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Wednesday, May 25

  1. page Subject Design edited ... Professional standards Graduate Outcomes In 2013, 2016, CSU will be trialling is incorp…
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    Professional standards
    Graduate Outcomes
    In 2013,2016, CSU will be triallingis incorporating a new
    ...
    of graduate learning outcomes which
    Indigenous Education Strategy
    Workplace learning
    ...
    Assessment for learning
    Capstone principles
    In addition, the OCI team have developed a rubric
    ...
    online subjects has been created that is
    Further pages have been created to support learning and design for pedagogical approaches.
    Course Design Approaches
    (view changes)
    8:47 pm

Wednesday, August 12

  1. page Course and Subject Design with Qualitative Learning Analytics edited ... Deborah Murdoch was the Academic Lead in the STAR (Student Transition and Retention) Program …
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    Deborah Murdoch was the Academic Lead in the STAR (Student Transition and Retention) Program for the Bachelor of Information Technology in the School of Computing and Mathematics and is now the Assessment Design Coordinator, and is situated in the Courses Unit of the Faculty of Business. She holds a Bachelor of Education (Technology and Applied Studies) and a Master of Education (Info Tech). Deborah has experience as a high school teacher in information technology and food technology, as well as industry experience in commercial cookery. She has provided support, educational design and professional development in educational technologies and pedagogical practice in tertiary education since 2007.
    In her role, she was responsible for the promotion and integration of First Year Experience Principles (Kift, 2009) into courses for the promotion of quality learning and improvement in retention of first year students. Academic Leads provide Faculty leadership around the first year experience, the intentional design of the first year curriculum, and the identification and support of students ‘at risk’ with a particular focus on low socio-economic students in particular, with wide reaching benefits to all students. Deborah also has a strong focus on mapping and analysis of learning for improvement of quality and compliance to standards and completes analysis of courses and subjects across the Faculty. As the Assessment Design Coordinator, she is responsible for quality assurance of assessment design and delivery across the faculty through the course design process.
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    Deb Murdoch, anpast Academic Lead
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    University and courseCourse, Subject and subject analystAssessment Analyst in the Faculty of Business.Business
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    7:32 pm
  2. page Course Design edited ... Analysis of each of these elements is required to ensure that each course provides opportuniti…
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    Analysis of each of these elements is required to ensure that each course provides opportunities to students to demonstrate their skills and knowledge in differing ways. The institution wants to show that students have opportunities to develop graduate learning outcomes and can contribute well to society in meaningful ways. These elements will include learning about professional practices and the workplace, citizenship, digital capacities, cultural competencies, and ethics. First strategies ensure that students early in their degree are supported and scaffolded in ways that suit their diverse entries, capabilities and knowledge. Capstone subjects offer opportunities for students to demonstrate their overall competence and skills at the end of the degree.
    (Source: FoB AQF Implementation Plan, 2013)
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    Deb Murdoch, anpast Academic Lead
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    University and courseCourse, Subject and subject analystAssessment Analyst in the
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    7:32 pm
  3. page Course Design edited Course Design is a process to ensure that the course covers all areas it is meant to cover, meets a…
    Course Design is a process to ensure that the course covers all areas it is meant to cover, meets all the standards it has to and identifies the content area and assessment that will allow students to demonstrate their capacity in the discipline area.
    Course mapping and analysis is designed
    ...
    and learning standards.standards while developing quality subjects. Course mapping
    Activity Mapping
    ExplanationsAnalysis
    Course objectives against AQF, Graduate Learning Outcomes, Threshold learning outcomes and Professional standards to the appropriate level.
    Check to ensure that all course objectives meet appropriate AQF, Graduate Learning Outcomes, Threshold Learning Outcomes and Professional standards levels across the course, usually ensuring that the core and all foundation or restricted electives cover the level.
    ...
    Identify and design, in conjunction with the Centre for Indigenous Studies, Indigenous components as hybrid, or discipline specific subjects in the course.
    Ensure and design the following elements as required into subjects so that they meet requirements and improve quality of learning across the course.
    Graduate learning outcomes
    Pedagogical standards
    Workplace/related/integrated learning
    ...
    Capstone strategies
    Discipline specific elements
    Pedagogical standards.
    Workplace/related/integrated learning
    First year strategies are identified
    Analysis of each of these elements is required to ensure that each course provides opportunities to students to demonstrate their skills and knowledge in differing ways. The institution wants to show howthat students have opportunities to develop graduate learning outcomes and can contribute well to society in meaningful ways. These elements will include learning about professional practices and the workplace, citizenship, digital capacities, cultural competencies, and ethics. First strategies ensure that students early in their degree are supported and scaffolded in ways that suit their transitiondiverse entries, capabilities and knowledge. Capstone subjects offer opportunities for students to university.
    Capstone strategies are identified
    demonstrate their overall competence and incorporated.
    Discipline specific elements as required.
    skills at the end of the degree.
    (Source: FoB AQF Implementation Plan, 2013)
    These pages created by Deb Murdoch, an Academic Lead on the Student Transition and Retention Program at Charles Sturt University and course and subject analyst in the Faculty of Business.
    (view changes)
    7:30 pm

