Tertiary education in a time of change : disruptions, challenges and and strategies

"This book shares exemplary teaching and learning practices from the tertiary sector, and addresses important issues concerning quality, scholarship and innovation in teaching and learning in tertiary settings. It takes on classic issues regarding curricula, technologies and assessment, but approaches them from novel perspectives and using a variety of methodological approaches. Its chapters explore innovative and cutting-edge ideas in tertiary education. Readers will be both challenged and inspired to investigate the ideas discussed further."-- prové de l'editor Preface 5 Acknowledgements 8 Contents 10 Part IReconstructing the Digital Learning Environment 12 1 Reconstructing the Digital Learning Environment 13 Section Overview 13 2 Embedding Media Richness in Online Assessment Feedback: Effects of Multimedia Delivery and Paralinguistic Digital Cues on Social Presence and Student Engagement 15 Introduction 15 Online Assessment Feedback 17 Feedback Social Presence 18 Media Richness Theory 19 Applications and Innovations in Online Feedback Processes 21 Audio and Audio-Visual Feedback 21 Paralinguistic Digital Cues 22 Conclusion 25 References 26 3 Designing Authentic Assessments: Engaging Business Students in Flow Experience with Digital Technologies 31 Introduction 31 Innovative Scaffolded Digital Designs to Achieve Flow Experience: Cognitive Load Theory 33 Artefact Design 35 Survey to Inform Storyline Design 35 Coded Storyline 36 Digital Artefact Design 37 Data Collection and Analysis 42 Findings 42 Discussion, Conclusion and Limitations 46 References 47 4 Successful Factors for Adoption of Synchronous Tools in Online Teaching at Scale 49 Introduction 49 Literature Review 51 Synchronous Tools and Active Learning 51 Barriers to Staff Adoption of Webinar Tools 52 Learning Design Components of Webinars 53 Research Methods 53 Results and Discussion 55 Voluntary Adoption Stage 55 Pilot Stage 56 Mass Adoption Stage 57 Conclusion 61 Limitations of This Study 62 Appendix 1: GSBL Online Minimum Standards 62 Appendix 2: Collaborate Ultra Instruction for First-Time Student Users 64 Appendix 3: GSBL Online Webinar Expectations 67 References 68 Part IIShifting the Curriculum 71 5 Shifting the Curriculum 72 Section Overview 72 References 73 6 From Small Things: Building Cross-Disciplinary, Transformative Learning Experiences Through a Global Mobility Experience for Higher Education Students 74 Introduction 74 Global Mobility and the Student Experience 76 Global Mobility and the Impact Upon Students’ Future Intentions 77 Context of the Study––the Yasawa Islands (Fiji) Project 78 Method 78 Participants 80 Student Feedback, Discussion, and Results 80 Conclusion 88 References 88 7 Using an Applied Curriculum Project to Connect Theory and Practice in Teacher Education 91 Introduction 91 Background 93 Context 93 Partnerships Between Universities and Schools 94 Third Space—the Creation of Hybrid Spaces Bringing Together Pre-service Teachers, Schools and University-Based Teacher Educators 95 Inquiry-Based Practicum Model 96 The Applied Curriculum Project 98 Objectives 99 Method 100 Design 100 Data Collection and Analysis 100 Findings 101 Experiences with the Applied Curriculum Project 101 Experiences of Working in a Community 101 Discussion and Conclusion 103 References 105 8 Exploratory Variations in Course Structure Consistency Within the Learning Management System 107 Introduction 107 Objectives of Study and Expectations 109 Method 109 Results and Discussion 112 Conclusion 116 Recommendations for Future Work 117 References 119 9 Enabling Holistic Curriculum Transformation by Using ‘Thoughtfully’ Designed Blended Activities and Resources 120 Introduction 120 Defining Blended Learning 120 Active Learning and the Design Process 121 Drivers: Engage, Connect, Consolidate, Assess 124 Supporting Staff to Build Capability 126 Preliminary Findings 128 Conclusion 129 References 130 Part IIIReflections on Change 132 10 Reflections on Change 133 Section Overview 133 References 134 11 Speaking Together: Reflections on Reconciliation, Yarning Circles, and Signature Pedagogies 135 Introduction 135 Grounding Our Work: A Review of the Literature 136 The Yarning Circle 138 Cathy’s Reflections 139 Al’s Reflections 141 Richard’s Reflections 143 Yarning Circles as Signature Pedagogies 144 Conclusion 145 References 146 12 My First Six Months: Students’ Perceptions of Learner-Centred Design Studios 148 Introduction 148 Methodology 149 Findings 150 Structure of the Course 151 Learning