In order to respond innovatively and appropriately to current demands in higher education at Flinders University, teaching staff are encouraged to explore a diverse range of learning and teaching design and delivery without comprising quality of teaching.  The fundamental focus should remain on student learning and good teaching practice. Large classes, diversity, time availability, technology and the quality of learning are among the various demands made on teaching staff. There are a number of strategies that may be employed to address each of these demands. For example:

Large classes

Alternative designs to the big lecture include the following:

  • Team-teach: teach the class together and share the preparation and delivery
  • Introduce video conferencing and invite guest presenters
  • Interactive activities
  • Field practice
  • Critical discussion fora
  • Online discussion groups
  • Movies and documentaries
  • Independent directed field assignments?
  • Group assignments?
  • Individual directed field trips?

Diversity

Introduce inclusive teaching techniques that facilitate learning among diverse learners. Consider the following:

  • Fair and inclusive in practice ( design, delivery, assessment, evaluation...)
  • Introduce local and global perspectives
  • Introduce international themes into the curriculum for critical discussion and reflection
  • Encourage domestic and international students to present a critical perspective on global issues
  • Integrate international perspectives in class discussions
  • Design inclusive learning and teaching opportunities
  • Foster respect for cultural diversity.

Time availability

Find ways in which to reduce preparation and grading time. You may want to consider:

  • Team preparation approach with another colleague
  • Giving fewer lectures face-to-face. Present material online or through taped lectures and videos
  • Use face-to-face time for interactive and group processes. Consider block timetabling intensive sessions rather than scheduling weekly tutorials and workshops
  • Use of online technologies to modify preparation of material or explore other forms of grading such as e-assessment techniques
  • Modifying questions for simpler grading
  • Creating rubrics as tools to facilitate grading
  • Using problem-based approaches
  • Teaching using case studies
  • Creating research opportunities that give students responsibility for their own learning
  • Use self and peer evaluation as part of the feedback process
  • Make use of a variety of technologies
  • Consider grading online.

Addressing the current demands in higher education also includes considering:

Further information and ideas about teaching may be found on the teaching methods Web page.