Learning should be inspiring, engaging and of practical relevance,
and foremost be a most enjoyable experience.
Scaling the Provision of Personalised Learning Support Actions to Large Student Cohorts
This project has been put forward to the Australian Office for Learning & Teaching (OLT). Our aspirations for this project, which has now become one of my Current Projects, are to improve the quality of student learning in large cohorts by scaling the deployment of Personal Learning Support Actions to large student cohorts within Australian Higher Education institutions. Here, Personal Learning Support Actions are any instructor led intervention that is designed to help students in their learning journey by recognising and acknowledging their strengths and weaknesses, and suggesting steps or mentorship interventions that are relevant to their particular situation. In a Higher Education context Personal Learning Support Actions encompasses a wide scope of situations including conventional actions such as the provision of feedback as well as content personalisation, advice on learning strategies, content recommendations, and visualisations.
The project OnTask presents an in-depth overview and a more current status.
This is a mutli-center multidisciplinary project spearheaded by Abelardo Pardo (USyd) with project teams at USyd (Abelardo Pardo, Kathryn Bartimote-Aufflick), UniSA (Shane Dawson, Dragan Gasevic), UNSW (Simon McIntyre, Negin Mirriahi, Lorenzo Vigentini), UTS (Simon Buckingham Shum, Roberto Martinez Maldonado, Jurgen Schulte) and UTexas (George Siemens).
Course Pathways: Making informed choices
This project has been put forward as UTS Vice Chancellor Learning & Teaching 2016 project and has now become a Current Projects. The aspiration of this project is to uncover statistically significant patterns in students’ course pathway choices with the help of data mining and with this information to derive individual student course-longitudinal ‘health’ indicators.
This is done with a view to provide support units, course and subject coordinators with more longitudinal focused indicators that may be used in student personal support actions (on-demand or just-in-time individualised student support). The indicators may also help to support the streamlining of course and subject content. The more students can be informed about what it would take for them (individually) to master future subject and stages in their course, the better their study experience will be and a higher overall student retention rate may be achieved.
Authentic Learning in Large Engineering and
Physical Sciences Laboratories
This project is part of a Senior Visiting Research Scholarship I have been awarded under the Key Technology Partnership program with Beijing Institute of Technology (P.R. China), which will be commencing in December 2016. The project is in collaboration with Prof Wei Liu of the School of Physics at Beijing Institute of Technology and will be focusing on the teaching practices in large first year laboratory classes (>2000 students) and authentic learning in practical education.
Curriculum Development for Large Physical Science Courses in China taught in English Language
This project is parallel to the previous one as part of a Senior Visiting Research Scholarship I have been awarded under the Key Technology Partnership program with Beijing Institute of Technology (BIT). The project is in collaboration with Prof Wei Liu of the School of Physics at Beijing Institute of Technology and focuses on the research and best practice informed establishment of courses in engineering and physical sciences taught in English language at BIT. (Commencing December 2016)