Tuesday, May 26

  1. page Course and Subject Design with Qualitative Learning Analytics edited ... students at university. university and am the Assessment Design Coordinator ensuring qualit…
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    students at university.university and am the Assessment Design Coordinator ensuring quality in assessment design. Quite a
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    variables that attend such a project.
    I'd been working
    affect the design of courses and degrees.
    I've worked
    as an
    The problem, how do we get the data? As I'd been doing a lot with constructive alignment (Biggs, 2008) it seemed a logical place to start to document design. A tabular form was developed where data about assessment and learning and teaching strategies were documented and initial analysis has been done. Now more data mining needs to be done.
    Other pages in this wiki document my processes and support learning about subject and course design using the process of constructive alignment. It is a continual process of development, evaluation and reiterative improvement on reflection when developing any resource and these pages may continue to change as I and others add to them.
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    Biggs, J. (2008). Constructive Alignment. Retrieved January 31, 2012, from John Biggs: http://www.johnbiggs.com.au/constructive_alignment.html
    Biography
    Deborah Murdoch is was the Academic
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    Computing and Mathematics,Mathematics and is now the Assessment Design Coordinator, and is
    ...
    role, she iswas responsible for
    ...
    the Faculty. As the Assessment Design Coordinator, she is responsible for quality assurance of assessment design and delivery across the faculty through the course design process.
    These pages created by Deb Murdoch, an Academic Lead on the Student Transition and Retention Program at Charles Sturt University and course and subject analyst in the Faculty of Business.
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    9:42 pm

Wednesday, November 13

  1. page First Year Curriculum Principles edited Articulating a Transition Pedagogy Intentional first year curriculum design should mediate a rele…
    Articulating a Transition Pedagogy
    Intentional first year curriculum design should mediate a relevant, involving and social transition to tertiary academic study that is not overwhelming to the new learner in the discipline. This quote from Articulating a Transition Pedagogyauthored by Sally Kift, Senior Fellow for the ALTC, and now Deputy Vice Chancellor-Academic at James Cook University, demonstrates the importance of curriculum design to the first year experience.
    First Year experience includes:
    Transition
    The curriculum and its delivery should be designed to be consistent and explicit in assisting students’ transition from their previous educational experience to the nature of learning in higher education and learning in their discipline as part of their lifelong learning. The first year curriculum should be designed to mediate and support transition as a process that occurs over time. In this way, the first year curriculum will enable successful student transition into first year, through first year, into later years and ultimately out into the world of work, professional practice and career attainment.
    To help identify how you might already be supporting student through transition into higher education, examine a subject you teach and ask yourself questions like:

    The following information is sourced from Articulating a Transition Pedagogy.
    Resources to help guide curriculum design can be found here.
    ...
    First Year Curriculum Principles: checklist for first year teachers (Kift)
    CSU First Year Curriculum Principles Poster
    Intentional first year curriculum design should mediate a relevant, involving and social transition to tertiary academic study that is not overwhelming to the new learner in the discipline. This quote from Articulating a Transition Pedagogyauthored by Sally Kift, Senior Fellow for the ALTC, and now Deputy Vice Chancellor-Academic at James Cook University, demonstrates the importance of curriculum design to the first year experience.
    First Year experience includes:
    Transition
    The curriculum and its delivery should be designed to be consistent and explicit in assisting students’ transition from their previous educational experience to the nature of learning in higher education and learning in their discipline as part of their lifelong learning. The first year curriculum should be designed to mediate and support transition as a process that occurs over time. In this way, the first year curriculum will enable successful student transition into first year, through first year, into later years and ultimately out into the world of work, professional practice and career attainment.
    To help identify how you might already be supporting student through transition into higher education, examine a subject you teach and ask yourself questions like:

    Diversity
    The first year curriculum should be attuned to student diversity and must be accessible by,and inclusive of, all students. First year curriculum design should recognise that students have special learning needs by reason of their social, cultural and academic transition. Diversity is often a factor that further exacerbates transition difficulties. The first year curriculum should take into account students’ backgrounds, needs, experiences and patterns of study and few if any assumptions should be made about existing skills and knowledge.
    (view changes)
    4:21 pm

Tuesday, October 15

  1. page Assessment edited ... Some questions to ask yourself as you design appropriate assessment tasks are. Are the tasks …
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    Some questions to ask yourself as you design appropriate assessment tasks are.
    Are the tasks aligned to Subject Learning Outcomes (SLOs)?
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    to complete requirements of the assessment as they
    Are the tasks authentic as Assessment 2020 principles outline?
    What other types of assessment tasks are in the course/s? Has the course been mapped to ensure a broad range of experiences across the course?
    Are they work related, integrated, or a placement?
    Writing a task description isn't easy. You need to think about the questions above and write them clearly to communicate to students exactly what they will be required to submit, contain information about the content and format, and scaffold the components. It might take several iterations. A good practice is to share it with others both in and outside of your discipline, including educational designers and learning skills advisers, to get feedback on its clarity and understandability.
    Task:
    Check a subject you teach. Are the tasks:
    (view changes)
    5:19 pm

Thursday, October 3

  1. page First Year Curriculum Principles edited ... Transition The curriculum and its delivery should be designed to be consistent and explicit i…
    ...
    Transition
    The curriculum and its delivery should be designed to be consistent and explicit in assisting students’ transition from their previous educational experience to the nature of learning in higher education and learning in their discipline as part of their lifelong learning. The first year curriculum should be designed to mediate and support transition as a process that occurs over time. In this way, the first year curriculum will enable successful student transition into first year, through first year, into later years and ultimately out into the world of work, professional practice and career attainment.
    To help identify how you might already be supporting student through transition into higher education, examine a subject you teach and ask yourself questions like:
    The following information is sourced from Articulating a Transition Pedagogy.
    Resources to help guide curriculum design can be found here.
    ...
    Good first year curriculum design is evidence-based and enhanced by regular evaluation that leads to curriculum development and renewal designed to improve student learning. The first year curriculum should also have strategies embedded to monitor all students’ engagement in their learning and to identify and intervene in a timely way with students at risk of not succeeding or fully achieving desired learning outcomes.
    These pages created by Deb Murdoch, an Academic Lead on the Student Transition and Retention Program at Charles Sturt University and course and subject analyst in the Faculty of Business.
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    Creative Commons License
    This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

    (view changes)
    4:45 pm
  2. page Indigenous Education Strategy edited Indigenous Education Strategy These pages created by Deb Murdoch, an Academic Lead on the Student…
    Indigenous Education Strategy
    These pages created by Deb Murdoch, an Academic Lead on the Student Transition and Retention Program at Charles Sturt University and course and subject analyst in the Faculty of Business.
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    Creative Commons License
    This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

    (view changes)
    4:44 pm
  3. page Syllabus alignment edited ... L&T activities, Assessment tasks, & SLOs These pages created by Deb Murdoch, an Acade…
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    L&T activities, Assessment tasks, & SLOs
    These pages created by Deb Murdoch, an Academic Lead on the Student Transition and Retention Program at Charles Sturt University and course and subject analyst in the Faculty of Business.
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    Creative Commons License
    This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

    (view changes)
    4:44 pm

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