Joint session with Martin Parisio and Melinda Lewis

23 November 2011
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Engaging students in learning through online discussion: A phenomenographic study | Martin Parisio

This presentation draws on the findings of phenomenographic research into university teachers' conceptions of learning through online discussion. It was revealed that university teachers consider online discussion in their pedagogy to - a. provide time and access; b. engage learners; c. foster a community of learners; and d. enable higher-order cognition and learning. Widening participation in higher education reinforces the challenge for teachers to encourage learner engagement. This presentation explores the adoption of online discussion as a strategy to engage learners in higher education.

Martin is a PhD student at CoCo. He has worked as an Educational Designer with Macquarie University and as a teacher-trainer with the Macquarie ICT Innovations Centre. He has three years experience as a high school teacher in rural NSW. Martin has taught undergraduate courses to pre-service teachers on using technology in schools here at the Faculty over the past two years.

Conceptual anchors or free-flowing spaces: the place of analogies, ontologies, conceptual frameworks within health science curricula renewal | Melinda Lewis

Melinda will present a snapshot of her experiences applying and developing conceptual and curriculum frameworks in the health sciences and nursing over the past 5 years. This led her to a messy pastiche of research questions around the place of conceptual anchors like ontologies, schemas, taxonomies to guide the design and development of curricula, particularly within networked (and personal) learning environments.

She will walk participants through the application of five such frameworks within the context of health professional education (HPE) including inquiry-oriented health (Harris, Matthews, Everingham & Lewis, 2007); the Perry (1970) Stages of intellectual and ethical development as sequencing rationale to design online modules (Harris, Lewis, Driscoll & West, 2009); Bloom's taxonomy of Educational Objectives (1956 + revision) to scaffold learning within nursing education; Women's Ways of Knowing (Belenky, Clinchy, Goldberger & Tarule, 1986) and disciplinary knowing in nursing (Smith & McCarthy, 2010); the Learner Role Continuum (Lever, Devonshire, Lewis & Everingham, 2009) to consider and articulate the roles of learners. This will lead to a brief discussion on the work of Dall'Alba & Barnacle (2005, 2007) & Dall'Alba (2009) around an ontology for higher education as Knowing-Being-Doing and it's relevance to learning professional ways of being and notions of becoming, drawing on Heidegger's ontology of 'being-in-the-world'.

So, let's move beyond the health disciplines to explore musical works - which have an ontological nature yet at the same time the musical pieces are individuated (Dodd, p. 23 cited in Stock, 2007). In what ways might we integrate or individuate such conceptual anchors listed above? Goodyear & Markauskaite (2009) suggest we develop a fluency/language around epistemologies, for example, epistemic fluency which enables us to combine and create coherence within multiple ways of knowing. However, are such conceptual anchors fixed or free-flowing with the tide? Melinda aims to explore this research area using a phenomenological approach.

Early attempts to link informatics with pedagogy, electronic assessment and curriculum mapping within Education Connections at the Faculty of Health Sciences led to Melinda's interest in educational data mining and learning analytics. She has been employed at Sydney Nursing School for the past 4 years undertaking curriculum renewal, education research and academic development, the eLearning representative to the Health Cluster for 3 years and presently seconded to Sydney eLearning as the Academic Director (Health). In Nursing, she teaches into Clinical and Patient Education with a focus on ICT in health education, health and digital literacy and also Simulation-based Learning in Health within the Master of Health Professional Education. Her full bio is available here.

Time: 11am - join us from 10.45am for coffee and nibbles

Location: Room 230, A35 Education Building

Cost: Free

Email: 1105013c6f143157220b0978262e417e3946