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An integrated approach to complex learning through partnership pedagogy and leadership in action
Employability is a key priority for the University of Sydney Business School, and the university more broadly. This is highlighted by the university receiving consistently high rankings, 1st in Australia and 4th in the world recently. Our students are expected to engage in a developmental process resulting in new and more complex ways of thinking…
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At Scale Immersive Learning ‘Events’
There is growing consensus that didactic lectures are primarily a thing of the past and more active and collaborative delivery methods provide deeper and long lasting learning. In this blog post, Peter Bryant (Jan, 2022) details the causes and effects of magnification and multiplication in higher education. Bryant describes solutions such as Connected Learning as…
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Parallel Projects: High-impact, low-risk interdisciplinary learning
Interdisciplinary effectiveness, defined as “the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries” is one of the nine Graduate Qualities that we aim to help our students to develop at the University of Sydney. However, offering programs that fully realise this goal can be complex, and resource intensive. Opportunities do…
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Reconnect at ASCILITE 2022
The annual ASCILITE conference is happening at the University of Sydney on Gadigal land, exploring the theme: Reconnecting relationships through technology. This will be an important opportunity for the higher education sector to come together around innovation, practice and research in educational technology. We acknowledge the conference organising committee for their hard work bringing together…
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Cultivating entrepreneurs and innovators through connected learning
Connected learning is an approach that seeks to combine personal interests, supportive relationships, and opportunities (Ito et al., 2013). It emphasizes that learning should be an integrated experience situated within a matrix of contexts including formal and informal, local and global, embodied and virtual, as well as distributed and integrated (Brown & Renshaw, 2006). Prior…
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Nurturing graduate employability with prosocial engagement
Graduate employability – the ability to find, create, and sustain meaningful work across the lifespan of a career and in multiple contexts (Bennett, 2020) – is a top priority for the University of Sydney. Our graduates have been ranked the most employable in Australia and fourth globally (QS, 2022). Although our industry engagement is world…
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Connecting with students through humour
How can we connect with our students when we don’t see them? We decided to try humour. As passionate and energetic educators, we believe that fostering connections with our students is just as essential to their learning experience as providing honest feedback. Yet building connections with students online is an ongoing challenge as Zoom and…
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The virtues (and pitfalls) of student-to-student feedback – a reflection
In corridor discussions and conversations at symposia, I have often engaged in lively debates around the appropriateness of the use of student peer review i.e. student-to-student feedback specifically around in-class presentation assessments. Challenge If you work within a qualitative unit, you are acutely aware of the challenges these workshops/tutorials pose. Groups have been working on…
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Finding imperfection and impact: developing self reflection in our future managers
Management education prepares students to undertake roles by exposing them to concepts, theories and models that enhance their ability to critically appraise situations while applying technical skills from finance, economics, human resource, auditing, tax, business law and so forth. More specifically it is designed to prepare students to undertake managerial work. Managerial work While much…
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Making space for connected learning: an ecosystem approach to designing teaching spaces in higher education part 2
The first part of this blog post interrogated the structural rigidity that emerges from physical classroom design and made the case that connected learning requires a different design and emotional response from teaching spaces to be successful. This final part looks at how teaching space needs to shift the dynamics, functions, and relationships within the…
