2021 Scholarship of Learning and Teaching Symposium
Online - Tuesday 9, Wednesday 10, and Thursday 11 November
We invite SCU colleagues to contribute to the Symposium conversations both as a presenter and as a participant in our 2021 Scholarship of Learning and Teaching Symposium with the theme:
The Southern Cross Model: Learning Centred Education
Southern Cross University (SCU) has developed a distinctive academic model, one that offers deeper, more focussed, and more engaging learning – and teaching – experience. This new academic model puts learning at the heart of our teaching practice: it promotes guided and active learning experiences for our students across locations, courses, and levels of offering.
A number of course awards are already being offered within the new SC Model. From 2022, the majority of our courses will be delivered in the 6-week study period format. By 2023, all students will have started studying in the new academic model. As Faculties and Colleges are at various stages in this process, we encourage you to share your diverse experiences, ideas, and strategies with peers.
We invite contributions from those who have experience of the new SC Model; and from those who do not, yet. Perhaps you have experience of and insights into comparable teaching models elsewhere; or can draw from current perspectives.
We encourage academic insights into the design, delivery, and reflective experiences of the new SC Model. We welcome your thoughts on enhancing student connection; strategies for design and future delivery; and ways of creating an engaging learning environment. We invite you to share your experiences, scholarly lessons, achievements, risk-taking, creative approaches, challenges, and solutions with your colleagues. We encourage you to include the student perspective and feedback where possible.
The following topics and questions will guide our discussion at the Symposium and are provided to stimulate and add depth to your contributions.
1. Providing active learning experiences
- How can we design active learning experiences for the new academic model?
- What andragogic approaches could be effective? What strategies can we use for flexible and student centred learning? What strategies can enhance in-depth learning and decrease the risk of surface learning?
- How can learning sites be redesigned to encourage active leaving?
- What activities or resources could be used to encourage active and real-world learning?
2. Facilitating learning and teaching interactions
- How will our relationships change with students? What kinds of specific activities encourage interaction in class and online?
- What methods, applications and current technologies, available to SCU and external partners, can we use to connect with students in different time zones, spaces, and places? How can we use technology to provide a personalised and interactive approach to teaching?
- Are there any open-source and freeware technologies which may facilitate learning and teaching interactions?
- What support techniques could help to further assist students to feel connected and engender a sense of belonging in our new teaching and learning spaces?
3. Effective assessment design
- What new designs and assessment types will be important to our practice during the transition?
- How can technology assist the efficiency and effectiveness of the assessment process?
- How can learning activities support assessment preparation and address learning outcomes both in class and via self-access modules?
- What types of assessments can we use for evidence-based and practical tasks to facilitate real-world issues?
- If an exam is no longer required in your unit, what assessment are you using or intend to use?
- What challenges do you anticipate or have you experienced so far?
4. Encouraging the student voice
- What is the student perspective of the Southern Cross Model; in anticipation or from first-hand experience? How and/or when should we address students’ concerns?
- How do we encourage students from diverse backgrounds to share their perspective and have their voices heard in the new academic model?
- What are the experiences and concerns of onshore and offshore cohorts? Are there differences between groups? How can we ensure students have accessibility, and can participate and collaborate in active learning interactions in the same way?
- What kinds of activities encourage the student voice? How can technology assist with promoting the student voice for example in an online workshop?
5. Nurturing collaborative and multidisciplinary learning approaches
- How will (or have) unit design teams work (or worked) together on the Southern Cross Model?
- How can or will we effectively build communities of practice to share our experiences?
- What multi-disciplinary and international collaborations have enhanced your creation and deployment of innovative teaching strategies?
- How can benchmarking (internal and external) be used to assess and improve the impact of the new model upon student success and learning outcomes?
Southern Cross University. (2021, January 19). Introducing the Southern Cross Model [Online Module]. MySCU Blackboard learning site.
Contributors are required to submit a proposal in the appropriate style as listed in the table. Proposals must address the Symposium theme. The topic and questions are provided to guide and add depth to your reflections and scholarship, and at least one topic should be addressed. To encourage discussion, we invite contributions that present examples from practice and are creative, reflective, and scholarly.
