Grad Cert Tertiary Learning and Teaching, my APL presentation

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Information about Grad Cert Tertiary Learning and Teaching, my APL presentation

Published on September 19, 2008

Author: samuel.mann

Source: slideshare.net

Description

Presentation for Grad Cert Tertiary Learning and Teaching (Level 7), Otago Polytechnic. A reflection on 10 years of teaching software engineering, capstone projects, Simpa and Sustainability.

Samuel Mann GCTLT

Bachelor of Information Technology Overview Broad Immersive Hands on Current

Broad

Immersive

Hands on

Current

samuel mann

samuel mann

Everything I do is about inspiring students to take that leap of courage and creativity, commitment and craftsmanship.

Everything I do is about inspiring students to take that leap of courage and creativity, commitment and craftsmanship.

 

 

 

 

Using research to improve what already doing

Innovation Development Business links

Development

Business links

Empowerment Evidence based teaching practice Engaging Embrace change Excitement Everything

Empowerment

Evidence based teaching practice

Engaging

Embrace change

Excitement

Everything

Empowerment A ttitudes and practices considered central to the empowerment model of education Robinson (1994)

A ttitudes and practices considered central to the empowerment model of education Robinson (1994)

a) The teacher and students both teach and are taught by each other b) The teacher is aware of not knowing everything and is open to the students’ knowledge and experience, which are actively valued c) The teacher and students all engage in critical, reflective, imaginative and collaborative thinking d) The teacher talks and listens and the students talk and listen; they engage in dialo gue

a) The teacher and students both teach and are taught by each other

b) The teacher is aware of not knowing everything and is open to the students’ knowledge and experience, which are actively valued

c) The teacher and students all engage in critical, reflective, imaginative and collaborative thinking

d) The teacher talks and listens and the students talk and listen; they engage in dialo gue

3. Empowering educational paradigm e) The teacher and student interact, striving to meet each others needs instead of being the respective perpetrators and victims of discipline f)  The teacher and students make choices based on what is most meaningful for them with sensitivity to each others verbal and non-verbal cues g) The students are actively engaged in meaningful experiences that the teacher facilitates

e) The teacher and student interact, striving to meet each others needs instead of being the respective perpetrators and victims of discipline

f)  The teacher and students make choices based on what is most meaningful for them with sensitivity to each others verbal and non-verbal cues

g) The students are actively engaged in meaningful experiences that the teacher facilitates

3. Empowering educational paradigm h) The teacher and the students together decide on programme content and revise and change it as their interests and needs change i) The teacher shows her or his personal charisma, vulnerability, and humanity to create her or his authority based on mutual respect, discovery and love for learning j)  The teacher and students form a collective Subject of the learning process, sharing joint ownership of the classroom life

h) The teacher and the students together decide on programme content and revise and change it as their interests and needs change

i) The teacher shows her or his personal charisma, vulnerability, and humanity to create her or his authority based on mutual respect, discovery and love for learning

j)  The teacher and students form a collective Subject of the learning process, sharing joint ownership of the classroom life

Evidence based teaching practice Teaching as scholarly activity and critique own practice in relation to literature Evidence-based teaching practice fundamental to what I do. National leader in Computing Education Research. Current and past editor of national and international journals and conferences.

Teaching as scholarly activity and critique own practice in relation to literature

Evidence-based teaching practice fundamental to what I do.

National leader in Computing Education Research. Current and past editor of national and international journals and conferences.

 

 

Engagement Senge’s Learning Organisation 3 core learning capabilities Fostering aspirations Developing reflective conversations Understanding complexity

Senge’s Learning Organisation

3 core learning capabilities

Fostering aspirations

Developing reflective conversations

Understanding complexity

Five disciplines 1) Building shared vision 2) Mental models 3) Team learning 4) Personal mastery 5) Systems thinking

Five disciplines

1) Building shared vision

2) Mental models

3) Team learning

4) Personal mastery

5) Systems thinking

Embrace change Manifesto for Agile Software Development We are uncovering better ways of developing  software by doing it and helping others do it.  Through this work we have come to value: Individuals and interactions over processes and tools  Working software over comprehensive documentation Customer collaboration over contract negotiation Responding to change over following a plan  That is, while there is value in the items on the right, we value the items on the left more. 

