1. Pop quizzes. Currently I have spontaneous pop quizzes for classes of about 150 students. No assessed. The title is “What Act or Code applies?” This is to embed knowledge from the last class. I give them the fact pattern verbally. Pause and give them the next one. Only 2 options so it is swift. Some are novel fact patterns. They write down the answers.
I could do this digitally so that somehow it computes on the screen.
2. Student numbers are increasing across the north and south campuses. Now we stream from north to south. I can’t see or hear south students. I can see the merits of having 2 way communication for these simultaneous streams.
3. I’d like to observe some flip classes. Curious how many students attend.
4. For Swedish research event today, colleague at university of auckland may set up Dropbox for the 38 attendees to share research, across countries and disciplines.
New notions with colleagues for teaching . Have video available online. Students write 250 words for assessment week 2 on how the law within lecture 1 applies to the person in the video. Use the same video across 4 lectures followed by 4 assessments. Maybe start with small PG class. Why? Increase engagement. Embed the knowledge. Nb– more grading assistance required. Notion for marketing– invite former AUT masters who obtained AUT pad to do a video or skpe to our lecture to advertise the wonders of our health ethics and law PG programmes. To be continued.
15 April 2015
The team brainstormed these kinds of strategies for the ethics and law courses.
1. Have electronic access to video like Fifty years in an Institution. Week 1 students discuss how the content from lecturer 1 is relevant. Week 2 they discuss online for credit how content applies to the video e.g Bora. Week 3 apply lecture 3 to the video e.g HRA. Week 4 CDHSCR. Week 5 HIPC. Students do these excercies electronically for credit.
2. Discussed potential group work. E.g all podiatrists develop 10 minute minute video on right 4. Discuss collectively. Then students reflect for credit how the right applies to their own practice in blog. All professional groups develop their own video, on a right. Repeat exercise. Paramedics. Podiatrist. Psychologist. Nurse. Standard pathway. Health promotion.
3. Discussed pros and cons of this approach. On a topic, each student has to locate and attach a relevant article e.g. Oral health students on minor consent. Next week have to summarise it. Next week critique it. Maybe next week do video on it.
Leaping into exciting terrirory with inspiring and expert colleAgues, week by week.
Within moments, two colleagues accessed the blog. THEY think I can…so I CAN.
Stage one of my first blog.
I think I can…therefore….I think I can
15 April 2015