Tag Archives: constructive alignment

Sustainability: Enabling Graduates

Dr Jude Westrup, Senior Advisor, Strategic Initiatives, Office of Dean, Learning and Teaching updates us on Sustainability at RMIT University, and invites you to a professional learning session on sustainability on the 21st of October.

Sustainability is a major contemporary issue and therefore fundamental to good business practice for education institutions. Australia’s National Action Plan for Education for Sustainability – Living Sustainably , the Rio+20 Treaty on Higher Education  and the United Nations Decade of Education for Sustainable Development  over-arch and inform RMIT’s strategic, global implementation of sustainability in learning & teaching, research and industry engagement. Initiatives such as Sustainable Urban Precincts Project  and the global management of international programs and partnerships  contribute to RMIT’s “reorientation…to a focus on achieving a culture of sustainability in … teaching and learning for sustainability… and continuous improvement in the sustainability of campus management” . TT post

As part of the ongoing process of embedding sustainability within the curriculum, research and partnerships across RMIT, the Sustainability Committee via the Office of Dean, Learning & Teaching has undertaken extensive curriculum, professional development (PD) and project work within the Learning & Teaching for Sustainability (LTfS) project during 2013-14.

RMIT’s Sustainability Policy and Action Plan to 2020 defines and directs projects and programs that embed sustainability principles and practices throughout learning & teaching, research and operational activities.

The plan states:

Tertiary education will:

  • Engage students at all levels in learning about relevant sustainability concepts (knowledge, skills and values/attitudes), identifying issues of importance and taking actions in order to empower them as future leaders in industry and society in their chosen fields
  • Embed sustainability capabilities/competencies within disciplinary and professional contexts, including where relevant challenges from beyond narrow or chosen discipline(s)
  • Support academic and teaching staff to develop high levels of discipline relevant sustainability literacy so that they are able (competent and confident) to facilitate sustainability learning

Sustainability: Enabling Graduates – professional development

This interactive, introductory professional learning session will introduce you to Learning & Teaching for Sustainability at RMIT and beyond.

Details are:

Tuesday 21st October in SAB – PD-Room (80.03.001)
From 12noon – 2pm. Details can be found on the DevelopME website:
Sustainability: Enabling Graduates is designed for all academic and teaching staff to:

  • interactively, explore through dialogue and design exercises curriculum refinement or development, with the aim of increasing relevant graduate learning outcomes in Sustainability or embedding sustainability further into the curriculum
  • trial and experiment with a multidisciplinary, e-assessment task design, and
  • examine and explore introductory concepts, praxis and principles ofLearning & Teaching for Sustainability within disciplines and professional contexts – local, regional, and international, that can then be applied to other course and program development or refinement.

Registrations are open until 20th October and inquiries are welcome to Dr Jude Westrup (9925 8377) or jude.westrup@rmit.edu.au

TTpost2There are extensive learning & teaching for sustainability resources on our sustainability pages.  You may like to access these for your pre-workshop reference or for further ideas and inspiration.

So if you are interested in sustainability and education and think you might be:

  • Ready for some new ideas and refreshment?
  • Ready to rekindle your joy of learning after a productive, and long, semester?
  • Then take the opportunity to join academic and teaching staff at the new, experiential, multidisciplinary, multi-modal professional development workshop

then you might want to go along!

Other useful references

TEQSA and the Australian Qualifications Framework promote the importance of being able to measure and evidence graduates’ learning outcomes resulting from their program of study. TEQSA’s approach to Quality Assessments 

The RMIT graduate attribute (GA3) that most explicitly relates to Learning & Teaching for Sustainability is, ‘Environmentally aware and responsive’. This attribute articulates our aim that ‘Graduates of RMIT University will have engaged in processes to develop their abilities to recognise environmental and social impacts and to provide leadership on sustainable approaches to complex problems’

Don’t forget to register (DevelopME website) if you want to attend!

Share your thoughts and questions on sustainability in learning and teaching  in the comments section!
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RMIT’s 2014 Learning and Teaching Expo

Posted by: Meaghan Botterill,  Senior Coordinator, Educational Technology Integration, e-Learning Strategy and Innovation Group, RMIT University.

Click on the image to register for the event.

Click on the image to register for the event.

RMIT’s annual Learning and Teaching Expo is on 2-3 September, 2014. This is a great opportunity to catch up on what is happening both nationally and locally in learning and teaching. Last year the Expo was a great success, so come and join colleagues from across the university to discuss and explore innovative practices that enhance student learning outcomes.

