Browse Public Designs
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Vegetation ecology subject design
Description:
This design is for a semester long subject on vegetation ecology for second year university students. The subject is designed to give students a well-developed overview of the important elements of vegetation ecology.
Other than the residential school, the subject is delivered online through blackboard (our LMS) which hosts 13 modules, recorded lectures, asynchronous discussion forums, a tutorial activity and weekly review questions. Students are required to complete three summative and two formative tasks throughout the semester.
The activities, assessment tasks and overall design of the subject are based on principles of situated learning and constructive alignment.
Intended Learning Outcomes:
- Apply the correct terminology to explain the principles and concepts underpinning vegetation ecology
- Describe the structure and composition of Australian ecosystems and explain their distribution patterns
- Recognise some of the key characteristics used to identify terrestrial plant species and use a range of resources to identify species in major plant genera
- Compare and contrast different vegetation sampling techniques and apply this knowledge to design and undertake a vegetation survey
- Describe the dynamics of plant communities including how they respond to disturbances
- Analyse, interpret and communicate the results of a vegetation survey in a clear and coherent manner and draw on appropriate scientific literature to support their hypotheses and findings
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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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