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Outcomes of the Exploratory L&T Grant: ‘The lifespan is for growing and developing’, using simulation and authentic assessment to study developmental psychology. How did our ‘garden’ grow?
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Outcomes of the Exploratory L&T Grant: ‘The lifespan is for growing and developing’, using simulation and authentic assessment to study developmental psychology. How did our ‘garden’ grow?

Prudence M Millear, Ruth Greenaway and Jessica Schmidt
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
This presentation explores changes to PSY203 Introduction to Human Development. The curriculum was redesigned around the physical space of EG.18, to take advantage of the room's technology (for peer-assisted learning and collaboration), and the arrangement of tables on the stepped tiers (to capture geographical locations in which development occurs). The curriculum was arranged, such that as the weeks passed, the lifespan continued to 'grow'. Each week focused on just one lifestage (eg middle childhood), linking between the previous (ie, early childhood) and next (ie, adolescence) lifestages, and including developmental forces in urban and regional areas. Students used a range of technologies to support their learning: Blackboard learning materials, PebblePad workbooks, and Padlet. Workbooks were developed in PebblePad for weekly activities and assessments, and individual Padlets were used for each tutorial group, as they watch the video vignettes. We have identified and will implement future revisions and refinements for these resources. The set-up of the Blackboard course site enabled a clear structure for each week's Learning Materials and for the Assessments. A C~SALT evaluation found that this format was at the 'Developed' stage for Course structure and Collaboration, and 'Outstanding' for Learning Material and Assessment on the Blackboard+ Rubric. In addition to structured activities about course content, students produced two video vignettes (and written reflections) to demonstrate their understanding of two lifestages - adolescence and old age. The video vignettes were presented in class and reflections were submitted at the end of semester. We (PM and RG) made video vignettes about our own adolescence as examples and encouraged students to think about their own experiences. We are delighted and amazed at the innovative, creative, funny, and insightful video vignettes that students made, which extended far beyond our simple efforts. The second component of the assessment, to reflect on their own and their peers' video vignettes, was interesting, as the students who embraced the vignettes demonstrated greater depth of understanding and insight. We will present a collage of the vignettes and snippets from the reflections that represent the range of ideas and theories of adolescence and older adulthood. Curriculum renewal is an ongoing process. Whilst the feedback from SETAC, student focus groups and questionnaires has been largely positive, we have improved the curriculum to better frame the weekly activities (eg, specific examples for each lifestage), and refined PebblePad to suit these new activities. The video vignettes were successful but can be improved first, by ensuring that students know they can not only use personal and family experiences, but can also base their video vignettes on celebrities or fictional characters. Second, we have now clearly linked making the video vignettes with writing about the lifestages in the reflections in the Course Outline. Third, we will include formative assessment of the vignettes, with a marking sheet for immediate peer feedback and more detailed, written feedback from staff provided in the following weeks.The presentation will conclude with some guidelines for other courses and how these findings have been applied in PSY307 Adult Development and Ageing.

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