Sharing Best PracticeDay 1
Date Monday 14 September
Autism Massive Open Online Course (MOOC)
Associate Professor Mick Grimley (FHAD)
On 2 April 2015, Swinburne launched a worldwide six-week Autism MOOC (Massive Open Online Course). The MOOC generated large amounts of interest from the Autism community and had over 10,000 registered participants. This session reports on the initial findings of the research project which ran alongside the MOOC. The research project* aimed to evaluate the success of the MOOC regarding its utility: firstly for supporting the Autism community; and, secondly, the effectiveness of the MOOC pedagogy in supporting such communities. The Autism MOOC was designed to take a practical approach to Autism through the lens of inclusivity. One of the objectives of the MOOC was to equip participants with the skills and knowledge to solve practical issues in the lives of individuals with Autism for better social, emotional and educational outcomes. The MOOC was aimed at family members and practitioners involved in the day-to-day issues involved in managing the environment surrounding an individual with Autism. By taking a scenario-based learning approach, the MOOC emphasised that there was not one correct way to approach different situations. Participants worked collaboratively and critically to assess the information provided. In this session, we present initial findings on the MOOC’s relative success and/or limitations in implementing these objectives, and achieved outcomes of Swinburne’s first Autism MOOC.
* funded as a Learning Futures seed project by the Learning Transformations Unit
A creativity mini MOOC for postgraduate students
Associate Professor Kym Fraser (LTU)
In this session, I discuss the findings of an Office for Learning and Teaching (OLT) funded project which piloted a Creativity Skills Massive Open Online Course (MOOC) for Master’s coursework students. Forty-nine students from three universities enrolled in the MOOC as an optional extra to their programs and 29% completed the MOOC. This completion rate compares favourably with Harvard University (13%), Udacity (<10%) and Melbourne University (4.6%).
Ten program directors from one university reviewed the MOOC. The evaluation data collected for the MOOC comprised interview data with program directors, student survey data, in-depth MOOC evaluation by two Master’s coursework students and assessment task responses.
The two student evaluators were highly positive about the usefulness of the MOOC to creative skill development, as were the vast majority of the students who completed the MOOC. Ninety percent of program directors who reviewed the MOOC indicated that they would either require their students to do the MOOC or customise and embed materials from the MOOC into their programs.
This session reinforces the importance of creativity as an essential 21st Century employability and life skill, and illustrates how the power and accessibility of MOOCs can support the development of creativity skills.
Showcasing a second year flipped mathematics unit
Associate Professor Birgit Loch
In this session, I will report on a Learning Futures seed project* that sought to answer a number of important questions related to “flipping the classroom” in the context of a second-year mathematics unit, such as if the currently available technologies are adequate, if students benefit from this approach, and how we can get students to interact with online content. This unit has been taught in blended mode in Semester 1, 2015, creating an exemplar for the mathematics discipline and FSET in general. I will also explain why we have moved to blended mode, instead of completely flipping the classroom.
* funded by the Learning Transformations Unit
Evaluating innovative blended delivery in a first-year Law unit
Dr Amanda Scardamaglia (FBL), Dr Katya Pechenkina (LTU)
Blended learning initiatives can increase student engagement with learning materials and processes and enrich student experiences (Garrison & Kanuka, 2004). By conducting evidence-based research to evaluate the impact of blended learning models on student experiences, we contribute to the body of knowledge on effective blended designs. Understood as “the integrated combination of traditional learning with web-based online approach” (Alammary, Sheard, & Carbone, 2014, p. 441) and “thoughtful integration of classroom face-to-face learning experiences with online learning experiences” (Garrison & Kanuka, 2004, p. 96), blended learning elements were integrated into LAW10010 Introduction to Australian Law & Statutory Interpretation, a first-year unit offered to 64 Swinburne Law School students in Semester 1, 2015.
