Learning and Teaching Forum 2014 - Personalised Learning: Difference between revisions

Revision as of 10:50, 19 September 2014

Working together with students online as individuals and in groups

Dr Mark Hill

Dr. Mark Hill, Anatomy, School of Medical Sciences.

This digital kiosk presentation will highlight how undergraduate students have worked individually and together online since 2009 using Wiki tools and communication. The presentation will demonstrate this process promoting individual student self-directed learning, critical thinking and working collaboratively in groups. Students initially personalise their learning experience by “owning their own content” and allowing their peers to see how they work. This open online environment establishes a level playing field, allowing students to not only submit their own work, but also observe how other students perform on the same tasks. How does personalised learning work in the online group-learning environment? For the first time a group project can be dissected by individual contributions, students are therefore “personalised” by knowing their contribution counts. In the group work a peer assessor process allows individual students to provide their own feedback and assessment of other group prepared projects. A valuable aspect of the entire online learning process is that students own, identify, interact with peers and still remain anonymous, being identified only by their student number. This allows individual students to safely personalise their online learning experience.

Reference:

Online Presentation - http://goo.gl/J1Jt8f

Embryology projects http://php.med.unsw.edu.au/embryology/index.php?title=Science_Student_Projects
Cell Biology projects http://php.med.unsw.edu.au/cellbiology/index.php?title=Science_Student_Projects

Poster PDF

Cite this page: Hill, M.A. (2024, June 2) Embryology Learning and Teaching Forum 2014 - Personalised Learning. Retrieved from https://embryology.med.unsw.edu.au/embryology/index.php/Learning_and_Teaching_Forum_2014_-_Personalised_Learning

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+This digital kiosk presentation will highlight how undergraduate students have worked individually and together online since 2009 using Wiki tools and communication. The presentation will demonstrate this process promoting individual student self-directed learning, critical thinking and working collaboratively in groups. Students initially personalise their learning experience by “owning their own content” and allowing their peers to see how they work. This open online environment establishes a level playing field, allowing students to not only submit their own work, but also observe how other students perform on the same tasks. How does personalised learning work in the online group-learning environment? For the first time a group project can be dissected by individual contributions, students are therefore “personalised” by knowing their contribution counts. In the group work a peer assessor process allows individual students to provide their own feedback and assessment of other group prepared projects. A valuable aspect of the entire online learning process is that students own, identify, interact with peers and still remain anonymous, being identified only by their student number. This allows individual students to safely personalise their online learning experience.
-This digital kiosk presentation will highlight how undergraduate students have worked individually and together online since 2009. The presentation will demonstrate how this process promotes individual student self-directed learning, critical thinking and working collaboratively in groups. Students initially personalise their learning experience by “owning their own content” and allowing their peers to see how they work. The openness of this online environment makes for a very level playing field. This does though allow them to not only submit their own work, but also observe how other students perform on the same tasks. How does personalised learning work in the online group-learning environment? Well for the first time an online group project can now be dissected by how and when individuals contributed. Students are therefore “personalised” by knowing their contribution counts. In the group work a peer assessor process allows individual students to provide their own feedback and assessment of other group prepared projects. An interesting dichotomy is that being online and freely available the students are also de-identified (by student number) but still individuals.
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+[[Media:Learning_and_Teaching_Forum_2014_-_MH_Poster.pdf|Poster PDF]]
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