What chunking of microbiology learning materials looks like today using technology and learning objects
Danilla Grando A *A School of Science, RMIT University, Bundoora, Vic. 3083, Australia.
Danilla Grando is Associate Professor and coordinator of Medical Microbiology teaching at RMIT University in the School of Science. She is the recipient of several national awards for her teaching practice. |
Microbiology Australia 44(3) 127-130 https://doi.org/10.1071/MA23037
Submitted: 6 June 2023 Accepted: 20 June 2023 Published: 7 July 2023
© 2023 The Author(s) (or their employer(s)). Published by CSIRO Publishing on behalf of the ASM. This is an open access article distributed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License (CC BY-NC-ND)
Abstract
I have a saying printed and placed on my office wall, ‘Create learning environments so that all can meet the learning objectives’. It seems this task has become increasingly difficult to meet as students may be juggling a full-time workload and a full-time study load. However, this has been made possible as many programs no longer require students to sit exams, but rather are assessing students through activities and assignments. For students, finding the time to engage with lecture content competes with completing assessment activities. It is important to firstly give students the motivation for why completion of learning materials is important and then maintain their engagement with the learning materials. This article provides some techniques to help maintain student engagement through chunked learning activities.
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