In our session, we will analyse student experiences in LAW10010, which was designed in a blended mode using Salmon’s (Salmon, 2014a, 2014b) Carpe Diem learning design process. With a few exceptions (McCarthy, 2010; Oliver, 2005), literature addressing the blended learning experiences of first-year students is scarce, even more so in regards to law students. As such, a focus-group study with students enrolled in LAW10010 was conducted in Semester 1, where student expectations and experiences of blended delivery, as well as the significance of peer collaboration in their experience, were discussed.
Engaging Student Learning through Constructive Alignment and Portfolio Assessment
Dr Andrew Cain (FSET)
University education aims to provide students with appropriate knowledge and skills in a range of domains. Academics work to help students achieve relevant understanding throughout their studies. While some students engage authentically with the learning process, many students focus on assessment and marks, with the aim of passing rather than achieving good learning outcomes. In this session, we will describe a teaching and learning system based on constructive alignment and portfolio assessment that encourages and rewards students for engaging in deep approaches to learning. We will also explain how we have applied this system in the teaching of programming units at Swinburne.
Using student created short films as an assessment tool
Bryan Kidd (PAVE)
Engaging contemporary students can be perplexing. Traditional assessment tasks often generate pragmatic attempts to pass rather than genuine engaged learning. How can we create intrinsic motivation in students to learn? This session will explore the successful experience of using student production teams to create short films rather than oral presentations in an introductory Management unit. Students have shown increased engagement and improved learning due to the need to plan, create, edit and present in the short film format. The students are required to present their video to all students and teaching staff at an end of semester film festival in the final lecture.
What are wikis good for? What is the best way to use them?
Dr Bella Ross (LTU)
Educational technologies in many various forms are being heralded as the new “game changer” in education. The reality is, however, that many of these new forms of educational technology are failing to achieve the levels of success and uptake (or disruption) initially predicted. Wikis may well be one of these new technologies that initially promised to revolutionise how students collaborate, yet in practice do not deliver. This session will outline key research findings regarding how wikis are actually used by students and highlight how this differs to how many teachers intend for them to be used by students.
Authors: Dr Bella Ross, Dr Anne-Marie Chase
Wikis as a project management tool rather than a collaborative tool
Dr Amir Abdekhodaee (FSET)
Learning environments and teaching practices are changing in many ways, most notably to include more online components. Perhaps one major change in higher education in recent years is to replace knowledge transfer processes with learning activities designed to create unique experiences for learning processes for students. Through interactive learning, students can develop vital 21st Century skills and characteristics, such as creativity, self-confidence, motivation, judgement and time management skills. A wiki could facilitate such an interactive learning environment.
This session reports on the use of a wiki for group report assessment in an engineering management unit.* This new approach facilitated the transparency of students’ report development and progress so that a project can be broken into manageable stages. As such, the wiki provided opportunities for more concurrent feedback from students and the teaching team, as well as more capacity for inter-group communication.
Our survey and focus group data reveal that the majority of students found such a transparent system beneficial for their learning process, and they agreed that this might be a current expectation in real world. The wiki allowed students to gain ideas from peers’ work; benchmark their progress with that of peers; and monitor group members’ work contributions.
* Learning Futures seed project funded by the Learning Transformations Unit
Date Monday 14 September
Time 11.50 am
Swinburne Design Factory's Wicked Agile Innovation Program
Carl Turner, Dr Alison de Kruiff, Bert Verhoeven, Pauliina Mattila (FHAD)
Swinburne Design Factory (SDF) will share insights from its Wicked Agile Innovation Program (WAIP), in which innovative student-industry learning experiences are co-created, and student-industry-university relationships are transformed. SDF’s WAIP is a responsive program co-designed and delivered by an interdisciplinary SDF teaching team, which is comprised of staff with expertise in digital media, entrepreneurship and lean startup, service design, engineering and interdisciplinary pedagogy. Recent student feedback rated SDF’s WAIP the highest of any university department for ‘Overall I am satisfied with this unit’.