This year’s theme, Designing Teaching, Creating Learning, explores how good teaching design and pedagogical practices create and enhance student learning opportunities and outcomes. There will be an extensive range of speakers, presentations and workshops from across RMIT and the program features the following guests:

  • Professor James Arvanitakis from the University of Western Sydney who was the 2012 Prime Minister’s Teacher of the Year award winner. James’ passion and enthusiasm for teaching is apparent to any of you who have ever seen him present before. He is continually looking for ways to make connections with his students and to make learning relevant, accessible and exciting.
  • Professor Ruth Wallace is the Director of the Northern Institute, at Charles Darwin University. Her particular interests are related to undertaking engaged research that improves outcomes for stakeholders in regional and remote Australia. Ruth has extensive experience in innovative delivery of compulsory, post-school and VE programs in regional and remote areas across Northern Australia.
  • Associate Professor Nicolette Lee is from Victoria University and she is a 2013 OLT National Senior Teaching Fellow. Her project, Capstone curriculum across disciplines, synthesises theory, practice and policy to provide practical tools for curriculum design. It builds on previous and current work in the sector to identify capstone innovations and models-in-use, how standards might be demonstrated through a range of approaches, and providing publicly available and comprehensive practical tools for staff.
  • Associate Professor John Munro is from the University of Melbourne. John’s research, teaching and publications are in the fields of literacy and mathematics learning, and learning difficulties, learning internationally, gifted learning, professional learning and school improvement. His focus on neurology and the brain form the basis of designing explicit teaching strategies to create learning in diverse student cohorts.
This is a great opportunity to learn more about learning and teaching and what we as educators can do to design teaching to create learning and thus enhance student learning outcomes. Registration is essential. The full program and registration form are available here.

Learning and Teaching Expo 

Date: Tuesday 2 and Wednesday 3 September
Time: 9am to 4.30pm
Venue: Storey Hall, Building 16, City campus
Cost: Free

Registration: Essential
Registrations close Wednesday, 27 August 2014.
Register here now.

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Learning & teaching for sustainability– naturally

Guest Post: Dr Jude Westrup, Senior Advisor, Strategic Initiatives, RMIT University.

Click the image to view The Learning and Teaching for Sustainability toolkit [PDF, 812 KB, 27 pages]

Click the image to view The Learning and Teaching for Sustainability toolkit [PDF, 812 KB, 27 pages]

Following Margaret Blackburn’s post in early 2013, I responded in a comment that it was ‘…great to see sustainability and environmental responsibility made explicit in our graduate attributes…’ What this means is that whatever the program of study, graduates of RMIT University will have engaged in processes to develop their abilities to recognise environmental and social impacts and to provide leadership on sustainable approaches to complex problems. The page on the graduate attribute Environmentally aware and responsible (#3 of 6) gives some suggestions of how this might look in a program. Appropriate to their level of study, students will:
•                Recognise the interrelationship between environmental, social and economic sustainability
•                Appraise and critique context-appropriate sustainability measures
•                Take responsibility for critical decision-making in ensuring sustainable outcomes
•                Appropriately apply their environmental and sustainability literacy in a highly diverse range of contexts.
For interested teachers and academics (especially those involved in course and program reviews, amendments or developments) the Learning and Teaching for Sustainability (LTfS) project can help you map this attribute and there are many excellent curriculum development and refreshment resources already available on the LTfS website  and includes the recently produced LTfS Toolkit for curriculum development, consisting of templates and workshop activity sheets.
Sustainability is undergoing a renaissance within the international and national tertiary sector as it relates to professional, industry and community priorities. Several LTfS components of RMIT’s Sustainability Action Plan are being reinvigorated while others are being developed for the first time. Through the Office of the Dean – Learning & Teaching (Academic Portfolio) a university-wide, year-long LTfS project is flourishing, with curriculum development, professional development (PD) and LTfS opportunities for staff being the main foci.
In terms of PD, staff will be able to access resources for LTfS curriculum development and evaluation via the LTfS website, a Google Site for informal (within RMIT) sharing of ideas, the Sustainability Subject Guide (RMIT Library) and other resources collated within RMIT’s Learning Repository.

Gallery of RMIT Graphs

LTfS sits within a broader suite of sustainability projects at RMIT.

RMIT Vietnam already has sustainability resources, such as an Environmental Policy in place.

We have contributed to the International Sustainability Literacy Index (currently in development), the United Nations Higher Education for Sustainable Development portal and the National Education for Sustainability (Office of Learning & Teaching) website. RMIT is a key contributor to these sites and initiatives.The national Education for Sustainability Tertiary Forum was held at LaTrobe University in February which linked staff at Universities in NSW, Victoria and Tasmania. Detailed outcomes and actions are available on the Education for Sustainability website.

