FBE Teaching Engagement Framework

FBE Teaching Engagement Framework

The Framework

This framework is designed to provide FBE teaching staff with guidance, strategies, and resources to improve learner engagement across the range of teaching formats, environments and modes of delivery. It presents fundamental principles that direct engagement regardless of format environment or mode of delivery, while acknowledging that each determines unique considerations. The design of this framework ensures both the fundamentals and variables are addressed.

“…the vast amount of research on college student development shows that student engagement is the single best predictor of learning and personal development.” (Groccia, 2018, p. 11)

The Engagement Domains

While there are many factors that affect engagement, this framework focuses on conditions and approaches to teaching that promote a positive, safe, and engaging learning experience. While learner engagement is widely viewed as drawing on a framework of behavioural, psychological and socio-cultural dimensions (Macfarlane & Tomlinson, 2017, Fredricks et al., 2004), this framework focuses on what educators can do to enhance these, and is built around three domains: design, knowledge and values.

  • Design

    An engaging learning experience:

    • is backed by sound, innovative course and curriculum design;
    • incorporates thoughtfully developed, accessible, inclusive and engaging content and learning materials;
    • encourages interaction, collaboration and timely opportunities for feedback;
    • applies constructive alignment throughout; and
    • considers effective use of multi-modal platforms and use of technology to engage learners
  • Knowledge

    A practitioner can improve learner engagement by being knowledgeable in (and being able to discern when and where to engage):

    • Using strategies to learn about their students/learners, their past experiences and prior-knowledge;
    • approaches and strategies that address diverse student needs, and are adaptable to different student cohorts, class sizes or conditions;
    • various modes of delivery and ability to adjust and adapt to these;
    • various learning environments and ability to adjust and adapt to these;
    • how to monitor, assess, and give feedback that guides students’ learning and achievement; and
    • approaches that ensure an equitable learning experience for all students.
  • Values

    The value acknowledged as the most important and broad-reaching in affecting engagement is equity of opportunity, underpinned by accessibility and inclusivity. That is, engagement is improved when all learners have equitable access to – and feel included in – a transformative learning experience supported by:

    • a safe and welcoming learning environment built on trust, mutual respect and a sense of community;
    • design considerations that respect the need of diverse learners;
    • a variety of learning experiences that ensure equity of opportunity to learn; and
    • judiciously selected and appropriate technologies.

Contingencies that affect engagement

The effectiveness of the framework (and assurance of learner engagement) is further informed by contingencies. It is recommended that you ask yourself the questions, listed below, at regular intervals during the semester; ideally at the start of semester before teaching starts, during semester as you familiarise yourself with the student cohort/s, and after the semester’s teaching ends (as a reflective exercise).

  • Time

    How much time do I have to make changes that will improve engagement?

    • A consideration of how much time you have available in your workload will help you inform the design choices you make.
    • Your knowledge of the subject matter (and associated Learning Outcomes) will help you to discern the ‘quick wins’ or ‘low-hanging fruit’ that can make a big difference, versus the ‘nice-to-haves’. However, don’t do this at the expense of the essentials, particularly those that ensure an accessible and inclusive learning experience. These might require time and professional development, so be sure to acknowledge these.
    • Consider what content or activities you can re-use and re-cycle. Keep in mind that you will likely need to adapt or modify. If your teaching includes shifting between F2F, hybrid and/or online, we suggest you seek out support for this work (see next point).
  • Pedagogy

    What pedagogical considerations specific to this format/environment and mode of delivery do I need to consider to improve engagement?

    • What are your pedagogical goals or teaching philosophy? For example: student-centricity, equality of opportunity, authenticity.
    • How do these inform the design of your course and its content?
    • Do these align with the values that support engagement?
    • Revisit and consider your subject Learning Outcomes. Does your pedagogy meet the requirements to ensure learners can achieve these?
    • What theories inform this? How much do you know about the pedagogical theories that focus on engagement, particularly in the context of 21st Century learning? For example, consider connectivism and how to embrace (and have our practice informed by) the immense network of data, information and knowledge to develop the skills and capabilities required to shape conscientious, confident and informed graduates and citizens (see the Resources section for further information on this, in particular the strategic vision as outlined in Advancing Melbourne).
  • Support & development

    What support is available to me and/or what development can I undertake that will improve engagement?

    • What support do you have? The design work (both structural, technological, and aesthetic) will benefit from consultation with a specialist, such as a Learning Design or an Educational Technologist (see Contacts section of this document for further information).
    • If you have gaps in your knowledge or experience (for example classroom design and planning, supporting pedagogies and targeted teaching strategies) reach out to colleagues and explore what learning and development resources are available (for example, the WCLA, Learning Environments, CSHE).
    • Guidance around accessibility and inclusive teaching methods (see Resources and Contacts section in this document for further information) can be found from Learning Designers, colleagues, and technical and teaching support.
  • Communication

    How can I improve communication in this format/environment and mode of delivery so as to improve engagement?

    • Think about what and how you communicate with your students on an ongoing basis throughout semester – do you send out a welcome email that expresses the values that build engagement? Do you reinforce this messaging strategically throughout semester?
    • Are there some simple modifications to your communication strategies and message that generate a sense of community, or shared experience?
    • Think about incorporating simple communication strategies into the design of your course delivery (use the LMS functionality to support this).
    • Be transparent and willing to discuss the decisions behind your approach to teaching and learning, and expectations of learners, particularly regarding engagement. Be prepared to encourage and accept feedback from your students and make changes accordingly. Again, knowledge and/or experience will help guide these decisions – where this is missing, seek support and advice from aforementioned resources.
    • Make sure all instructions are clear; ambiguity = questions and questions = time sink. * Think of your learning community as being ‘built around communication’. This strengthens accessibility and inclusion.
  • Technology

    What technologies can I use in this format/environment and mode of delivery to improve engagement?

    • Less is more – keep it lean (this is directly related to accessible and inclusive design).
    • Consider data and analytics – speak to your technical support to learn more as engagement can be observed and measured using anonymised data. This isn’t surveillance, it’s information that will extend your knowledge about what students do and don’t find engaging.
    • Think about the design of LMS (Learning Management System, i.e. Canvas) and your videoconferencing platform (i.e. Zoom). They’re environments, too – a virtual one – and need to be welcoming
  • The student cohort

    What is it about this particular student group or cohort that I need to consider to improve engagement?

    • What is the cohort like and what specific challenges might they bring and experience themselves? Remember, you will always encounter variables and difference, so the design of your course and its content will need to account for this.
    • What are your expectations of the students? Are these reasonable? Do you need to be more flexible? On the flip side; what are your students’ expectations of you? Consider having a conversation with your students about what the following mean, and will look like in your class:
      • Punctuality and being prepared
      • Respect for others and their opinions/views
      • Providing constructive and timely feedback
      • Using appropriate language, actively listening to others, and not interrupting others when they are speaking
      • Guidelines around use of mobile phones
    • Consider the currency of your content, approach and language – are your cultural references and case studies still relevant? This can have a huge impact on building a sense of inclusivity and a community of engagement built on respect.

Resources and Support

Resources

Contacts

For support or inquiries please contact the WCLA at fbe-wcla@unimelb.edu.au You will be directed to one of our many Teaching and Learning experts. For further information about our team, please visit the Our People page on the WCLA website.