This session will reflect on the benefits, challenges and outcomes of facilitating co-creation at multiple levels: staff-staff, students-company, and students-students. It is expected that attendees will be able to apply or adapt what they learn in their own collaborations and industry-engaged learning.
Work Integrated Learning in the delivery model of the Diploma of Visual Merchandising
Simona Jobbagy (PAVE)
This session will give participants an insight into the work-integrated learning model used in the delivery of the Diploma of Visual Merchandising. This program provides students with the opportunity to apply their knowledge in real life experiences through industry projects with partners such as Eastland Shopping Centre, Springvale Homemaker Centre and Knox City Council. Students are assessed against units of competency as well as employability skills, such as their ability to communicate with the client, and meet deadlines. Their assessment is also informed by feedback from the client on student participation, input into the project and project outcomes.
Fostering collaborative learning through wikis
Dr Chamila Perera, Dr Chandana Hewege (FBL)
Informed by three key principles; collaboration, project orientation and authentic focus of Engagement Theory (Kearsley & Shneiderman, 1998), a wiki-enabled, blended learning activity was implemented fostering a collaborative learning environment in the undergraduate course INB20009 Managing the Global Marketplace.
The wiki-enabled activity was aligned with an individual assignment. Prior to performing the assignment, the students were required to engage in a discussion on a given topic via one of three wiki groups, each consisting of 10-15 students. The students were guided on how to engage in wikis collectively, and then, how to perform the assignment individually based on the insights and peer feedback collected from wikis.
The students were encouraged to engage in this learning activity interacting with a diverse student cohort (collaboration) and to have a group discussion reflecting on the subject related topic area (project orientation). These performances were rewarded. This also helped the teaching panel to identify issues relevant to the students, informing lesson plans (authentic focus). All in all, as empirically tested by the teaching panel, this blended learning initiative fosters an effective collaborative learning environment (Hewege & Perera, 2013) bridging cultural and communication barriers among a diverse student cohort (Hewege, Perera, & Jayawickrama, in press).
Reducing cognitive load for first stage online statistics students by improved instructional design
Dr Nikki Rickard, Vebica Evans (Swinburne Online)
Foundation statistics is often a challenging learning experience for many first stage students. In the fully online environment, additional challenges include a potentially greater gap in prior numeracy knowledge and the additional cognitive load imposed by navigating and processing the online environment (Kalyuga, 2007). In this session, we share our collaborative approach to improving student outcomes in the online delivery of STA10003 Foundation Statistics. This approach included instructional design improvements to reduce extraneous cognitive demands on students, and translating a number of initiatives to support struggling students from the on-campus to online environment. These improvements have been introduced over the previous and current teaching period, although early outcomes have already indicated substantial improvements in student performance (GPA and pass rates). Moreover, this project provided key insights into the benefits of a highly collaborative approach to integrating best practices from on-campus and online learning contexts.
Theorise this! The principled design of assessment in a first year Sociology unit - Part 1 & 2
Dr Glenda Ballantyne, Dr Craig McIntosh (FHAD), Dr Tim Moore (OSA)
Vygostky’s idea of the Zone of Proximal Development remains a perennially useful principle in the devising of assessment tasks in university study. We argue though, that to effectively apply the notion requires both some estimate of students’ extant understandings and experiences, and also a principled understanding of the particular epistemological and discursive ‘zones’ one wishes students to traverse in their studies in a discipline.
In this session, we discuss how these broad understandings informed the design of a series of assessment tasks in a first-year sociology unit. Part 1 of the session will cover the logic underlying the design of the tasks. Part 2 will consider some of the student outcomes and responses to them. We argue that a key challenge in teaching and assessment in this particular discipline is to develop ways that will enable students to write about (and also to discuss) ‘theory’ in a manageable and supported way.
