Innovations in teaching at Flinders

Using IVLs to deliver a richly interactive and personalised approach to learning with a paramount focus on student success
Winner: Vice-Chancellor’s Innovation in Teaching Award 2021

With the consolidation of a new “digital normalcy” in higher education, the main challenge for faculty is how to integrate active learning strategies that promote student engagement and learning when developing and producing online video content. The use of Interactive Video Lectures (IVLs) can transform online videos from passive to active learning materials.

Bachelor of Paramedic Science Northern Territory
Winner: Vice-Chancellor’s Innovation in Teaching Award 2021

The Bachelor of Paramedic Science Northern Territory program was developed to provide NT students with a tailor-made tertiary option allowing them to study paramedicine without relocating interstate and ultimately helps overcome a clear NT paramedic workforce recruitment and retention need, as enabled by the “train local, stay local” philosophy.

Innovations to improve clinically-oriented 3D pelvic anatomy learning online
Winner: Vice-Chancellor’s Innovation in Teaching Award 2020

Excellent pelvic anatomy knowledge is essential for safe clinical practice in reproductive and sexual health. Lack of confidence in pelvic anatomy is common amongst medical students due to anatomical complexity and limited opportunities for essential 3D visuospatial learning. Aiming to improve pelvic anatomy learning we created an online module that integrated the advanced technology of Anatomage virtual dissection with low-cost modelling materials.

Engaging students as partners: Learning through community collaboration
Winner: Vice-Chancellor’s Innovation in Teaching Award 2020

This application for a Vice-Chancellor’s Innovation in Teaching award presents the design and delivery of a major learning and assessment item conducted within the new topic 'facilitating learning and development in outdoor environments'.

Online Virtual Practical Simulations in the Biological Sciences
Winner: Vice-Chancellor’s Innovation in Teaching Award 2020

The first-year topic Molecular Basis of Life has a commencing cohort of 850 students from diverse backgrounds. Learning is consolidated through hands-on inquiry-based experiences in large practical classes. During a year of unprecedented disruption due to COVID-19, we were presented with two challenges: 1) design and delivery of authentic online practical activities that promote scientific inquiry, 2) engaging large first-year cohorts in their learning. Through innovative curriculum design, this project delivered a richly interactive and personalised approach to learning with a paramount focus on student success.

Malpa Program
Winner: Vice-Chancellor’s Innovation in Teaching Award 2020

The Malpa program is an innovative way to teaching Nursing students about First Peoples health by incorporating Malpas - Cultural Guides - in every classroom alongside tutors. The program brings the Aboriginal Health Curriculum to life and contributes to prepare culturally safe Nursing graduates with a nuanced grasp of First Peoples’ health needs.

Targeted WIL in the BSHPA
Winner: Vice-Chancellor’s Innovation in Teaching Award 2020

The impact of the COVID-19 pandemic impacted many aspects of society including the sports industry. The South Adelaide Football Club (SAFC), Flinders strategic community partner, were not immune, resulting in the loss of several key staff members and the cancellation of several talent development programs. This catalysed the transformation of HLPE3534 into a targeted, work-integrated learning opportunity for students to deliver football programs to youth footballers who were unable to take to the field in the wake of COVID-19.

Using Quitch in Company Accounting
Winner: Vice-Chancellor’s Innovation in Teaching Award 2020

Quitch uses gaming elements and academic designed relevant content to help students engage with the subject and keep their learning on track. The innovation was designed to be a fun, no-stakes, optional and engaging alternative learning experience. Students received immediate feedback on their understanding of the material. Past questions could still be accessed at any time, giving the students the ability to research their incorrect answers and use the materials to revise for assessable content.