An acknowledgement We would like to show our respects and - - PowerPoint PPT Presentation
An acknowledgement We would like to show our respects and Acknowledge the Bedegal people who are the Traditional Custodians of the Land, of Elders past and present on which this Alumni Network takes place. The FULT Alumni Network aims to
BE, MEng, PhD, MIEEE, FHEA Lecturer, School of Electrical Engineering and Telecommunications Laboratory and Casual Staff Coordinator
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Dr Inmaculada Tomeo-Reyes School of Electrical Engineering and Telecommunications
ELEC1111 is an introduction to electrical engineering for both electrical and telecommunications engineering students and other engineering disciplines. It is a first year course
Before FULT…
– Lectures: 3 hrs/week (450-650 students per room) – Tutorials: 1 hr/week face-to-face (120 students per room) + weekly online tutorials – Labs: 2 hrs/week (60 students per room)
– Mid-term exam (individual) – Laboratory Assessment (pairs) and exam (individual) – Online quizzes (individual) – Final exam (individual)
Background
Telecommunications Engineering, and Master in Multimedia and Communications (2010), UC3M, Spain.
Main Research Interests
from each other.
goals.
learning.
“Students who find academic staff available and helpful are more engaged with their studies than those who do not. […] About 30 per cent of students do not seek advice from academic staff. Importantly, this group of students was most likely to report low achievement levels in the first semester of their studies. This could have implications for student retention.”
(The First Year Experience in Australian Universities: Findings from Two Decades, 1994 – 2014; Baik, Naylor & Arkoudis)
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Suggest students to use it for questions about course requirements or assignments, rather than sending emails.
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Encourage students to answer questions, but check regularly.
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Set expectations for response time.
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Dedicate specific hours to responding to forums/email.
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If possible, use appropriate tools to reduce time spent on emails and/or prevent emails coming back and forth.
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Encourage communication.
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Acknowledge the student’s issues.
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Respond in a professional tone.
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Include “Course convenors” and “Course contacts” blocks in the Moodle page
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Make it easy for them to contact you by providing different options
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Address student’s issues with compassion and empathy
However, in ELEC1111 tutorials:
most of the students learned the content, several had important gaps in their knowledge
According to the literature, learning is a process that:
cognitive engagement
ELEC1111 tutorials were redesigned in such a way that: (a) Students had opportunities to direct the learning process and engage with it (b) Students had opportunities to collaboratively solve real wold problems which simulate what is asked of and done by professionals. (c) Tutors became facilitators rather than formal authorities
Tutorials in T1’2019:
These new tutorials offer students authentic learning experiences by using real world problems which have to be solved in groups. Students in each group should work together, supported by tutors, to come up with and verify solutions.
students’ own pace)
to complete at students’ own pace)
allows them to take an active role in their learning and has a positive impact.
skills of engineers, who normally work in teams to tackle real world challenges.
Before:
interaction between students)
After:
learning space
groups with the support of the tutor
employability, so the new tutorials are based on real wold problems and simulate what is asked of and done by professionals.
Before: After:
learning experiences. Some (simplified) design problems were used in the new tutorials. Before After
Bloom’s Taxonomy
and an environment in which it can flourish, so that groups reach a successful solution.
– Peer mentoring does not usually involve significant differences in age, experience or rank, which facilitates increased levels of mutual expertise, equality and empathy.
Before:
After:
with the support of the tutor
and started enjoying the method over traditional tutorials. This resulted in an increased in-class engagement. – From ~25% attendance in Sem2’18 to ~50% in T1’2019
– Increase of the average mark of contextualised questions on the same topic with similar difficulty:
▪
Capacitors (mid-term): from 6.7/15 in Sem2’2018 to 9.1/15 in T1’2019
▪
OpAmps (final): from 11.1/15 in Sem2’2018 to 13.4/15 in T1’2019
▪ Phasors (final): from 10.7/15 in Sem2’2018 to 11.3/15 in T1’2019
and helpful in reinforcing the understanding of the course. They also appreciate the collaborative component.
“ The new style of face–to–face tutorials were well done, especially with the focus on practical, scenario based questions which would otherwise not be covered in the lectures or textbook” “The Tutorials I found were rather helpful, and interesting as they were more grounded in reality, and required more problem solving skills” “I love the interactive tutorials. Being in a group and talking with each other face to face was a great way to relive my nerves, especially as a first year. I find it very enjoyable to come to the tutorials. The content in the tutorials was very useful, I like the practical questions” “The tutorials were hands down the best addition to the course. They solidified
whole new way, that would help us actually apply these topics in our engg1000 and other pursuits”
improvement.
“The face–to–face tutorials were a little inconsistent in length and difficulty. This never caused me any concern, but it may be worth rectifying. Additionally, I found that, if I required help during these tutorials, it was sometimes necessary to wait for rather a long time owing to the number of students in the room. If possible, smaller tutorial sizes would be
“And maybe include more engaging group activities in the tutorials instead of just 'discussing' with members” “I would like tutorial worked solutions to be posted since the tuts are large classes and my tut was at Friday 9am and I'm definitely not a morning person so sometimes I go through the tut confused and don't ask questions because I'm not in a mental state to process information” “These tutorial questions could be improved by beginning with purely theoretical exercises […] and then move on to scenario based questions. This would have allowed for me to get the basic technique down before moving to more difficult questions”
Apart from the feedback provided in laboratories and tutorials, what could work well in a class with 600+ students?
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Summary of class strengths and weaknesses after grading
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Use of polling tools (e.g. Zeetings, Mentimeter, Lecture Recordings+, …) in lectures
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Posts to class discussion forum
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Automated feedback through
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Add marks
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Embed comments throughout the assignment by writing directly into comment boxes
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Reuse commonly used comments from a comments library
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Provide general comments and audio comments
Lens 1: The autobiographical lens
‒ Record teaching and learning experiences ‒ Create a teaching portfolio to record your teaching philosophy, goals, aids, recordings, reflections, feedback, and evaluations
Lens 2: The lens of our students' eyes
‒ Undertake a group discussion during a tutorial session about the teaching/course ‒ Provide students with an evaluation questionnaire
Lens 3: The lens of our colleagues' experiences
‒ Have a critical conversation with an experienced lecturer who works in the same faculty to help you check, reframe, and broaden your teaching practice ‒ Undertake peer observation
Lens 4: The theoretical lens (based on educational literature)
‒ Engage with articles from the literature of teaching and learning. ‒ Document your engagement with and reflection on the literature of higher education.
Dr Lisa Anne Williams Faculty of Science Awe in Science Learning Dr Christine Mathies UNSW Business School The Power of Student Feedback Commendation Award Dr Jessica Macer-Wright Rural Clinical School Keeping the Rural in Rural Medicine
https://www.business.unsw.edu.au/our-people/christinemathies https://research.unsw.edu.au/people/dr-lisa-anne-williams
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