Exploring best practices and challenges of learning-oriented assessment design to encourage student co-operation and continuous learning
Dr Chrystal Zhang (FSET), Dr John Hopkins (FBL)
Assessment task design is a fundamental component of learning-oriented assessment (LOA) which seeks to contribute to the reconciliation of formative and summative assessment tensions by focusing on good assessment principles potentially applicable to both. Best practices in assessment task design advocate that assessment should engage students with work over time rather than being one-shot, to establish a relationship between assessment tasks and more authentic real-world tasks; and co-operative rather than competitive assessments, for example, through group work or project- based learning. However, there is a lack of empirical evidence of implementing the best principles in relation to LOA conceptualisation at a course level to substantiate its robustness and application to a broader context.
A pilot project* was undertaken in a module delivered to aviation undergraduates in 2015. An authentic group assignment was designed with tasks being broken into biweekly accomplishment, against which the groups would receive feedback on performance and were graded. A focus group discussion with the students was held after the completion of the project. The findings revealed that group-based continuous assessment with authentic bearing did encourage students cooperation and continuous learning. This session will share some best practices and challenges in implementing the LOA model.
* Learning Futures seed project funded by the Learning Transformations Unit
What learning tools do postgraduate writing students prefer?
Dr Carolyn Beasley (FHAD)
As good teachers and learning designers, we try to ensure the learning tools embedded in our units keep pace not only with online learning pedagogies and technologies, but also the platform preferences of our students outside the classroom. This has resulted in the accumulation in our units of a large range of tools, devices, and widgets, such as discussion boards, workshop collaboration tools, videos, social media plugs in, blog spaces, and interactive multimedia that may have outlived their effectiveness.
This session will explore best practice for evaluating which tools are best used, and which ones need retiring from our Blackboard sites. We will look at a postgraduate writing course as a case study, and discuss the use of various forms of learning analytics, and transferability of tools to the mobile environment.
The use of social media to enhance student learning in engineering
Associate Professor Hussein Dia (FSET)
This session presents the findings from a study* which evaluated the potential of LinkedIn as a flexible and mobile social media platform to contribute to high quality and engaged collaborative learning in higher education. Specifically, the study examined how LinkedIn could be used in transport engineering courses to enhance learning outcomes in sustainable transport practices by engaging students, from Swinburne’s Melbourne and Sarawak campuses, through student, faculty and industry learning collaboration.
The project included setting up a LinkedIn group to which students and local and international academic and industry specialists were invited to join and participate. Every week, discussions were initiated and moderated around a topic in the units of study, allowing students to participate and collaborate with their classmates at both campuses and with the domain specialists. The project also investigated whether students perceived LinkedIn contributed to enhancing their critical thinking and knowledge of global sustainable transport practices. Preliminary results showed that the project has achieved its overall aim of improving engagement with the students. LinkedIn analytics showed a growing interest in the evolution of the project, with nine articles generating more than 4,700 views and 470 interactions between March and June 2015.
* Learning Futures seed project funded by the Learning Transformations Unit
Sharing Best PracticeDay 2
Date Tuesday 15 September
Time 2:00 pm
Designing for engagement in teacher education: a work in progress
Associate Professor Timothy Moss (FHAD)
Teacher education as a discipline is relatively new at Swinburne – operating in the online mode since 2012, and on-campus for the first time in 2015. This has meant a need to rapidly develop courses and units to meet a significant level of demand from students, with a small team of academic staff working across multiple levels of schooling and multiple courses.
At the same time, teacher education in Australia has become a highly public and contested space, with a recently completed national review of teacher education presenting new challenges for institutions in offering programs that are relevant, authentic, and evidence-based. The traditional ways of offering education courses are unlikely to be successful in maintaining accreditation, or attracting students. Within this context, Swinburne’s Education discipline is currently involved in a year-long process of curriculum development. Our focus is on developing engaging and innovative units that leverage our expertise in online and blended models to distinguish us from other providers, and making use of new methodologies and technologies to prepare teachers for contemporary classrooms. This session will share the processes used to plan, implement and evaluate this work, which draws on design thinking principles and a practitioner inquiry approach. We will also showcase early innovations and outcomes, including our approach to flipping the classroom, and incorporating design thinking and problem finding within the curriculum.