Manifesto for Agile Software Development

We are uncovering better ways of developing  software by doing it and helping others do it.  Through this work we have come to value:

Individuals and interactions over processes and tools 

Working software over comprehensive documentation

Customer collaboration over contract negotiation

Responding to change over following a plan 

That is, while there is value in the items on the right, we value the items on the left more. 

Excitement

Everything

Empowerment Evidence based teaching practice Engaging Embrace change Excitement Everything

Empowerment

Evidence based teaching practice

Engaging

Embrace change

Excitement

Everything

 

Projects Assoc Professor Samuel Mann, Otago Polytechnic

Commitment Creativity Competence Professionalism

 

 

 

Software Engineering SimPa Sustainability

Software Engineering

SimPa

Sustainability

Software Engineering 1998 1999 Real project for real client

1998

1999

Real project for real client

 

 



 

 

 

4. Application E xam

E xam

 

 

 

 

 

4. Application E vidence of student experience S tudent feedback E xtracted from an electronic course evaluation feedback completed by students towards the end of the course. A cademic quality processes at Otago Polytechnic. S tatement with a five-point Likert scale to agree/disagree and q ualitative information

E vidence of student experience

S tudent feedback

E xtracted from an electronic course evaluation feedback completed by students towards the end of the course.

A cademic quality processes at Otago Polytechnic.

S tatement with a five-point Likert scale to agree/disagree and q ualitative information

5. Results Course A Projects self assessed Feedback very positive We were given direction and assistance when sought. We had to be self directed in completing tasks, this is a good thing for additional time management and learning’ We did interesting things that where out of the ordinary. This kept us from falling asleep. (What you really liked about this course…) the way it was presented ...the content...it was all good... u go sam...!! , … the practical of the group work. ,…the chance to have a real client…, … being pushed beyond what I thought I could do

Projects self assessed

Feedback very positive

We were given direction and assistance when sought. We had to be self directed in completing tasks, this is a good thing for additional time management and learning’

We did interesting things that where out of the ordinary. This kept us from falling asleep.

(What you really liked about this course…) the way it was presented ...the content...it was all good... u go sam...!! , … the practical of the group work. ,…the chance to have a real client…, … being pushed beyond what I thought I could do

5. Results Course B Databases 3 Practically based the students demonstrated an ability to reliably produce significant database applications of industry strength. The assignments were real, and the systems produced by the students are in actual use Assignments self and peer assessed Emerging topics selected and presented by students

Databases 3

Practically based

the students demonstrated an ability to reliably produce significant database applications of industry strength. The assignments were real, and the systems produced by the students are in actual use

Assignments self and peer assessed

Emerging topics selected and presented by students

 

5. Results Course B Evaluation lecturer’s explanations were clear [g], there was good command of course material [part of a], and assessments were returned promptly [i] with effective feedback [c]. Feedback It was a very interesting course and I learnt a lot of information and I am happy to say I enjoyed it very much even though it was hard work [g] A very good practical based course where we got a taste of industry strength development. Very good preparation to go out into the workforce [g]

Evaluation

lecturer’s explanations were clear [g], there was good command of course material [part of a], and assessments were returned promptly [i] with effective feedback [c].

Feedback

It was a very interesting course and I learnt a lot of information and I am happy to say I enjoyed it very much even though it was hard work [g]

A very good practical based course where we got a taste of industry strength development. Very good preparation to go out into the workforce [g]

5. Results Course C Information Systems Management 3 The students (in pairs) were responsible for the preparation, delivery and assessment of a component of the course. 20 topics were chosen by the class from an initial list of 50 topics I participated in the class as a peer

Information Systems Management 3

The students (in pairs) were responsible for the preparation, delivery and assessment of a component of the course.

20 topics were chosen by the class from an initial list of 50 topics

I participated in the class as a peer

I liked how it was all laid out at the beginning, and we knew what to expect at all times [h]…(Well presented) Especially because we presented it. But Sam was very helpful adding in extra information to back up lectures (What you liked) Being given the responsibility to teach my colleagues, and ensure they understood. Also having complete control over the class, Sam did not interject unless it was necessary. It was a comfortable environment for teaching in, it did not feel as if we were on trial, or being examined. I enjoyed this course, found it very informative and would like to commend Sam for his idea Very unusual setup but it had the desired effects. We learned a lot.

