2021 WCLA Symposium: Re-Imagining the Teaching and Learning Experience in Business

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Online via Zoom

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Professional Development

The WCLA will host its 2021 Symposium 'Re-Imagining the Teaching and Learning Experience in Business', on Tuesday 21 September between 10am-3pm during semester break to avoid clashes with teaching commitments.

Event Abstract

While 2020 was a year of significant upheaval, 2021 has continued to challenge our teaching as we seek to rapidly pivot between online, dual delivery and face to face teaching. As Covid continues to disrupt our teaching practices, it also brings to the fore a heightened need for academics to continue to adapt to the changing environment. Our levels of engagement with students and assessment integrity continue to be challenged. Student sentiment constantly shifts and academics’ need to design online subjects with authentic assessment presents an urgent requirement for continual investment in professional development and self-reflection of teaching practice.

The theme of the 2021 Symposium explores how we can reimagine teaching and learning in FBE. The event enables us to learn from colleagues, with our keynote speaker, a newly appointed Dean, providing a reflection of what business schools will potentially look like in the future. We draw upon the learning of our peers, including the WCLA team. The two main sessions will focus on enhancing student engagement experiences and sharing best practice, along with our assessment re-design workshop focusing on how we can reimagine and redesign assessment. Our annual debate, a traditional highlight of the day, will focus on the purpose of the business school. I encourage you to peruse the program and register your attendance.  Please click here to view the program brochure.

Keynote Speaker Abstract:

Re-imagining Learning Models

COVID-19 is the black swan event that has accelerated digital transformation. For Australia’s education sector, the case for change is immediate. As COVID disrupts traditional delivery models, access to quality digital learning has become imperative. Recent estimates project the global higher education sector to be USD10 trillion (Holon IQ, 2020), fuelling significant investment in technology to meet scale for upskilling and reskilling requirements. As online learning becomes mainstream, universities must invest in systems, process, and technology in developing their digital resources and infrastructure. New learning models will be distributed models of learning featuring modular or stackable options at accessible price points for a global market. Scale with quality will be the differentiators. A shift in power from the provider to learner is in play as the distributed model enables individuals to drive their own learning and build their professional identity through sharing learning assets through social.

All business schools are looking at how to re-imagine learning models. The question is what are we doing about it? Where to even start given the challenges? Professor Snell addresses these issues in her keynote address.

Seminar Abstract 1:

Managing an engaging teaching experience in the dual delivery classroom

This workshop presents emerging research and practical advice regarding effective teaching within dual delivery classrooms. Dual delivery teaching strategies endorsed within the University of Melbourne will be shared with an emphasis on ‘blended synchronous learning’ and ‘live-streamed sessions’. Participants will consider these strategies from both the lecturer and student perspective.   They will also have the opportunity to discuss how such approaches would be implemented in their subjects.  Participants will leave this workshop with the foundational knowledge necessary to begin planning dual delivery teaching for our eventual return to campus.

Seminar Abstract 2:

Re-imagining assessment for learning

‘Re-imagining assessment for learning’ offers practical evidence-based strategies for ensuring your assessment design is developed in alignment with best practice. Four key principles are presented as guidelines , including ensuring assessment is authentic, formative, minimises onerous workload and overload for academics, and ensures it is purposeful and meaningful for students. Case examples embedded from within the FBE will be used to demonstrate scaffolded learning and application of these principles. Participants will engage in a hands-on activity to support them to integrate these principles when designing future assessments.