Scratch that itch to learn: a comparative study

Willey, K; Gardner, AP

Scratch that itch to learn: a comparative study

Willey, K

Gardner, AP

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Publisher:: Engineers Australia
Publication Type:: Conference Proceeding
Citation:: Proceedings of the 22nd Annual Conference for the Australasian Association for Engineering Education (AAEE2011) - Developing Engineers for Social Justice: Community Involvement, Ethics & Sustainability, 2011, pp. 601 - 606
Issue Date:: 2011-01

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Field	Value	Language
dc.contributor.author	Willey, K https://orcid.org/0000-0003-1478-0346	en_US
dc.contributor.author	Gardner, AP https://orcid.org/0000-0003-2764-591X	en_US
dc.contributor.editor	Al-Abdeli, YM	en_US
dc.contributor.editor	Lindsay, E	en_US
dc.date	2011-12-05	en_US
dc.date.issued	2011-01	en_US
dc.identifier.citation	Proceedings of the 22nd Annual Conference for the Australasian Association for Engineering Education (AAEE2011) - Developing Engineers for Social Justice: Community Involvement, Ethics & Sustainability, 2011, pp. 601 - 606	en_US
dc.identifier.isbn	9780858259980	en_US
dc.identifier.uri	http://hdl.handle.net/10453/31406
dc.description.abstract	Engineers today are required to make critical judgements involving decisions that often extend beyond traditional discipline boundaries. This requires professional engineers to undertake ongoing learning. Much of this learning is informal, learnt on the job from peers from different disciplines. To enable students to develop the skills required for professional practice they need opportunities to experience, practise, reflect and improve their ability to work in a collaborative environment. One method used at the University of Technology, Sydney to develop these skills is collaborative activities incorporating immediate feedback. Subject topics are tested through quizzes that are initially undertaken individually and then collaboratively using immediate feedback assessment technique (IF-AT) cards. These activities allow students to first identify and subsequently have gaps in their learning addressed initially by their peers within the one activity. This paper reports on a comparative evaluation of the collaborative use of IF-AT quizzes in four subjects taught by the authors. We found that these methods not only consistently improved student engagement, learning and developed skills required for life-long learning, but also promoted changes in their learning culture by having them take more responsibility for their own learning.	en_US
dc.publisher	Engineers Australia	en_US
dc.relation.ispartof	Proceedings of the 22nd Annual Conference for the Australasian Association for Engineering Education (AAEE2011) - Developing Engineers for Social Justice: Community Involvement, Ethics & Sustainability	en_US
dc.relation.ispartof	AAEE - Annual Conference of Australasian Association for Engineering Education	en_US
dc.title	Scratch that itch to learn: a comparative study	en_US
dc.type	Conference Proceeding
utslib.location	Australia	en_US
utslib.location.activity	Fremantle, WA	en_US
utslib.for	0999 Other Engineering	en_US
dc.location.activity	Fremantle, WA
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Engineering and Information Technology
pubs.organisational-group	/University of Technology Sydney/Faculty of Engineering and Information Technology/School of Civil and Environmental Engineering
pubs.organisational-group	/University of Technology Sydney/Strength - CRIN - Realtime Information Networks
utslib.copyright.status	closed_access
pubs.consider-herdc	true	en_US
pubs.finish-date	2011-12-08	en_US
pubs.place-of-publication	Australia	en_US
pubs.start-date	2011-12-05	en_US

Abstract:

Engineers today are required to make critical judgements involving decisions that often extend beyond traditional discipline boundaries. This requires professional engineers to undertake ongoing learning. Much of this learning is informal, learnt on the job from peers from different disciplines. To enable students to develop the skills required for professional practice they need opportunities to experience, practise, reflect and improve their ability to work in a collaborative environment. One method used at the University of Technology, Sydney to develop these skills is collaborative activities incorporating immediate feedback. Subject topics are tested through quizzes that are initially undertaken individually and then collaboratively using immediate feedback assessment technique (IF-AT) cards. These activities allow students to first identify and subsequently have gaps in their learning addressed initially by their peers within the one activity. This paper reports on a comparative evaluation of the collaborative use of IF-AT quizzes in four subjects taught by the authors. We found that these methods not only consistently improved student engagement, learning and developed skills required for life-long learning, but also promoted changes in their learning culture by having them take more responsibility for their own learning.

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http://hdl.handle.net/10453/31406