We have ongoing national participation with groups such as ACTS (Australasian Campuses Toward Sustainability) and AAEE (Australian Association for Environmental Education). Both of these groups have conferences in Hobart in November which staff are encouraged to explore, attend and contribute to.
A range of RMIT resources exist for teachers, lecturers and academic developers.

A range of RMIT resources exist for teachers, lecturers and academic developers. Click on the image to see more.

All Colleges in Melbourne and the Sustainability Group in Vietnam are involved in linking LTfS curriculum development with the Global Learning by Design (2014-2016) major project and other strategic Program and Course development and delivery initiatives (such as the AQF Program and Course Guide alignments and Undergraduate and Postgraduate Program reviews). A workshop, Introduction to Learning & Teaching for Sustainability will be available to all staff from Semester 2 in the DevelopMe PD program and online, modular resources are under development. Social media, digital learning and blog communications channels are also being explored and developed.During the RMIT Learning & Teaching Expo in September 2014 students, alumni and staff from across RMIT will present an interactive Q&A style LTfS colloquium. This session will explore key issues in sustainability of relevance to staff and students across our campuses.

The creation of a dedicated RMIT Teaching Award (P9: Graduate Learning Outcomes), for curriculum developments or initiatives that enhance one of RMIT’s graduate attributes, will further raise the profile of LTfS and enhance learning and teaching practices across RMIT.

To close on the topic of awards, the 2014 Green Gown Awards Australasia is now open and the deadline for all submissions is 4pm Tuesday 5 August 2014. A team in Landscape Architecture were finalists last year with their project looking at green roof projects.
Are there teams out there ready to have a shot at the 2014 awards?
Share your thoughts and questions about sustainability on campus in the comments section!
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Patterns for Change and Innovation

Posted by: Spiros Soulis, Senior Advisor, Learning & Teaching, RMIT University.

Click on the image to visit the GLbD site.

Click on the image to visit the GLbD site.

RMIT is a global university of technology and design but how does this translate into our programs and courses? Are they truly global? And are we keeping pace with the changes being forced upon Higher Education?  Changes that are very much driven by technology and online delivery.

Global Learning by Design (GLbD) is a major project of the University that is hoping to address and deliver on these questions. The idea is that programs will be designed for delivery in multiple locations using multiple channels: face-to-face, blended or fully-online.

So how does GLbD propose to do this?  We’ve set up Curriculum Design Teams made up of academic and teaching leads, teaching staff, educational developers, representatives from the Library and Study and Learning Centre as well as production specialists from the Office of the Dean, Learning & Teaching. It’s about bringing these stakeholders together from the start, providing a holistic approach to program development. Not a new concept in designing curriculum, but one that makes sense.

There are many innovative approaches to teaching and learning across RMIT that have resulted in rich student learning experiences. But what we have not been able to do is consistently capture this work and share it! Making it available to other disciplines and Colleges is how this good work can have a ripple effect. GLbD is putting its effort into capturing Curriculum Design Patterns and building a repository for all to access and use.

Avoiding a business-as-usual approach, we’re using particular principles of program management methodologies such as Agile and Lean. These principles have been around for a long time and are now becoming more commonplace in Higher Education.

Information on Global Learning by Design can be found here along with a list of all the Colleges’ projects for 2014. If you are interested in how you could get involved in GLbD, contact your Deputy Head/Dean Learning & Teaching. We’ll be posting an update on the work from specific Curriculum Design Teams later in the year.

Share your thoughts and questions about the project  in the comments section!
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Program management for everyone

Posted by: Spiros Soulis, Senior Advisor, Learning and Teaching, College of Design and Social Context, RMIT University.

Click on the image to view RMIT's web resources on program management.

Click on the image to view RMIT’s web resources on program management.

Program management is hard work. There is so much to consider, take into account, plan for and, at times, react to. It’s not just about the program; its design, delivery, quality, review, promotion — it’s also very much about the students: their enrolment, orientation, induction, progress, feedback, complaints, appeals and advice…as I said, hard work.

So what can help?

As part of the Academic Management of Coursework Programs in Schools endorsed by the VCE in April 2013, The Office of the Dean Learning and Teaching has put together a suite of resources for Program Managers in both Higher Education and VET to hopefully ease some of that burden.  Program Management for everyone is a just-in-time portal to policies, resources, training and relevant information. It isn’t the magic bullet, but it has attempted to bring information together.

