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DCS L&T Parameters Nov-15
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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.