Browse Public Designs
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Learning design
Description:
Intended Learning Outcomes:
- That the students gain insight into how students' beliefs are formed and developed, what significance students' beliefs have for their learning, and what problems and challenges are associated with
- That the students on a theoretical and empirical basis can relate reflectively to how teaching contributes to shaping students' beliefs
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Epigrapher at Work: Practical Aspects of Inscription Documentation
Description:
This redesigned session introduces students to epigraphic documentation and analysis through a structure that balances theoretical foundations with authentic hands-on experience. The class employs a scaffolded approach that begins with an engaging "Epigraphic Mystery" activity, progresses through focused mini-lectures with integrated practice opportunities, and culminates in a museum-based application of skills. By alternating between different learning modalities and incorporating regular cognitive breaks, the session respects attention span limitations while fostering intrinsic motivation through increased autonomy, competence development, and collaborative learning experiences.
Intended Learning Outcomes:
- Document an inscription using professional epigraphic methods, including photography, measurement, and field notation
- Analyze the components of an epigraphic lemma and extract relevant historical information
- Construct an academic abstract that effectively summarizes scholarly epigraphic literature
- Evaluate the challenges and methodological approaches in contemporary epigraphic practice
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Critical Thinking Development for First-Year English Literature Students
Description:
This bridging course prepares students entering a Bachelor of Arts with English Literature major, targeting learners lacking confidence in academic reasoning, literary argumentation, and evidence-based writing. The course develops critical thinking capabilities essential for success in literary studies through systematic analysis of literary texts, construction of logical arguments, and identification of cognitive biases in literary interpretation.
The course employs a blended learning model that combines independent study of literary texts with collaborative peer analysis and structured academic discussion. Students engage with classic and contemporary literature while developing foundational skills in textual analysis, argumentative writing, and scholarly discourse. Through guided practice with literary criticism and reflective exercises, students build confidence in their analytical abilities and prepare for the rigorous demands of university-level English Literature study.Intended Learning Outcomes:
- Evaluate the structure, strength, and credibility of arguments in literary interpretations using appropriate textual evidence and critical reasoning frameworks.
- Construct logical, evidence-based responses to literary criticism and peer interpretations, demonstrating sophisticated understanding of rhetorical strategies in academic discourse.
- Identify and analyse common cognitive biases and rhetorical strategies that influence literary interpretation and critical discourse, applying metacognitive awareness to their own analytical processes
- Reflect critically on their own learning and analytical development to improve critical thinking performance and academic self-regulation in literary studies.
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New learning design
Description:
This pedagogical project employs an active, group-based learning approach to explore the physicochemical properties of water and ice and their application in food science and processing. Focusing on concepts like water content and water activity, the course investigates how these properties can be leveraged to design processes such as freeze-drying, dehydration, and freeze-concentration.
The project centers around student analysis of media clips depicting a relevant food process. Students first analyze the clip in small groups, guided by pre-provided questionnaires to activate prior knowledge and direct observation. This initial analysis is followed by the first of two instructor interventions, providing targeted theoretical input. Students then re-analyze the clip, applying the new concepts. After a second theoretical input expanding on related elements, groups undertake a final analysis, tasked with evaluating the feasibility of the depicted process and proposing alternative solutions if necessary. This iterative process, facilitated by the instructor, aims to develop students' ability to link theoretical and practical aspects and engage in higher-order thinking and problem-solving. Questionnaires serve to guide this process and potentially assess changes in understanding
Intended Learning Outcomes:
- LO1: To understand the differences between moisture content and water activity
- LO2: To be able to critically analyze a fictional food process through the lens of water activity and water interactions
- LO3: To develop own concept of food processing from fictional concept involving water activity and interactions
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New learning design
Description:
The design is intended for a Stage 5 (Year 10) secondary science unit about chemical reactions. Students first watch informative videos and try simulations at home to explore things like chemical change indicators and the law of conservation of mass, and then do in-class explorations and writing. It uses learning analytics to keep track of how learners interact, find where they have problems, and offer personalised guidance. With these statistics, teachers can help students and students can help themselves. The purpose is to help students develop science reasoning, team up to solve problems, and learn to reflect, all following the NSW curriculum and Stage 5 outcomes.
Intended Learning Outcomes:
- Spot and explain the signs of a chemical change and express them in both words and symbols.
- Use the law of conservation of mass to analyze experimental results and to predict what happens in chemical reactions that are closed.
- Make scientific arguments in writing by using the CER framework and including data and the right scientific words.
- Consider their progress by reviewing feedback from analytical tools (e.g., AcaWriter, OnTask), self-assessment rubrics, and their peers, and use this to improve further.
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