UniSA presents the 2022 Teaching and Learning Breakfast Series

UniSA presents the 2022 Teaching and Learning Breakfast Series

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Free

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Online event

UniSA’s Teaching Innovation Unit presents the Teaching & Learning Breakfast Series 2022

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UniSA presents the 2022 Teaching and Learning Breakfast Series image

UniSA’s Teaching Innovation Unit Presents the Teaching & Learning Breakfast Series 2022

PRESENTER: Emeritus Professor Marilyn Baird and Dr Allie Ford on behalf of the iSAP team. (Monash University)

TOPIC: Developing a programmatic approach to assessment: iSAP integrating Science And Practice

LOCATION: https://unisa.zoom.us/j/86260916792?pwd=VLbH8LC7p-aFNntCwWJqYWseyt8yzf.1

DETAILS: Over the past decade or more, iSAP has spread beyond our Medical Imaging and Radiation Sciences department to 16 schools and departments across the faculty and beyond. This growth reflects the usefulness of the framework in developing a programmatic approach to assessment and providing academics with an effective and efficient way to give timely and useful feedback to students about their assessments. In this session, we will unpack the iSAP framework and showcase a diverse range of different cases linked to learning in topics from cultural safety to rubric development, and from systemic risk assessment to managing paracetamol overdoses. We also illustrate how iSAP cases are managed and renewed within the University Learning Management System.

BACKGROUND: By design the 5-step iSAP framework manages the gap between textbook accounts of practice and the lived experience of that practice. It invites students to purposefully and actively engage with cases arising from work-based practice and construct new knowledge and understanding that can be usefully applied in workplace contexts. The learning process begins with an authentic workplace scenario (Step 1) and a range of procedural, technical, cultural, professional, political and ethical issues (Step 2) students need to address in the creation of an evidence informed response to them (Step 3). Upon submission of their response, students access model responses from experts/practitioners (Step 4) to which they are invited to reflect upon by critically comparing their initial responses to those provided by the experts and highlighting the relevance of their learning from the case for their future studies or professional goals (Step 5). In this way iSAP addresses the feedback challenge: initially by requiring a student response to the issues and secondly by obliging students to carefully consider the expert response as well as re-considering their own response after it has been submitted. Further, we believe this requirement teaches students how to reflect upon action. It also acts as a trigger to help students to understand how expertise develops through experience, critical thinking and the active management of feelings, values, beliefs and prejudices.

Questions? Please email stuart.dinmore@unisa.edu.au

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