Transcript Document

One on one to thousands:
Expanding the conversations of the
ALL practitioner
Tim Beaumont,
Teaching and Learning Unit,
The University of Melbourne,
[email protected]
One on one to thousands: Expanding the
conversations of the ALL practitioner
E-learning in ALL: An unclear picture
“Neither the discipline-embedded nor the e-learning approach to developing
academic literacy are new, however a combination of both seems to be rare”
(Wingate and Dreiss, 2009, p.14).
Image: http://www.uofr.net/~greg/puzzle/
One on one to thousands: Expanding the
conversations of the ALL practitioner
Considerable activity is apparent:
Initiatives
e.g. SNAPVU (VU), SkillSoup podcasts (ANU), AIRport (UoM), Use of RSS feeds
and Facebook, UNSW)
Events
e.g. 2012 AALL Symposium: eLearning: The good, the bad and the ugly; 2011,
Learning Technologies for ALL
Publications
e.g. Kirkwood, 2010; Wingate & Dreiss, 2009
+ Conference presentations, postings on Unilearn and PASS mailing lists etc.
Image: http://www.uofr.net/~greg/puzzle/
One on one to thousands: Expanding the
conversations of the ALL practitioner
The Teaching and Learning Unit,
Business and Economics, the University of Melbourne
1. Student learning support
2. Academic development
3. Research
4. e-learning and multimedia
One on one to thousands: Expanding the
conversations of the ALL practitioner
The Teaching and Learning Unit,
Business and Economics, the University of Melbourne
E- Learning and Multimedia
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Filming and editing
Online subject development
e-Learning discussion group
e-Learning Twitter account
Graphic design: online & print
Equipment lending
Resource linking to LMS pages
LMS Support for academics
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Online Tutor
Critical Analytical Learning in
Macroeconomics
Groupworks
Feedback & Assessment Tests
Online Assignment Tool
Audio streaming
Publications
http://tlu.fbe.unimelb.edu.au/online/
One on one to thousands: Expanding the
conversations of the ALL practitioner
Electronic Just in Time Sessions
• Short filmed conversations
• Linked to LMS subject pages
• Participants may include: advisers, lecturers, tutors and librarians
Sessions may focus on either:
• Academic material
• Generic skills
• Integrated academic learning
Link to paper: http://journal.aall.org.au/index.php/jall/article/view/147
One on one to thousands: Expanding the
conversations of the ALL practitioner
Optional extras
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Slides
Screen capture
Web links
Links to related resources
Activities
Assessment tasks
LMS discussion boards
Wikis
One on one to thousands: Expanding the
conversations of the ALL practitioner
Ingredient 1. Video camera
Image: http://www.globalmediapro.com/dp/A28S82/Sony-DSR-PD177P-DVCAM-Camcorder-PAL/
One on one to thousands: Expanding the
conversations of the ALL practitioner
Ingredient 2. LMS
One on one to thousands: Expanding the
conversations of the ALL practitioner
Ingredient 3. Editing software
Image: http://community.avid.com/forums/p/67668/378855.aspx
One on one to thousands: Expanding the
conversations of the ALL practitioner
Ingredient 4. Ability to use the equipment
One on one to thousands: Expanding the
conversations of the ALL practitioner
Process
Pre-Shoot
Preparatory discussions
On the day
Room set up
After the shoot
Editing
Related resource creation
Q & A preparation
Practice
Uploading
Promotion
Venue booking
Shoot
Evaluation
One on one to thousands: Expanding the
conversations of the ALL practitioner
Why the Electronic Just in Time session?
One on one to thousands: Expanding the
conversations of the ALL practitioner
Up to 4000 hits in a semester*
Student use of:
• The LMS
• The web
• Online video
• Mobile devices
The format
content-rich, assessment-task specific, user-friendly, flexible,
non-didactic, non-remedial, built on multiple sources of expertise
*4047 hits in a subject feat. 1010 students
One on one to thousands: Expanding the
conversations of the ALL practitioner
Accessibility and flexibility
Integrated session
(face to face)
Electronic Just in Time
session
Time and place specific
Anywhere, any time
Increased attendance → impact on
venues and staffing
Increased popularity → no effect on
administrative demands
Timing and content broadly aligned
with needs of the student group
Content can be skipped, skimmed,
scrutinised or replayed according to
needs of the individual
One on one to thousands: Expanding the
conversations of the ALL practitioner
Potential for broader teaching and learning impact
AALL Principles
2. That we collaborate with institutional colleagues on student learning goals,
curricula, teaching and assessment, in order to improve the teaching and learning
culture within higher and further education institutions;
5. That in our role we are integral to the process of improving the quality of learning
and teaching in higher and further education institutions.
