The Education Research Group of Adelaide (ERGA)

ERGA is a cross-disciplinary community of educators promoting high quality University learning through evidence-based, practical approaches to teaching.

ERGA is currently comprised of members representing several universities. At the University of Adelaide, members are from the five Faculties of the University of Adelaide and the divisions of the Deputy Vice-Chancellor and VP (Academic and Research).

Our aim is to disseminate the outcomes from our research and teaching initiatives to all members of the University Community.

For a full list of ERGA events that ran in 2009, please visit our Seminars and Workshops page.

ERGA will continue to run similar events in 2010.  PLease watch this page for updates on coming events.

Recent Events

Team-Based Learning: a seminar/workshop presentation

10 December: Rm 1.28 (Marjoribanks BANK SA Teaching Suite), NEXUS 10.

Presented by Cate Jerram (Business School, University of Adelaide).

Team-Based Learning is a teaching approach that uses student 'teams' to create accelerated active/dynamic learning in lectures, and put an emphasis on student accountability for learning.  It changes the lecturer's role from that of the 'Sage on the Stage' who tells students what the textbook says and what to learn or do, ato that of an expert guide available to students as they enage with core concepts in discussion and activities in class, having already done preparatory reading and assignments.  This flexible approach can be adopted in whole or in part to suit your teaching context.

This seminar/workshop will include: an introduction to the principles of TBL; and a demonstration of the core pracfices, method and methodology.  It will allow you to sample the ways in which TBL might work for you in the classroom.

Download seminar flyer

Teaching undergraduate students how to evaluate (their) research: The torments of Google and Wikipedia

12 November: Location: Online

Presented by Dr John Willison (CLPD, University of Adelaide), Dr Cally Guerin (Adelaide Graduate Centre, University of Adelaide)
Date/Time: Thursday 12 November 2009 Time: 9.30-10.30 am
Venue: Online (Numbers ARE limited)

Download Seminar Flyer

ALTC Event: Enhancing undergraduate engagement through research and enquiry

10 November: Location: University of South Australia,Brookman Hall, City East Campus,North Terrace, Adelaide, 5000

Presented by Professor Angela Brew (UniSA)
Date/Time: Tuesday 10 November 2009 Time: 1:00-5:00 PM
Venue: University of South Australia,Brookman Hall, City East Campus,North Terrace, Adelaide, 5000

Download Seminar Flyer

ERGA Conference 2009: Feedback and Flexible Learning

24 - 25 September: Lower Napier Building, University of Adelaide

Interviews with the presenters

For interviews with presenters about their topics please vist Audioboo. Thanks to Allan Carrington and Ian Green for their excellent work in developing these.

AudioBoo

Keynote Presentations

• Devlin. Student feedback in the Australian higher education policy context [audio]
• Jones.  Feedback and flexible learning: growing as a reflective practitioner [audio]

Session Presentations

• Anthony, Bailye, Emmerson & Frauenfelder. Using self assessment tools to improve feedback to staff and maximise learning
  
• Buisman-Pijlman & White. How to handle the pros and cons of courses run by distance education only
• Butler. Using video worked examples to enhance learning in a first year mathematics course
• Cheung & Naidoo. Peer feedback using reflective journaling: A case study of reflection-on-action  [audio]
• Chur-Hansen, Crabb, Devitt, De Young & Palmer. If fishes were wishes we’d all have online materials for our students [audio]
• Coulson. Peer marking to increase engagement with assessment tasks
• Falkner. Integrating communication skills with discipline content [audio]
• Hazel, Chew, Carrington, Lawson & Baron. Development of a Chicken & Egg eSim using Moodle and Research Skill Development (RSD) framework based rubrics. [audio]
• Hiscock & List. Online resources for flexible delivery: How do students use them in their study? [audio]
• Jenkins, Warland, Horrocks, Sarles & Holm. Clinical Handover: An interactive learning tool to promote student engagement: Developing the tool [audio]
• Jerram. Trialling TBL in large classes: Successes and costs. [audio]
• McEntee & Ward. “If I write feedback, will you read it?“ Encouraging students to take responsibility for reading and acting on feedback. [contact author]
• O’Connell, Howieson, Jacobsen, de Lange, Milton & Watty. Enhancing assessment feedback practices in accounting education: Issues, obstacles and reforms.
• Palmer. History never repeats...or does it? [audio]
• Powell. The use of reflecting journaling to assess the quality of a large accounting course [audio]
• Pukala. Enhancing the teaching-research nexus: Managing undergraduate research experiences in the chemical science
• Pyke. What next? [audio]
• Reynolds & Parry. Developing a scaffolding framework to embed the graduate qualities using student, peer and topic coordinator feedback for the Bachelor of Health Science program [audio]
• Rogers. Flexible learning in a large undergraduate science course [audio]
• Sendziuk. Now I know what you mean': Improving the Feedback Mechanism and Students' Capacities for Self-Critique
• Tuovinen, Halabi & Farley. Using feedback and cognitive research with CBL materials to respond to students’ individual differences. [audio]
• Tuovinen, Ngu & Tucker. Feedback forms employed in online courses at Tabor Adelaide
• Velliaris & Warner. The Writing Centre: The affective advantage of constructive feedback [audio]
• Walker & Palmer. Student satisfaction, understanding and the role of feedback [audio]
• Wanner & Bonham. Pedagogical approaches to online learning in geography: New learning landscapes? [audio]
• Warland, Smith & Smith. Much ado about the flu: Developing an online roleplay for a large class, challenges faced and lessons learnt.
• Westphalen. A stranger in a strange land: Knowledge diasporas and cross discipline supervision [audio]
• Wiederman, Yool & Irving. Writing tutorials used as an aid for students in preparing literature reviews
• Wilkinson, Picard & Wirthensohn. Perceptions and expectations of authorship: Towards development of an e-learning tool facilitating discussion and reflection between post-graduate supervisors and candidates [audio]
• Willis C. Using crash courses to promote active engagement and develop problem solving skills [audio]
• Willis E. Expressive phenomenology and critical approaches in the distance education classroom: Process and risks [audio]
• Winning, Lekkas, Redwood & Townsend. Improving clinical assessment: Evaluating students’ perceptions, knowledge and ability to identify and apply clinical criteria. [audio]
• Wood. An online peer review instrument designed to facilitate reflective thinking through formative feedback and assessment [audio]