The Swinburne Art Collection was established by Swinburne's founder, George Swinburne, more than 100 years ago. The collection is comprised of approximately 200 works including paintings, commissioned portraits, photographs, a specially-commissioned tapestry, furniture and sculptures. Many of the works were created or donated by Swinburne staff, students and alumni.
Freya's professional degree is giving her a compeitive edge for the future job market.
The built environment is made up of spatial prompts that provide overt and subtle messages to the occupants of the environment about its usage and appropriation. Design Factories which are both working and learning environments situated in universities and research institutions utilize spatial prompts both overtly and subtle to communicate, facilitate and enhance the culture of Design Factories - a culture of co-creation, experimentation and innovation. These spatial prompts are analogue and digital and they are both permanent and temporary. We will discuss the purposes behind the spatial prompts of Design Factories and how they have been specifically implemented to assist in the creation and continual development of a culture of co-creation, experimentation and innovation.
Swinburne's Learning and Academic Skills (LAS) Centre recognises that in the 21st Century student learning spaces extend beyond classrooms and that there is a greater distribution of both physical and virtual spaces students learn through (Keppell, Souter and Riddell, 2012). LAS provides services for all Swinburne University of Technology students to improve literacy, numeracy and academic skills, through workshops and individual consultations. In 2015, a need was identified for a physical drop-in service which could address modern students' expectations for instant, 'right now' LAS assistance which could respond to 'just-in-time' study issues. Location of this service was a key issue if its potential to enhance and add to existing affordances for learning (Steel and Andrews 2012, p. 252) was to be maximised. Consequently, the library was identified as a high profile location with easy access in which students already utilised various resources and spaces, including virtual.
As the convenor for TOU20003 Special Interest Tourism, I had been looking for a way to incorporate technology-based innovative assessment that provided students with practical knowledge and skills. I felt strongly that the assessment could be improved, in particular, I wanted an alternative to the traditional PowerPoint presentation. This is where my idea to create a walking tour assessment using Google Maps was first formed. The Walking Tour assessment was designed to enable students to harness their inner creativity, whilst providing a more active learning experience, which is both engaging and entertaining. Incorporating videos and images to produce more authentic learning opportunities for students helped to facilitate deeper learning of the subject, enhance team work and communication skills, and promote learner autonomy.
In the education and training of STEM graduates, one broadly recognised shortfall is the development of professional or 'soft' skills competencies, often blamed on a relatively content-heavy curriculum. Indeed, while the mathematical, analytical, computational, and technological abilities of our STEM graduates are generally commended, they often tend to demonstrate deficiencies in other areas key to employability. Employers now are looking for professional skills as well as technical skills ... In FSET, we have been developing an approach that encompasses all these skill sets under one banner: a contextual international immersion program. The core of the program is to bring together a group of students from various disciplines to engage in an international education trip that will require them to tackle critical issues in a completely different socio-economical context. The Australian students are paired with overseas peers and work as teams for two weeks to generate genuine project proposals with measurable …
Online learning, also known as e-learning and distributed learning, has become wide-spread as a corollary to the introduction of the World Wide Web; although both distance and networked learning, variants of distributed learning, have their antecedents. In the Australian milieu, for many students living in outback settings, the use of radio communications was the means for facilitating distance education; and, the use of campus networks for disseminating course materials, ongoing since the 1980s, represent some of the salient iterations distributed learning has taken. Full integration of the Internet platform in households and workplaces has allowed distributed learning to evolve in reach, interactivity, openness, capacity, and, with the availability of entirely online degrees, expanded opportunities for students now exist.
The panellists in this session will discuss their experiences and examine approaches regarding engaging Aboriginal and Torres Strait Islander knowledges, pedagogies and curriculum. The panellists will explore a range of critical debates and questions, including: What are 'best practices' when engaging Aboriginal and Torres Strait Islander knowledges, pedagogies and curriculum? What contributions can Higher Education and PAVE make to engaging Aboriginal and Torres Strait Islander knowledges, pedagogies and curriculum? What are the issues for different disciplines, such as arts, business, design, education, health, humanities, law and science, technology, engineering and mathematics (STEM)? How do we prepare our students to be inter-culturally competent professionals? How is institutional readiness created for engaging Aboriginal and Torres Strait Islander knowledges, pedagogies and curriculum?
This presentation follows the roadblocks experienced by a sessional lecturer in implementing authentic assessment developed as a part of Swinburne's Curriculum Design and Assessment unit. It discusses the differing approach and concerns of research-orientated academics and the roadblocks encountered in instigating new Teaching and Learning Activities (TLA) and assessment, which had achieved a perfect score in the Swinburne unit.
Why embrace change? Why do we need new teaching practices for new times? Are new models of online and blended learning really better than traditional methods of higher education? This keynote reflects on these questions and the fickle dance over many years between teaching and technology in promoting better educational outcomes. It describes some of the myths and ongoing debates confronting the future of higher education in the digital era and raises critical questions about the transformative potential of technology-enhanced models of teaching and learning.