Using e-tivities to stimulate collaboration and learning for students
Dr Jay Cohen, Dr Lucy Elliott (Swinburne Online)
Learning activities (often called e-tivities) form an essential part of the online learning experience for students. The ongoing challenge for learning designers is in creating stimulating and authentic e-tivities that foster motivation, socialisation, information exchange, knowledge construction and student development (Salmon, 2000). This session explores the use and adaption of Salmon’s e-tivities framework (2000), as well as the specific e-tivities developed as a means to motivate students enrolled in an online outcome teaching unit EDU80010 Teaching in the Digital Age. Core to the design of this unit is the timing of the e-tivities in the learning materials, the scaffolding of skills towards assessment, and the importance of constructive alignment (Rogerson-Revell, 2015). The e-tivities are explicitly linked to the assessment requirements and learning outcomes of the unit for our ‘assessment conscious’ (Kirkwood & Price, 2008) students. This unit provides an example of learning design that utilises e-tivities to generate a collaborative and robust learner-centred experience.
Three years of PhysCasting - what have we learned?
Dr Brenton Hall (FSET)
Each year, over 750 students participate in the foundation physics unit Energy and Motion. These students are enrolled in a range of courses (engineering/science/aviation) with contrasting disciplinary focuses, and a significant fraction have never encountered physics previously. In 2012, we began using remote, anonymous polling in lectures to enhance conceptual learning and promote student interactivity. While instantaneous feedback on the understanding of concepts is useful for students and the lecturer, this adaptation did reduce the ability to demonstrate qualitative and quantitative problem solving methods. To address this, in 2013 we began recording PhysCasts. These are short, peer-reviewed videos of worked physics problems that are verbally annotated (explaining not only how, but why a choice is made). The aim of each PhysCast was to provide an “exemplar of problem solving techniques” with a designed problem solving strategy that was applied consistently to every topic studied in the unit. In this session, I will reflect on how the program was established, how the students utilise the resource, how “viewing PhysCast” and final grades correlate, and how they have propagated from Higher Ed, to PAVE to the World Wide Web.
Using videos to teach programming
Vicki Caravias (PAVE)
This session will demonstrate how blended learning environments can be incorporated into teaching as a way of engaging students in learning activities that lead to higher-learning experiences. This is consistent with the learner-centered approach (Kember & Kwan, 2000) whereby teachers focus on the learning process. This session will demonstrate how teachers can deliver information to students using new media, such as developing videos and how-to resources, for practical units of study that can support students, complement existing learning resources and assist students to achieve their learning outcomes.
Blended Learning initiatives at Swinburne Sarawak
Bibiana ChuiYiong Lim, Llewellyn WeeLing Liu (Sarawak)
Recently, initiatives have been taken to incorporate blended learning in the delivery of learning materials at Swinburne Sarawak. The main aim of these efforts is to improve students’ learning experiences, as well as to provide students with more flexible and interactive modes of delivery. Besides using Blackboard discussion boards, blogs, wikis and online quizzes to supplement students’ face-to-face learning in the classroom, pre-recorded videos were made available. Video broadcasting and recording tools such as Open Broadcaster Software (OBS) and Camtasia were used. To help assess students’ understanding of the content delivered through the pre-recorded videos, students were requested to answer a series of questions by employing an electronic audience-response system. General feedback shows that these initiatives were well-received by the students, particularly in terms of their flexibility which enabled the students to access the recorded lectures ‘anytime and anywhere’. However, blended learning is a new approach to the university, and a transition period is required for staff members and students to better understand the approaches. It needs to be carefully managed so that it will not affect the delivery of a course. Some of the factors that need to be considered include facilities, time management, technical support, online resources and stakeholders’ expectations.