By the end of November it will be complemented with a section for Course Coordinators in Higher Education, and VET will follow suit in early 2014 with a section for Program Coordinators. There are also plans to include a section on People Management.

Professional development has been organised, and apart from the resources online, there is a Blackboard shell and upcoming DevelopMe workshops. We’ve already held one of these sessions and look out for one in late November. In 2014, another series of DevelopMe workshops will target specific areas when they are needed most.

We chose the tagline Program management for everyone because it’s such crucial role here at RMIT. The impact the Program team has on the student experience and student outcomes can’t be overestimated.

Share your thoughts on the new resources or program management more generally in the comments!


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Assessment, Grade, Holidays…

Posted by: John Benwell, Principal Advisor, Learning and Teaching, College of Design and Social Context, RMIT University.

HD rubricIn Melbourne, it’s the last week of scheduled classes and nearing the long break over the southern summer. Whilst thoughts may be wandering towards holidays, sun, the beach and all those great ‘Aussie’ pastimes, it’s time to assess and grade our students.

All the formative assessment has been done; we have provided vast quantities of feedback to our students and maybe provided avenues for feedback from their peers; now is the time to give each one a grade.

So I thought for my last post for the year, and before running to the beach to go sailing, I’d do a light refresher on assessment and point to some resources on rubrics to help you through.

At this stage of the year, we already know how most students are going. We have been giving them formative assessment tasks, and providing feedback to them so they can learn from their mistakes, fill the gaps and polish their performance. There have likely been summative assessments, which have been building towards a final mark.

Maybe you’ve read (and found useful) other tomtom posts that have discussed aspects of assessment (like Thembi’s post on Active Learning Strategies, Meredith’s post on Academic Integrity, Alex’s post on Peer and Self-Assessment and my previous post, Keeping Watch on using assessment to track our students’ progress), so here is a post with some handy references on assessment and rubric development.

In the old days, students would now start cramming, revising knowledge and processes, going to the library and doing old exam papers hoping their lecturer would just revise the last year’s paper for this year.

Nowadays, we hope those student expectations are well behind us and the last assignment encapsulates the skills, knowledge and the application skills and knowledge into a capstone assessment experience to confirm the student has achieved the course (subject) learning outcomes.

In pondering assessment we should never lose sight of what assessment is, and its purpose. As a reminder, here are the core principles of assessment from The University of Melbourne’s  Centre for the Study of Higher Education:

  1. Assessment guides and encourages effective approaches to learning
  2. Assessment validates and reliably measures expected learning outcomes, in particular the higher–order learning that characterises higher education
  3. Assessment and grading defines and protects academic standards.

At this stage of the year, principle 1 should have provided students with tasks that permitted them to test their learning and understanding in their passage towards the achieving the learning outcomes. The best scenario would be student-lecturer negotiated, multiple learning and assessment tasks that were designed to increase in complexity over the semester.

Principle 2 reminds us that we should not be simply testing students’ knowledge, but more their application of skills and knowledge and their ability to independently think though increasingly complex problems associated with their intended discipline. And we must grade each student in a reliable and repeatable manner. More on how we do that later.

Principle 3 helps maintain our standards. Not only do we have to assess if they have achieved the course learning outcomes, but also how well they have achieved it with reference to industry standards and moderation across institutions. Painfully for a teacher, we also must decide if a student has not achieved the learning outcomes.

Using the results from several forms of assessment during the semester, we need a framework to grade effectively. We need to have a considered series of statements that allow us to assign an overall grade to each student. They are like performance indicators. These statements are incremental performance levels of the learning outcomes. The levels are based on professional judgement, industry expectations and the quality standards of the university.

Commonly referred to as rubrics, you should develop a set of guidelines for marking and grading. They are not rules, but a framework to help you and your co-assessors be consistent across the group of students, from year to year and to maintain the academic quality standards expected by your industry/discipline and the students’ future employers. Your institution also relies on your professional judgement to uphold the standard of its awards.

Some argue that rubrics are restrictive, but with a well-developed set of rubrics, time is saved, consistency is improved, standards are upheld, and the course remains constructively aligned — the rubrics being generated from the learning outcomes. Levels of attainment between are  documented and described for the students to see. These can be a little bit fuzzy in their generic form but discussion with students, providing exemplars and using the same rubrics for peer and self-assessment can enhance all participants’ understanding of what a rubric is trying to do. Rubrics can be applied to all types of assessments: essays, drawings, pictures, models, presentations, designs and films.

