viewCall for Posters Abstract Submission Please select the primary focus of your poster Engaging students in blended learning environments Incorporating blended learning strategies that support active learning Blended learning ...

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Call for Posters Abstract Submission1. Please select the primary focus of your posterEngaging students in blended learning environmentsIncorporating blended learning strategies that support active learning Blended learning approaches to assessmentBlended learning strategies for learner collaboration, communication or assessmentDigital innovations in blended learning2. On the following page please provide; Tentative abstract title (max 12 words, subtitle can be used) Author(s) details (including title, first and last name, school/unit, faculty) Abstract (200-250 words). Please complete as formatted. A sample has been provided on page 3.3. Please attach to your abstract submission a portrait photograph (5 x 5cm in size) of each poster author. This will appear with your abstract in the posters eBooklet.4. Please indicate the media option for your poster kioskA1 printed poster only A1 printed poster and digital kiosk (laptop will be provided by the Learning and Teaching Unit) What digital content will you display on the monitor? Please submit this form to ltevents@unsw.edu.au. Submissions will be accepted anytime up until Friday 21 August. Accepted authors will be notified by Friday 28 August.Please note: There will be an opportunity for applicants to make revisions to their title and abstract when their poster is submitted.Insert Abstract Tentative Title using Calibri (Headings) font, size 14 (max 12 words)Insert Authors Title, First Name, Last Name, School or Unit. Calibri (Headings) font, size 12, italicInsert poster abstract (200-250 words) using Cambria (Body) size 12, justified. Lorem ipsum dolor sit amet, consectetuer adipiscing elit, sed diam nonummy nibh euismod tincidunt ut laoreet dolore magna aliquam erat volutpat. Ut wisi enim ad minim veniam, quis nostrud exerci tation ullamcorper suscipit lobortis nisl ut aliquip ex ea commodo consequat. Duis autem vel eum iriure dolor in hendrerit in vulputate velit esse molestie consequat, vel illum dolore eu feugiat nulla facilisis at vero eros et accumsan et iusto odio dignissim qui blandit praesent luptatum zzril delenit augue duis dolore te feugait nulla facilisi. Nam liber tempor cum soluta nobis eleifend option congue nihil imperdiet doming id quod mazim placerat facer possim assum. Typi non habent claritatem insitam; est usus legentis in iis qui facit eorum claritatem. Investigationes demonstraverunt lectores legere me lius quod ii legunt saepius. Claritas est etiam processus dynamicus, qui sequitur mutationem consuetudium lectorum. Mirum est notare quam littera gothica, quam nunc putamus parum claram, anteposuerit litterarum formas humanitatis per seacula quarta decima et quinta decima. Eodem modo typi, qui nunc nobis videntur parum clari, fiant sollemnes in futurum.Reference:Lorem ipsum dolor sit amet, consectetuer adipiscing elit, sed diam nonummy nibh euismod tincidunt ut laoreet dolore magna aliquam erat volutpat. Ut wisi enim ad minim veniam, Using mind maps, self directed essays and peer review in design historyArianne Rourke and Annabelle Lewer-Fletcher, School of Art History and Art EducationThis poster showcases a blended design history course that utilises the Moodle Learning Management System (LMS) to teach third year students how to research and write self-directed essays and to produce group film presentations. In this course students write their own essay questions based around a list of themes, to assist with this essay schemas are provided. Students are also required to produce digital mind maps, which they add to as they reflect on their learning from research, lectures and tutorial class activities. Within the LMS students discuss and organise their group film presentations and use the lecture summaries and visual material to assist with their lecture note-taking. Students are encouraged to watch a series of designer interviews and read a selection of articles to assist them to write their own philosophy about design. Worked examples of mind maps are also provided in the LMS to demonstrate to students how to link lecture knowledge, research and studio practice with their ideas and interests about design. Using a rubrics and assessment criteria, students practice peer reviewing, then they peer review group film presentations in class, with the objective of learning how to give well-considered feedback. This poster will demonstrate how in a virtual and classroom active learning environment the objectives of promoting self-directed learning, developing critical problem-solving skills, working collaboratively in groups and learning to provide fair and considered peer feedback can be achieved when knowledge and understanding of design history is given both personal as well as real world relevance.Reference:Garrison, D. R., & Vaughan, N. (2008) Blended Learning in Higher Education: Framework, Principles, and Guidelines. San Fransisco: Jossey Bass.23