The development of an innovative series of interactive and responsive lectures to complement the traditional workshop style delivery of the Computer Literacy course in the Tertiary Preparation Pathways at the University of the Sunshine Coast has empowered students’ future as well as providing some challenges for the participants and designers of the course. The lectures introduce students to eLearning tools they can expect to encounter in their undergraduate program, to actively enhance their participation, understand learning processes and promote a sense of ownership of the curriculum and belonging in the university community. As teachers, we were explicit in participating in the teaching and learning process. Students’ feedback in lectures was used to direct themes and respond to gaps in learning in consecutive lectures. These concepts are guided by the notions of equity and social justice as identified by Nelsen and Creagh’s (2012) social justice framework and principles for good practice in safeguarding student learning engagement. In particular, responding to student feedback to inform lecture design, explicitly teaching to demystify the university learning experience and processes; and developing lecture material that fosters an educational environment modelling inclusive practice and a pedagogy of partnership. In this presentation we will share some of the challenges and lessons learned from innovating in a blended learning environment to assist designing lectures that respond to student feedback and the student’s voices.
2014 Learning & Teaching Week: Teachers as Learners, Sunshine Coast, Australia 1-5 September 2014