The links below have some useful reading on rubrics, their purpose, value and how to write them:

http://aadmc.wikispaces.com/file/view/Assessment.pdf

http://www.edutopia.org/assessment-guide-rubrics

http://www.cmu.edu/teaching/designteach/teach/rubrics.html

Unfortunately some students, despite all attempts by us, fail to provide us with the evidence they have achieved the learning outcomes. The result is then a fail. There wouldn’t be a lecturer or educator who does it lightly, but it’s part of upholding the professionalism of our discipline, and the standards of our university. The determined learner who fails will return and do the course again, learning from their mistakes, and hopefully will achieve a better mark the next time around.

So before you start marking this semester try developing your own rubrics. Start by writing your learning outcomes on the left of a tabjboceanle, and then use grade descriptors of what you would expect to see from the students in the boxes. Your learning and teaching advisor can help you create them and your results will be fairer and more consistent. Rubrics are also a great help when marking online or if you have several tutors performing the assessment. What’s more, you can save time!

Well my last student is graded, so I’m off to a BBQ tonight and out into the ocean (Bass Strait) for a sail on the weekend.

I hope you have an enjoyable break.


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Linking to the recent Sessional Staff Symposium

Connecting Sessional Staff LogoPosted by: Kellyann Geurts, Senior Advisor, Learning and Teaching, Design and Social Context College, RMIT University.

The College of Design and Social Context facilitated a Professional Development Symposium for sessional academic and teaching staff on Friday 6 September.

If you missed my last post, the 2013 Connecting Sessional Staff Project aims to:

  • Address individual learning and teaching needs
  • Share, present, discuss and reflect on teaching and learning experiences
  • Support collaboration, peer partnerships and mentoring
  • Connect with other sessional staff and learning networks across the University
  • Link to the online Sessional Modules from the Professional Development for Tertiary Teaching Practice (PDTTP). The Modules are accessible through Blackboard and information is online at: http://www.rmit.edu.au/teaching/pdttp/sessionals

The symposium workshops were practical and hands-on. They aimed to connect staff with their peers, their curriculum and with their students.

For those who missed the symposium or attended and missed a workshop, here is a brief overview with  the learning outcomes for each.  If you find something  of interest, you can follow the links or even contact the facilitator for more information:

Opening Session

Workshop 1: Technology… you’ve gotta have a Plan B!

Spiros Soulis, Senior Advisor Learning and Teaching, Learning and Teaching Unit

•Design back-up activities to include in lesson plans for when the technology fails
•Know who to call and what to say when you have technical issues in the class
•Identify resources to have on hand to continue to engage your students.

See also:
the teaching tomtom: http://theteachingtomtom.wordpress.com/2012/05/29/technology-you-gotta-love-it-when-it-works/
Teaching with Technology: http://www.rmit.edu.au/teaching/technology

Workshop 2: Assessment

John Benwell, Principle Learning & Teaching Advisor (Architecture and Design)

•Discuss and know how to use assessment as learning activity and a progress monitor
•Create an assignment in blackboard (with e-submission)
•Discuss and understand academic integrity using Turnitin.

See also:
RMIT University Student Assessment http://www.rmit.edu.au/students/assessment
Center for the Study of Higher Education, Melbourne University http://www.cshe.unimelb.edu.au/resources_teach/assessment/
Turnitin http://www.rmit.edu.au/teaching/technology/turnitin

Workshop 3: Engaging your students using Inclusive Teaching practices

Andrea Wallace, Educational Developer, DSC

•Identify and discuss challenges in managing a diverse student cohort in your class
•Translate the principles of Inclusive Teaching into your practice
•Design activities that incorporate alternative teaching strategies.

See also:
Inclusive Teaching http://www.rmit.edu.au/teaching/inclusive

Workshop 4: Teaching in Next Generation Learning Spaces

Thembi Mason, Educational Developer and Jon Hurford, Senior Advisor Learning & Teaching (Art)

•Identify the characteristics of a Next Generation Learning space
•Locate relevant resources and discuss approaches to teaching and the use of technology in these spaces

See also:
Next Generation Learning Spaces http://www.rmit.edu.au/browse;ID=xnbgfx4a17h3
Teaching with Technology http://www.rmit.edu.au/teaching/technology

Workshop 5: Connecting courses to content

Bernadene Sward, Liaison Librarians and Anne Lennox, University Library

•Make the most of library licensed learning and teaching resources, open access and creative commons content.

See also:
Library Learning Repository http://www.rmit.edu.au/library/learningrepository
School Liaison Librarians http://www.rmit.edu.au/library/librarianshttp://www.rmit.edu.au/library/librarians

Workshop 6: Teaching students from diverse linguistic and cultural backgrounds

Barbara Morgan, Study Learning Center

•Discuss the challenges facing students from diverse learning backgrounds
•Identify and integrate teaching strategies that address linguistic and cultural differences in the classroom.

