Background/context: Building Information Modelling (BIM) is growing in its implementation and success on large scale projects around the world in the Architecture, Engineering and Construction (AEC) communities. BIM provides powerful collaborative processes between stakeholders on a project; and with the use of intelligent 3D software aims to ensure that the asset is designed, built and managed efficiently; and is what the client demanded.
The initiative/practice: The Queensland Government, in conjunction with local consultancies have released a policy on the Principles for BIM Implementation which is adhered to on many government projects. For BIM to continue to grow in the AEC sector, education is the key. At TAFE Queensland (TQ), a BIM unit was introduced in 2019 as an elective in the Associate Degree in Civil Engineering (ADCE). This unit provided students the opportunity to gain insight into current BIM industry practices whilst gaining modelling skills using relevant 3D software. The student numbers for this unit have grown each semester. Initiatives used in the BIM unit for enhanced student engagement and learning included inviting guest lecturers from industry to showcase major projects and discuss lessons learnt from these projects. Another industry led event is BrisBIM. Each BrisBIM event is premised on a different BIM theme and is well represented by local industry. The ADCE students attend BrisBIM each semester, which also offers a networking opportunity.
Evidence of outcomes and effectiveness: The evidence of outcomes from the BIM unit is the consistency of positive feedback in the student surveys and the willingness of industry professionals wanting to discuss BIM in the classroom with the TQ students. The number of past students who regularly attend BrisBIM keeps growing and recently a past graduand was one of the speakers at the event. The successful transition of the BIM unit from an elective to a core unit in 2023 is also evidence of success and aligns with the shift in work practices within the AEC community.
Being a member of a professional group, such as nursing, requires a unique skillset, knowledge and attitude. Educators frequently make statements to students informing them a particular behaviour is not professional. This has highlighted, student nurses may not know how a professional looks, sounds and behaves. The subject of professionalism in nursing students will be addressed using an action research design. “Action research is an orientation to knowledge creation that arises in a context of practice and requires researchers to work with practitioners” (Hyang, 2010, p. 93).
In order to gain an understanding of students’ view of professionalism, a pre-test/post-test survey methodology was adopted. The survey sample comprised stage one (novice) nursing students across several campus locations to ascertain their understanding of professionalism and which learning modes they would prefer to increase their knowledge of professionalism. The same survey will be used post-delivery to assess the level of understanding and learning outcomes.
Initial results are expected to show a need for education in the areas of the social media use, power imbalance, oversharing of personal information and personal beliefs. The aim of the project is to give nursing students an enhanced understanding of professionalism and to apply it to their nursing practice.
References
Hyang, H. (2010). What is good action research? Action Research. 8(1), 93-109.
This project focuses on performance art interconnected with interdisciplinary creativity and discovers new Knowledge throughout the research. Three main elements had been investigated to seek a dominant visual identity from a wide range of creativity. With specific characteristics, Chinese calligraphy conveys ancient aesthetics with historical culture; indigenous ceramic instruments simplify the inner voice with their natural characteristics; dance also interprets the inner world.
The purpose of this research is to develop a dominant visual identity by connecting knowledge across disciplines. To study new visual communication, the Rune language, my chosen ten personalities, and Zen led the intertwinement of the creation of calligraphy and dance. Costume design enhanced the performing nature.
This research is a combination of qualitative and quantitative research that balances the data with the strengths of another. With autoethnography methodology, personal insights and experiences contribute to the value of this visual language. Constructivism was involved in “subtraction”. This project also included a qualitative and quantitative survey and discussion to draw out new insights. In summary, the dominant visual identity reveals a new calligraphy language from ancient components. The data from the survey and the discussion with the artists showed that visual identity was the creativity of self-expression for artists and their brands.
The significance of cultural preservation, and artistic development through individual visual identity was referred to as the milestone in individual artistic evolution or art evolution.
The aim of this research project is to evaluate ‘Labster’, a laboratory simulation software. Laboratory simulation software has been available to tertiary students across a number of learning institutions for many years (Booth, Cheluvappa, Bellinson, Maguire, Zimitat, Abraham & Eri, 2016; Alfes, 2011; Gandole, 2006).
Since 2020 education worldwide has been significantly impacted as COVID-19 changed and challenged the student learning experience. During this time, it has been reported laboratory simulations were utilized by some universities when face-to-face practical laboratory sessions were prohibited due to lockdowns (Avci, 2022; Peechapo, 2021; Yap, Teoh, Tang, & Goh, 2021).