Suggested proposal length is 100-450 words including references submitted using APA 7th Referencing. Proposals will be published as part of the Symposium program and will be available following the event.
|Formats available||Proposal style|
Presentation, or demonstration from practice (3 formats)
Internal Keynote presentation, or demonstration from practice – selected for the academic community
2x Internal Keynote presentations (Each 45 minutes including Q&A)
This is an opportunity for everyone within SCU to put forward a contribution to share their practice as an internal keynote presentation.
Two topical presentations will be selected by the Symposium Steering Group. These internal keynote presentations will be delivered separately with no other presentations held during this time.
Abstract or description (250-450 words) including why your presentation should be a keynote.
|Short timeslot (15 minutes including Q&A)||Abstract or description (150-400 words).|
Abstract or description (150-400 words) and interactive event plan (approximately 150 words).
Activity session - Experimenting with technologies
|Technology sandpit (25 minutes including Q&A)||Technology sandpit description (150-400 words).
Short practical activities which explain the reasoning behind the activity and show how the technology can be used for purposeful education.
Video presentation (2 formats)
3 to 6 minute video presentation with Q&A
Introduction or pitch (100 words).
|Technology showcase (pre-recorded)
3 to 6 minute video presentation with Q&A
An interactive showcase on how you have used innovative practices with technologies to engage students.
|Introduction or pitch (100 words).
Videos could present a walk-through of a creative section of your Blackboard site, online learning activity, gamification innovation, a short interview-style presentation, and/or student feedback on an online learning activity. Videos could show how software (e.g., Doodly, homegrown videos, Sway, Mentimeter, Kahoot, MS Teams, TikTok, phone apps) has been used to support learning. Q&A at the Symposium.
All colleagues are invited to submit their proposals via the Scholarship of Learning and Teaching Symposium 2021 Proposal template. Proposals will be reviewed by the Symposium Steering Group who are seeking contributions that:
- Present or promote current effective practice and future directions
- Address planning or designing for the new SC Model
- Illustrate learning from revised initiatives
- Represent diverse perspectives and solutions
- Incorporate active learning and innovative experiences
- Are likely to stimulate ongoing discussion.
Proposals should be emailed to CTL Symposium by Thursday 30 September 2021.
The Symposium event will be delivered online over three consecutive days.
The MS Teams SoLT Symposium space will be used again to facilitate a community of practice presence before, during, and after the Symposium. This space encourages the sharing of teaching practices and expertise.
Tuesday 9, Wednesday 10 and Thursday 11 November
|Tuesday 9 November
10:30am to 12:30pm
|1:30pm to 2:30pm||
|Wednesday 10 November
10:30am to 12pm
Selected internal keynote presentation including Q&A
Student voice presentation
|12:30pm to 1:30pm||
|1:45pm to 2:45pm||
Technology Q&A presentations
Thursday 11 November
10am to 10:45am
|Campus-based networking morning tea (to be confirmed)|
|11:30am to 12:30pm||
|1:30pm to 2:15pm||
External keynote presenter
To further continue the conversations, a couple of weeks after the Symposium a session will also be held at each campus (if circumstances allow) or via online.
The Symposium Steering Group have been meeting regularly to provide guidance to the Centre for Teaching and Learning in organising this event and is responsible for reviewing contributions.
The 2021 Symposium Steering Group members from across SCU:
Faculty of Business, Law and Arts: Dr Patrick Gillet, Course Coordinator
Faculty of Education: Dr Wendy Boyd, Associate Dean (Education)
Faculty of Health: Dr Nasim Salehi, Senior Lecturer
Faculty of Science and Engineering: Dr Raina Mason, Senior Lecturer
SCU College: Dr Michael Brickhill, Associate Lecturer
Centre for Teaching and Learning: Dr Mieke Witsel, Senior Lecturer
Centre for Teaching and Learning: Tina van Eyk, Steering Group Chair and Coordinator
Centre for Teaching and Learning: Dr Lachlan Forsyth, Director.