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  1. Conditions for success: Technology Enhanced Learning

    Dr Michael Henderson will present findings from an OLT Strategic Commissioned project Technology Enhanced Learning: What works and why? This joint project between Monash and Griffith Universities used large scale surveys, focus groups and interviews with staff to identify patterns of reported use, perceived usefulness and cases of success. The findings reveal a somewhat prosaic function of technology for learning, as well as the ongoing struggle of innovation in individual practice that emerged from, and sometimes despite, institutional strategic planning. The presentation will propose a series of "conditions for success" and the ongoing results of the current feed-forward consultation with leaders within all 39 Australian universities.

    A Melbourne CSHE Innovations in Teaching and Learning seminar.
    March, 2015

  2. The Neuroscience of PowerPoint

    Speaker: Jared Horvath, Melbourne School of Psychological Sciences

    Love it or hate it, lectures utilising slideware constitute a major portion of university educational practice. As such, it's important we understand how to get the most from these tools. In this talk, we will explore what the neuroscienctific, psychological, and educational research says about what does (and does not!) work with slideware. Ideally, participants will leave with a set of tools and concrete examples they can use to improve their own PowerPoint slides.

    Part of the Melbourne Centre for the Study of Higher Education, Innovations in Learning and Teaching seminar series/

  3. The Agile Glacier – Stability and change in Australian higher education

    Depictions of change in universities include narratives of plodding glacial progress and impending demise triggered by technological revolution and competition. The durability of universities as an institutional form is a testament to university adaptability and conservatism. One way or another, universities have been able to generate income to fund their operations and have significantly increased the scope of their operations over time. Growth in income, student numbers and research activity is self-evident in across Australian universities. What is less well understood are the dynamics of change in higher education financing policy that enables universities to grow their income and operations.

    This Ideas and Issues Seminar examines the relationship between higher education financing legislation and change in universities. Through pinpointing significant shifts in higher education financing, the ideas and issues that have defined Australian higher education emerge, revealing recurring themes and agile versatility.

    Matt Brett
    Senior Manager, Higher Education Policy, La Trobe University

  4. More than just MOOCing around about: the what, how, why, who and wherefore of a mass online course

    For someone who has lived through decades of technological innovations in teaching since overhead transparencies replaced chalk, the experience of delivering a Mass Open Online Course has been fascinating. This paper describes that experience and reflects both on the implications of the model for campus-based teaching and learning and on the future of MOOCs themselves.

    Emeritus Professor Peter McPhee
    University of Melbourne
    2014

  5. Linking University Research and Teaching

    In our 1996 meta-analysis we demonstrated a close to zero relationship between university research and teaching. This session will update the research findings on the relationship, comment on the resistance to evidence based research, and provide an interpretation of a null finding that may lead to a higher relationship between the quality or teaching and research.

    Professor John Hattie
    Melbourne Graduate School of Education (MGSE)
    University of Melbourne
    2014

  6. Does Higher Education Make You Think?

    Higher education is a noble and longstanding enterprise. And yet, curiously, it has not been a particularly self-reflective one. Especially in times of economic or political difficulty, the academic community has been more ready to analyse and campaign about what is being done to it than what it does to itself and to its most important members—its students. All too often we can focus on issues like funding, economic returns on investment, relative institutional prestige and the like, and ignore what tutors and researchers working directly with students frequently hear in interviews: “it changed my life”. This seminar is based on my new book, The Question of Conscience: higher education and personal responsibility (London, Institute of Education Press, 2014). In it I examine several distinct claims about what higher education does to and for students: in existential terms (how students come to be); in epistemological terms (how they think and appraise information); in behavioural terms (how they learn to conduct themselves); and in positional terms (both through competition and collaboration).

    Professor Sir David Watson
    Principal, Green Templeton College, University of Oxford
    2014