See also:
Study and Learning Centre http://www.rmit.edu.au/studyandlearningcentreFinal Session

Workshop 7: RMIT Peer Partnerships: supported professional development for continuous improvement in teaching

Angela Clarke and Dallas Wingrove, Senior Research Fellows

•Find a focus for the observation of your teaching
•Provide sensitive and constructive feedback for a colleague
•Establish and build networks of professional relationships with DSC sessional teaching staff.

See also:
Peer Partnerships http://www.rmit.edu.au/teaching/peerpartnerships

Workshop 8: Flexible delivery, Blackboard Collaborate & Google Sites

Erika Beljaars-Harris, Howard Errey and Andrea Wallace, Educational Developers, DSC

•Use iPads and other mobile devices for teaching and learning
•Use and manage Blackboard Collaborate
•Setup and manage Google Sites.

See also:
Teaching with Technology http://www.rmit.edu.au/teaching/technology
DevelopME http://www.rmit.edu.au/staff/professionaldevelopment/training

School workshops: Talking about Learning and Teaching

School Senior Advisors of Learning and Teaching with School Liaison Librarians and School representatives

•Identify issues surrounding learning and teaching practice in your School
•Locate key learning and teaching resources at RMIT
•Discuss ways in which you can contribute and feel included in a collegial and supportive environment.

Final Workshop: CES and feedback

Ruth Moeller, Lecturer in Education and Senior Advisor, Learning and Teaching, College of Design and Social Context

The final workshop for the day focused on what academic and teaching staff will be encountering now students have returned for remainder of the year.

See also:
FAQs about CES http://www.rmit.edu.au/ssc/ces/faq

As you can see from the range of what was covered (and with an hour limit for each workshop) the conversations have only just begun.

We have time to prepare well for our end of year symposium, continue constructive conversations in the Schools and time to develop a firm plan for ongoing learning and teaching support for sessional staff beyond this semester.

A few more useful links for Sessional Staff at RMIT University 

Quick guide for sessional staff http://www.rmit.edu.au/teaching/sessional

Professional Development Calender http://www.rmit.edu.au/staff/professionaldevelopment/calendar

Learning and Teaching Unit http://www.rmit.edu.au/teaching

Senior Advisors, Learning and Teaching http://www.rmit.edu.au/dsc/learningteaching

If you have any questions please share them in the comments section or contact me (Kellyann Geurts) or your School’s Senior Advisor, Learning and Teaching.

Don’t forget you can subscribe to have the tomtom delivered to your email as soon as it’s published and you can follow us on facebook: www.facebook.com/TeachingTomTom.

Meeting the AQF deadlines

Posted by: Dallas Wingrove, Senior Advisor, Learning and Teaching, College of Design and Social Context, RMIT University.

Click here to open a new window to the AQF site.

The Australian Qualifications Framework shines a torch on quality, establishing benchmarks within a flexible assurance framework. As a national framework the recently revised AQF seeks to ensure the “national and international portability of comparable qualifications” and to support “flexible qualifications linkages and pathways” within a framework that guarantees that “qualification outcomes remain relevant and nationally consistent”.

The AQF may be perceived as merely another compliance framework that adds to an already pressured workload, adding yet another bureaucratic layer of paperwork and mapping. In the context of higher education, the AQF undoubtedly heralds in a new era of quality assurance in a sector already weighed down by compliance and performance measurement.

The AQF compels academic learning and teaching leadership, and teaching staff, to engage in discussions about learning and teaching, and to reflect on what they deliver, how they deliver and why they deliver their courseware. As program guides and course guides are reshaped, the opportunity presents, if appropriate, to reimagine, reinvigorate and restructure the curriculum.

Included in its many requirements, the AQF prescribes learning level descriptors appropriate for each type and level of qualification. Within these parameters, the AQF defines knowledge in terms of “depth, breadth, kinds and complexity”. Skills too are described in relation to type and complexity, with the application of knowledge and skill defined in relation to the context in which a graduate applies their knowledge and skills. Regardless of the discipline, the descriptor for each qualification type is intended to underpin consistency in graduate outcomes for each qualification type.

So, in order to support a meaningful engagement with this framework what do tertiary teachers need to support them to both comply with the AQF, but to also truly engage with its intent, and to revisit, redesign or create curriculum that is underpinned by best practice and innovation? How can tertiary teachers be supported to engage with the AQF in ways which support reflective practice and ultimately ensure continuous improvement? What can the university offer to support a meaningful, supportive and seamless process?

