Victoria University Open Journals
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Wiki Technology in Block Teaching and Blended Learning: Fostering Development of 4C 21st Century Skills - Critical Thinking, Communication, Collaboration and Creativity
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Engaging first year biomedical students with scientific literature via the innovative Perusall online reading platform
No full textThe Balancing Act: Student perceptions on managing study and extra-curricular activities in block delivery
No full textDesigning Designing and delivering Embedded Immersive Learning Sessions (ELIS) within the VU Block delivery model
No full textExperiential Based Learning in the context of Outdoor Adventure Education is delivered in complex learning environments where teachers deliver programming in isolation (Fang et al., 2023). Due to the complexity of working in natural environments, often in remote and wilderness settings, and teachers working in isolation inconsistencies between deliveries of the same subject or programming often occurs (Picknoll et al., 2023). This article will provide a reflective case study to examine and demonstrate how embedding immersive learning teaching and learning practices can be effectively included to achieve greater consistency between Experiential Based Learning programmes to meet the Intentioned Learning Outcome (ILOs) (Biggs, 2014). In addition, this delivery structure has been applied to the intensive delivery framework of Victoria Universities Block Model, which occurs over a four-week delivery period.
Immersive Learning Practices (ILPs) are experiences that can be facilitated in situ, or replicate authentic and real conditions as described in Boud (2022). However, these practices and how they relate to programmed delivery need to be explicitly communicated to teaching staff prior to program delivery. Program ILP also need to be evaluated and assessed by teaching staff in the field to consider possible adjustments to their application for future programming.
This case study will be referring to two units/subject delivered at Victoria University within the First Year College and are part of the School or Outdoor Leadership and Outdoor Environmental Science. Both SOL units contain HE and VE outcomes that provide knowledge and skills required in subsequent units/subjects contained in these degrees as well as in relevant industry workplaces. The application of a pre-delivery information for staff about contained in the unit online learning management system and pre-program briefings have been used to communicate how EILP can be applied to field teaching and programming. These measures have supported some improvements in providing consistency between EBL programs facilitated by independent teaching staff as part of an intensive learning framework in a remote and wilderness settings
Client consulting projects on the block: Understanding sources of tension
No full textIn this article, we consider client consulting projects embedded in a course on the block, with a particular focus on the tensions inherent in teaching and learning with such projects. Client consulting projects offer a unique pedagogical approach that tasks student teams with helping a client solve a current problem. Such approaches merit study for the block plan because other research on the semester-basis shows that consulting projects contain elements known to increase student learning outcomes; the block plan is likely to offer added benefits as well as unique challenges and tensions. Using a mixed-methods approach centered on reflective case writing about two different courses that offer client consulting projects and supplemented by data from students and clients, we investigated the benefits, challenges, tensions, and key success factors in client consulting projects on the block. Overall, the major stakeholders – faculty, students, and clients – agreed that the benefits outweighed the challenges. Especially salient were the benefits to students of real-world experience, increased motivation and sense of meaningfulness, and the chance to deepen their learning by applying course concepts. Challenges include the stress involved for the students and faculty with fitting the project into the block and pleasing the client, plus the time invested by faculty to make the projects happen. Most importantly, client consulting projects on the block present five tensions: the dual-evaluation nature of the project (both the professor and client are evaluating), the level of client engagement and alignment, scheduling and pacing, the level of professor guidance, and the degree of emphasis on traditional course content vs. the project. Keys to success include setting expectations, building trust, having clear structure and organization, and developing teamwork skills and roles. The understanding of tensions gained through this research will position faculty for greater success with client consulting projects on the block
Impact of Artificial Intelligence on Block Model teaching: Opportunities and Challenges from accounting academics’ perspective
No full textSupports to increase participation and success in block model in today's economic climate in the Bachelor of Early Childhood Teaching
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