International education and media for the global citizen
Dr Esther Chin, Dr Mark Finn (FHAD)
After discussing the value of international education and the alignment between Swinburne’s 2020 Plan and emerging United Nations Educational, Scientific and Cultural Organization (UNESCO), Australian and Victorian government policies on international education, we show how Swinburne can facilitate international education among globally mobile students by building on its leadership in online education, its distinctive emphasis on work-integrated learning, and its position in Melbourne, Asian, and Western cultures of diversity. In this session, we will share concepts and cases of best practice in the use of media for international education, and consider how we might combine a range of established and emerging technologies to design authentic experiences of blended and online learning. We will reflect on how our teaching practices are preparing students for global careers, and address key challenges to student engagement in contexts of global cultural diversity.
Listening to the students' voice regarding the best of the online and f2f world for the purposes of learning
Dr Simone Buzwell (FHAD)
The proportion of higher education students studying online has increased exponentially in the last decade, however we do not know much about this cohort and what they want from their university experience. In addition, most universities are attempting to enhance the online resources provided to their on-campus students; however, there is still a lack of clarity regarding what aspects of online study on-campus students may value. In the current study, 525 first-year psychology students studying across three study modes [on-campus, online via Open Universities Australia (OUA), and online via a private provider affiliated with a university] responded to an online questionnaire regarding the importance of characteristics associated with both online and face-to-face teaching, and what students value in the academics teaching their courses. The results are discussed in terms of how universities can best improve their online offerings, and how they may incorporate desired ‘offline’ experiences into an online environment.
Reasons for student drop-out for Swinburne online OUA units
Associate Professor Steven Greenland, Catherine Moore (FBL)
The high student drop-out rate associated with online education explains the increasing focus on retention by institutions such as Swinburne. This research was undertaken to identify the reasons for student withdrawal from Swinburne units delivered on degree programs offered by Open Universities Australia (OUA). Exploring the drivers of online student attrition is important for informing retention strategies, and is identified in the literature as warranting further investigation. This study involves over 200 in-depth interviews with Swinburne students who recently dropped out of OUA units. The findings reveal an array of personal factors as being the main drivers of unit withdrawals. Student learner/study related aspects were next most important, followed by provider and unit related characteristics. A model of online student attrition is currently being developed, which will have implications for a retention strategy. Initial assessment suggests that, given most attrition drivers are personal in nature. The potential to reduce attrition is actually limited by current institutional policies which relate to student progression on macro and micro levels. The research suggests that universities engaged in online open access deliveries need to review their operational procedures.
Date Tuesday 15 September
Time 2:50 pm
Applying constructivist learning activities successful in games-based Learning
Dr Troy Innocent (FHAD)
This session explores links between Constructivist Learning Environments and Games-Based Learning, and presents successful learning activities identified via an observational study of its use in teaching. The study* is supported by a learning environment using the ‘campus as classroom’, in which students use iPads to discover content connected to places on campus. An initial study was conducted in the Pervasive Game Design Lab in Semester 1, 2015 which has informed the design of learning technologies currently in development. This session will outline the initial findings and present a prototype of work in progress.
* Learning Futures seed project funded by the Learning Transformations Unit
Lightmare Games Studio Collaboration - polysynchronous learning
Graham Bridge (PAVE)
Andrew Roadknight and his team have initiated a new blended learning program for the Diploma of Digital and Interactive Games in 2015. This program works in close collaboration with the Lightmare Games Studio. This company is based in Brisbane so has required the adoption of a polysynchronous model of learning. Lightmare Games Studio provides master classes for students from leading industry experts, and provides mentoring to the students and meets regularly with Swinburne staff. The students create portfolios of work to assist with securing employment, and there is the opportunity for those high achieving students to be employed by Lightmare Games.
Creating enabling, culturally diverse learning environments for non-traditional students, particularly for entirely online units
Dr Lucy Nicholas (FHAD)
Health and Community Services has a problem… they have two groups of students studying the same course at different campuses. Both groups are not large enough to be financially sustainable. The problem has created a new project where we are using new education models that focus on the student experience, while upskilling our teachers on how to deliver using video conferencing technology, virtual classrooms, the WWW, and the classroom, while still leveraging off the workplace and online learning. Sounds complex? Our task is to make this “blend” simple and student centric. This workshop will explain how we are creating this new learning environment – sharing the positives and the negatives.