(Association for Academic Language and Learning, 2010)
Advisers as "catalysts for systemic change, facilitators of organisational learning,
[and]…partners in the transformation of university teaching and learning"
(Webb, 2002, in Skillen, James, Percy, Tootell, & Irvine, 2003)
One on one to thousands: Expanding the
conversations of the ALL practitioner
Multiple Sources of Expertise
Only 62% of first year students in Australia report that “staff are good at
explaining things” (James, Krause & Jennings, 2010, p. 58)
“Activities and standards require disciplinary and contextual interpretation if
they are to be understood, yet discussion of processes and reference
points for determining standards are relatively rare.” (Boud, 2010, p. 2)
One on one to thousands: Expanding the
conversations of the ALL practitioner
Adviser as Outsider
Image: http://www.rowthree.com/2010/05/05/maya-deren-meshes-of-the-afternoon-late-night-wanderings/
One on one to thousands: Expanding the
conversations of the ALL practitioner
Developmental, discipline-specific learning
‘English’, ‘skills’, ‘Academic discourses’, ‘academic literacies’, ‘everyday
literacies’, ‘professional literacies’ (Melles, 2001; Harper, Prentice & Wilson
2011)
“Advisers are quickly sucked beneath the surface of their students’
texts and immersed in the intellectual matrix of each discipline, to grapple
with questions of ‘-ography’ (i.e. of writing in and for a discourse
community) ... What is lacking is regular institutional means of bringing us
into the same conversations, to share what we know on the basis of
mutual respect” (Chanock, 2007, p. 274)
One on one to thousands: Expanding the
conversations of the ALL practitioner
Expanding Conversations
“Many Australasian students do not ever discuss their grades, ideas from
classes or career plans with their teachers – 32.2 per cent, 46.7 per cent
and 52.6 per cent respectively” (Australian Council for Educational
Research, 2010, pp. 22-23).
“Student-teaching interaction appears impersonal and distant for many
students” (James, Krause & Jennings, p. 5)
One on one to thousands: Expanding the
conversations of the ALL practitioner
Where to from here?
Image: http://wallpaperblog.wordpress.com/2007/12/21/blue-sky/
One on one to thousands: Expanding the
conversations of the ALL practitioner
References
Australian Council for Educational Research. (2010). Doing more for learning: Enhancing engagement and outcomes. Retrieved from 1
October, 2011 from http://ausse.acer.edu.au/images/docs/AUSSE_2009_Student_Engagement_Report.pdf
Association for Academic Language and Learning. (2010). Association for Academic Language and Learning Position Statement, 2010.
(based on Carmichael, E., Hicks, M., McGowan, U. & van der Wal, A. (1999), The Position of Academic Language & Learning Skills
Advisers/Lecturers in Australian Universities1995-1999, Revised and updated by Annie Bartlett. Retrieved May 17, 2011 from
http://www.aall.org.au/sites/default/files/AALLpositionStatement2010Final.pdf
Chanock, K. (2007). What academic language and learning advisers bring to the scholarship of teaching and learning: Problems and
possibilities for dialogue with the disciplines. Higher Education Research and Development. 26 (3), 269-280.
Harper, R., Prentice, S. & Wilson, K. (2011). English language perplexity: Articulating the tensions in the DEEWR “Good Practice
Principles”. The International Journal of the First Year in Higher Education, 2(1). 36–48. doi: 10.5204/intjfyhe.v2i1.51
James R., Krause, K. L., Jennings, C. (2010). The First Year Experience in Australian Universities: Findings from 1994 to 2009, Centre
for the Study of Higher Education, The University of Melbourne. Retrieved May 14, 2010 from
http://www.cshe.unimelb.edu.au/research/FYE_Report_1994_to_2009.pdf
Melles, G. (2001). LAS Centre identities and practices within higher education: Fragments for negotiation. In B. James, A. Percy, J.
Skillen & N. Trivett (Eds.), Changing Identities: Proceedings from the National Language and Academic Skills Conference. University of
Wollongong. Retrieved, July 12, 2011, from http://learning.uow.edu.au/LAS2001/unrefereed/melles.pdf.
Percy, A. (2011). Making sense of learning advising: An historical ontology. Doctoral thesis. University of Wollongong, 23 September
2011
Ransom, L. & Grieg, J. (2007). Benchmarking the LLSU: An investigation into the policies and practices at ten partner institutions for
quality improvement purposes. Retrieved 28 October, 2011 from
http://cms.unimelb.edu.au/__data/assets/pdf_file/0003/471378/Benchmarking_the_LLSUnew.pdf
Skillen, J., James, B., Percy, A., Tootell, H., & Irvine, H. (2004). From integration to transformation. In P. Zeegers & K. Deller-Evans
(Eds.) Refereed Proceedings of the Biannual Language and Academic Skills in Higher Education 2003 Conference, Flinders University.
127-138.
Wingate, U. & Dreiss C. (2009). Developing students’ academic literacy: an online approach. Journal of Academic Language & Learning
3(1), 14-25. Retrieved May 14, 2010 from http://journal.aall.org.au/index.php/jall/article/viewArticle/65
Images University of Melbourne unless credited
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