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In block model delivery the incorporation of active learning methods into the classroom is vital for student engagement. Academics must continually refine teaching approaches to enrich the student experience, enhance learning outcomes and ensure the application of learning rather than the dissemination of information. A paradigm shift is required that moves away from the didactic delivery of content (such as talking at slides) whereby students are positioned as passive recipients rather than active knowledge makers.

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VU Block Model calls upon teachers to utilise a repertoire of active teaching methods to develop student understandings through constructive processes. As Loton et al state (2020) consistent with literature on intensive teaching models and constructive alignment, block design principles and processes stress active and small-group learning, backward design, immersion, and rapid feedback (Table 1). Teachers can no longer disseminate information through a ‘chalk and talk’ style of delivery in Block classrooms. If the goal of teaching is to engender understanding, teachers must move from rote memorization of knowledge and facts, known as "surface learning," toward "deep learning," where understanding is developed through "active and constructive processes" (Ritchhart et al., 2011, p. 7). The adoption of a range of creative approaches such as (debates, simulations, wordles, peer-teaching etc) to inspire and engage students and ensure application of content is required in VU Block classrooms. Therefore, building teacher capacity to ensure high levels of teacher aptitude in approaching materials and curriculum in authentic and engaging ways is required. 

 

In this workshop, the application of some of the VU Block Model principles will be demonstrated. We will showcase creative and innovative teaching methods for active learning, that are easily transferable to other teaching and learning contexts. The audience will leave with a toolkit of active teaching methods for both online and face-to-face delivery, designed to enrich the student experience and enhance student learning outcomes within Block classrooms.

Background: A self-authored concentration is an innovative degree model that can cultivate self-authorship, the adult mindset posited to be required for thriving in today’s world (see Kegan, Baxter Magolda). In contrast to a conventional major, a self-authored concentration demands that students take greater responsibility for their educational design and implementation. This risky endeavour is supported by an unusual type of course for which the compressed, collaborative, full-time block plan is ideally suited. We asked whether the structure and experiences of one such block—the Question at Quest University—pointed to the kinds of deliberately disorienting dilemmas that can prompt transformative growth toward self-authorship.

 

Methods: We surveyed 110 (of 180) students who had recently taken Question block and interviewed 17 (of 23) faculty members who had recently taught it, using a mixed-methods, insider-research design. We identified and interpreted emergent themes in both groups using a grounded-theory approach.

 

Results: We found that Question block delivers opportunities to encounter the dilemmas and undergo the subject-object shifts integral to the development of self-authorship. Student responses mapped onto a framework that allows us to better prepare for student challenges and success in this block. Unexpectedly, we also found that many of the challenges and tensions raised by faculty teaching this block can be understood through the same framework.

 

Discussion: We hypothesize that a self-authored concentration block supports student intellectual growth by (1) providing a guided experience of confronting the uncertainties of self-authorship and (2) providing two explicit opportunities for the subject-object transition integral to developing self-authorship. We also hypothesize that it supports faculty development through (1) the experience of facilitating student self-authorship development, and (2) the opportunity to engage in two faculty-specific subject-object transitions. These transitions are not without peril, and demand careful guidance to support both student and faculty intellectual development.

Block Model of learning and teaching is an intensive type of teaching introduced in VU in the recent past. It is a big shift from the traditional method of learning and teaching in the semester system. This paper is an exploratory and conceptual paper reflecting on the change journey of academics and the students moving from semester system to the block model of teaching and learning. This is a reflective piece of work. The author of the paper is using experiential knowledge based on the fact that the author has taught in traditional teaching and learning environment in trimester system and now the author is teaching in block model. Observation method is primarily used in identifying the key changes and their perceived impact on teachers and students learning outcomes.

 

The paper attempts to reflect on the changes experienced from a teacher’s perspective and student’s perspective. Due to COVID-19, much of the reflections related to Block Model may be limited to online teaching and learning, hence that may be a limitation of this paper as the author attempts to compare the online teaching using Block Model teaching methodology with in-person teaching methodology while teaching in semester system. This paper will focus on some changes to design and hence delivery of the teaching content.  As part of this paper, the author will also explore the use of hybrid mode in Block model and its potential impact on teaching and learning.

Background: Block learning at VU is guided by a set of principles that require each unit to provide an active learning experience including opportunities for peer feedback and collaborative learning to foster deep engagement. The approach to design and development adopted supports academics to make effective use of technology both in class and outside of class. Various tools have been used to support different aspects of the student experience, including interactive presentations, immersive virtual experiences, formative quizzes, and assessment grading and feedback. A key premise at VU is that teaching tools must be simple enough for academics to implement and adjust on the fly to suit the needs of diverse cohorts. More recently, tools have been introduced which, with careful and purposeful design, particularly support peer feedback and digital collaboration: Feedback Fruits, H5P Multipoll and the H5P Chase tool. These tools bring a number of benefits to facilitating deep engagement through collaboration, including: ease of setup and facilitation, flexibility, accessibility, ease of reporting and ability to build on student contributions to activities.

 

Activities: We will demonstrate the preparation of, and teaching with, selected facilities of these tools in this workshop: (1) Feedback Fruits Interactive document tool, (2) H5P Multipoll tool and (3) H5P Chase tool. Participants will have the opportunity to explore, from both the teacher's and the student's perspective, the types of interactions that can be facilitated and to consider how existing classroom activities can be adapted to take advantage of these tools. We will also demonstrate how the students' inputs can be used to inform ensuing activities.