Dr Andy Wear and Rhonni Sasaki (Swinburne Online)
Learning technologies are ‘changing the landscape of learning’ (NMC Horizon Report, 2015) and Learning Designers need an acute awareness of how these technologies are applied in the shaping of this landscape. While the Learning Designer’s relationship with the learning materials remains largely informed by work with the academic or subject-matter expert, determining the extent to which learning technologies become a part of the learner’s engagement with these materials is becoming increasingly integral to the role.
If we consider implicit (passive technologies and interfaces) versus explicit (active, student-led technologies and interfaces) use of learning technologies as opposing points on a spectrum, the role of the Learning Designer is to define to what extent they complement, supplement, integrate with, or become integral to the content according to the learning experience. This work needs to take into account, and support, learners in developing the requisite information and digital literacy skills and proficiencies for study success and real world relevance.
We will present two learning design approaches for integrating learning technologies to enhance the online learner’s experience: problem solving and decision making through consuming, producing and sharing information; and constructing knowledge through presentation and collaborative engagement.
The Blackboard tip buffet: A smorgasbord of ideas for teaching with Blackboard
Dr Lyndon Walker (FHAD)
This session will be a sharing of teaching practice where I will present a wide selection of tips, tricks, and ideas to improve how you can use Blackboard. Some of the tools and concepts covered will include: Blackboard badges, using adaptive release rules for assessments and gamification, ideas for formative and summative assessment, adding video content, and embedding external content, including social media widgets. I will describe how (and why) I use these tools in my own sites, and discuss how they can help the student experience (and often the staff experience too).
Developing a department wide approach to Blackboard
Meaghan O’Donnell (PAVE) This session will provide insight into a template that I have designed and developed within Blackboard to be more visually appealing, and more functional for both students and teachers. The templates are easy to navigate, and have been created for use in both online and classroom sessions. Instructional videos have been included for students to learn how to upload and download files, send messages and more. Additional functions have also been incorporated into the template, such as Scoop it! for student to share resources, and rubric templates have also been designed that cater for both the Certificate IV (competency based) and Diploma (marks). Within the Grade Centre, I have created a Grading Schema for Cert IV courses to provide a ‘S’ or ‘US’ for assessments, instead of providing a mark. To comply with VET regulations, the template ensures that students select the ‘Mark Reviewed’ button as a confirmation that they have read and understood the Unit Outline, and placed an adaptive release on further materials until this function is completed. E-tivities format have also been included in discussion boards as learned from Gilly Salmon with the Carpe Diem Workshop.
Cross sectorial, industry and community engagement
Kerry Howard (PAVE)
A new pilot project from the landscaping area shows how innovative work integrated learning can be. By mapping the skills and knowledge required using new models of learning, this dynamic team are leveraging off the expertise in VET already and creating new programs that will trial Swinburne opportunities for our students. This session will explore how we can work more closely across Swinburne, and with our community and industry partners.
Innovative teaching in the NT with remote communities
Sharon Rice (PAVE)
Learn about a great program in the Northern Territory that is developing trade skills in remote Indigenous communities. These communities have little or no business infrastructure, and this skills development is providing opportunities for them to build culturally appropriate business models and a local economy that allows people to gain work while remaining in their community. Our teachers live in the community during the training, and work with locals to build the literacy, numeracy and practical trade skills needed to reinvigorate the community. The teaching methods used respectfully reflect the participants’ preferred ways of working. They include using new techniques such as ‘Tool Box Talks’ which use storytelling and social learning to embed key skills. The program is also looking into new exciting areas such as geothermal technology. This session will share the journey this PAVE project has taken, and inform of exciting new opportunities that are opening up.