Video from March Learning Lunch Box

The first Learning Lunch Box for 2014 was held on Wednesday 26 March at the Peninsula campus. Thank you to the presenters and everyone who attended.

The video of the presentations (duration 52:17) can be viewed here or below.

Slides from March Learning Lunch Box

Presentation 1: Transforming the traditional lecture/tutorial: Challenges and opportunities
Justen O’Connor & Ruth Jeanes, Senior Lecturers, Faculty of Education




Presentation 2: A curriculum mapping exercise for first year pharmacy students
Dr David Manallack, Senior Lecturer, Faculty of Pharmacy & Pharmaceutical Sciences

The presenter acknowledges the work of Laurence Orlando in the creation and development of this idea.

David manallack presentation from rachelsaffer

Presentation 3: I know everything and you know nothing… Now tell me what you know 
Dr Denise Chapman, Lecturer, Faculty of Education

Photos from March Learning Lunch Box

Videoconferencing details for March Learning Lunch Box

Videoconferencing for the Learning Lunch Box on Wednesday 26 March will be available at the following locations:

Campus	Room no
Clayton	G21, Building 75 (Monash STRIP)
Caulfield	H782 (Building H, level 7)
Sunway	Computer Lab 12 (9-5-03)
Parkville	Large Meeting Room, 5th Floor, Building 404

There is no need to register to attend the videoconference sites. 

Please note the session will be recorded and the video will be available on this site shortly after the event.

Learning Lunch Box March 2014

Wednesday 26th March 2014, Peninsula

The next Learning Lunch Box, presented by the Office of the Pro Vice-Chancellor (Learning & Teaching), will feature presentations by Dr Justen O'Connor, Dr Ruth Jeanes, Dr David Manallack and Dr Denise Chapman.

Date: Wednesday 26 March 2014
Time: 12pm - 1pm
Venue: A117, Peninsula Campus (Building 601, level 1)

Presentation 1: Transforming the traditional lecture/tutorial: Challenges and opportunities
Justen O’Connor & Ruth Jeanes, Senior Lecturers, Faculty of Education
Transforming a lecture-tutorial-based unit into one incorporating workshops, flipping the classroom and online resources presents many opportunities and challenges. We provide a case study of our attempts to transform a second year undergraduate community, physical activity and wellness unit. Learners presented both positive and negative responses to the changes and we have thrown some ideas out and are trying new ones. Repeating introductory content knowledge in repeat tutorials is one place we have imagined time savings. Team teaching also presents new opportunities. We look forward to sharing some answers and highlighting some problems.

Presentation 2: A curriculum mapping exercise for first year pharmacy students
Dr David Manallack, Senior Lecturer, Faculty of Pharmacy & Pharmaceutical Sciences
In second semester 2013 we ran a mapping activity for the first year students where they were asked to build a pharmacy curriculum. The mapping task (in the form of a board game) involves building a 4 x 9 wall of subjects to represent a pharmacy curriculum. Roving tutors fuel the process prior to a general discussion on the curriculum. A survey after the exercise showed that 80% of students agreed they had a better understanding of curriculum–subject needs following the activity. International students particularly valued the activity and overall, students and staff considered the activity to be highly worthwhile. This presentation will give an overview of the mapping exercise and the results of the student survey.

Presentation 3: I know everything and you know nothing… Now tell me what you know
Dr Denise Chapman, Lecturer, Faculty of Education
The assessment process is intended to guide education students’ learning and encourage them to shape children's futures. For many university students going into teaching, assessments are stressful as they can indicate capacity for prepping children for the future. This presentation proposes that one way of ameliorating this is through the use of e-Instructions, which capitalise on assessment as a literacy experience. E-Instructions use multiple types of text (pictures, video, and other digital means) to create a community of learning that encourages students to feel welcome, even excited, to join in the assessment process. This collective experience not only made a difference in the number and quality of questions university students posed regarding the assessment tasks, it also changed the role of lecturer to community participant and co-mediator of the assessment process with students.

Videoconferencing with other campuses will be available. 

Places are limited, so please book early.

Register Here

RSVP by Friday 21 March 2014

If you would like more information on this event, please contact Rachel Saffer at rachel.saffer@monash.edu or telephone 99034478.