I liked how it was all laid out at the beginning, and we knew what to expect at all times [h]…(Well presented) Especially because we presented it. But Sam was very helpful adding in extra information to back up lectures

(What you liked) Being given the responsibility to teach my colleagues, and ensure they understood. Also having complete control over the class, Sam did not interject unless it was necessary. It was a comfortable environment for teaching in, it did not feel as if we were on trial, or being examined.

I enjoyed this course, found it very informative and would like to commend Sam for his idea

Very unusual setup but it had the desired effects. We learned a lot.

5. Results Course D Third year project Apply skills and knowledge to real life situation medical rostering system for a large hospital, accounting and customer management system for a mining company micro-processor engine control system for a race car deer breeding management system irrigation-control system for an olive grove research towards a reading device for the blind Management document Marking schedule Benevolent manager Review

Third year project

Apply skills and knowledge to real life situation

medical rostering system for a large hospital,

accounting and customer management system for a mining company

micro-processor engine control system for a race car

deer breeding management system

irrigation-control system for an olive grove

research towards a reading device for the blind

Management document

Marking schedule

Benevolent manager

Review

 

5. Results: Learning

Courses met learning outcomes Followed empowerment paradigm Ongoing research and action Workloads Maintaining quality when self- or peer-taught Self assessment

Courses met learning outcomes

Followed empowerment paradigm

Ongoing research and action

Workloads

Maintaining quality when self- or peer-taught

Self assessment

“ The gap between what is learned in the curricula and what is needed in the industry is rather wide in relation to other engineering disciplines” Surendran and Young (2000)

“ The gap between what is learned in the curricula and what is needed in the industry is rather wide in relation to other engineering disciplines”

Surendran and Young (2000)

Otago Polytechnic ACE 2007

Project disasters Client changes his mind Project team disintegrates Hard drive (server, laptop …) fails Product superceded before complete Boss assigns you to work on a different project Your group is told by CEO to incorporate some other ideas that don’t match with your own

Client changes his mind

Project team disintegrates

Hard drive (server, laptop …) fails

Product superceded before complete

Boss assigns you to work on a different project

Your group is told by CEO to incorporate some other ideas that don’t match with your own

The Bus At end of Analysis stage, bus hit six of the ten groups. Documentation was handed over to another group.

At end of Analysis stage, bus hit six of the ten groups.

Documentation was handed over to another group.

Responses Angry Positive New perspective Better outcome Philosophical Negative Workload Ownership

Angry

Positive

New perspective

Better outcome

Negative

Workload

Ownership

Responses - final “ It demonstrated the importance of having every stage well documented” “ This also helped our group’s character…” “ It is realised now that this was a real-world experience that will doubtlessly prove valuable in later working life”

“ It demonstrated the importance of having every stage well documented”

“ This also helped our group’s character…”

“ It is realised now that this was a real-world experience that will doubtlessly prove valuable in later working life”

Empowerment vs Control Change imposed on students Control of project given, taken away, then returned Challenge Students working outside “comfort zone”

Change imposed on students

Control of project given, taken away, then returned

Challenge

Students working outside “comfort zone”

Aim – a balance of content and process. Enthuse but don’t overwhelm. “ Now I am no longer worried about how I will do my project, but rather what my project will be about”

Aim – a balance of content and process. Enthuse but don’t overwhelm.

