Browse Public Designs
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Post-Program Activities
Description:
This is a selection of three possible activities for use with students who have attended a week-long program at Rubicon outdoor education centre. Research indicates that longer programs have greater impact but for many schools longer programs are impractical. So, by re-visiting the learning undertaken on camp, it is hoped that the impact of that learning can be increased without lengthening the program itself. Three alternative approaches are offered.
Option 1 - Create an infographic. Students use infogr.am or similar software to produce an infographic illustrating learning from their program, then post it on the outdoor centres facebook site enabling peer and teacher feedback and discussion
Option 2 - Short film or vine. Students use video footage collected on the program to create a short film that illustrates their learning on the program. The film is then posted to the centre's YouTube channel enabling peer and teacher feedback and discussion.
Option 3 - Photo story. Students capture various images during the program, then choose the images that they believe capture the essence of their learning and put them together in a photo story and post a link to the the centre's facebook page enabling peer and teacher feedback and discussion.
Intended Learning Outcomes:
- Students re-engage with learning from their outdoor education program
- Students actively engage in reflection on their experience at Rubicon
- Students use ICT tools to 'tell their story' in an engaging and creative way.
- Students reflect on how the learning from the program can be translated back into their normal lives both in and out of the classroom
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Case based learning design
Description:
Using authentic real life scenarios, this design helps high school VET Hospitality students develop knowledge and skills relevant to their future career paths. The tasks are based on the competency, “SITHIND002 Source and use information on the hospitality industry”. The sequence of tasks progressively leads the students from working individually to working collaboratively in small groups.
The final collaboration provides students with a wealth of knowledge and ideas on possible career paths in the hospitality and allied industries. It also provides students with a guide to use in seeking, and researching employment opportunities, along with a template for applying for jobs.
Intended Learning Outcomes:
- Identify sources of information on the structure and operation of the hospitality industry.
- Obtain information on laws specifically relevant to the hospitality industry.
- Access specific information of relevance to the hospitality industry to assist operational duties.
- Share updated information with colleagues.
- Develop key employability skills including communicating effectively, team work, initiative and self-management.
- Develop key foundation skills including reading, writing and technology use.
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Exercise Professional Design
Description:
Pre-access course for Certificate IV in Fitness
Units of Competencies required:
HLTAID003 Provide first aid - core
SISXCCS001 Provide quality service - elective
SISFFIT001 Provide health screening and fitness orientation - core
SISFFIT004 Incorporate anatomy and physiology principles into fitness programming - core
SISFFIT003 Instruct fitness programs - core
SISFFIT006 Conduct fitness appraisals - core
SISFFIT002 Recognize and apply exercise considerations for specific populations - elective
SISFFIT005 Provide healthy eating information - core
SISFFIT014 Instruct exercise to older clients - coreIntended Learning Outcomes:
- To acquire the pre-requisite skills and knowledge required to access SIS40215 Certificate IV in Fitness
- To gain a vocational qualification in Fitness and seek employment as a Personal Trainer in the Fitness Industry
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Your Own Fairy Tale
Description:
At the end of a unit on fairy tales, students will create their own multimedia fairy tales and present them to the class. In order to achieve this, they will go through a multi-step process involving two rounds of peer feedback.
Intended Learning Outcomes:
- Create literary texts that adapt or combine aspects of texts students have experienced in innovative ways
- Participate in and contribute to discussions, clarifying and interrogating ideas, developing and supporting arguments, sharing and evaluating information and opinions
- Plan, draft and publish imaginative texts, choosing and experimenting with text structures, language features, images and digital resources appropriate to purpose and audience
- Re-read and edit students’ own and others’ work using agreed criteria and explaining editing choices
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ShareStream Self-Paced Training Unit
Description:
This design provides guidance for a self-paced unit (created with Blackboard Learn) addressing professional learning for university staff in the effective use of rich media in education, and the implementation and effective use of ShareStream (media management system) within the learning management system. It is underpinned by the concepts of Constructivism through modelling; gamification; and collaborative learning through communities of practice. Learning is embedded in a realistic context relating to participants’ own educational practice.
Intended Learning Outcomes:
- Students will identify the different uses and benefits of rich media in education
- Students will demonstrate understanding of ShareStream tools within a Learnline unit
- Students will structure and implement the inclusion of rich media in a Learnline unit using ShareStream tools
- Students will reflect on and evaluate the effectiveness of the use of rich media in education
- This design enables students to develop communication, critical thinking and decision making skills
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