Activities 151 Learner and Teacher Roles 154 Discussion 155 Recommendations 157 Conclusion 157 References 158 Part IVPreparing for the World of Work 159 13 Preparing for the World of Work 160 Section Overview 160 References 161 14 Graduates: The Future of Work, Soft Skills and the Increasing Importance of Careers Education at RMIT University 163 Introduction 163 Future of Work 165 Challenges Facing Australian University Graduates 172 The Increased Need for Soft Skills Among Graduates 173 Career Development at RMIT 176 Design Thinking Approach 178 Create Your Future Career Pilot 178 Future Developments 179 Conclusion 179 References 180 15 External Competitions and Work Integrated Learning: A Creative Industries Perspective from Vietnam 183 Introduction 183 Literature Review and Context 184 Method 186 Site of Investigation 187 Case Description: Tactics and Resources 189 Outcomes as a Result of These Tactics 191 Discussion 191 Governance, Institutional Buy-in 192 Supervision, Champions 192 Resources, Accessibility 192 Summary 193 Limitations of the Study and Future Research 194 References 194 16 Future Systems Lab: A Landscape Architectural Teaching Model to Enable the Development of Practices that Can Thrive in Times of Disruption 197 Introduction 197 The Profession of Landscape Architecture 198 Traditional Landscape Architecture Practices and Limitations 199 Studio-Based Design Pedagogies 200 A Systems-Based Approach to Landscape Architecture 202 Future Systems Lab 203 Case Studies 205 Landscape Architect as Choreographer 205 The Choreographer and the Future of Work 205 Landscape Architect as Double Agent 207 The Double Agent and the Future of Work 209 Landscape Architect as Futurist 210 The Futurist and the Future of Work 211 Landscape Architect as Urban Strategist 212 The Urban Strategist and the Future of Work 214 Conclusion 214 Recommendations for Future Work 215 References 216 Part VBeyond Disruption 217 17 Beyond Disruption 218 Front Matter ....Pages i-xii Front Matter ....Pages 1-1 Reconstructing the Digital Learning Environment (Claire Macken)....Pages 3-4 Embedding Media Richness in Online Assessment Feedback: Effects of Multimedia Delivery and Paralinguistic Digital Cues on Social Presence and Student Engagement (Robyn L. Moffitt, Christine Padgett, Rachel Grieve)....Pages 5-20 Designing Authentic Assessments: Engaging Business Students in Flow Experience with Digital Technologies (Viktor Arity, Gillian Vesty)....Pages 21-38 Successful Factors for Adoption of Synchronous Tools in Online Teaching at Scale (Ling Mei Cong)....Pages 39-60 Front Matter ....Pages 61-61 Shifting the Curriculum (Rowena Scott)....Pages 63-64 From Small Things: Building Cross-Disciplinary, Transformative Learning Experiences Through a Global Mobility Experience for Higher Education Students (Patricia McLaughlin, Peter Stasinopoulos, Jeff Shimeta, Rick Ryan, Matthew Currell, Graeme Allinson et al.)....Pages 65-81 Using an Applied Curriculum Project to Connect Theory and Practice in Teacher Education (Kathy Jordan, Kathy Littlewood, Belinda Kennedy)....Pages 83-98 Exploratory Variations in Course Structure Consistency Within the Learning Management System (Pablo Munguia, Christopher Cheong, France Cheong, Ehsan Gharaie)....Pages 99-111 Enabling Holistic Curriculum Transformation by Using ‘Thoughtfully’ Designed Blended Activities and Resources (Suneeti Rekhari, Lisa Curran, Anselm Paul, Pauline Porcaro)....Pages 113-124 Front Matter ....Pages 3-3 Reflections on Change (Michaela Epstein)....Pages 127-128 Speaking Together: Reflections on Reconciliation, Yarning Circles, and Signature Pedagogies (Cathy Brigden, Al Fricker, Richard Johnson, Andrea Chester)....Pages 129-141 My First Six Months: Students’ Perceptions of Learner-Centred Design Studios (Helen McLean, Soumitri Varadarajan)....Pages 143-153 Front Matter ....Pages 155-155 Preparing for the World of Work (Leoni Russell, Judie Kay)....Pages 157-159 Graduates: The Future of Work, Soft Skills and the Increasing Importance of Careers Education at RMIT University (Alan Montague, Gabrielle Harvey, Genevieve Dickinson)....Pages 161-180 External Competitions and Work Integrated Learning: A Creative Industries Perspective from Vietnam (Lam Hong Lan, Jerry Watkins)....Pages 181-194 Future Systems Lab: A Landscape Architectural Teaching Model to Enable the Development of Practices that Can Thrive in Times of Disruption (Kyle Bush, Bridget Keane, Jen Lynch)....Pages 195-214 Front Matter ....Pages 5-5 Beyond Disruption (Tricia McLaughlin, Andrea Chester, Belinda Kennedy, Sherman Young)....Pages 217-217