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A recipe for developing active, student-centred learning experiences for second year Nutrition & Dietetic students
Conference presentation   Open access

A recipe for developing active, student-centred learning experiences for second year Nutrition & Dietetic students

Sarah J Burkhart and Dana Craven
Learning & Teaching Week, 2016 (Sunshine Coast, Australia, 31-Oct-2016–04-Nov-2016)
University of the Sunshine Coast
2016
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Abstract

Curriculum and Pedagogy Nutrition and Dietetics
Student-centred learning experiences were used in two fundamental second year Nutrition and Dietetics courses(NUT201 Food Studies and NUT212 Principles of Nutrition) in 2016. Elements of a blended learning environment and the flipped classroom were used in these courses in order to facilitate engagement with content and learning. This demonstration active class will explain how learning experiences for NUT201 and NUT212 are aligned with learning outcomes and assessment to foster student learning. This was consistent with best practice for encouraging deep learning and student engagement. This session will outline how these courses were designed following the structure of preparation, participate, and recap. Each week students were expected to independently prepare for participation in class activities designed to apply this knowledge in a practical sense. After class students were expected to independently recap on their week's learnings by completing revision activities. Preparation: A task sheet which included a checklist was provided to outline the weekly learning outcomes, and pre, during and postclass activities. Preparation included self-directed activities which required completion prior to participation in class. These activities included tailor made short narrated PowerPoint presentations with associated questions. These presentations were based on the weekly learning outcomes and designed to provide students with a basic understanding of the subject matter. Students were expected to complete these activities in order to facilitate participation in class. Participate: In class activities were designed to accommodate a diverse range of learning preferences where practical. These included comprehensive notes, slides and readings for those with a read-write preference; videos, colouring and graphics for visual learners; tasks and case studies for kinaesthetic learners; and recordings and verbalisation tasks for aural learners. Recap: Recap activities were designed to suit the requirements of each course. These included for example; the application of knowledge in a case study, completing short answer/multiple choice questions and additional readings. Feedback from students (informal, SETAC and preliminary results from a validated student engagement questionnaire) classroom will also be presented. These demonstrate that activities used in these courses are useful in engaging students, developing a community of learners who encourage and motivate each other to learn, and instil confidence and a sense of belonging in the course/classroom.

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