Strategic approaches to immersive experience: An Australian perspective - PowerPoint PPT Presentation

Loading...

PPT – Strategic approaches to immersive experience: An Australian perspective PowerPoint presentation | free to download - id: 96b3a-NmJjO



Loading


The Adobe Flash plugin is needed to view this content

Get the plugin now

View by Category
About This Presentation
Title:

Strategic approaches to immersive experience: An Australian perspective

Description:

Real World Learning encompasses those elements throughout the whole curriculum, ... engage with industry and the professions to facilitate real world learning? ... – PowerPoint PPT presentation

Number of Views:46
Avg rating:3.0/5.0
Slides: 47
Provided by: pea78
Learn more at: http://immersiveexperience.pbworks.com
Category:

less

Write a Comment
User Comments (0)
Transcript and Presenter's Notes

Title: Strategic approaches to immersive experience: An Australian perspective


1
(No Transcript)
2
Strategic approaches to immersive experience
An Australian perspective
  • Dr Deborah Peach
  • Faculty Coordinator
  • First Year Experience and Real World Learning
  • Faculty of Business
  • Queensland University of Technology

3
(No Transcript)
4
Overview
  • Real World Learning/Work Integrated Learning
  • National Perspective
  • QUT Perspective
  • Carrick Project
  • Emergent Themes
  • Immersive Experience
  • Invitation

5
Work Integrated Learning
  • It is every form of activity that combines
    professional work experience with classroom
    studies, including but not limited to
  • Clinical rotations
  • Co-operative education
  • Industry attachments
  • Professional work placements
  • Service learning
  • Internships
  • Research
  • Teaching practicum placements
  • Work abroad
  • (www.waceinc.org)

6
Real World Learning
  • Real World Learning encompasses those elements 
    throughout the whole curriculum, which enable
    students to experience and understand the
    relevance of their learning to their work and
    lives.
  • (QUT, 2007)

7
The role of the institutions
  • focus on the students needs and aspirations
  • knowledge of the students motivations and
    profiles providing courses of interest to the
    individual, with social relevance
  • but nevertheless providing competencies for the
    labour market
  • (Carapinha, cited by Goulter, 2007)

8
The total experience counts
  • It is students total experience of university
    not just what happens in the traditional
    classroom that shapes their judgements of
    quality, promotes retention and engages them in
    productive learning.
  • (Scott, 2005, p. vii)

9
Concerns voiced about universities
  • Graduates not properly prepared for work
    employability
  • Insufficient interaction between universities and
    industry/employers
  • Need for engagement for economic advancement
  • Technology transfer failure
  • Returns on public investment in research
  • Skills shortages

(Goulter, 2007)
10
Graduates not properly prepared for work
  • Responses
  • Interest in the Graduate Skills Assessment (GSA)
  • Graduate Employability Skills Report (BIHECC)
  • A National Internship Scheme (Universities
    Australia)

(Goulter, 2007)
11
Some key questions for the sector
  • What do students value and how do we address the
    expectation gap?
  • What is the purpose of higher education and how
    do we respond to what students want and what we
    are able and or willing to deliver?
  • How do we measure the quality of learning
    experiences and how and why do we assess student
    performance (especially when these performances
    do not necessarily fit a more traditional model
    of teaching and learning.)
  • (Boud, 2007 Scott, 2005)

12
Graduate Employability Skills(BIHECC, August
2007)
  • 3. improve and increase access to
    WIL6. explicitly report on employability skills
    demonstrated through WIL
  • 7. encourage more effective integration of
    employability skills in student e-portfolios

13
A National Internship Scheme (Universities
Australia October, 2007)
  • Option 1 Encouragement Option 2  Leading by
    example Option 3  Publicprivate partnership
    Option 4  Enhanced public subsidy Option 5
     Futures planning

14
Real World Learning at QUT
  • everyones business
  • student-learning focus
  • delivered through a coordinated suite of learning
    experiences in all courses
  • all students should engage in a process of
    transition, translation and recreation to
    graduate with an understanding of the
    professional identity and practice related to
    their discipline
  • strategic development in Faculties and Divisions,
    led through a teaching and learning-centred
    approach

15
RWL Project
  • Phase 1 Scoping RWL
  • December 2006-June 2007Environmental scan of
    unit documentation to develop a conceptual
    framework and definition of RWL and identify
    examples of good practice as the basis for
    trialling key RWL experience initiatives at QUT.

