I-MELT call for posters with 200 word abstracts

In response to a number of requests, and to complement the International conference on Models of Engaged Learning and Teaching (I-MELT) full program of presentations and workshops, we warmly welcome submissions of 200-word abstracts for poster presentations. If you didn’t have the time to write a short paper of 1500 words, or you are still in the early days of exploring MELT-related ideas, the committee invite your abstract submission.

The poster session is called ‘MELTing Moments’ and will involve two minute presentations to the whole audience. In addition posters will be on rolling display on large screens in the National Wine Centre during the conference.

Poster presentations are an opportunity for creatively representing to the audience aspects such as:

  • your own adaptation of MELT that suits your context
  • what happened when you implemented MELT
  • MELT in the design of:

o individual activities

o components of a subject such as the laboratory stream

o a whole subject

o assessment activities, marking and feedback

o a whole program

Papers may be submitted to research-advice@i-melt.edu.au by 6 September and will be reviewed by the committee. You will be informed by 13 September about acceptance.

Details on the abstract focus, structure and submission is at http://www.adelaide.edu.au/rsd/i-melt/papers/

You can see the program of keynotes and outline for workshops, peer-reviewed presentations and conference events, as well as registration and accommodation details at www.i-melt.edu.au (early-bird registration closes 30 September)

EoIs for Special Issue on RSD due 24 August

JUTLP will publish a special issue on connections, critiques and curricula in Research Based Learning (RBL) that gravitate around a shared conceptual model, the Research Skill Development (RSD) framework (Willison & O’Regan, 2007).

RBL is used here as an umbrella term to encapsulate a variety of active learning strategies, including Inquiry Based Learning, Problem Based Learning, Project Based Learning, Critical Thinking tasks, Undergraduate Research, Process-Oriented Guided Inquiry Learning and Discovery Learning.

I invite you to submit an expression of interest (EoI) for this special issue:

Information and submission: http://ro.uow.edu.au/jutlp/latestnews.html

Length of EoI: 1500-2000 words

Due: 24 August 2017

Invitations to submit a full paper for the Special Issue will be sent by 25 September to successful EoIs

Proposed Publication date: October 2018

If you have any questions, please ask john.willison@adelaide.edu.au

John

Editor for the Special Issue: Research Skill Development spanning Higher Education:

Connections, critiques and curricula

 

 

Extension for I-MELT short papers-14 August

It seems that preparation for the start of Semester 2 filled a lot of colleagues’ mid-year break, so we have had numerous requests for an extension to I-MELT short paper submission deadline.

The Models of Engaged Learning and Teaching (MELT), which inform the conference, include:

For those who submitted on time, we are still planning to have peer reviewers’ comments back to you by the 24th August, so that you can plan your travel and accommodation accordingly.

As I-MELT is 11-13 December, accommodation is at a premium; conference rates are currently available on the website www.i-melt.edu.au

For those who submit by 14 August, you should hear about outcomes for your paper by 14 September.

Short papers submitted to date include a focus on:

Problem Based Learning; Critical Thinking; Work Integrated Learning; Clinical Reasoning; Development of the research skills of Pacific People’s, refugees in Australia, English Learners in Pakistan; RSD for addressing Equity Gaps; Enhancing Maths learning and problem solving; First year transitions; Masters programs and MBAs; Integrated Online Reports; RSD Communities of Practice; Research Training; and Experiential Writing.

Some accepted short papers will be invited to submit a full paper for a Special Issue of the JUTLP. There is also a separate call for EoIs http://ro.uow.edu.au/jutlp/latestnews.html .

We hope to receive your submission

John

For the I-MELT organising committee

I-MELT in your mouth: Call for papers opens

Dear colleagues

The organising committee of I-MELT, the International conference on Models of Engaged Learning and Teaching invites you to submit short papers of 1500-2000 words by 1 July 2017 for:

  • presentations of 15min + 10 Q&A, called MELT in Your Mouth
  • workshops of 1.5 hours, called sMELT
  • posters, with 2 minute presentations to the whole group, called Posters

MELT are the family of models, originating with the Research Skill Development framework,  that have been adapted in terminology and configuration  so that each are fit for purpose. See the conference website for:

Significantly over the past year, the number of MELT have increased substantially as people have come to adapt the model for their own context. So the conference is a great opportunity to submit a short paper to the Practice Stream about your emerging MELT and ts use. There will also be a Research Stream for well-designed studies of MELT implementation, as well as critiques and philosophy of MELT.

We would love to hear your MELT in Your Mouth, so consider submitting a short paper.

Assistance with Short Papers is available too.

Hope to see you at I-MELT in National Wine Centre from 11-13 December 2017.

John, for the I-MELT Organising Committee.

I-MELT registration and accommodation open

I-MELT is the International conference on Models of Engaged Learning and Teaching, designed for fluid thinking about issues important to you and your students.

Conversations will be framed around the Models of Engaged Learning and Teaching, and these models share broad parameters and are as varied in purpose and applications as:

I-MELT runs 11-13 December 2017 and you can now register at early bird rates.

If you are coming from overseas or interstate, I suggest booking accommodation early because it is a busy time of year. We have some good rates available from the registration page.

Short papers will be accepted from 1 May, so consider readying your practice with or research on MELT. See the website for Keynote Speakers, draft program, conference themes and registration details.

John for the I-MELT organising committee

MELT-TED on Toast

Sylvia Tiala sent me this link to a TED talk about making toast. https://www.ted.com/talks/tom_wujec_got_a_wicked_problem_first_tell_me_how_you_make_toast#t-311716

The presenter, Tom Wujec, is concerned with processes for solving wicked problems, which I think includes formal education, and starts with toast making as his simple example.

Tom notes ‘Systems theorists tell us that the ease with which we can change a representation correlates to our willingness to improve the model.’

The penny dropped for me- that’s why the pentagon version of the RSD seems to energise people, whereas framework versions are of interest, but sometimes paralysing in detail. People can and do readily change aspects of the pentagon. That’s also a reason why we went for the more general name MELT (Models of Engaged Learning and Teaching)- people feel at liberty to change the name too, so that it describes the complex thinking processes that they are most interested in.

Then it occurred to me something similar happened to me about a year ago at a conference presentation-when I paid attention to Harvard University’s ‘thinking routines’. http://citeseerx.ist.psu.edu/viewdoc/summary?doi=10.1.1.545.213

Thinking routines provide a frame for student thinking, and in initial use may be quite trivial, but when repeated in many contexts and where they become a routine, they can grow in rigour and sophistication applied. One example is ‘I used to think and now I think’ to help students with more sophisticated reflection on learning. This routine scaffold student thinking in a way that values change in thinking rather than confirming one’s own biases. The TED on toast provides another thinking routine for solving wicked problems. Start simple eg with toast making, and let the routine grow in different contexts and in sophistication applied.

I came to think of MELT as an appropriate thinking routine across formal education, which helped me to understand some of the ways that MELT could be helpful. When I mention thinking routines in workshops now, quite a few people have commented on the idea and taken up its terminology.

These are all ways of understanding the MELT and their use retrospectively, meaning we can better understand why they work when they work.

DO you know of some other concepts that may shed light on why MELT can work for people and/or on limitations to the models?

Reply to this post (scroll down) with a concept (existing or new idea) that could help us understand MELT better. You may explain this, provide a link or both.

What is out there to help us prospectively improve or consolidate MELT and its implementation? This is where diversity of the blog readership will help greatly- to get very divergent thinking going which could really improve MELT.

I am really looking forward to some amazing new insights.

John