However, what impact, positive or negative does a simulated laboratory experiment have on student learning outcomes? This research seeks to evaluate the effect of a laboratory simulation software on student perception of usefulness, self-confidence, learning experience, motivation, achievement and laboratory performance for students studying introductory microbiology in an entry level vocational pathology course. Students from two cohorts within the applied science faculty will be given the opportunity to participate in the project with no negative ramifications towards their course and final grades. Students will participate in a survey before and after completing the laboratory simulation and the face-to-face practical in a laboratory class. Demographic data will be obtained based on student enrollment data. Student assessment including a written task and an observation checklist will be used to evaluate whether or not the use of the ‘Labster’ virtual simulation impacted student assessment results.
The implications of this project are to improve student learning outcomes, facilitate a safe learning environment in the instances whereby practicals are too dangerous to complete in a vocational learning facility and to provide students with a learning experience in line and above with other RTOs and universities.
References
Alfes, C. M. (2011). Evaluating the Use of Simulation with Beginning Nursing Students. Journal of Nursing Education, 50(2), 89–93. https://doi-org.ezproxy.utas.edu.au/10.3928/01484834-20101230-03
Avci, F. (2022). Teaching the “acid–base” subject in biochemistry via virtual laboratory during the COVID‐19 pandemic. Biochemistry & Molecular Biology Education, 50(3), 312–318. https://doi-org.tafeqld.idm.oclc.org/10.1002/bmb.21625
Booth, C., Cheluvappa, R., Bellinson, Z., Maguire, D., Zimitat, C., Abraham, J., & Eri, R. (2016). Empirical evaluation of a virtual laboratory approach to teach lactate dehydrogenase enzyme kinetics. Annals of Medicine and Surgery, 8, 6–13. https://doi-org.ezproxy.utas.edu.au/10.1016/j.amsu.2016.04.019
Gandole, Y. B. (2006). Development and Evaluation of Computer-Based Laboratory Practical Learning Tool. Journal of Educational Technology, 2(4), 73–79.
Peechapo, Chattavut. (2021). Investigating the Effect of Virtual Laboratory Simulation in Chemistry on Learning Achievement, Self-efficacy, and Learning Experience. International Journal of Emerging Technologies in Learning, 16(20), 196–207. https://doiorg.ezproxy.utas.edu.au/10.3991/ijet.v16i20.23561
Yap, W. H., Teoh, M. L., Tang, Y. Q., & Goh, B.-H. (2021). Exploring the Use of Virtual Laboratory Simulations Before, During, and Post COVID-19 Recovery Phase: An Animal Biotechnology Case Study. Biochemistry and Molecular Biology Education, 49(5), 685–691.
Shakespeare’s plays presents challenges for acting students who may struggle with the unfamiliarity of the early 17th Century language, as well as the formal and expressive complexities of his verse and prose.
In seeking to address these issues, improve student engagement and provide a guide to the interpretation of Shakespeare’s texts, a “return to the Folio” offers an opportunity for an innovative approach to actor training, as the First Folio’s orthography, spelling, lineation, and punctuation may contain important information and “instructions” for actors’ performances that editorial intervention and modernisation alters and obscures. Actors learning their parts using the information encoded in the peculiarities of the Folio’s writing and printing practices contained in transcriptions of the original texts may be given help especially in the organisation of their breath, characterisation, emphasis, and dramatic and physical choices.
In recognising the potential benefits of working with Shakespeare’s “original” texts, a fruitful investigation may be to address the question of, “What are the student responses to this textual information and how is it put into practice in rehearsal and performance?”
The aim of the research is to explore ways of introducing this textual information to help acting students’ fast-track interpretive choices and decisions, and discover and build their performances on textually supported acting choices, and will be incorporated into introductions of Shakespeare’s texts as part of training and rehearsal processes. While outcomes are challenging to evaluate considering the partly subjective nature of creative success, methods may include tutor/director evaluation, interviews with expert panels and interviews with acting students.
This paper highlights the importance of using student survey feedback as a tool to improve the student learning experience. Surveys are an important aspect of the quality assurance approach of an Australian Vocational Education and Training (VET) provider such as TAFE Queensland. Surveys can also be used within a Scholarship of Teaching and Learning (SOTL) inquiry to advance the practice of teaching.
