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DCS L&T Parameters Nov-15 1 of 7 DSC Tertiary Learning and Teaching Parameters Updated November 2015 Purpose The purpose of this document is to guide: high quality, student-centred teaching practices in all Vocational and Higher Education coursework programs viable course and program design workload planning The parameters set expectations for good learning and teaching practice in DSC, but are not intended to substitute university policy. Assessment Courses are designed to include: a course guide published one week before the start of classes an early assessment task for introductory courses due by either week 4 for standard semester delivered courses OR in the first third of a teaching period in intensive delivered courses. An early assessment task for all other courses due by week 6 assessment of discipline/employability-related communication skills worth 20% in one course in each year of associate degree and bachelor degree programs minimum of 2 and maximum of 4 assessment tasks no single examination or test weighted more than 50% list of assessment tasks including weighting and relationship to relevant course learning outcomes provided in Part A course guide details of assessment tasks including due dates and marking criteria/rubrics, or reference to where this information can be accessed, provided in Part B course guide assessment design that builds academic integrity and reduces opportunities for plagiarism; use of Turnitin is encouraged and embedded in assessment tasks moderation processes to assure assessment consistency, fairness, accuracy and reliability for student learning validation of VE assessment strategies and tasks through involvement of, where possible, external stakeholders and industry hurdle requirements (tasks identified in the course outline as a task that must be passed in order to pass the course) used only where they are required by demonstrated safety or professional registration requirements

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DSC Tertiary Learning and Teaching Parameters

Updated November 2015 Purpose The purpose of this document is to guide:

● high quality, student-centred teaching practices in all Vocational and Higher Education

coursework programs

● viable course and program design

● workload planning

The parameters set expectations for good learning and teaching practice in DSC, but are not intended

to substitute university policy.

Assessment Courses are designed to include:

● a course guide published one week before the start of classes

● an early assessment task for introductory courses due by either week 4 for standard

semester delivered courses OR in the first third of a teaching period in intensive delivered

courses. An early assessment task for all other courses due by week 6

● assessment of discipline/employability-related communication skills worth 20% in one

course in each year of associate degree and bachelor degree programs

● minimum of 2 and maximum of 4 assessment tasks

● no single examination or test weighted more than 50%

● list of assessment tasks including weighting and relationship to relevant course learning

outcomes provided in Part A course guide

● details of assessment tasks including due dates and marking criteria/rubrics, or reference

to where this information can be accessed, provided in Part B course guide

● assessment design that builds academic integrity and reduces opportunities for plagiarism;

use of Turnitin is encouraged and embedded in assessment tasks

● moderation processes to assure assessment consistency, fairness, accuracy and reliability

for student learning

● validation of VE assessment strategies and tasks through involvement of, where possible,

external stakeholders and industry

● hurdle requirements (tasks identified in the course outline as a task that must be passed in

order to pass the course) used only where they are required by demonstrated safety or

professional registration requirements

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The following feedback practices are encouraged:

• formative feedback provided formally and informally to support ongoing learning

throughout a course

• interlinked tasks that are supported by timely feedback throughout the learning period

• rich feedback from a range of sources, including staff, peers and industry in written and

verbal formats to encourage self-reflection and dialogue about learning

See RMIT Assessment Principles, Policy, Procedure and Instructions

http://www.rmit.edu.au/policies/academic#assessment

Online Learning Environments

To ensure effective information management of learning and teaching, all courses to include:

● an active Blackboard shell

● entry of all assignment results via Grade Centre (staff view of grades)

● student access to grades via My Provisional Grades (student view of grades)

● actions from Student Surveys

● recommended Blackboard menu items

To further support student engagement and learning in online activities and interactions, the

following approaches are encouraged: ● collaborative tools to engage students in group activities

● peer feedback

● student generated content

● online communities, student portfolios, online studios, etc.

