Our keynote speakers are from two islands and two continents.
Mick Healey is a HE Consultant and Researcher and managing director of Healey HE Consultants. He holds an Emeritus Professorship at the University of Gloucestershire, UK. Until 2010 he was Professor of Geography and Director of the Centre for Active Learning, a nationally funded Centre for Excellence in Teaching and Learning at Gloucestershire. He is also a Visiting Professor at University College London, UK and The Humboldt Distinguished Scholar in Research-Based Learning at McMaster University, Canada.
|Professor Jito Vanualailai|
Professor Jito Vanualailai obtained his PhD in Applied Mathematics from Kobe University, Japan, in 1994, after which he joined the School of Computing, Information & Mathematical Sciences of the University of the South Pacific, Fiji, where he is now an associate professor. Dr. Vanualailai is also the University's Director of Research, supporting the Deputy Vice-Chancellor (Research, Innovation & International) in developing and directing initiatives that promote excellence in research aligned to the University’s strategic research objectives.
One of the current initiatives is the implementation of the Research Skills Development (RSD) framework across the University's academic programmes. Initiated in 2012, the RSD implementation involves the training of course coordinators, the revision of course assessments to integrate research literacy and skills, and the development of the RSD marking rubrics in courses. From 2017, the focus will be away from courses and towards programmes in order to ensure a more cohesive implementation of the RSD.
|Associate Professor Sylvia Tiala|
Sylvia is in Teaching, Learning and Leadership, College of Education, Hospitality, Health and Human Sciences at the University of Wisconsin Stout, USA. Sylvia has taught high school technology education in both urban and rural school districts for 20 years. In that context she developed a process-based curriculum framework utilized in cross-curricular, inquiry-based, courses such as “Engineering and Problem Solving” and “Aerospace”. She has taught for 10 years in Higher Education and currently teaches subjects related to education disciplines with a focus on preparing pre-service STEM education teachers.
Sylvia leads the Research Skill Development Framework Community of Practice (CoP) at UW-Stout in collaboration with the Nakatni Teaching and Learning Center including a blog, developing RSD CoP manual, organizing workshops, promoting the RSD framework across campus, researching “Stages of Concern” as part of CoP implementation. She is actively exploring ways to overlay the Clinical Reflective Skills framework in pre-service and in-service teacher preparation; utilizing the RSD framework to overlay on process-based curriculum framework for STEM education and digital fabrication applications suitable for use in K-16+ settings.
|Professor Phil Levy|
Philippa joined the University of Adelaide as Pro Vice-Chancellor Student Learning in April 2015. Also in 2015, she was appointed Visiting Professor at the Centre for Higher Education Management at the University of Bath, UK.
See Phil's video
Engaged Learning and Teaching through Student Partnership
Ways of engaging students in higher education as partners in learning and teaching is arguably one of the most important issues facing higher education in the 21st Century. The family of Models of Engaged Learning and Teaching (MELT) provides one example of this. This interactive keynote will situate the MELT approach in the broader context of other models of engaged learning, which also adopt a students as partners approach. We will explore four ways in which students may be engaged in partnership through: a) Learning, teaching and assessment; b) Subject-based research and inquiry; c) Scholarship of teaching and learning; and d) Curriculum design and pedagogic advice and consultancy. We will focus particularly on the second and third ways, which most closely relate to the MELT model. The argument will be illustrated by numerous mini case studies of practices from a wide range of disciplines in Australasia, Europe, and North America. The session will end with a discussion of the implications of a students as partners approach to the development of the MELT model.
The University of the South Pacific and the RSD
The University of the South Pacific (USP) is a premier provider of tertiary education in the Pacific region and jointly owned by the governments of 12 Pacific Island Countries. In 2011, in response to a review during its 40th Anniversary, USP decided to implement the Research Skill Development (RSD) framework into all its academic programs. As a curriculum initiative, an unusual feature of the implementation is that the RSD is administered by the Office of the Deputy Vice-Chancellor for Research, in a top-down approach. In this talk, I explore the rationale behind the adoption of the RSD, discuss the process of implementation, and address the advantages and disadvantages of the approach. As the University prepares for its 50th anniversary in 2018, the member nations are looking to the University to provide the region with graduates who have the skills to make a difference socially, economically, educationally and environmentally.
MELTing Zombies, Toasting Bats: Using the RSD to Communicate Across Contexts
Context, collaboration and a sense of community combined with the RSD/sister frameworks have the power to create cultural shifts in educational institutions. A template for facilitating shifts in thinking is created when these elements are combined with strategies that make thinking visible and stories that resonate with learners. Context, collaboration, community, stories and visible thinking have helped integrate research practices and engaged learning/teaching across contexts in classrooms, universities, at state and nation wide levels. MELTing Zombies, Toasting Bats, and geocaching the RSD, are a few examples that illustrate the successful integration of these elements.