Clear guidance and direction from TEQSA, that is distilled and communicated clearly by the institution is an essential starting point. So too is creating opportunities for staff to learn from one another, including within and across the disciplines, and across learning and teaching leadership. Equally important is the recognition of time, including the time it takes to unpack, interpret and contextualise the prescribed learning level descriptors, and translate these into a meaningful and coherent series of program and course learning outcomes. Time is also required to receive and respond to constructive and critical feedback from colleagues and learning and teaching leadership. Ideally, such work would be done collaboratively, supported by academic developers and Senior Advisors in Learning and Teaching, and other relevant specialist staff. Ideally, such work would be inclusive of the immediate teaching and discipline team, building staff capacity. Ideally, university systems and processes would ensure a consistency of approach, with clear and resolute direction top down as to how the many requirements of the AQF have been interpreted by the institution and how they are in turn to be implemented on the ground.

As we recommend for our students, the AQF journey should also entail a formative process, with opportunities for teaching staff to build capacity in a supportive, non-punitive environment. Tertiary teachers and program leaders need to be supported by senior academic management to innovate, to share and reflect on models, and new ways of working, and to seek and gain feedback from their peers.

No doubt for some programs, complying with the AQF involves a relatively straightforward exercise in re-assembling and refining existing program architecture and curriculum. Yet for others, complying with the AQF compels more radical change, or perhaps even acts as a catalyst for a more significant and far-reaching curriculum overhaul. Regardless, herein lies an opportunity to discuss, debate, contest and formulate  a curriculum that ensures high quality education for our students.

As quality debates and rhetoric surrounding educational standards and outputs continue to unfold, the AQF puts quality front and centre in a way that can empower and renew programs for the betterment of all. What needs to be embedded in the change process is appropriate and timely support for staff, and clear guidance from senior academic leadership. As universities grapple with the many challenges of meeting the requirements of the AQF, the 2015 deadline looms large.

Here’s to the next year or so building capacity where it counts, on the ground.

Share your thoughts about the AQF requirements and opportunities in the comments!

Upcoming Professional Development opportunities being offered by the Inclusive Teaching Project:

Mid term break is fast approaching for staff at RMIT and for staff there are a number of professional development opportunities coming up:

The Inclusive Teaching Team will be running an interactive, hands-on session at the Learning and Teaching Expo which is taking place on the 3rd and 4th of September in the award-winning Design Hub.

This session will take you an inclusive journey from principles to practice, and provide you with a ‘take-away’ of practical activities and ideas to use in your own practice.

To register for this session click on the registrations link here and select the Inclusive Teaching Practices Session on the 4th of September at 2pm.

DSC Sessional Staff Symposium, 6th of September

If you didn’t get to the last DSC Learning and Teaching Workshop for sessional staff, a (paid) full day of hand-on activities is planned for Friday 6th of September with sessions that range from teaching with technology, inclusive teaching practices, new generation teaching spaces to feedback – what do you with it.  For more information about this symposium contact Kellyann Geurts, Project Leader.

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RMIT Learning & Teaching Expo 2013

Guest post: Penny Mercer, Project Advisor, Learning and Teaching Unit, RMIT University.

Click to open the RMIT Learning & Teaching Expo 2013 page.

The Learning and Teaching Expo is an opportunity to showcase the excellent work of our dedicated teaching staff. It is a time for all of us to reflect on how we might enhance the student experience, reimagine our teaching and network with colleagues.

This year’s Expo takes the theme of “Inspiring teaching, inspiring learning.” Come along and hear what your colleagues have done to improve student learning outcomes, bring along your own experiences, or questions for discussion time. The Expo eLearning journey will allow all staff to identify a point of interest from which further learning opportunities can be explored.

Come along and hear from our invited keynote speakers about what is happening in the tertiary education sector, hear what your colleagues have done to improve student learning outcomes and bring along your own experiences or questions for discussion time.

Day 1: Tuesday 3 September – 12pm to 4.30pm, with lunch from 1pm to 2pm
Day 2: Wednesday 4 September – 9am to 1pm, with lunch from 1pm to 2pm
Venue: Design Hub, City campus.

Click here (or on the image above) to see the 2013 program and register now to attend (RMIT login required).

We look forward to seeing you there!

Keeping watch

Posted by: John Benwell, Principal Advisor, Learning and Teaching, College of Design and Social Context, RMIT University.

