Browse Public Designs
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Predict Observe Explain
Description:
The Predict Observe Explain strategy is used to help students understand phenomenon of process (particularly scientific or mathematical). The key feature of this design is the opportunity for students to predict the outcome of the phenomena/process. It is assumed that this will help students more closely observe and be able to articulate the explanation for their prediction and/or the actual outcome of the phenomenon/process. In this design students watch the initial part of a stimulus scenario of a phenomena/process then work collaboratively in pairs to discuss and record their prediction for the outcome. Students then watch the remainder of the scenario to observe the actual outcome before finally explaining the differences between their prediction and the outcome.
The predict-observe-explain learning design is based on the notion that students learn and solve problems by working through potential contradictory ideas or concepts (eg., their prediction and the actual observed phenomenon/process) and through discussion with their peers.
Intended Learning Outcomes:
- to articulate, justify and critically reflect on preconceptions
- to become aware of alternative conceptions
- to use discipline appropriate language
- to develop process skills (predict, observe, explain)
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Case Based Learning
Description:
This design helps students to develop knowledge and skills relevant to their future professional practice. They begin by analysing relevant cases and then apply what they have learned to solving an industry-based problem. At the end of the project they reflect on their experiences. The design as described is implemented in a face-to-face setting with online support.
This sequence of tasks aims to help students link theory to practice in two ways. One is by analysing cases relevant to the knowledge and skills to be developed. Cases provide detailed descriptions of realistic situations, dilemmas and their outcomes. By analysing a known problem and its solution, students come to appreciate the complexity of real-life situations and derive conclusions that they can take into their own future practice. In this design the cases should be chosen to be relevant to the later project task, so that analysis of the cases provide students with useful insights into real world practice. The purpose of the project is to enable students to begin to put their ideas into practice, bring together component skills already learned and deal with complex situations. This is based on the premise that learners develop their skills and knowledge through engagement with realistic (or authentic) problems. The final tasks provide students with an opportunity to look back on their experiences and extract lessons for the future.
Intended Learning Outcomes:
- to develop specific knowledge and skills related to the project
- to develop understanding of how theory relates to practice
- to develop skills in case analysis and reflection
- to develop teamwork and project skills
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Developing Professional Skills
Description:
This design encourages students to engage in a team based, authentic project to develop skills specific to their future professional practice. The main aim is to provide students with meaningful learning experiences that promote generic skills relevant to their industry and develop their team-work skills. Student teams develop a product for a client as well as the required documentation (e.g. project proposal, design specifications, legal documentation etc.) which are all based on industry standards.
Developing Professional Skills gives students a real-world experience in working within the requirements and standards in the professional setting for which they are preparing. Students collaborate with each other to complete a project as they would in the workforce. Peer and self-assessment allows students to develop skills in monitoring their own and judging quality of their co-workers project input and output.
Intended Learning Outcomes:
- to develop generic skills for relevant professional practice such as communication, research and time management skills
- to develop task management skills within a team environment
- to engage in effective collaboration and negotiation skills
- to develop specific knowledge and skills of particular industry practices
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Stakeholder Decision Making
Description:
In this design, students learn about a particular issue from multiple perspectives by interacting with their peers about a topic in assigned stakeholder roles. Students gain an appreciation about the complexity of the issue being examined as they are exposed to different viewpoints about the topic. Student engagement in the activity is also enhanced as it simulates a ‘real world’ issue and the processes of decision-making. Further, the students are involved in the construction of understanding, as they undertake individual research for their position statements, review other stakeholder views and then negotiate decisions based on the combined evidence and positions presented.
The design uses an experiential technique, which facilitates more active student participation in the learning process and encourages the use of past experiences and/or previous study. It aims to move students toward recognition of the importance of consensus over compromise/majority decision-making and deeper knowledge of complex decision-making processes through the practice of conflict resolution techniques.
Intended Learning Outcomes:
- To develop an understanding of complex decision-making processes.
- To develop conflict resolution techniques in complex decision-making.
- To integrate and synthesise a range of information needs for decision-making.
- To question conventional positions on an issue.
- To recognise the importance of moves toward consensus over compromise/majority decision-making.
- To demonstrate an awareness of the complexity and uncertainty of decision making
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Online Role-Play
Description:
This design is suitable for students to learn about complex issues where there may not be one right answer but instead a range of possible solutions based on the multiple perspectives and viewpoints from key stakeholders. It provides an opportunity for students to explore a range of perspectives within a decision context that is ill defined. Students work in groups, research a role, react to scenario events, negotiate and/or resolve an issue and finally reflect on their own learning. It is underpinned by the concepts of experiential and collaborative learning. Learning is embedded in a realistic and relevant context for students.
Intended Learning Outcomes:
- to develop an understanding of the content of a particular domain (that is ill-defined and complex) from the perspective of different viewpoints by key stakeholders
- to develop an understanding of cultural and/or disciplinary differences and approaches
- to develop communication, research, critical thinking, negotiation and decision-making skills
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