Student feedback (verbatim data from student surveys) offers a data-driven approach to drive change at both the institutional level and also at the individual practitioner level. From a quality assurance perspective, student survey data is an important mandatory compliance aspect. In the practice of SOTL, student survey data provides information for practitioners to consider and can guide improvements to teaching practices. This paper proposes that by utilising both approaches, institutions can ensure that their quality assurance process improves the student learning experience, rather than just meeting regulatory requirements.
The paper presents an example of how Boyer's (1990) Model of Scholarship can be used to identify areas for improvement in teaching practices. The recognition of several limitations of implementing the SOTL in the VET context leads to suggested future areas of research. Overall, the paper provides insight into how student surveys can be used in a meaningful way to improve the student learning experience. An argument is made that aligning aspects of the quality assurance process to the SOTL framework can be beneficial for VET institutions.
References
Boyer, E. L. (1990). Scholarship reconsidered: Priorities of the professoriate. Princeton, N.J: Carnegie Foundation for the Advancement of Teaching.
Purpose: Understand the ease of AI technology use by students if used for assessment submissions.
Description of project: To identify if it was quicker to use a free trial Artificial Intelligence (AI) site to write a proposal or to use the google search function to identify the structure of a written proposal is and write it myself.
Overview of knowledge to date: There has been a lot of chatter amongst educators and media about how this technology could impact on students learning and educators. In the literature Mollick and Mollick (2022) have identified ways that this technology can positively impact the students learning and be included in our teaching.
Description of project: A search of the current AI websites using the google search function to find and test a free trial AI site with the proposal title. Each of the two results were critiqued to find it did not give me the information l wanted or needed.
Using the google search function identified the structure of writing a proposal so I could write it myself.
Outline of results (or anticipated outcomes): It was not as easy as expected to input a question and get the answer you desire. Students may also experience this dilemma when trying to complete assessments. It took more time to find a site and reflect on the two results it gave to see if it was what l wanted than to find the information on the structure out of a proposal and write it myself.
Implications and/or significance of work: In my inquiry the AI tool did not assist. Further research could investigate its full potential.
References
Mollick, Ethan R. and Mollick, Lilach, New Modes of Learning Enabled by AI Chatbots: Three Methods and Assignments (December 13, 2022). Available at SSRN: https://ssrn.com/abstract=4300783 or http://dx.doi.org/10.2139/ssrn.4300783
Engaging students in research is an educational approach that is at least 200 years old (Hensel & Blessinger, 2020). Collaborative research is a type of scientific investigation that involves multiple individuals or organizations working together to achieve a common goal. Collaborative research in non-university institutions offers students unique opportunities to gain practical experience, work on real-world problems, and engage with experts in their fields of study. By working collaboratively with other institutions, non-university institutions can demonstrate their commitment to research and innovation, enhance their reputation and attract new students and funding sources.
This research presents a continuing collaborative research project initiated in 2019 by hosting civil engineering laboratory space and instrumentation at TAFE Queensland’s South Bank campus E block for QUT academics and research students to undertake experiments in environmental and geotechnical engineering. This collaboration offers mutual benefits to both institutions where QUT students are utilising the space for their experiments while sharing their research experience and outcomes through demonstrations with TAFE Associate Degree in Civil Engineering (ADCE) students. QUT academics also provide feedback on the continuous improvement of the Environmental Engineering course for ADCE through this collaboration which is vital for advancement.
It is expected that TAFE staff and students will have opportunities to engage in joint research and publications with QUT with their future research projects underway. It is anticipated that this collaboration provides enhanced ability to share and exchange resources and expertise which facilitates cost savings and sharing knowledge leading to advancement of research and student engagement.
References
Hensel, N. H., & Blessinger, P. (2020). Undergraduate research as a high-impact educational practice. International perspectives on undergraduate research: Policy and practice, 1-18.
Augmented reality (AR) or augmented virtuality is a technology which allows the overlay of a digital object onto a real-world environment. A popular example of this is the interactive game, Pokémon Go, where users pursue three dimensional characters in a real physical environment. AR allows the user to be engaged in a meaningful way with virtual information without losing touch with the real world (Quqandi et al., 2022, p. 1).
