Browse Public Designs
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New learning design
Description:
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Collaborative Jigsaw: Adaptive Digital Learning for Autistic Students in Inclusive OHSC Settings
Description:
This learning design employs a structured Jigsaw approach to foster collaboration and individual mastery of educational theories among autistic learners. Designed for implementation in school environments in after-school care program, such as (Outside of school hours care - OSHC), this program is tailored for primary school students in Years 3-6. It aims to enhance engagement and learning through adaptive and personalized methods and design principles discussed in Assessment 2. The program facilitates an inclusive educational experience, encouraging autistic students to collaborate with both neurotypical peers and each other to explore and present on a variety of academic topics, such as the group digital presentation 'What is a dinosaur?'. The learning experience is supported by traditional face-to-face learning, interactive technologies, and personalized content, ensuring that each student can engage at their own pace and in accordance with their sensory and learning preferences. Additionally, students will have access to the school library and ongoing OSHC educator support throughout the five-week duration of the task.
Intended Learning Outcomes:
- Collaborative skills through engagement in a structured Jigsaw approach, enhancing their ability to work interdependently within diverse age and cognitive abilities groups.
- Adaptive learning competencies, enabling personalization of the learning environment and content to suit individual sensory and educational needs.
- Digital literacy and online research skills by integrating interactive technologies and utilizing online resources throughout the learning process.
- A deeper understanding of educational theories through collaborative research and the creation of digital presentations, promoting effective knowledge sharing and mastery of topics such as 'What is
- Social and communicative competencies by facilitating structured interactions with peers in both face-to-face and digital settings, supporting the principles of inclusive education.
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Improved cultural understanding and communication skills
Description:
This three-week lesson plan is designed to give students a good mix of language practice and culture awareness that are indispensable for their forthcoming life whether it is university or work in Australia. At the end of the module students: have learnt how to speak more confidently about cultural differences in social interactions, evaluate scientific texts on intercultural communication, speak on the adaptation to new cultural conditions, write reflections in a target language on their own experiences of cultural diversity.
Intended Learning Outcomes:
- Confidently discuss and understand cultural differences in social interaction.
- Analyse and critique articles on intercultural communication.
- Converse about adaptation to new cultural environments.
- Write reflective essays on their experiences of cultural diversity in English
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Workshop: BLUPs – a case of using random effects as a variable of interest
Description:
This is an example activity part of the workshop on R coding and statistics that we held in the Department of Agroecology during the first semester of 2024. It serves as a prototype of the teaching methodology of a PhD curriculum in Applied Biostatistics, which is the result of the SoTL research of the AU pedagogical project.
The general methodology is based on a case study requested by one or more of the participants. We first take time to conceptualise the problem so that we can formulate a specific research question that can be translated into a specific statistical model that can answer it. We work with the data, carry out the analysis and finally discuss the implications of the results.
Intended Learning Outcomes:
- Recall on Linear Mixed Model framework for analysing experimental data
- Define the BLUPs and the BLUE concepts
- Explore utility random effect point estimates to describe the distribution of individual effects within a sampled population
- Illustrate the utility of BLUPs estimation in breeding selection
- Estimate Linear Mixed Models in R
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Ethics in Healthcare
Description:
This learning design focuses on enhancing students' knowledge, skills and application of healthcare ethics in pre-service health degrees to foster critical thinking and creative problem solving.
The class on ethics runs over three weeks online for students enrolled in a number of pre-service health courses and follows the same design each lesson. Each lesson scaffolds from the last and case studies become increasingly complex. Each class is offered synchronously for two hours and involves working both in professional groups (students in the same degree together) and interprofessional (a mix of allied health disciplines in the one group). The main part of the classes is recorded so students who can not attend can benefit from the learning (breakout rooms are not recorded).
Each class is preceded by module content that includes readings, case studies, short, recorded lectures (8 – 12 minutes) with questions after each resource to reinforce learning using H5P and other tools. During class students are asked to answer questions using mentimeter and add longer answers using padlets as required.
The model is based on pedagogic principles derived from flipped classroom, just-in-time teaching, peer instruction, and active learning (Al-Samarraie et al., 2020). Further, as the students are interacting in the lesson at different times it also using polysynchronous learning and SAMR model is used as well (Dalgarno & Webster, 2015; Puentedura, 2014).
Intended Learning Outcomes:
- Define and apply fundamental concepts and principles of healthcare ethics, to real-world scenarios in healthcare delivery
- Analyse ethical dilemmas that healthcare practitioners may encounter in practice
- Develop and justify practical recommendations for managing ethical dilemmas in healthcare practice
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