Participants will learn how to set up these activities and adapt them for different teaching purposes.

Background: Many block-teaching challenges center around moulding courses and programs to fit into the compressed schedule. Here, we ask the opposite question: How can we marshall the power of the block to support a deliberately developmental degree program? The intensive block lends itself to transformative experiences that foster students’ intellectual maturation. Cognitive development theory frames this maturation in terms of self-authorship (per Kegan, Baxter Magolda). Self-authorship cannot, however, be taught; it must emerge. So, how can we encourage it? We believe that a course in which students are guided through the uncertainties, frustrations, and triumphs of a self-authorship experience is essential.

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An immersive, collaborative block is ideally suited for such a course. This workshop will demo a self-authorship block taught at the midpoint of an interdisciplinary, inquiry-based, individualized major, which could be adapted to any degree program in which the transformative development of self-authorship is a goal. (In a separate presentation, we synthesize student and faculty opportunities and experiences in this course.)

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Activities: In this fast-paced simulation of an 18-day class in (about) 18 minutes, we will make the abstract idea of a self-authorship block concrete. First, we will contrast the key elements of self-authored concentrations vs. conventional majors. Next, through a series of short questions, reflections, and responses, we will embody the student experience of identifying a passion, exploring inwards to surface personal motivations and values, exploring outwards to contextualize ideas in the academic landscape, and designing an individualized degree program.

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This activity will exemplify the way in which this deliberately disorienting dilemmas of this block launch students into a deliberately developmental degree program. Finally, we will ask participants what challenges and opportunities they expect such a block to pose for students, faculty, and universities. Required: Pen/pencil and 2 pieces of paper (keyboard/computer not recommended).

Background: Students profit from shared experiences that connect courses across disciplines, especially in the general education curriculum. This workshop demonstrates how to use the existing classes and structure of the block to further this aim by establishing a HUB research project that enables students to connect their experiences across disciplines. Once established, a HUB research project serves as a central organizing feature for research that students and professors can participate in to fulfill the educational goals of their courses.

 

Another advantage of HUB architecture is that it allows students to engage in successive HUB research courses giving them a more in-depth understanding of the research from different course perspectives (block stacking).  Block stacking prepares upper level students to engage in independent HUB research projects.

 

Activities:

(1) We will provide a concrete example of HUB philosophy by briefly discussing the Hogsback project.

 

(2) Participants will plan HUB research projects for their home institutions in break-out groups. (We can also plan HUB research projects across institutions).

 

(3) HUB architecture enables block stacking. Participants should discuss the block stacking possibilities of their plan within their break-out groups.

 

(4) Participants will share their ideas with the entire group.

 

(5) Group discussion will focus on how to proceed with implementation.

Background:

Field trips are a useful experiential learning approach in block teaching and intensive modes of delivery.  According to Kolb’s experiential learning theory “...knowledge is created through the transformation of experience” (Kolb 1984). Field trips can be applied across all levels of learning in Higher Education to make connections to the practical realities of their discipline (Keena & Tate, 1978, p. 2). This approach has been used by first-year academic staff at Victoria University to support learning in a discipline area, develop practical skills, assist in identifying career/life goals or to help students make connections between study and real life. Regardless of the discipline area, field trips are a valuable inclusion in the curriculum design.
 

How can academics purposefully design a field trip that is impactful and fosters deep learning?  What are key challenges of designing and implementing a field trip? How can these be addressed resolved?
 

This highly interactive workshop will assist academics who want to explore the possibility of implementing a field trip as an experiential learning experience and will focus on what needs to be done to ensure successful implementation in block-mode delivery.
 

Activities:

1. A picture tells a thousand words:  We will show field trip photographs and ask participants to use the Padelt tool to record one word that describes the image.
    

2. Case Study: Participants will be placed into breakout rooms. Each group will be given a different exemplar field trip case study and asked to answer questions about that field trip.
    

Challenges and Solutions: Participants will be given a case study to read. Using a Padlet they will identify the challenges of field trips and propose solutions.

Background:

Field trips are a useful experiential learning approach in block teaching and intensive modes of delivery.  According to Kolb’s experiential learning theory “...knowledge is created through the transformation of experience” (Kolb 1984). Field trips can be applied across all levels of learning in Higher Education to make connections to the practical realities of their discipline (Keena & Tate, 1978, p. 2). This approach has been used by first-year academic staff at Victoria University to support learning in a discipline area, develop practical skills, assist in identifying career/life goals or to help students make connections between study and real life. Regardless of the discipline area, field trips are a valuable inclusion in the curriculum design.
 

How can academics purposefully design a field trip that is impactful and fosters deep learning?  What are key challenges of designing and implementing a field trip? How can these be addressed resolved?
 

This highly interactive workshop will assist academics who want to explore the possibility of implementing a field trip as an experiential learning experience and will focus on what needs to be done to ensure successful implementation in block-mode delivery.
 

Activities:

1. A picture tells a thousand words:  We will show field trip photographs and ask participants to use the Padelt tool to record one word that describes the image.
    

2. Case Study: Participants will be placed into breakout rooms. Each group will be given a different exemplar field trip case study and asked to answer questions about that field trip.
    

Challenges and Solutions: Participants will be given a case study to read. Using a Padlet they will identify the challenges of field trips and propose solutions.