“ Now I am no longer worried about how I will do my project, but rather what my project will be about”

Finding the right project to ensure an ideal environment to Teach the course material Prepare students for capstone project

Finding the right project

to ensure an ideal environment to

Teach the course material

Prepare students for capstone project

A project should… Facilitate teaching of methodology Facilitate teaching of tools Be real Be exciting Be of value to client Have a real client Challenge students Seem very large (or very small) Allow scoping down Allow creative solutions Allow for agile development

Facilitate teaching of methodology

Facilitate teaching of tools

Be real

Be exciting

Be of value to client

Have a real client

Challenge students

Seem very large (or very small)

Allow scoping down

Allow creative solutions

Allow for agile development

A project should… Facilitate teaching of methodology Facilitate teaching of tools Be real Be exciting Be of value to client Have a real client Challenge students Seem very large (or very small) Allow scoping down Allow creative solutions Allow for agile development

Facilitate teaching of methodology

Facilitate teaching of tools

Be real

Be exciting

Be of value to client

Have a real client

Challenge students

Seem very large (or very small)

Allow scoping down

Allow creative solutions

Allow for agile development

“ When we first looked at the brief for Captain Black we thought that the scope for the project had the potential to be much larger than anything we could confidently develop” But can have a disempowering effect very small project can further shrink as students lose interest as a result of feeling that the SDLC process is overkill

“ When we first looked at the brief for Captain Black we thought that the scope for the project had the potential to be much larger than anything we could confidently develop”

But can have a disempowering effect

very small project can further shrink as students lose interest as a result of feeling that the SDLC process is overkill

Small Small project to provide information at point of sale in video store Leisure centre management system: potential for complex interactions, and complex representation of time and space (including providing information at point of sale!) Large

Small project to provide information at point of sale in video store

Leisure centre management system: potential for complex interactions, and complex representation of time and space (including providing information at point of sale!)

prima facie smaller but could have been expanded to include complex interactions potential for complex interactions, and complex representation of time and space differences between the treatments were too subtle for the students even the strongest groups only touched the surface of the areas we had identified as complex smaller size project was much harder to state in terms of business problem and it was this that caused “smaller” solutions.

prima facie smaller but could have been expanded to include complex interactions

potential for complex interactions, and complex representation of time and space

differences between the treatments were too subtle for the students

even the strongest groups only touched the surface of the areas we had identified as complex

smaller size project was much harder to state in terms of business problem and it was this that caused “smaller” solutions.

Problem statements little big Clearly stated Business opportunity not clear “ The present booking system for Moana Pool is by manual entry in to a diary and relies heavily on the knowledge of the present Assistant Manager…the recent redevelopment has brought about a large increase in the number of users… there have been problems with double bookings and where there has been a need for cancellations, this has resulted in multiple changes to the diary…the planned booking system will benefit the business by optimizing water and time management within the complex” . “ Due to additional requirements needed by VideoShop regarding their current video rental system, an opportunity has arisen to develop a new enhanced system which will meet these requirements. The current system lacks features required by management and staff to progress financially in the business”. “ The goal is to attract more customers to make more money…(that) can only be achieved by developing a successful system for the store…tracking movies is inefficient…with redundancy in tasks…more pleasant as interactions more efficient” .

little

Clearly stated

Business opportunity not clear

“ Due to additional requirements needed by VideoShop regarding their current video rental system, an opportunity has arisen to develop a new enhanced system which will meet these requirements. The current system lacks features required by management and staff to progress financially in the business”.

“ The goal is to attract more customers to make more money…(that) can only be achieved by developing a successful system for the store…tracking movies is inefficient…with redundancy in tasks…more pleasant as interactions more efficient”

.

Pengy

 

 

 

Conversation as Model for Interactivity

interactive basis non-trivial computing none traditional ksm tight timeframes articulation of needs bullet proof

interactive basis

non-trivial computing

none traditional ksm

tight timeframes

articulation of needs

bullet proof

Experience

Narrative Metamorphamatic ——— ——— ——— ——— ——— Name: Otago Polytechnic Bachelor of Information Project Created by: Adrian van Leeuwen Naz Taylor Brendon Mills

Narrative Metamorphamatic ——— ——— ——— ——— ——— Name: Otago Polytechnic Bachelor of Information Project Created by: Adrian van Leeuwen Naz Taylor Brendon Mills

Context

Metaphors

Tensions

 

 

 

 

Industry relationships

Probing the World of the Project Student A journey into ethnographic research

“ Like astronomic or surgical probes, we left them behind when we had gone and waited for them to return fragmentary data over time.” (Gaver, 1999)

“ Like astronomic or surgical probes, we left

them behind when we had gone and waited

for them to return fragmentary data over time.”

