Outline of presentation

1. Real time undergraduate economics teaching: a case study of teaching international economics and finance By Margaret Giles Faculty Research Scholar Faculty of Business and Law Edith Cowan University Paper for the 14th ATEC, Brisbane, 13 – 14 July 2009 "What does the financial crisis tell us about teaching and learning economics?"

2. Introduction What we teach at ECU and how we teach it (UG economics) What teaching pedagogy has to say about How to remain contemporary Authentic learning Survival of the fittest – case study Conclusions Outline of presentation

3. Teaching pedagogy: How to remain contemporary Gullason (2006) “It is possible to increase the effectiveness of contemporary pedagogical techniques already employed while simultaneously addressing the concern that current economics instruction is weak in imparting real-world empirical applications of economic theory”. “One way of accomplishing this necessitates instructors themselves engaging in active learning, ideally with cooperative/collaborative-learning components, and incorporating the fruits of such activities into their lesson plans”.

4. Teaching pedagogy: Authentic learning Theory of teaching and learning has shifted From ‘imparting’ a known body of knowledge To ‘learning’ new knowledge Authentic learning is Less about simple problems More about complex problems – “learning that is centred on rich, real-world, immersive and engaging tasks” (Herrington 2005) Being able to take both old and new information to inform discussion of future issues

5. Survival of the fittest – case study(framework) Third year unit offered in BBus(Econs) and BBus(Fin) Students External (n = 2) Internal (n = 7) Assessment 2 problem sets @ 20% each Final exam @ 60% A unit I’ve never taught before and thought I knew nothing about The global economic crisis unfolding week by week Also Paper for 14th ATEC Project for PDC 113

6. Survival of the fittest – case study(background) Economic history?? Quiggan (2009) believes economics students would benefit from a richer serving of economic history. “They need to learn about how opinions have come and gone – how in the 1950s and ’60s, for example, we thought Keynesian macroeconomic policies would deliver good times for the foreseeable future. Similarly, over the past decade or so, we’ve perhaps lost sight of the bigger theme of the business cycle – we need reminding that it remains to this day a largely unsolved problem.”

7. Survival of the fittest – case study(activities) Timeline of the global economic crisis The internet Listserve (RBA) Media Print Television commentaries (eg Budget) Ascent of Money - too late for Sem 1 

10. Responses by governments and central banks Not the textbook (publication date of 2009 but rarely discussing data or policy later than 2007) School, Faculty and University wide debate on WFC School workshop Faculty forum Conference November Survival of the fittest – case study(activities, cont.)