Browse Public Designs
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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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Multidisciplinary scenario based learning design
Description:
This is a generic learning design for a case based or scenario based learning activity. In the first phase, students work individually to learn the underlying principles and concepts using lectures, readings and scenarios presented to them in tutorials.
In phase 2, students work in multidisciplinary teams in a simulated professional environment to make decisions based on their understanding of the key principles and concepts and their experience of working in a multidisciplinary professional context.
Intended Learning Outcomes:
- Apply theoretical principles in practical contexts
- Demonstrate the capacity to problem solve and work effectively in a multidisciplinary environment
- Demonstrate knowledge of the dynamics of working in a team
- Demonstrate knowledge of decision-making in a multidisciplinary team
- Apply teamwork and decision-making skills in a simulated professional environment
- Assess your understanding of the key concepts and their application in professional contexts
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Post graduate blended learning (6 x 6)
Description:
A model of a blended design incorporating 6 weeks face-to-face teaching followed by 6 weeks online activities and assessment. This model is utilised for Post Graduate studies.
Intended Learning Outcomes:
- Critical thinking skills
- Reflective qualities
- Metacognitive skills
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Encounter, Analyse, Reflect
Description:
Learning design visualisation sequence for the encounter, Analyse, Reflect generic design
Intended Learning Outcomes:
- Are varied. The focus questions develope to support the analysis process are dependent on the intended outcomes and can include any or all of: problems identification, prediction/hypothesis, analyse/e
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