(Gaver, 1999)

The camera NACCQ 2005 Lesley Smith & Samuel Mann

The results NACCQ 2005 Lesley Smith & Samuel Mann

Analysis? A quantitative approach? “ this misses the point of the Probes” (Gaver, 2004) Never intended to be a comprehensive survey An ethnographic approach? Let the photos tell the stories of the PJ301 subculture

A quantitative approach?

“ this misses the point of the Probes”

(Gaver, 2004)

Never intended to be a comprehensive survey

An ethnographic approach?

Let the photos tell the stories of the PJ301 subculture

Workspaces

View from Our Workspace NACCQ 2005 Lesley Smith & Samuel Mann

One Week To Go NACCQ 2005

Our Project? NACCQ 2005 Lesley Smith & Samuel Mann

Reflective? NACCQ 2005 Lesley Smith & Samuel Mann

NACCQ 2005 Lesley Smith & Samuel Mann

NACCQ 2005 Lesley Smith & Samuel Mann

Possible outcomes of further probing: better understanding of the subculture in project room environment better understanding of student experience of project improved design of workspaces improved support systems NACCQ 2005 Lesley Smith & Samuel Mann

Possible outcomes of further probing:

better understanding of the subculture in project room environment

better understanding of student experience of project

improved design of workspaces

improved support systems

NACCQ 2005 Lesley Smith & Samuel Mann What do these two pictures have in common?

Everything I do is about inspiring students to take that leap of courage and creativity, commitment and craftsmanship.

Everything I do is about inspiring students to take that leap of courage and creativity, commitment and craftsmanship.

 

 

 

 

 

 

Exemplars

 

 

“ the tension between product and process can be lessened by adopting a process that can be seen to produce good products while being flexible and robust. We believe that the development framework developed in this paper will provide a foundation for capstone courses”.

“ the tension between product and process can be lessened by adopting a process that can be seen to produce good products while being flexible and robust. We believe that the development framework developed in this paper will provide a foundation for capstone courses”.

A+, Guaranteed 1 : Insisting on best of practice within capstone projects 1 conditions may apply

 

 

Satisfaction

 

 

 

 

Satisfaction

 

 

 

Stepwise

 

 

1. The framework translates easily to implementation Following the framework resulted in a significant improvement in final marks (average B to A-) This shift occurs at both ends of the grade scale, the percentage getting A grade goes from 46% to 67%, the percentage getting C/D goes from 32% to 21%. 4. The extent to which the framework was followed varies across groups but this is unrelated to the type of project. Weaker groups exhibit two patterns: 5a Develop a prototype and initially test it, but this becomes the project, the subsequent robust development is poor 5b Are poor at incorporating early development and testing into SDLC 6. The role of some framework areas require further investigation, especially the role of tested functional requirements.

1. The framework translates easily to implementation

Following the framework resulted in a significant improvement in final marks (average B to A-)

This shift occurs at both ends of the grade scale, the percentage getting A grade goes from 46% to 67%, the percentage getting C/D goes from 32% to 21%.

4. The extent to which the framework was followed varies across groups but this is unrelated to the type of project.

Weaker groups exhibit two patterns:

5a Develop a prototype and initially test it, but this becomes the project, the subsequent robust development is poor

5b Are poor at incorporating early development and testing into SDLC

6. The role of some framework areas require further investigation, especially the role of tested functional requirements.

Agile development framework Understanding Functional delivery Robust Delivery

Understanding Evaluation Management document (group established, environmental Functional requirements context) Interview with client, relationship established Interaction design Ethical design System metaphor Design specification Conceptual prototype (Extremely rapid Implementation prototype) Evaluation Proposal to client

Functional delivery Evaluation Project estimation Functional Functional requirements document Interaction design Design concepts presentation Design specs Design specification (style guide etc) Implementation Functional deliverable (Release Two). Stable development platform Evaluation Analysis of functional deliverable

Functional delivery Evaluation Project estimation Functional Functional requirements document Design concepts Design concepts presentation Design specs Design specification (style guide etc) Implementation Functional deliverable (Release Two). Stable development platform Evaluation Analysis of functional deliverable

Robust delivery Evaluation Direction for Iteration 3. Complete ethical analysis. Functional requirements Revisit functional requirements Design concepts Design concepts Update. Content production Design specification Style guide, system specification, Implementation and deployment plan Implementation Robust delivery (Release Three) Evaluation Project evaluation and completion. Client satisfaction.

