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1
Arts West Teaching Development Support
Arts West Spaces
possibilities for delivery in the new Arts West Spaces
2
Right: Artist’s impression of northeast corner of the redeveloped Arts West Building
30p Collaborative 8 30p Project 4 30p Object 2 30p Media 1 60p Interactive 2 60p Collaborative 3 60p Project 1 60p Discursive 1 60p Cinema 1 150p Theatre 1
This document presents possible models for delivering subjects in the new spaces available from semester 2, 2016 in the redeveloped Arts West building. Each two-page spread offers a model for the delivery of a subject in a different type of space: the Collaborative Learning Spaces, the Project Spaces, the Interactive Spaces, and the Discursive Spaces. Each example models the hypothetical subject’s contact hours, class sizes, what might occur in-class throughout semester, assessment, and what online materials might be prepared. Each example is accompanied by graphics of the relevant spaces.
Arts West Spaces #
For more information on the specifications and plans of each space, see the Arts West Redevelopment Teaching Space Brief
Contents
I. collaborative
learning
spaces
II. project spaces
III. interactive
spaces
IV. discursive
spaces
3
Collaborative Learning Spaces
4
01
Possible Model
Contact hours for the subject are a 2hr
seminar each week, with a clear
expectation of the time students spend
each week working through material on
LMS.
Classes may have 30 students (e.g.
allowing five groups six), or 60 (e.g.
allowing 10 groups of six), but could
have fewer students and/or have groups
of five students.
Each seminar (on a different overall topic
each week) incorporates a range
of whole-class, individual or group
activities that best engages students with
the evidence, issues, and problems
associated with the week's topic. The
particular activities undertaken might
vary each week according to the focus of
that week or unit, but might include:
whole-class discussion of focused issues
(i.e 'traditional' tutorial/seminar
discussion) using polls or similar
activities to generate discussion and
identify potential differences of approach
and interpretation; students working in
groups of five or six on specific problems,
case studies, focused evidence or
examples, with each group
presenting/reporting to the class on their
arguments/findings/solutions; students
working in small groups (e.g. pairs,
groups of three) to draft brief, written
analysis of evidence or response to
specific interpretive questions, then
share/workshop their analysis or
response with their peers in the group for
feedback, discussion and debate (such a
task could provide an opportunity for a
whole-class debrief on what students
learnt from the peer feedback and the
activity as a whole).
Assessment is designed to reflect the
skills and knowledge exercised in
seminars. Seminar activities can be
explicitly designed form (graded or
ungraded) assessment tasks, and/or
assessment is the cumulative outcome of
the work done in class. Both assessment
and the seminar activities align with the
learning outcomes of the subject.
Online material is designed to prepare
students to engage in class activities. As
well as reading, contextual material and
examples of tackling problems or issues
of interpretation (which may or may not
take the form of vLectures),
opportunities are also provided for peer-
to-peer interaction and exchange of views
on that week's material as a preparation
of the activities and engagement that will
be expected in the seminars. There are
also opportunities for students to reflect
on, discuss and debate the outcomes of
each seminar at its conclusion.
cont.
5
01
Graphics 6
0p
Co
llab
ora
tive L
earn
ing S
pace (x
3)
30
p C
oll
ab
ora
tive L
earn
ing S
pace
(x
8)
Project Spaces
6
02
Possible Model
Contact hours for the subject are divided
into six intensive, half-day/4hr
workshops—one per fortnight—or (in
cases where a single project is developed
over the full course of the semester) at
key points in the teaching period aligned
with the development of project. There
are also clear expectations of the time
students should spend each week working
through material on LMS, and the time
that project groups are expected to meet
outside of class time.
Classes may have 30 or 60 students,
although fewer in each class is possible.
Student project groups of five or six
within each class cohort are determined
at the beginning of the teaching period.
Each workshop might include many
activities also appropriate to a
collaborative approach (see p.4), but the
class time is focused around
opportunities for the each group to work
on complex projects. These projects
might be a single project developed
cumulatively throughout the semester,
might be two or three related projects, or
might differ with each class (i.e. being
based on the topic for that section of the
subject). The workshops might also
provide an opportunity for groups to
devise and deliver presentations on their
projects in class for discussion with, and
feedback from, the class as a whole.
