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SOTL - Learning in the Digital Age Seminar 9

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LTLT Seminar Room (HUED 108)

La Trobe University

Bundoora, Vic 3086

Australia

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These sessions comprise 2 x 30 minute presentations, with each presentation including opportunities for participants to ask questions and clarify approaches to improving the student learning experience explained. The emphasis is on providing participants with ways of implementing the innovations into their own practice. Presenters are encouraged to share resources and engage in collegial discussions.


Presentation 1:

Amy Larsen & Deanna Horvath, Examinations for learning as well as an assessment tool: the experience and outcomes of collaborative testing in a large core first year human physiology subject.

Quizzes and examinations remain as one of the most common methods of assessing achievement and assigning grades. This is particularly true for large cohorts of students, whereby they permit testing over an extensive field of knowledge, as well as efficient or even automated grading. However, the pedagogical value of such assessments is often questioned as the feedback provided is usually delayed, limited and often insufficient for learning. Too commonly there is little emphasis placed on using quizzes to help students learn. Moreover, the pedagogical value of such tasks is lost due to a lack of immediate feedback. The large health science core first year subject Human Biosciences A (HBS1HBA) introduced collaborative testing as a method of increasing the pedagogical value of assessments, while still maintaining a reasonable assessment workload. This presentation will report on the student performance and perception of collaborative testing.


Presentation 2:

Fiona Bird, Making graduate capabilities visible, explicit and systematically embedded in the science curriculum – Does it improve the student perception of skill acquisition?

A major revision of undergraduate Science curriculum at La Trobe University resulted in explicit and comprehensively embedded graduate capabilities (or skills) in subjects and courses thereby increasing their visibility for students. This program-wide study compared the student perception of skill acquisition between graduating students from 2012, who had no formal exposure to graduate capabilities throughout their studies, with graduating students from 2014 who completed the new curriculum. The student perception of learning outcomes was surveyed using the Science Students Skills Inventory. The survey questioned students on four indicators (importance, confidence, improvement and inclusion in the curriculum) to explore the extent to which seven graduate capabilities (scientific content knowledge, oral communication, writing, teamwork, quantitative literacy, ethical thinking, critical thinking/analysis and independent inquiry/research) were developed throughout their undergraduate degrees. This presentation will report on any differences in the student perception of skill acquisition as a result of the curriculum change and will explore how any gaps in the student learning of graduate capabilities might be addressed in the future.



This event will be video-conferenced to:

Bendigo: HHS1 201 Conference Room

Albury-Wodonga: AW-4-4245 (Staff VC Venue)

Shepparton: SHS-213

Mildura: MOA-102

Date and Time

Location

LTLT Seminar Room (HUED 108)

La Trobe University

Bundoora, Vic 3086

Australia

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