Rainbows Otago Polytechnic ACE 2007

Rainbows Otago Polytechnic ACE 2007

Rainbows

 

 

Software engineering class eating its own tail Samuel Mann Lesley Smith

Goal Challenge To maximise learning in a project based software engineering course. To harness the incidental learning through a recursive project

Otago Polytechnic ACE 2007

Context “ We had no idea, none of us knew anything about ships, we spent the first few weeks becoming experts on shipping” (student review)

Challenge students obsess about project, not software engineering “ facilitate teaching the structure of the chosen methodology” make project about software engineering Turning a rock into gold

Results: 1 st Iteration “ material that was collected during our research met two goals. One was to inform ourselves on the components of the Agile methodology and iterative processes; and two was to find examples of project management software that already existed.” (Final review, Group H) “ we have decided to develop this system with a combination of the Spiral and Scrum Methodologies” (Client letter, Group C) Otago Polytechnic ACE 2007

“ material that was collected during our research met two goals. One was to inform ourselves on the components of the Agile methodology and iterative processes; and two was to find examples of project management software that already existed.” (Final review, Group H)

“ we have decided to develop this system with a combination of the Spiral and Scrum Methodologies” (Client letter, Group C)

Results: 1 st Iteration “ material that was collected during our research met two goals. One was to inform ourselves on the components of the Agile methodology and iterative processes; and two was to find examples of project management software that already existed.” (Final review, Group H) “ we have decided to develop this system with a combination of the Spiral and Scrum Methodologies” (Client letter, Group C) Otago Polytechnic ACE 2007

“ material that was collected during our research met two goals. One was to inform ourselves on the components of the Agile methodology and iterative processes; and two was to find examples of project management software that already existed.” (Final review, Group H)

“ we have decided to develop this system with a combination of the Spiral and Scrum Methodologies” (Client letter, Group C)

Otago Polytechnic ACE 2007

Otago Polytechnic ACE 2007

Otago Polytechnic ACE 2007

Otago Polytechnic ACE 2007

Reflection Difficult to separate in agile Avoiding entering capstone project with little awareness of implementation issues but: Design decisions based on technical skills especially but: limited design can be closely related to limited learning good but: the double dipping makes this explicit Implementation

Difficult to separate in agile

Avoiding entering capstone project with little awareness of implementation issues

but:

Design decisions based on technical skills

especially but:

limited design can be closely related to limited learning

good but:

the double dipping makes this explicit

Reflection Difficult to separate in agile Avoiding entering capstone project with little awareness of implementation issues but: Design decisions based on technical skills especially but: limited design can be closely related to limited learning good but: the double dipping makes this explicit Implementation

Difficult to separate in agile

Avoiding entering capstone project with little awareness of implementation issues

but:

Design decisions based on technical skills

especially but:

limited design can be closely related to limited learning

good but:

the double dipping makes this explicit

Reflection Difficult to separate in agile Avoiding entering capstone project with little awareness of implementation issues but: Design decisions based on technical skills especially but: limited design can be closely related to limited learning good but: the double dipping makes this explicit Implementation

Difficult to separate in agile

Avoiding entering capstone project with little awareness of implementation issues

but:

Design decisions based on technical skills

especially but:

limited design can be closely related to limited learning

good but:

the double dipping makes this explicit

Would we do it again? 1 3 2 Yes Have to maintain “real project for real client” Understanding of software engineering far deeper than traditional projects

Would we do it again? 1 3 2 Yes Have to maintain “real project for real client” Understanding of software engineering far deeper than traditional projects

Projects Assoc Professor Samuel Mann, Otago Polytechnic

 

Earned value Use of product: the extent to which interacted with by live user within expected lifespan of product; both frequency and intensity of interaction are considered. Value of process: the extent to which being involved in the process generates follow-on business value (to both client and institution). Quality of work: quality of produced product or process.

