the learning sciences for use in enhancing learning design in higher education

Wednesday 3 September, 1-2pm
Dr Jason Lodge, Centre for the Study of Higher Education
Barbara Falk room, CSHE, Lvl 1, 715 Swanston St. Carlton.

 

Abstract:
Research on learning in higher education has for several decades had a strong focus on phenomenology in an attempt to better understand the student experience and various elements of teaching practice. While these approaches have provided vital insight into learning and teaching and are highly relevant to practice settings, the resulting design principles rarely incorporate evidence from rigorous research on learning conducted in psychological science and neuroscience. The gap between rigour and relevance in higher education, and in education more broadly, has been seen as ‘a bridge too far’. In this presentation, several pilot projects will be discussed. The aim of these projects was to examine the possibilities for translating the learning sciences for the purpose of enhancing learning design, i.e. to look at ways of bridging the gap. Each highlights one part of the translation process towards taking what we already understand is good learning design and enhancing it further. Future opportunities for translational research will also be discussed.

 

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Where is the game-based learning revolution that will change the face of education?

Wednesday 17 September, 1-2pm
Professor Dirk Ifenthaler, Centre for Research in Digital Learning, Deakin University
Barbara Falk room, CSHE, Lvl 1, 715 Swanston St. Carlton.


Abstract:
Throughout history, games have been recorded as a means to mediate learning and training (e.g., training of military strategy with Chess). The success of early computer-based educational games (such as The Oregon Trails) enticed many educators to venture into the educational games market. While the intention was to make learning more entertaining and motivating by injecting game elements (e.g., animations, wacky sounds, bright colors, challenges) into unexciting learning materials, the quality of edutainment soon plummeted as more and more publishers rushed to release poorly designed games into the system for quick profits. Soon, the term ‘serious games’ was coined which means digital games created not with the primary purpose of pure entertainment, but with the intention of serious use as in training, education and health care. However, only little empirical evidence that supports the notion that ‘serious games’ work can be found. This presentation firstly introduces a historical synopsis of game-based learning. Secondly, it provides insights into a design-experiment in which a serious game was implemented to facilitate 21st century competencies. Thirdly, it will critically review current developments of game-based assessment and serious games analytics. Closely linked to this topic is the book series co-edited by the presenter: ‘Advances in Game-based Learning’ (http://www.springer.com/series/13094).

 

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Learning & Teaching Initiative Grants: What have we done? Where might we go?

Wednesday 15 October, 1-2pm
Dr Jon Pearce
, Centre for the Study of Higher Education
Barbara Falk room, CSHE, Lvl 1, 715 Swanston St. Carlton.

 

Abstract:
During the past several years the university has invested significant money into Teaching and Learning Initiative Grants. In the past three years alone, these grants, ranging from $2000 to $60,000, have supported more than 120 individual projects aimed at improving the way students learn. But what do these projects look like? Have they been successful? What are the lessons that have been learnt and ideas that can be deployed to other discipline areas? In this seminar we will provide an overview of these projects, discuss themes that emerge and ideas that might be transferrable to other areas of learning. We will address the issue of how to share and disseminate innovations like these.

 

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Registration