Assessment is based on the project work
undertaken by each group and
workshopped in-class. The graded tasks
combine the outcomes of the projects
themselves (group work) which may
involve presentations and written reports,
and individual reflection and analysis
(including, potentially, ongoing reflection
and analysis of an individual's own
contribution to their group project). The
workshops provide an opportunity for
ongoing, formative feedback (both from
the teacher and from the peer group) on
the projects as they develop, and the skills
and knowledge demonstrated in the
projects/assessment constitute the
learning outcomes of the subject.
Online material is designed to provide
clear articulation of the projects (or
parameters and criteria of the projects if
they are to be student-devised),
contextual material, and examples of
projects and guidance on the
methodologies for developing the
projects. Online tools are also used to
facilitate interaction within each project
group and among the different groups
(i.e. whole class) outside of the
workshops themselves.
cont.
7
02
Graphics
60
p P
roject S
pace (x
1)
Ob
ject
- B
ase
d L
earn
ing L
ab
ora
tory
(x
2)
Interactive Spaces
8
03
Possible Model
Contact hours for this subject are two
1hr lectorial classes each week (or its
intensive equivalent), with an
expectation of the time students
should spend working through
material on LMS before each class.
Classes may have 60 students,
although more students in the class
(possibly utilising 150 capacity spaces,
see graphic on p.11) may be equally
effective with in-class teaching
assistance.
Each class alternates between
presentation of material by the teacher
and discussion of questions raised by
that material. Design of the questions
aligns with the learning aims of the
subject and might include close
analysis of primary evidence
(potentially including object-based
study), interpretive questions, and/or
case studies. Discussion is among
student groups of four or six along
either side of each section of tiered
desk, although whole-class discussion
is also possible. Additional activities,
such as polls, can be employed by the
teacher to gauge students’ understand-
ing of material and prepare for
discussion. Reports from each
discussion group can provide
opportunities for feedback on students'
comprehension, skill development and
engagement with subject material.
Assessment is by individual
assignments designed to demonstrate
the skills and knowledge developed
through in-class discussions. Classes
could be used explicitly to workshop
questions, evidence or case studies
that feature in assignments (or similar
to them) in order to provide formative
feedback on students' progress before
submission.
Online material is designed to prepare
students for in-class discussion, with
teacher presentation during the class
allowing further explanation and
clarification of student questions. As
well as readings, vLectures and other
appropriate video materials, online
tools are also used to allow peer-to-
peer interaction modelling the more
detailed in-class discussions.
cont.
9
03
Graphics 60
p In
teractiv
e Sp
ace 1
6
0p
In
tera
ctiv
e S
pace
2 (
wit
h c
inem
a)
Discursive Spaces
10
04
Possible Model
Contact hours for this subject are a
2hr seminar each week, with a clear
expectation of the time that students
spend each week working through
material on LMS.
Classes may have 60 students with
class divided variously between two
groups of 30, four groups of 15
students, or smaller groups depending
on the nature of in-class activities.
Some classes in this subject follow an
interactive lectorial model (see p.8) in
a 2hr format. A number of other
classes are focused around structured
debate and/or roleplay with groups of
students assigned to construct and
present arguments in support of
specific positions or interpretations of
issues and evidence. The parameters
of each debate, and the evidence on
which to base arguments, are clarified
by the teacher before each activity.
Opportunity is provided for rebuttal
and interaction among student groups
as well as reflection on the outcomes
of the arguments at the conclusion of
each activity.
Assessment combines individual
assessment designed to demonstrate
the skills and knowledge developed
through in-class discussions with
group based assignments based on the
problems addressed through in-class
debate and roleplay. These group
assignments may take the form of
considered position papers and/or
presentations drawn up following the
in-class activities, with the seminars
themselves integrating opportunities
for formative feedback from peers and
teacher.
Online material is designed to prepare
students for in-class discussion and to
provide all necessary background,
reading and criteria for each debate or
roleplay exercise. Online tools also
allow some opportunity for students
to engage in limited and focused
debates before class and/or provide
example discussions, which model
expectations and dynamics of the in-
class activities themselves. Provision is
made for online debriefing and
reflection on the outcomes of the
seminar activities.
cont.
11
04
Graphics
60
p D
iscursiv
e Lectu
re Th
eatre
15
0p
Lec
ture
Th
eatr
e (i
nte
ract
ive/
dis
curs
ive)