Learning modes

There are diverse modes of learning in the College of Design and Social Context including lectorials,

seminars, tutorial /classroom teaching, global intensives, workshops, laboratories, master classes,

studios and studio style teaching, stutorials, lectures, and exhibitions. These can be taught onsite and

offsite, within and outside Australia, intensively, face-to-face, blended and online to students or

community groups. Thoughtful, creative course design provides students with access to a range of appropriate learning

modes within programs.

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Mode Class size recommendations Lectorial Minimum class size of 45 with average sizes of 60 and 120, given

room availability

Seminar, tutorial/classroom teaching, workshop, laboratory and master classes

Minimum interactive class size of 25, given room availability

Studio and studio style teaching Minimum class size of 25 unless space or OH&S restrictions, room availability issues or balanced with large group teaching

Stutorial (hybrid studio/tutorial mode)

Minimum class size of 20, unless space, OH&S restrictions

Lecture Minimum lecture size of 90 with average size of 100 or more, given room availability

Exemptions to minimum class sizes can be approved by the School. Definitions Exhibition Exhibitions are organized displays and performances of student work. Including

graduate exhibitions, WIL and industry exhibitions for student experimentation, peer

and industry feedback. Student work is set up for presentation, assessment,

moderation and peer to peer learning. Most often, these are public events.

Global intensive (Study tour)

Global intensives or study tours are short periods of study and travel away from the

University that aim to give students insights into cultural experiences and practices

related to their discipline, career or industry. A global intensive is generally conducted

over two to three weeks and designed so that students engage through a range of

approaches such as face-to-face classes, site visits and presentations. As in all

courses, assessment should be aligned with the learning activities and outcomes of the

course. Students should also attend workshops prior to departure and upon return to

explore issues relevant to the tour.

Laboratory A laboratory is a place for discipline specific skills development through practice,

observation, or testing where students experiment, rehearse or perform experiments

often requiring specialised equipment and materials.

Lectorial A lectorial is a blended learning, hybrid mini lecture/tutorial mode conducted in a large

technologically enabled class setting using collaborative, interactive and enquiry-based

learning methods. Lectorials are underpinned by a student-centred learning philosophy

and include three elements:

● The creation of an active, engaging, enquiry-based large class environment where

students work in small groups and have the opportunity to maximise peer-to-peer

and student-to-teacher learning. Most significantly, through the preparatory online

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work, students develop discipline content knowledge which deepens into the higher

cognitive domains of creating, applying, analysing, synthesising and evaluating.

● The provision of the course discipline content knowledge online, using an

interactive guided instructional design, for students to access before the lectorial at

a time and place that supports their life/study/work patterns.

● The use of New Generation Learning Spaces (NGLSs) where available, which

provide a flexible room design, and access to enhanced technology, to increase

active learning.

Lecture A lecture is a large interactive and multimodal presentation normally given by an expert

in the area or discipline content. It is expected that all lectures will be recorded where

lecture capture facility is available.

Master class A specialist class led by an expert for a cohort of typically advanced students.

Seminar A seminar includes a formal presentation by one or more experts followed by a

discussion of the presentation or a question and answer session. This normally

includes online material, enrichment, involvement, and interaction with students and

topic.

Studio The essence of a studio focuses on integrative design in the context of a project that

involves creative and reflective thinking and making. Learning emerges through action

and self directed learning – an investigative and creative process driven by research,

exploration and experimentation, critique and reflection.

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Studio style teaching Studio style teaching and learning is distinguished by project-based work that uses a

mixed mode of tutorials, workshops and seminars.

