student feedback and leadership - Office for Learning and Teaching
student feedback and leadership - Office for Learning and Teaching
student feedback and leadership - Office for Learning and Teaching
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Part A: Developing a Distributed Leadership Model - Secton 3: Building Leadership Capacity<br />
Of the establishment of LSAG the DVC(A) stated:<br />
This is the most tangible <strong>and</strong> powerful creation of this project in terms<br />
of distributed <strong>leadership</strong>.<br />
A further unique characteristic of this Plenary was a presentation by two<br />
<strong>student</strong>s on what <strong>student</strong>s need <strong>for</strong> a good learning environment.<br />
The <strong>student</strong>s identified:<br />
––<br />
teaching rooms with good acoustics as it is hard to concentrate<br />
when <strong>student</strong>s are talking rather than listening.<br />
––<br />
large classes split into smaller classes to improve interactions.<br />
––<br />
interesting lectures that are not just a repetition of notes or power-points<br />
obtainable through the <strong>Learning</strong> Hub.<br />
––<br />
small distances to travel between buildings <strong>for</strong> lectures.<br />
Students responded positively to the presentations about the changes<br />
in service provision <strong>and</strong> infrastructure outlines <strong>and</strong> stated that this was:<br />
positive evidence that RMIT is working collaboratively to create<br />
a more effective learning environment <strong>for</strong> <strong>student</strong>s.<br />
Students also commented on the need <strong>for</strong> teaching practices to include:<br />
––<br />
<strong>feedback</strong> on <strong>student</strong> work with comments on how to improve;<br />
––<br />
theory linked to real life situations with examples;<br />
––<br />
regular interactions with lecturers in addition to <strong>for</strong>mal lectures;<br />
––<br />
optional assignments to gain extra marks;<br />
––<br />
face-to-face lectures that provide opportunities <strong>for</strong> <strong>student</strong> interaction<br />
with other <strong>student</strong>s;<br />
––<br />
variety in <strong>for</strong>mat <strong>for</strong> classes;<br />
––<br />
class notes posted on the learning hub a few days be<strong>for</strong>e the face<br />
to face class;<br />
––<br />
Lectopia <strong>and</strong> Podcasts to enable <strong>student</strong>s to stop & rewind.<br />
In order to consolidate underst<strong>and</strong>ing of current, <strong>and</strong> to identify future,<br />
improvements, attendees participated in small group activities. Ideas that<br />
emerged from this discussion included the need <strong>for</strong>:<br />
––<br />
Ongoing communication <strong>and</strong> training on the new room timetabling<br />
process to assist matching class sizes to room capacity;<br />
––<br />
A systematic process to ensure ongoing maintenance of facilities.<br />
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