Suki GoodmanSection of Organisational Psychology

School of Management Studies

DFAQSimple interventions for complex

problems

Context What was the teaching or learning problem? How did you use a teaching and learning

technology as part of a solution? How well did this work? What are your reflections and ideas about

improvements?

Outline

Organisational Psychology

Third year: BUS3002F Organisational learning and

wellness & BUS3003S Labour relations and organisational change

Honours: BUS4066W Organisational Learning module

Context

Standard educational concerns:

Large classes; demographic diversity; differential skills and knowledge background; self-efficacy

Org Psych related concerns:

Applied discipline, limited experience and exposure to work & organisations

What was the teaching or learning problem?

For standard educational concerns:

Facilitate learning conversations outside of the formal programme

Facilitate “safe” space for shy/self-conscious students to participate and collaborate

Keep academics in touch with how students managing on the course and with the material

How did you use a teaching and learning technology as part of a solution?

Attempt to shift the learning responsibility Attempt to create community of learners

beyond formal class setting Increase engagement with material Increase communication Increase lecturer/coordinator availability Offer improved service

Org Psych (organisational learning) related concerns:

Opportunity to experience learning technology first hand

Difference btw theory and theory + application

Understanding role and importance of technology in training and development in 21st century organisations

Mapping how learning happens in organisations/systems, how institutional memory is developed, stored, used and revised

Indentifying steps in scaffolding learning architecture in organisations

E.g. honours course outcomes

Standard educational concerns:

Undergraduate:It worked well BUT

Postgraduate: It worked well BUT

How well did this work?

Org Psych related concerns:

Excellent opportunity for students to engage differently with material

Opportunities for application and reflection

Evidence from own experience and focus group interviews with undergraduates & postgraduate

Analysis of focus group transcripts Illustrative quotations

Evidence?

“I think for me I do not have a lot of confidence in my own thought processes like I don’t believe that the things that I think are right or particularly innovative or smart so I am very withdrawn when it comes to expressing what I think and like DFAQ was helpful… because I did not have to go and expose myself…”

Theme 1: How and why students used the DFAQ ?

“ I think DFAQ is heading towards a sort of collective way of learning and that we could actually learn together and all of us improve our skills and abilities, so I think if we changed our mindset of what learning is about then it is not about only personal achievement and learning but if we could collectively learn then I think the DFAQ would become more affective because people would then share information and not actually hold onto it.”

“It was a good learning tool, I think and also it was just different as well and think that sort of helps like you sort of get struck in the rut of learning sometimes and just to have a different avenue to go to and a different way to get information…it was just different and it just was more useful.”

Why students found the DFAQ helpful?

“...I loved it – I have often thought why can’t we have it for this course or that course or why can’t this be such a nice resource for this person to use for that thing… and it is a nice thing to lean on and to have there as a resource, so I have often found that it was missing in other areas”

  “I think it was great. We are always in close

contact with each other and always in contact with lecturers and stuff so it aided our learning and communication and I think in other courses it would be even more beneficial.”

Theme 3: Affective responses to the DFAQ

Experimentation and the possibility of failure

Lecturer buy-in Commitment of key individual Balance editorial prerogative with open

forum for debate Integrate with other aspects of the

course/other technological learning supports and tools

Ear to the ground

What are your reflections and ideas about improvements?