in Labs & Lessons
Fifth Annual Symposium
Friday December 6, 2019
University of Sydney
The Blended Learning in Labs & Lessons Symposiums are held annually at the University of Sydney.
This year our symposium welcomes Jane MacMaster (Ponder) and Dr Kay Colthorpe (University of Queensland) as keynote speakers exploring the theme of Complex problem solving and Self-regulated learning.
Meloni M. Muir & Sharon Herkes
School of Medical Sciences
Faculty of Medicine and Health
THE UNIVERSITY OF SYDNEY
8:45 am Registration opens – Level 1, New Law Annexe, Eastern Avenue Mall
9:00 am Interactive Lt Demonstration – Seminar room 100
ADInstruments will demonstrate their online learning platform Lt and its use across a variety of teaching contexts. There will be opportunities to ask questions and if time permits a chance to explore Lt yourself on your own device.
Liam Farley, ADInstruments
9:30 am Session 1: Lecture Theatre
Opening & Welcome to Country
Keynote Presentation: Complex Problem Solving
Jane MacMaster, Ponder Enterprises Inc.
10:20 am Morning Tea – Seminar room 102
10:45 am Session 2: Lecture Theatre
Keynote Presentation: Scaffolding self-regulated learning behaviours
Dr Kay Colthorpe, University of Queensland
11:25 am A framework and language to improve learning when managing and solving complex problems
Assoc. Prof Keith Willey, University of Sydney
11:50 am Creative, scaffolded approaches to Reflection for Learning
A/Prof Kate Lloyd & Dr Kathryn McLachlan, Macquarie University
12:15 pm Lunch – Seminar room 102
1:00 pm Session 3: Workshops – Choose from one of the following.
A: Complex Problem Solving Strategies
Seminar room 105
B: Scaffolding self-regulated learning behaviours
Seminar room 107
3:00 pm Closing Presentation: Lecture Theatre
Teaching, Learning, Understanding
Emeritus Professor Tony Macknight, ADInstruments
2015 American Physiological Society, Claude Bernard Distinguished Lectureship Awardee
3:20 pm Networking Drinks
New Law Annexe
University of Sydney
Interactive Lt Demonstration
Liam will demonstrate ADInstruments' online learning platform Lt and explain how it can be used in a variety of teaching contexts. There will be opportunities to ask questions and if time permits a chance to explore Lt yourself on your own device.
Liam Farley (ADInsturments) Liam completed a Masters in Physiology at the University of Otago, coincidentally where Prof Tony Macknight worked and where ADInstruments was 'born'. During this time Liam used ADInstruments hardware and software as a student. While studying Liam developed a strong
interest in education and went on to be a Teaching Fellow and to again use ADInstruments hardware and software, though this time as an educator. It was a natural progression for Liam to move down the road to ADInstruments to take up a position in the Content Team as an Instructional Designer. 18 months ago Liam stepped into the Customer Success Manager role where he still remains today, working with educators to achieve theirs and their students' goals.
Creative, scaffolded approaches to Reflection for Learning
Reflective practice can support transformative learning (Mezirow, 1991) and skills development including metacognition, creativity, and life-long learning (Harvey, et. al. 2010). While we cannot assume that students and teachers have developed a capacity for reflective practice, we do know that the development of reflective practice skills can be scaffolded and taught (Coulson & Harvey, 2013). This presentation gives a short overview of key concepts developed by the Reflection for Learning Circle and outlines the key theoretical approaches that underpin reflective practice, the role of reflection for learning, and how students and teachers can be scaffolded to develop their reflective capacity. A suite of scholarly based reflective activities and resources to support reflection for learning are introduced. The evidence that supports each of these activities is also shared. In addition to traditional text-based approaches, these resources ‘move beyond the diary’ (Harvey et al. 2016) to include a range of modes, including arts-based, embodied, mindful and technological biofeedback approaches.
A/Prof Kate Lloyd (MQ) is the Academic Director of Learning, Teaching and Research for the Professional and Community Engagement (PACE) program at Macquarie University which received the AAUT award for programs that enhance student learning. Through her role she has contributed to the PACE objective of enhancing community-university relations through transformative learning and teaching, research and community service and engagement. Kate’s work focuses on projects which take an applied, action-oriented and collaborative approach to research characterised by community partnerships, co-creation of knowledge and an ethics of reciprocity. She holds an ARC Discovery grant (2019-2021) on Intergenerational communication of Indigenous knowledges and has held an OLT grant on co-creating curriculum with PACE international partners in Cambodia, Vietnam, Malaysia, Philippines, India, Fiji, Indonesia and Peru. Kate is also passionate about innovative teaching, curriculum development and course design in the area of experiential and work integrated learning. She has led research on reflective practice as a research and teaching method and is part of the Reflective Practice Learning Circle whose work is underpinned by (i) creative efforts to curate, and design, innovative approaches to reflection, and (ii) reflective exploration of our own practice, as teachers and learners.
Dr Kath McLachlan (MQ) received her PhD, on the importance of critical self-reflection for community development workers, from the University of Qld. For the past six years Kath has worked as the Academic Director of PACE (Professional & Community Engagement) in the Faculty of Human Sciences at Macquarie University. Kath has been responsible for the successful development, implementation and scalability of the PACE program over that time. Kath has an extremely strong background in the community development sector, particularly in regional settings, as a Practitioner, Educator and Researcher. She believes that participatory approaches build the capacity of individuals, organisations and community, whereby people work and learn together for mutual benefit. Over this time Kath has also taught, researched and engaged in reflective processes, as a critical aspect of learning and teaching, and professional practice, and as a way of developing and building team capacity and cohesion. She has worked collegially to develop and refine a suite of reflective practice resources, and collaboratively delivered workshops on creativity and reflection, both nationally and internationally.
Teaching, Learning, Understanding
Emeritus Professor Tony Macknight was integral to his son Michael's development of the PowerLab data acquisition and analysis systems. During a distinguished teaching and research career, including postdoctoral research at Harvard Medical School and appointment as Professor of Physiology at the University of Otago, Tony was aware of life science's need for an improved method of recording and analyzing physiological signals. Now retired from fulltime teaching and research, Tony continues to act as a scientific consultant to
ADInstruments. This includes travelling worldwide to consult about the company's products with leading life science researchers and educators and ADInstruments staff. Tony has been awarded an MBChB, PhD and MD, and is currently a part-time Professorial Research Fellow at the University of Otago. In 2015, he received the American Physiological Society, Claude Bernard Distinguished Lectureship Award. He is now finishing “Understand your Physiology”, that provides a complete, active learning, cloud-based coverage of Physiology that is designed to provide the online component of a blended learning program.