16
Faculty Spaces where immersive experiences occur
  • Built Environment and Engineering
  • Design studios
  • Using computer programs/simulators (eg. flight)
  • Laboratory
  • Experiments
  • Computer programs
  • Virtual experiments
  • Business
  • Capstone subjects
  • Stock Market Game
  • Virtual experiments
  • Operating student run business
  • Law
  • Mooting, Moot Court
  • Exercises Advocacy, negotiation, objections,
    legal interviewing, client letter of advice,
    memorandum of advice, letter writing
  • Science

17
Proposed Phase 2
  • Curriculum Courses / Units Assessment Teaching
    and Learning Approaches Content
  • Culture Capacity building Rewards Marketing and
    Communication Policy Self-descriptions
  • Engagement Professions Industry Business
    Government NGO Careers
  • Systems Management Student business systems
    E-portfolio Careers

18
RWL Wiki
  • Existing Resources and Research
  • Provides research resources regarding current RWL
    practice
  • Best Practice Models
  • Web Links
  • Conferences
  • Research papers relevant to the proposed project
    areas - Curriculum, Engagement, Culture and
    Capacity Building and Systems and Policy
  • Relevant TL Small Grants
  • Workshops and Forums
  • RWL Project Research
  • Outlines Research already undertaken by the
    Project Team as part of the Scoping Phase.
  • Unit Document Survey
  • Staff Interviews
  • Student Focus Groups

19
Key Questions
  • What does it mean to teach from a real world
    learning perspective?
  • What does it mean for students to learning from a
    real world perspective?
  • What is effective real world learning?
  • How can real world learning be effectively
    taught, practised and assessed across the
    curriculum?
  • What theoretical approaches and systems and
    resources are needed to embed real world
    learning?
  • What adjustments need to be made to institutional
    policy and procedures to facilitate real world
    learning?
  • How can universities better engage with industry
    and the professions to facilitate real world
    learning?

(QUT RWL Project, 2007)
20
  • A Network of Networks
  • gt300 registered members
  • Inaugural Conference - 34 of Australias 38
    universities

21
  • A way forward
  • Key priority - to strengthen partnerships and
    establish effective dialogue between the higher
    education sector, industry and students
  • 1st large scale study of WIL in Australia
  • Identify, examine and map key issues
  • Develop a framework for future projects
  • Carrick Institute funding AUD 294,571
  • Endorsement more than 24 stakeholders
  • 19 universities are partner institutions

22
Emergent themes
  • distinctions between newcomer and old timer
    participants in WIL
  • a common reported interest in improving students
    learning experiences
  • commonly reported institutional strategic
    imperative for engaging with WIL
  • overlap in the set of issues which participants
    identified as important priorities
  • the need to consider universities in metropolitan
    and non-metropolitan settings
  • equitable and meaningful assessment of WIL and
    evaluation of WIL programs
  • identifying and assessing influences on directing
    scarce resources and development efforts

23
(No Transcript)
24
Invitation
  • Please contact me if you are interested in
    transnational collaboration to focus on strategic
    engagement.
  • d.peach_at_qut.edu.au

25
(No Transcript)
26
Overview
  • Real World Learning/Work Integrated Learning
  • National Perspective
  • QUT Perspective
  • Carrick Project
  • Emergent Themes
  • Immersive Experience
  • Invitation

27
Work Integrated Learning
  • It is every form of activity that combines
    professional work experience with classroom
    studies, including but not limited to
  • Clinical rotations
  • Co-operative education
  • Industry attachments
  • Professional work placements
  • Service learning
  • Internships
  • Research
  • Teaching practicum placements
  • Work abroad
  • (www.waceinc.org)

28
Real World Learning
  • Real World Learning encompasses those elements 
    throughout the whole curriculum, which enable
    students to experience and understand the
    relevance of their learning to their work and
    lives.
  • (QUT, 2007)

29
The role of the institutions
  • focus on the students needs and aspirations
  • knowledge of the students motivations and
    profiles providing courses of interest to the
    individual, with social relevance
  • but nevertheless providing competencies for the
    labour market
  • (Carapinha, cited by Goulter, 2007)

30
The total experience counts
  • It is students total experience of university
    not just what happens in the traditional
    classroom that shapes their judgements of
    quality, promotes retention and engages them in
    productive learning.
  • (Scott, 2005, p. vii)

31
Concerns voiced about universities
  • Graduates not properly prepared for work
    employability
  • Insufficient interaction between universities and
    industry/employers
  • Need for engagement for economic advancement
  • Technology transfer failure
  • Returns on public investment in research
  • Skills shortages

(Goulter, 2007)
32
Graduates not properly prepared for work
  • Responses
  • Interest in the Graduate Skills Assessment (GSA)
  • Graduate Employability Skills Report (BIHECC)
  • A National Internship Scheme (Universities
    Australia)