Click to go to RMIT's Learning LabThe beginning of first year at university starts with a new physical environment, a new learning environment and even a new lifestyle. For school-leavers, gone are the teachers and the normal 9 till 3 classes and old school friends. The new environment is foreign, and to some intimidating. In comparison with the familiar, regular school schedule, this can leave some new students a bit bewildered and confused. In a different way, students who are returning to study after some years in the workplace (and those who haven’t studied in a tertiary institution) will probably be balancing work and family commitments.

All of this applies just as much to mid-year entry; an option that students are increasingly taking as we promise more flexible pathways through a qualification. Students who start mid-year might have a reduced range of orientation activities to participate in and feel less like part of the cohort.

Recent national figures indicate that about 18% of Australian students who commence as an undergraduate at a university in 2012 will not be at that university in 2013 (Devlin M, 2012).

Semesters are short, so students usually have to study from day one. They need help in the transition from secondary to tertiary education. A major part of this transition is moving from a somewhat dependent learner to an independent learner. This is a big challenge for young adults.

As tertiary educators we need to “keep watch” of these students in the first semester. I say “keep watch” rather than “take care” on purpose, as they are young adults. They mostly don’t need care, but monitoring to make sure they are academically progressing and not falling behind, as once behind in their work, their problems compound.

With study loads increasing, and work piling up, the easy solution for them is to withdraw and leave university, research as to why by academics Gail Huon and Melissa Sankey in a study at UNSW concludes:

“When we examined all variables that had been shown to be significant predictors of the consideration to discontinue, only three factors continued to have a significant association. Students’ perceptions of their workload, the number of paid work hours, and academic performance were associated with the decision to discontinue. The higher students’ academic performance, the less likely they had been to seriously consider discontinuing. It is important to note that academic performance has the most substantial contribution, when all other influences are taken into account.”

We can see that a student who is behind in their study program is potentially in trouble. Overwhelmed with their perceived load and general life stresses, it can seem that discontinuing is a real and easy way to solve their problems.

If academic performance is the most substantial factor in student perception to withdraw, as

Psychology students in a peer-mentoring program.

Psychology students in a peer-mentoring program.
© Margund Sallowsky (Photographer)

tertiary educators, we should be aware of and detect from an early stage in their first semester, how students are coping with their new environs and their academic load and test their involvement in a formative manner. This should occur in the first few weeks of the semester.

To “keep watch” we must have strategies to identify these students as well as strategies to help them. Whilst an early piece of assessment may seem to them initially as an instant hurdle, it will help to evaluate if the students are on track. Examples of how we can assess a students progress could be a simple online quiz about your course’s basic concepts, participation in a discussion in class or online, or even a small reflection. The data from Blackboard can be used to see whether your students are looking at course materials or whether they’ve looked ahead to the main assessment.

Devlin (2012) also suggests connecting “at risk” students with other students. This could include running a camp in the first few weeks to build a support community, or running classes or tutorials with students from all years of the program in one room. This is common in ‘vertical’ design studios at RMIT, which not only provides for the opportunity of peer learning interactions, but also means that senior students become peer mentors for the first year students. A number of student mentor programs are in place across the university.

All students should have access to Study Skills tutorials, both online and face to face. We may teach a first year Architecture student design, but are we teaching tertiary study skills to our new tertiary students?

As well as conducting an early assessment, at RMIT, services are available to assist students with their study skills. It is up to course co-ordinators and tutors to check in the first few weeks of semester one, that students are coping with the school-university transition, and advise them of the help available.

And consider a formative assessment for your students in the first few weeks of semester. Maybe you can take time out in one of your classes, if you haven’t already, to point students to the help that is available to them before it’s too late.

Resources available online and at RMIT University, Melbourne:

RMIT Learning Lab
A comprehensive online site with Study Skills, English Language development, Maths Help, Assessment tasks help, Writing skills and also help for new postgraduate students. (http://emedia.rmit.edu.au/learninglab/)

Library Tutorial
Library tutorials include pages to improve students research, referencing and information finding skills. (http://www.rmit.edu.au/browse;ID=fg3oadj847l01)

Study and Learning Centre
A place where students can go and get face-to-face study skills advice and English Language development tools. (http://www.rmit.edu.au/browse;ID=vaatmxwjav8k)

References:

Huon G. & Sankey M. (2000) The transition to University, Understanding Differences in Success, http://fyhe.com.au/conference/past-papers

Devlin M, First Year Survival Guide, The Age, Jan 16 2012, http://www.theage.com.au/national/tertiary-education/first-year-a-survival-guide-20120116-1q267.html#ixzz2S5UrDCv0

Share your thoughts about mid-year orientation in the comments below!

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