Use of product: the extent to which interacted with by live user within expected lifespan of product; both frequency and intensity of interaction are considered.

Value of process: the extent to which being involved in the process generates follow-on business value (to both client and institution).

Quality of work: quality of produced product or process.

 

 

 

 

 

High use product High use product, high value process, high quality

High use product High use product, medium value process, high quality

High use product High use product, medium value process, medium quality

High use product high use product, low value process, high and medium quality

High use product high use product low value process low quality

Medium use product medium use product high value process high quality

Medium use product medium use product medium value process high quality

Medium use product medium use product medium value process medium quality

Medium use product medium use product medium value process low quality

Low use product low use product high value process high quality

Low use product low use product low value process high quality

Low use product low use product high value process medium/low quality

Low use product low use product medium value process medium/low quality

Low use product low use product low value process low quality

High use product High use product, high value process, high quality

 

Useful throughout process Common understanding at outset Direction and decisions Make explicit claims of product value Why aren’t all projects stars?

Useful throughout process Common understanding at outset Direction and decisions Make explicit claims of product value Why aren’t all projects stars?

 

 

 

 

Empowerment Evidence based teaching practice Engaging Embrace change Excitement Everything

Empowerment

Evidence based teaching practice

Engaging

Embrace change

Excitement

Everything

Software Engineering SimPa Sustainability

Software Engineering

SimPa

Sustainability

Software Engineering SimPa Sustainability

Software Engineering

SimPa

Sustainability

SimPa

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

challenges engagement agreement intellectual property continuity

engagement

agreement

intellectual property

continuity

 

 

 

 

Empowerment Evidence based teaching practice Engaging Embrace change Excitement Everything

Empowerment

Evidence based teaching practice

Engaging

Embrace change

Excitement

Everything

Software Engineering SimPa Sustainability

Software Engineering

SimPa

Sustainability

Sustainability

Sustainability

sustainability:learning review of progress towards goal of “Every graduate may think and act as a sustainable practitioner” Otago Polytechnic May 2008 c

 

 

 

 

The skills and values of Otago Polytechnic graduates contribute to every sector of society. Our curriculum, teaching and learning therefore is pervasive and influential with global impact. The Otago Polytechnic sustainability vision is that our graduates, our practitioners and our academics understand the concepts of social, environmental and economic sustainability in order for them to evaluate, question and discuss their role in the world and to enable them to make changes where and when appropriate. Our goal is that every graduate may think and act as a “sustainable practitioner”. Moreover, educators must take a lead in sustainability so that our graduates can be encouraged and supported to promote sustainable practices in their chosen career. This can primarily be achieved by fostering education for sustainability in all our qualifications and by re-visioning and changing our approach to teaching and learning to model a transformative context for all learners. As a consequence sustainable practice becomes a context and a process for learning and recognised as a core capability within each discipline. Creating a philosophy of Education for Sustainability will be enhanced if undertaken within a context of institutional operational practice. We will then be seen to be modelling good practice.

The skills and values of Otago Polytechnic graduates contribute to every sector of society. Our curriculum, teaching and learning therefore is pervasive and influential with global impact. The Otago Polytechnic sustainability vision is that our graduates, our practitioners and our academics understand the concepts of social, environmental and economic sustainability in order for them to evaluate, question and discuss their role in the world and to enable them to make changes where and when appropriate. Our goal is that every graduate may think and act as a “sustainable practitioner”.

Moreover, educators must take a lead in sustainability so that our graduates can be encouraged and supported to promote sustainable practices in their chosen career. This can primarily be achieved by fostering education for sustainability in all our qualifications and by re-visioning and changing our approach to teaching and learning to model a transformative context for all learners.

As a consequence sustainable practice becomes a context and a process for learning and recognised as a core capability within each discipline.

Creating a philosophy of Education for Sustainability will be enhanced if undertaken within a context of institutional operational practice. We will then be seen to be modelling good practice.

