3 minute read
Internationalisation of the Curriculum with Technology-enhanced Learning and Teaching (TELT
Ch 3 Our Programmes with Partners
Internationalisation of the Curriculum with Technology-enhanced Learning and Teaching (TELT) pg 8 Educational Inquiry Using a Data-Driven Approach in Differentiated Instruction pg 10 Action Research for Technology-Enhanced Learning pg 11 Signature Pedagogies in Education and Arts Practice pg 12 Envisioning Inclusivity in Arts Practice pg 13 Artistic Research as a Seminal Series (ARSENAL) pg 14 DAR:E Diversity in Artistic Research: Exposition pg 19
Advertisement
Internationalisation of the Curriculum with TELT supports excellence in teaching through equipping and mentoring lecturers with the skills to harness technologies for student-centred learning. Through the documentation of best practice cases, the project adopted a research-led approach to capture exemplars of excellence in technology-enhanced teaching.
Initiated by the University of Otago, this project involved technological mentoring of NAFA colleagues. Colleagues participating in this project included Jeremy Wong and Alicia de Silva (Music), Tan Choong Kheng (Fine Art Teaching), Abraham Lim Geng (Design and Media), Wang Ming Shan and Jennifer Chor (Library). August 2020 to May 2021
Colleagues were supported to develop instruments for student feedback, formative and summative assessments, and to consider the use of learning analytics to capture various aspects of the student learning experience where appropriate. There were individual mentor-mentee discussions to review lesson implementation.
As part of the project, colleagues documented their online curriculum deliverables, and gathered for circles of practice on 24 March and 5 May 2021 to share their TEL pursuits. Participating colleagues exchanged views about how they had become more informed on instructional content, and more open to embrace technological devices. They also learnt about online pedagogical knowledge and the importance of planning lesson materials/ strategies from the students’ perspectives.
The TELT mentors Associate Professors Ben Daniel and Joyce Koh Hwee Ling from the Higher Education Development Centre at Otago commended NAFA colleagues on the work, thinking, planning and experimentation involved in the documentation of technology, and encouraged NAFA to further consider how technology can be enhanced to stimulate the emotional intelligence of our learners. “ The online course was well structured and paced, with sufficient ‘space’ that the facilitators have created for everyone to discuss, reflect, and create. The sessions had a clear learning trajectory with each session focusing on specific content objectives. When applying to my own teaching, ID enables me to re-examine my own theory lessons through the different factors and processes that affect the students’ learning experience. As a result, it allowed me to further reflect on my teaching strengths and weaknesses. The different online learning activities suitable for remote learning were very useful to support specific teaching situations and desired learning outcomes. In summary, the course was able to strike a useful dialogue and balance between TEL and my own teaching practices.”
Jeremy Wong
Adjunct Lecturer, School of Music
A comprehensive programme was offered to provide participants with research skills to identify a research problem, design a research study, and gain more experience in commonly-used research methods. Participants learned about basic statistics and qualitative coding to analyse research data, and how to interpret results from data analysis.
The workshops culminated in a virtual seminar in August 2021, featuring a keynote on qualitative interviewing and researcher reflexivity by Dr Stefanie Reissner (Reader, University of Newcastle), along with three research presentations by James Sin (Design & Media), Lim Tee Heong (Music) and Seah Hui Ling (3D Design). Collectively, the trio worked from February to August 2021 with independent research consultant Dr Yang Chien Hui to present qualitative research findings on socioemotional learning, music theory pedagogy and differentiated instruction respectively.