Stutorial A stutorial is an enhanced studio comprising a hybrid of studio/tutorial modes. It is

characterised by self directed learning, an emergent curriculum, the comprehensive

use of a flexible delivery mode, with a mixture of online and face-to-face interaction, the

inclusion of information presentations and/or issue-response style teaching moments,

and a peer moderation process that includes external experts, as well as a combination

of the following elements:

● Vertical integration (including students from different year levels)

● Using authentic real-world tasks negotiated with external bodies/stakeholders that

involve significant communication and organisation to gain permissions or access to

resources etc

● Undertaking industry and or research-led projects exploring current and big world

issues and questions

● Creating a digital archive and digital portfolios

Studio Teaching Project Volume One: STP Final Report (October 2009) http://www.studioteaching.org/?page=reports

http://www.studioteaching.org/?page=reports

http://www.studioteaching.org/?page=reports http://www.studioteaching.org/?page=reports

Tutorial A tutorial is facilitated by a tutor/teacher where a group of students meet to interact,

discuss ideas, develop concepts and exchange information. It typically involves rich

tasks and critical reflection on key ideas and strategies. (Also see Seminar)

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Workshop A workshop is a hands-on class that focuses on demonstration and application of

techniques and skills. In some disciplines this comprises a combined lecture

presentation with tutorial-like technical and creative exercises and activities including

tasks and group critiques. Workshops can be technology enhanced,

manufacturing/production or specialist focus. Specialist workshops support mainstream

teaching, innovative project development and the preparation of full scale exhibition

pieces for installation offsite. Sometimes these workshops are held in computer

laboratories. This might include WIL, robotics and photography.

Background The set of DSC Learning and Teaching parameters were developed at the request of the DSC

Executive. On the 2 March 2011 the DSC College Executive endorsed the phasing in of the above

parameters for all new and amended courses and programs. The DSC HE Learning and Teaching

parameters were reviewed and updated by the DSC L&T Leaders in 2013 and agreed upon in a

College Executive discussion on 12th of February 2014. Ongoing revision in 2014 and 2015 has

included expanding the parameters to include the Vocational Education requirements through

consultation with DSC L&T Leaders.

The parameters are based on contemporary educational literature, benchmarking across 34

universities and are aligned with the University Strategic plan and Academic plan (current and past).

Pedagogy at RMIT is characterised by a learning-centred approach which

recognises that the ultimate test of the effectiveness of teaching is the student’s

acquisition of new knowledge and skills.

Most Australian universities have policies, procedures and guidelines for learning and teaching.

RMIT has a Learning and Teaching Strategy and Academic Plan that sets out expectations as well as

policies to guide best practice. The College of Science, Engineering and Health has developed

‘Guidelines for Consistent Frameworks of Course Delivery and Assessment

http://mams.rmit.edu.au/s63f8kaz3zfr.pdf. The Business College has a draft set of ‘Guidelines for

Course Guides, Course Delivery, Assessment, and Penalties’. Based on a scan of readily available

policies in 34 other universities, a small number of practical parameters have been isolated to guide

learning and teaching in DSC that are in line with those across the sector.

The parameters outlined above set “normal” expectations that might be varied in special

circumstances, such as allowances to address strategic imperatives and/or current space restrictions.

Underpinning Philosophy The parameters are designed to encourage a “Learner or student centred teaching” approach.

Learner or student centred teaching “…implies a view of teaching that is not just about facts, concepts

and principles to be covered” (Biggs & Tang, 2009, p.19), but also includes being clear about what is

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expected of students as outlined in the intended learning outcomes and the types of teaching/learning

activities that will facilitate the achievement of these intended outcomes. Thus, according to Biggs and

Tang (p.21).”…teaching is not a matter of transmitting but of engaging students in active learning,

building their knowledge” by starting where students are at and in terms of what they already know,

can do or feel.

Thus, teaching that is learner or student centred is aimed at supporting and facilitating student

learning. This includes the teacher paying attention to the conditions under which learning is

occurring, to what learners are learning, to how they are learning it, and to whether they are retaining

and applying their learning in order to grow and develop. In learner or student centred teaching the

teacher also focuses on their teaching and whether the approach and strategies they are using are

facilitating student learning, and are equipping learners for future work and life.

References

Biggs, J. B., & Tang, C. (2009). Teaching for quality learning at university. Buckingham: Open

University Press/Mc Graw-Hill Education.