Day 1

Time   1.25pm

Room AMDC505/506

Virtual reality tools in engineering curriculum to enhance student learning experience

Dr Ambarish Kulkarni (FSET)

Engineering design is an essential complex curriculum for multidiscipline cohorts. Students from engineering, health, science, design and computer science cohorts use design tools to develop products and processes. The traditional approach to design is through conventional learning materials and equipment. The design is taught from year one to four in the following stages: 1) primitive abstract thinking through hand sketching; 2) conceptualisation using graphics design; 3) modelling and analysis using computer aided engineering; and finally, 4) advanced design subjects for industrial projects (e.g. design for manufacture, machine design, building information modelling etc.). Though approach used computer assisted design and analysis techniques, anecdotally it was difficult for students to comprehend complex design scenarios. Currently with all forms of digital design, the final result is a static 2D image on a computer screen, projected to the viewer in their desired direction. While this is adequate to look at and examine the object, the 2D nature causes it to be extremely hard to conceptualise and examine its functionality of the object within a physical space. This means that engineering students will always be uncertain about their design until experiencing the physical, real world product. This has the by-product of creating a potentially expensive prototype that, when created, turns out to be either unsuitable or incorrect for its desired task.

Advancement in computing technology and capability, a new set of tools such as virtual reality (VR), a real time simulated 3D environment in engineering design applications is used by industries. These tools are effectively used in industry to visualise complex designs for assembly sequencing, manufacturing analysis, ergonomics, human machine interactions, virtual prototyping, information modelling and reverse engineering applications. The array of VR tools used by industries are four walls or curved displays, auto stereoscopic screens, 3D glasses, scanning tools and motion capture systems. With new VR tools, students design and interact in real time 3D environment without substantial costs and effort. This feature allows students to qualitatively verify and quantify potential information within the real environment. This session will demonstrate a strategy to integrate these emerging technologies into the current curriculum. These tools support integrated learning with bring your own device strategies. These tools also enhance teaching quality and learning with blended and flipped classroom experiences. Within this workshop, participants will explore the benefits of using such systems, as well as the basic processes to create and use these systems effectively. An interactive and in-depth discussion on a virtual design includes: curriculum integration of VR tools into current engineering practice to improve student comprehension; practical demonstration of digital tools and scanning techniques in engineering applications; and cost benefit analysis to improve design processes and future scope of these tools.

Time  2.20pm

Room AMDC501/502

Swinburne Design Factory co-creating an integrated work-integrated learning model

Carl Turner, Pauliina Mattila (FHAD)

Swinburne Design Factory (SDF) is developing a new work-integrated learning (WIL) opportunity to reach more students. Through its Wicked Agile Innovation Process (WAIP), SDF currently facilitates research and development projects in which students, industry and researchers co-create proof-of-concept outcomes for next generation products/services. These are typically year-long projects aligned to semester timetables. The new offering would leverage the WAIP (a project-based experiential learning pedagogy developed by SDF) to facilitate shorter, higher-intensity, industry engaged research and development projects.

SDF projects target the ‘fuzzy front end’ of innovation, where new possibilities are explored and new realities created. Multiple and new perspectives are key ingredients for successful innovation/transformation. SDF wants to create more opportunities for Swinburne researchers/staff to participate, connect with industry, share their knowledge and benefit from co-creative approaches through the SDF platform. This workshop will aim to collectively identify opportunities for researchers/staff to participate in, and benefit from, the new offering.

Time  2.20pm

Room AMDC505/506

Polysynchronous learning...a new way of doing

Pauline Farrell, Chris Hayes (PAVE)

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.


Time   3.25pm

Room AMDC501/502

The ins and outs of the new VET Standards

Jennifer Fleischer (PAVE), Janne Lade (EQS)

There has never been a more turbulent time of change in the VET sector so it’s critical that VET practitioners are up-to-date, and understand the current standards for compliance, regulation and training products. Join this session to catch up on your knowledge of the Standards for Registered Training Organisations, and deepen your understanding of what this all means for training and assessment here at Swinburne. Also discover what’s ‘out’ and what’s ‘coming in’ with the implementation of revised training packages in the new Standards format by taking a sneak peek into the new performance and knowledge evidence requirements. A fun session for all trainers working with any training package; c’mon be part of the ‘in’ crowd!



