Dr McDonald has extensive experience developing and delivering Biomechanics and Motor Control and Learning content to undergraduate students through roles at the University of New South Wales (previous) and Edith Cowan University (current).

Teaching materials

A sample of teaching materials made by Dr McDonald for UNSW can be viewed here: Biomechanics Lecture Notes v2.pdf.

Teaching statement

As an educator, I value thoughtful preparation of course materials and primarily seek to facilitate two key styles of learning within my classroom: discovery-based and authentic learning. 

I believe it is crucial to first position my course within the broader curriculum. For example, is this course an elective or a requirement? What are its prerequisites, and what does it serve as a prerequisite for? Moreover, how would students likely use the knowledge gained from this course beyond the classroom? In addressing these questions, I carefully prepare for the students that I will teach and strive to optimally support their growth and development throughout the term. As a teacher, it is also important to me that I employ a broad range of educational activities to cater for the vast array of learning styles I may encounter. Active learners, for example, process new information through discussion and actions [1], [2]. In contrast, reflective learners require additional thinking time to grasp concepts [2]. Incorporating brief pauses in content delivery before group work tasks can allow reflective learners the time, they require to process information, while active learners still benefit from structured peer discussion. I am also careful to include verbal explanations, reading material and visual representations of course content, as students can benefit greatly from being exposed to resources tailored to their diverse learning styles [3].

I am a strong proponent of discovery-based learning. As a UNSW Lecturer, I have watched my students become increasingly more engaged in the course when they formed, and subsequently addressed, a small research question. I believe one of the key benefits to this approach is that students can bring their own passion, enthusiasm, and interests to the assignment. Human movement is a highly relatable area; students may have their own experience with sports, musculoskeletal injuries, the use of locomotor aids/technology, and with mobility challenges and/or they may have observed this in a friend or family member. Therefore, I am fortunate that my field is well-suited to this style of discovery-based learning. A broader benefit to this method is that it inherently builds problem-solving skills [4] and challenges students to think more broadly about research design which can be applicable to a diverse array of STEM sub-disciplines.

Authentic learning offers an engaging framework through which students can connect their education to the “real-world” [5]. From previous teaching experience, I believe this approach is most effective when the application is presented first – much like seeing the final image on the jigsaw box that depicts how your puzzle pieces will come together when complete. For example, when implementing this learning style in a course on assistive technology, I would invite a prosthetic device user from the local community to deliver a guest lecture. This will likely evoke curiosity amongst the students, who will be given the opportunity to interact with the lecturer, ask about the mobility challenges they face, and the things they like/dislike about their prosthesis etc. The students will then learn about the historical evolution of device design and will study current prosthesis prescription, fitting and alignment processes. The module will conclude with a clinical gait analysis of prosthetic device users. I find this method of learning to be particularly beneficial to students because it is relatable and engaging.

References

[1] M. Page, “Active Learning: Historical and Contemporary Perspectives,” 1990.

[2] A. Jeong and J. Lee, “The effects of active versus reflective learning style on the processes of critical discourse in computer‐supported collaborative argumentation,” Br. J. Educ. Technol., vol. 39, no. 4, pp. 651–65, 2008.

[3] T. Dewar and D. Whittington, “Online learners and their learning strategies,” J. Educ. Comput. Res., vol. 23, no. 4, pp. 385–403, 2000.

[4] J. C. Anyafulude, “Impact of discovery-based learning method on senior secondary school physics,” J. Teach. Perspect., vol. 8, no. 3, 2014.

[5] J. Herrington and R. Oliver, “An instructional design framework for authentic learning environments,” Educ. Technol. Res. Dev., vol. 48, no. 3, pp. 23–48, 2000.