Teaching and Learning Innovation
In Episode 28, Deakin’s Dean of Students, Professor Lisa Hannah talks to A/Prof. Chie Adachi about why the framework, Students as Partners is important, what this means for staff and students and how this is being enacted through various initiatives at Deakin
In this podcast, we had the pleasure of speaking with Tamara Holmes and Lucinda Watson about the University-industry partnerships
This episode is a must-listen for educators and anyone passionate about integrating Indigenous knowledge into the curriculum. In this
In this episode Joan had the pleasure of sitting down with Molly Herd and Sofia Paller to discuss the
In our latest episode, Joan explores the dynamic world of higher education and technology with Jesse McMeikan, Manager of
Join us on this episode with Leon Furze, a consultant, author, and educator, who sheds light on the transformative
In this episode, Joan Sutherland welcomes Simon and Mahen from the Faculty Business and Law Learning Innovation team in
In this episode, Joan is joined by Vamika and Peni, two student participants in the Student TechAssist initiative. They
In the latest episode, Joan Sutherland is joined by Megan O’Brien, Manager of Campus Libraries and Enquiry Services, to
The unit is divided into two parts: Core modules, which are mandatory for all students to complete, and Advanced modules, designed for students who wish to delve deeper into the subject matter or achieve a higher grade. The design of the unit map is simple and straightforward, with a primary focus on clearly communicating this unique structure of the unit. The layout is intentionally designed to help students navigate the materials effectively and avoid feeling overwhelmed by the complexity of the subject.
In our collaboration with NIKERI, we focused on the Politics of Resistance unit, which is firmly grounded in the indomitable spirit of Indigenous people to protect their culture and community from discrimination and injustice. To create the visuals, we drew from the personal collection of Indigenous leader Prof. Gary Foley, who graciously allowed us to use his materials for the unit. The images have been carefully curated into a large fresco that portrays the history of Indigenous people from the arrival of European ships to present day. The resulting artwork paints a stark picture of the challenges that Indigenous communities face, as well as the lengthy and difficult journey towards healing and reconciliation. Once again, the design process was guided by the unit chair who offered her wisdom and insights at every step, making it a truly enlightening and collaborative experience.
This unit is a crucial component of the Graduate Certificate in Higher Education-Learning and Teaching, a course that all academics at the university are encouraged to complete. The learning design is centered around the philosophy of Indigenous Knowledges and includes weekly Yarn circles. Marc Rose, the PVC of Indigenous Strategy and Innovation, collaborated on the design of the unit to ensure its alignment with this philosophy.
The unit map is a key feature, as it ties together the diverse learning content. Utilising nearly 400 images from the banners, the maps showcase aerial views of Australian landscapes, reflecting the philosophy of Caring for Country. The photos have been curated to form an island that represents the diversity of environments offered in Australia. As students engage with the learning content, they journey across this map, discovering new places and new knowledge. Overall, the unit design provides a unique and meaningful learning experience that aligns with the Indigenous philosophy of education and promotes a deep connection to the land.
The interactive map serves as a clear guide for students on how to navigate the unit and understand its philosophy and connections between each module. It not only highlights the connection with the logic model and Graduate Learning Outcomes but also provides a useful tool to take ownership of their learning. By clicking on topic names, students can access a detailed description of the content and how each topic is related to the module. The map’s zoomed-in version on each page of the unit signals the student’s location and what topic will be addressed on the page, making it easy to follow the progression. The map’s design incorporates the unit’s aesthetic, providing a harmonious look and feel. Additionally, each map includes an alternative text description, making it accessible to all learners. Overall, the interactive map provides an effective and user-friendly tool to enhance the student learning experience.
The interactive map in CloudFirst 102 depicts the learning journey of students and how the structure and philosophy of the unit can positively impact their experience. The map uses the metaphor of hiking, with the ups and downs of the mountains representing the challenges and achievements along the way, leading to the ultimate goal at the summit. The use of the metaphor convey the idea of a journey and the sense of accomplishment that comes with completing it.
When clicking on the peaks, a popup appears that provides more details on certain aspects of the learning design, such as readings, group activities, and assignments, without cluttering the main design, allowing for a streamlined user experience. The interactive map is a practical tool for staff and academics to become more familiar with learning design principles and how they can be applied in practice.
The Education Research course map is a resource for students to navigate the units of the degree and understand the possible progression paths. The map is designed with each unit represented as an island, utilising the unique colour theme of their respective banners. The map design is inspired by navigation and path-charting; it resemble an archipelago complete with sea monsters and compass wind. The map is interactive, allowing students to click on each island to learn about the unit and the number of credit points associated with it. This provides an intuitive and engaging way for students to explore the course curriculum and plan their academic journey. By utilizing a metaphor of navigation, the map not only informs students about the course structure but also inspires them to chart their path and take ownership of their study journey.
This unit map for SIT190, a first-year mathematics course, utilizes a gamified learning design strategy to engage students and build their confidence in math. By adopting different personas and “leveling up” as they learn, students can explore the history of math and its various themes, which are represented through different continents on the map. Each week focuses on a specific theme, guiding students on their journey through the course. This map serves as a visual representation of their progress and helps students stay on track as they navigate through the different topics and activities
The unit’s theme was derived from Ridley Scott’s 1982 film Blade Runner, which portrays a dystopian future. Its visual portrayal acts as a symbol for the questionable impacts of mass media and how it shapes our comprehension of the law and the privileges of citizens. The visuals create an uncertain space for students to question norms and values and connect knowledge to socio-historical contexts in their discipline and lived experiences.
To ensure a comprehensive and immersive appearance, we expanded the style beyond banner images to various media such as videos, podcasts, learning materials, and thumbnails.