Day 2

Time  11.25am

Room AMDC501/502

Flipped learning experience

Mark Bailye (Blackboard)
This workshop introduces the concept of flipped learning, what it is, and why you would want to include flipped learning in your teaching. Swinburne has invested in educational technology that can be used, but what tools and functions are useful? In this workshop, Mark Bailye, Customer Success Manager at Blackboard, will showcase examples of the tools available at Swinburne to support flipped learning, and how they can be used to support the achievement of learning outcomes. The session will also include a hands-on activity of designing a flipped learning experience, as well as exploring how educational technologies can be incorporated. Post workshop mentoring will be available to participants who choose to implement some of the ideas presented.

Time   12.20pm

Room AMDC501/502

(Re)-designing assessment: Assessment as learning

Dr Sharon Pittaway, Julian Harris (Swinburne Online)
In 1997, Brown wrote that “assessment defines what students regard as important, how they spend their time and how they come to see themselves as graduates … if you want to change student learning then change the methods of assessment” (cited in Rust, 2002, p. 145). Despite the change in rhetoric in the last decade or two around higher education, and the move towards student or learner centred teaching and learning, there appears “to be a significant lag in the connection between changes in teaching methods and changes in assessment” (Rust, p. 146), a lag that has continued in the intervening years.

In this workshop, participants will explore a student-centred approach to assessment, and respond to the question ‘how might my assessment practices change if I adopt an assessment as learning approach?’. While ostensibly developed for the primary and secondary classroom context, the assessment as learning approach is well-suited to higher education, within a balanced approach, including assessment of learning and assessment for learning.

Assessment as learning requires students to be autonomous and self-motivating rather than waiting for “the teacher … to tell them whether or not the answer is ‘right’ [and is] the ultimate goal, where students are their own best assessors” (Earl, 2003, p. 25). Boud, Lawson and Thompson (2013) argue that a key aim of education is to develop the capacity among learners for reliable and valid self-judgement of their work, but note that the skills for effective self-assessment of work ‘are rarely evident in curricula through learning activities or assessment processes’ (p. 941).

Information gathered through assessment as learning approaches is used by students to provide feedback to other students (peer assessment), monitor their own progress towards achieving their learning goals (self-assessment), make adjustments in their learning approaches, reflect on their learning, and set individual goals for learning. In this approach, therefore, there is a cultural shift in responsibility for assessment, away from the traditional teacher-led practice, towards a student-centred approach.

This interactive workshop will explore ways to enable students to develop skills and capabilities to regulate their own work, to be self-motivating, and to be empowered to consider a range of strategies for learning; in effect, to make self- and peer-assessment evident in learning activities and assessment processes.

Participants will be encouraged and supported to share, critique and examine ways that assessment practices might emphasise the role of the student in the assessment process, with the view to becoming/being ‘active, engaged, and critical assessors who can make sense of information, relate it to prior knowledge, and master the skills involved’ (Earl, 2003, p. 25). Participants will leave the workshop with a deeper understanding of assessment as learning, and equipped with a set of ready-to-implement ideas to enhance their assessment practice in this regard. Participants can bring along examples of assessment as learning, or tasks that could be shaped into assessment as learning tasks.


Time   12.20pm

Room AMDC505/506

Mathspace: The digital maths workbook perfected

Kate Lee (Mathspace)
A revolutionary new tool for mathematics taking the world by storm, Mathspace offers an unrivalled digital environment for Maths education. With its StepSmart technology and line by line feedback combined with powerful handwriting recognition, students are now able to complete all their maths work in a digital space like never before. The whole student experience is driven by an advanced adaptive learning engine that personalises the process and complexity of content for each student automatically, and feeds incredible insight back to teachers LIVE. Mathspace offers world class pedagogy and content and has been recognised internationally as the most advanced maths program available. And it’s at a fraction of the price of a textbook.