Supporting faculty in developing teaching and learning projects with Rosalina Chiovitti & Dan Eng

Rosalina Chiovitti: Hi, I’m Rosalina Chiovitti,
and I’m with the Centre for Teaching and Learning, and really exciting things going on here,
and here is Professor Dan Eng. Dan Eng: Thank you. Teaching at School Media
Studies and IT. Rosalina Chiovitti: Yes, and we have been
working together in terms of a teaching/learning project, and Dan is really excited about looking
into action learning approaches, and using those with his students or learners. And,
its so exciting Dan, around how you want to accommodate different learning styles, and
so on. Dan Eng: Yes, I think you highlighted the
key objectives here quite nicely. (Can you see that from there?) Okay so, we’re going
to have to facilitate learning outcomes by accommodating individual styles and competencies.
We’re going to explore the feasibility of providing alternative and additional evaluation
streams, for not just the teachers, but oneself. And, this is to, of course, achieve course-learning
outcomes. Third, we’re going to look, or examine the interplay between learning styles of inter-cultural
tendencies. And, finally, we’re going to develop an action-based learning proto-type, which
of course will occur over the next couple months. Rosalina Chiovitti: So exciting! And as you
can see here, Dan has, you know, in the formative process here, we’ve been creating, and re-creating
this, isn’t that right? Dan Eng: That’s right. That’s why that board
is such a hodge-podge there. Rosalina Chiovitti: That’s exactly right,
and we’ve been writing in, and clarifying different things, like, for example, around
weather we’re working to help students and learners adapt, or be transformative, or a
combination of the two. Dan Eng: That’s right. I like the way you’ve
drawn that venn diagram and isolated on the moments of transformation because that’s very
consistent with my own belief and understanding of how that might happen. Rosalina Chiovitti: And the really exciting
thing, Dan, you were talking about is, in going through this whole process, is that
it’s made you reflect upon the different components of the course outline in terms of participation,
and the importance of self-reflection, that you were- Dan Eng: Yeah, I think what was really good
was that it examined the three key elements of acting, thinking and reflection, and that
circle, how it goes around. I think that was a great framework that you got us on. Rosalina Chiovitti: Well, and its wonderful
how you were able to build on that in regard to what’s actually happening in the course
based on what you’ve crafted in the course outline around knowledge, skills and attitudes
and locating that. But actually, in grounding it, in what they’re actually doing. And I
love this here Dan, that you added around- Dan Eng: Yes, this is what I call a learning
curve, so at the beginning, say, some of my students are programmers are at this part
here, at this point, and then maybe 30 years later, on this axis, they’ll be at this point,
and the trick is to, for them, on a self- assessment basis, determine where they are
on this curve. So at the beginning, at their first job, maybe they’re just programmers,
and they have very limited ability to be technically be leading teams. But ove r here, maybe perhaps
later on, 5 years down the pipe or whatever, their ability to program may still be there,
but now they have this additional leadership capability, a level 1 type leadership level.
So, it’s kind of looking at that from their own perspective on where they are on that
curve over the next 30 years. Rosalina Chiovitti: So really, it’s been really
exciting Dan, how, you know, you’re navigating through the impact that you’re looking at
in terms of life-long learning processes. Dan Eng: That’s right, and I think the key
point that you isolate quite nicely: it’s an ongoing process. So, just as this is an
ongoing process, which has sort of no beginning or end, life-long learning is like that. And,
one of the things that we’ve talked about, and I liked how you’ve tried to draw this
back to the course outline is this participation evaluation outcome, and that I’m going to
capture through this piece here, this reflection piece, and how it leads nicely to life-long
learning. In other words, reflection allows facilitation of life-long learning, and that
is really the key part of what I believe is my job is with my students. Rosalina Chiovitti: So we’re really, you’re
really working hard here in building this, looking at how we can do things better, how,
you know, you can change what you’re already doing in a way that meets the outcomes that
you’re looking for. Dan Eng: Yeah. One thing that I wanted to
share with you, and it was for me was a very instructive process, is, you talked about
the terms of reference, and you’ve talked about change, evolve and on-going, and that’s
how I realized that I had been working on the premise of adaptive (processes), which
embraces these two pieces, versus transformative, which talks about, really, an evolution part.
Right, so that was a very interesting, you know, kind of trigger for me to get those
two terms in really a better place in my mind. That was a very, I thought it was a very constructive
device for that. Rosaline Chiovitti: Great! Well, stay tuned
for the next installment and how this exciting project is going to evolve based on Dan’s
grassroots experiences with his students. Until next time! Dan Eng: Alright, Thank you Rosalina!

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