Developed as an activity for intensive-mode teaching to encourage engagement and attendance, this technique sees students complete weekly in-class journal entries of 200-300 words in groups of 3-4. These are saved as PDF files and uploaded to Blackboard. Journal questions are designed to integrate disciplinary knowledge (in SOCY1050, Sociological concepts and theories) into discussions of lived experience, and often involve practical activities. Examples in SOCY1050 involve observing social interactions in a campus coffee shop; or reflecting on experiences of socialisation that shape gender identity. This is distinct from traditional reflexive models as students demonstrate comprehension through peer interaction; hence engagement is fostered both in terms of content and collegiality. Due to the challenges sometimes inherent to group work this piece should be weighted relatively low. This reinforces student-led learning and in-class engagement as the drivers of this technique, rather than its utility as diagnostic tool. Journals are awarded group marks worth 5% of the total grade. Students' contributions are corroborated by group members via a peer assessment (also worth 5%). There is particular cause for this technique to be featured in intensive-mode/Summer deliveries where teaching periods are condensed but engagement and interactivity are highly valued.
Details
- CLASS SIZE
- 60-80
- CLASS LEVEL
- First year, Second year, Third year, Post-graduate
- ASSESSMENT SECURITY
- High security
- TIME REQUIREMENTS
- Medium time
- GRADUATE ATTRIBUTES
- Independence and creativity, Ethical and social understanding
- CONDITIONS
- Group, Peer-assessed, Sequence
- TAGS
- workbook, collaborative learning, reflective/reflexive
Advantages
Reflexive exercises encourage an application of theoretical concepts beyond the classroom, which can help bridge knowledge gaps for students new to a discipline.
Group work facilitates intentional skill-building in communication, creativity and ethical and social understanding, where students must work cooperatively in order to complete the task while being conscious of individual differences. Transfers readily to disciplines in which interpersonal communication may bring greater engagement to class activities. This is especially relevant to HaSS disciplines where subject matter is often informed by multiple competing theoretical perspectives that students can actively discuss or debate.
Challenges
Group work is sometimes marred by lack of attendance or the tendency of some students to monopolise discussions. This is addressed via the inclusion of a peer assessment element. Can be time consuming to mark for large cohorts – support staff (who can also observe students at work) are recommended.
Tips for implementation
Facilitators should be flexible to the needs of various students and their ability to participate in group discussions, and attempt to allocate groups that allow for most successful and collegiate discussions.
How it supports academic integrity
Students are allocated time to complete journal exercises in class under facilitator supervision, meaning the task has distinct time parameters for completion that don't easily allow for the outsourcing of work. Exercises focus on drawing on personal experience or real-time observations, both of which are not readily delegated to third parties (e.g. essay mills) or easily taken from external sources (e.g. plagiarised references).
Authentic learning characteristics
engagement, authenticity and ownership
Dr Kiah Smith
k.smith2@uq.edu.au
I am an early career Sociologist in the fields of environment and development, with a focus on agrifood political and cultural economy. My research focuses on understanding the transformation of local and global food systems in light of shifting social relations and global environmental change, and emphasises the social and political-economic factors underpinning the ways that food production, trade and consumption are understood and contested by multiple actors (farmers, women, supermarkets, policy makers, activists) at local, national and global levels. I have published on food justice and food security, food system resilience, ethical/fair trade, sustainable livelihoods, gender, green economy, governance and financialisation of food and agriculture, and have a growing interest in the right to food. I have conducted qualitative and participatory sociological research in Australia and internationally, have worked with local NGOs (in Africa and Australia), with the United Nations Research Institute in Geneva, and in multidisciplinary research teams spanning the social and natural sciences both here and abroad. I currently work on an Australian Research Council DECRA project exploring 'Fair Food Futures, Civil Society and the SDGS', as well as research on SDGs and civil society more broadly. I am also a Future Earth Fellow, treasurer of the Australasian Agrifood Research Network, and a Research Associate with the Centre for Social Economy in Nicaragua. Find out more