(Goulter, 2007)
33
Some key questions for the sector
  • What do students value and how do we address the
    expectation gap?
  • What is the purpose of higher education and how
    do we respond to what students want and what we
    are able and or willing to deliver?
  • How do we measure the quality of learning
    experiences and how and why do we assess student
    performance (especially when these performances
    do not necessarily fit a more traditional model
    of teaching and learning.)
  • (Boud, 2007 Scott, 2005)

34
Graduate Employability Skills(BIHECC, August
2007)
  • 3. improve and increase access to
    WIL6. explicitly report on employability skills
    demonstrated through WIL
  • 7. encourage more effective integration of
    employability skills in student e-portfolios

35
A National Internship Scheme (Universities
Australia October, 2007)
  • Option 1 Encouragement Option 2  Leading by
    example Option 3  Publicprivate partnership
    Option 4  Enhanced public subsidy Option 5
     Futures planning

36
Real World Learning at QUT
  • everyones business
  • student-learning focus
  • delivered through a coordinated suite of learning
    experiences in all courses
  • all students should engage in a process of
    transition, translation and recreation to
    graduate with an understanding of the
    professional identity and practice related to
    their discipline
  • strategic development in Faculties and Divisions,
    led through a teaching and learning-centred
    approach

37
RWL Project
  • Phase 1 Scoping RWL
  • December 2006-June 2007Environmental scan of
    unit documentation to develop a conceptual
    framework and definition of RWL and identify
    examples of good practice as the basis for
    trialling key RWL experience initiatives at QUT.

38
Faculty Spaces where immersive experiences occur
  • Built Environment and Engineering
  • Design studios
  • Using computer programs/simulators (eg. flight)
  • Laboratory
  • Experiments
  • Computer programs
  • Virtual experiments
  • Business
  • Capstone subjects
  • Stock Market Game
  • Virtual experiments
  • Operating student run business
  • Law
  • Mooting, Moot Court
  • Exercises Advocacy, negotiation, objections,
    legal interviewing, client letter of advice,
    memorandum of advice, letter writing
  • Science

39
Proposed Phase 2
  • Curriculum Courses / Units Assessment Teaching
    and Learning Approaches Content
  • Culture Capacity building Rewards Marketing and
    Communication Policy Self-descriptions
  • Engagement Professions Industry Business
    Government NGO Careers
  • Systems Management Student business systems
    E-portfolio Careers

40
RWL Wiki
  • Existing Resources and Research
  • Provides research resources regarding current RWL
    practice
  • Best Practice Models
  • Web Links
  • Conferences
  • Research papers relevant to the proposed project
    areas - Curriculum, Engagement, Culture and
    Capacity Building and Systems and Policy
  • Relevant TL Small Grants
  • Workshops and Forums
  • RWL Project Research
  • Outlines Research already undertaken by the
    Project Team as part of the Scoping Phase.
  • Unit Document Survey
  • Staff Interviews
  • Student Focus Groups

41
Key Questions
  • What does it mean to teach from a real world
    learning perspective?
  • What does it mean for students to learning from a
    real world perspective?
  • What is effective real world learning?
  • How can real world learning be effectively
    taught, practised and assessed across the
    curriculum?
  • What theoretical approaches and systems and
    resources are needed to embed real world
    learning?
  • What adjustments need to be made to institutional
    policy and procedures to facilitate real world
    learning?
  • How can universities better engage with industry
    and the professions to facilitate real world
    learning?

(QUT RWL Project, 2007)
42
  • A Network of Networks
  • gt300 registered members
  • Inaugural Conference - 34 of Australias 38
    universities

43
  • A way forward
  • Key priority - to strengthen partnerships and
    establish effective dialogue between the higher
    education sector, industry and students
  • 1st large scale study of WIL in Australia
  • Identify, examine and map key issues
  • Develop a framework for future projects
  • Carrick Institute funding AUD 294,571
  • Endorsement more than 24 stakeholders
  • 19 universities are partner institutions

44
Emergent themes
  • distinctions between newcomer and old timer
    participants in WIL
  • a common reported interest in improving students
    learning experiences
  • commonly reported institutional strategic
    imperative for engaging with WIL
  • overlap in the set of issues which participants
    identified as important priorities
  • the need to consider universities in metropolitan
    and non-metropolitan settings
  • equitable and meaningful assessment of WIL and
    evaluation of WIL programs
  • identifying and assessing influences on directing
    scarce resources and development efforts

45
(No Transcript)
46
Invitation
  • Please contact me if you are interested in
    transnational collaboration to focus on strategic
    engagement.
  • d.peach_at_qut.edu.au
About PowerShow.com