The skills and values of Otago Polytechnic graduates contribute to every sector of society. Our curriculum, teaching and learning therefore is pervasive and influential with global impact. The Otago Polytechnic sustainability vision is that our graduates, our practitioners and our academics understand the concepts of social, environmental and economic sustainability in order for them to evaluate, question and discuss their role in the world and to enable them to make changes where and when appropriate. Our goal is that every graduate may think and act as a “sustainable practitioner”. Moreover, educators must take a lead in sustainability so that our graduates can be encouraged and supported to promote sustainable practices in their chosen career. This can primarily be achieved by fostering education for sustainability in all our qualifications and by re-visioning and changing our approach to teaching and learning to model a transformative context for all learners. As a consequence sustainable practice becomes a context and a process for learning and recognised as a core capability within each discipline. Creating a philosophy of Education for Sustainability will be enhanced if undertaken within a context of institutional operational practice. We will then be seen to be modelling good practice .

The skills and values of Otago Polytechnic graduates contribute to every sector of society. Our curriculum, teaching and learning therefore is pervasive and influential with global impact. The Otago Polytechnic sustainability vision is that our graduates, our practitioners and our academics understand the concepts of social, environmental and economic sustainability in order for them to evaluate, question and discuss their role in the world and to enable them to make changes where and when appropriate. Our goal is that every graduate may think and act as a “sustainable practitioner”.

Moreover, educators must take a lead in sustainability so that our graduates can be encouraged and supported to promote sustainable practices in their chosen career. This can primarily be achieved by fostering education for sustainability in all our qualifications and by re-visioning and changing our approach to teaching and learning to model a transformative context for all learners.

As a consequence sustainable practice becomes a context and a process for learning and recognised as a core capability within each discipline.

Creating a philosophy of Education for Sustainability will be enhanced if undertaken within a context of institutional operational practice. We will then be seen to be modelling good practice .

every graduate hidden curriculum top down and bottom up

every graduate

hidden curriculum

top down and bottom up

every graduate hidden curriculum top down and bottom up

every graduate

hidden curriculum

top down and bottom up

 

 

 

 

Design

Role of designer reimagined

Role of designer reimagined

Integration

 

Modelling best practice

 

Occupational Therapy

core belief that humans need to be involved in meaningful activity and that we gain connection to the world we live in via activity

Embedded

Adaptive Living Occupation

Computing’s footprint is large, but its potential for wider impact is huge

Integrated and structured according to threads

Immersed in best practice and applied projects

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Sustainability to front of house The LivingCampus is an exciting place where sustainability comes alive. We want to inspire curiosity and encourage the integration of sustainability into normal life and business practices.

The LivingCampus is an exciting place where sustainability comes alive. We want to inspire curiosity and encourage the integration of sustainability into normal life and business practices.

 

 

 

 

 

 

 

 

 

 

Everything I do is about inspiring students to take that leap of courage and creativity, commitment and craftsmanship.

Everything I do is about inspiring students to take that leap of courage and creativity, commitment and craftsmanship.

Empowerment Evidence based teaching practice Engaging Embrace change Excitement Everything

Empowerment

Evidence based teaching practice

Engaging

Embrace change

Excitement

Everything

Software Engineering SimPa Sustainability

Software Engineering

SimPa

Sustainability

 

 

 

Flexibility If flexible means “non-traditional” then that’s me; if it means “using every available means to enhance learning”, then that’s me too; if it means “developing computer systems to enhance learning” then I’ve done that a lot; if it means “supporting distance students” then that’s good, I’ve had several entirely distance project students; if it means “material all on blackboard” then yes, I do that as well (along with blogs, wiki’s etc).

If flexible means “non-traditional” then that’s me;

if it means “using every available means to enhance learning”, then that’s me too;

if it means “developing computer systems to enhance learning” then I’ve done that a lot;

if it means “supporting distance students” then that’s good, I’ve had several entirely distance project students;

if it means “material all on blackboard” then yes, I do that as well (along with blogs, wiki’s etc).

Culture sensitive Developed SimPa programme and associated research Several projects for international students incorporating specific cultural approaches Ongoing research into “project culture” and understanding Many many international students nursed through their projects when all around me people were saying to give up.

Developed SimPa programme and associated research

Several projects for international students incorporating specific cultural approaches

Ongoing research into “project culture” and understanding

Many many international students nursed through their projects when all around me people were saying to give up.

Case study

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