Nursing is an area of professional practice that will be required to embrace such technologies and embed this expertise into the syllabus. The safe administration of medication is a key role of expertise for a nurse, yet this part of practice can be onerous to teach to nursing students (Eremita, 2018). Errors in nursing practice that involve medications, are nearly always preventable and costly. In Australia, erroneousness in administration of medication is five to ten per cent in a hospital setting (Fernandes et al., 2022).
This purpose of this study is to determine the effectiveness of augmented reality (AR) in enhancing learning outcomes in the simulated laboratory for stage two nursing students at a metropolitan TAFE. Students in the experimental group would log into the AR platform and watch the seven-minute learning resource on oral medication administration, prior to attending their simulated practical laboratory session on oral medication administration. The control group would attend the traditional laboratory session without the AR learning activity.
This study will use an exploratory construct design approach, where student observations will be converted into units and measured using numerical analysis (Bergman, 2008). The findings will guide a research study to improve nurse education and the safety of the public in relation to oral medication administration.
References
Bergman, M. M. (2008). The Straw Men of Qualitative-Qualitative Divide and their Influence on Mixed Methods Research. In M.M. Bergman (Eds), Advances in Mixed Methods Research (1st ed., pp. 11-22). SAGE Publications Ltd
Eremita, D. A. (2018). Examining the relationship between the use of simulation in nursing education and safety with medication administration in the clinical setting. [Doctoral dissertation. The University of Maine]. Interdisciplinary in Nursing and Education.
Fernandez, R., TenHam-Baloyi, W., Mathew, E., Secginli, S., Bahar, Z., Jans, C., Nahcivan, N., Torun, G., Lapkin, S. & Green, H. (2022). Predicting behavioural intentions towards medication safety among student and new graduate nurses across four countries. Journal of Clinical Nursing, 00. 1-10. https://doi.org/10.1111/jocn.16330
Quqandi, E., Joy, M., Drumm, I., & Rushton, M. (2022). Augmented Reality in Supporting Healthcare and Nursing Independent Learning. Computers, Informatics, Nursing, Advance online publication, 1-11.
In the world of commerce, businesses are faced with a continuous state of change and being able to adapt to the complexity and ambiguity of the environment they operate in, is essential for ongoing sustainability and profitability. These challenges may include external factors such as new technologies, regulation across multiple levels of government, alternate ways in undertaking commerce and competitive markets. In response to these issues, businesses, including educational institutions, need to continuously monitor, re-organise and re-calibrate their approach to maintain relevance to their customers. This view of commerce is supported by previous research that asserts the business world is becoming more complex and customers are becoming more sophisticated in their purchasing habits (Matthyssens & Johnson 2006).
References
Guenzi, P., & Troilo, G. (2007). The joint contribution of marketing and sales to the creation of superior customer value. Journal of Business Research, 60(2), 98–107. https://doi.org/10.1016/j.jbusres.2006.10.007
LaForge, R. W., Ingram, T. N., & Cravens, D. W. (2009). Strategic alignment for sales organization transformation. Journal of Strategic Marketing, 17(3–4), 199–219. https://doi.org/10.1080/09652540903064662
Madhani, P. M. (2015). Sales and Marketing Integration. Journal of Indian Management, April-June, 17–28. https://doi.org/10.1002/dir.20005
Matthyssens, P., & Johnston, W. J. (2006). Marketing and sales: optimization of a neglected relationship. Journal of Business & Industrial Marketing, 21(6), 338–345. https://doi.org/10.1108/08858620610690100
The creative process has been a topic of interest for scholars and practitioners alike, as it plays a vital role in various fields. University of Canberra approaches creative thinking as a structured six-stage creative process used in the discipline of digital design to generate user-centric solutions. This paper provides a dialogue of the creative process and the application of a theoretical framework as taught in the digital design core units. This dialogue has led to the critique of the appropriateness of this framework therefore this investigation seeks to identify the best way forward. Using a collaborative approach, we will explore the limitations and the boundaries of the above process.
Identified standard industry practices founded by Stanford researchers and later developed by others offer different interpretations of the design process, and the one adopted by the university is focused on the following iterative stages: Empathise > Define > Ideate > Prototype > Test > Implement. This process is recognised as a useful tool in user-centred digital design.
Practice-led research (McNamara, 2021) indicates that creative thinkers embrace a lack of structure, and that it is not the adherence to processes that inspires creativity. There are other versions of the process, all offering a combination of divergent and convergent thinking to find balance between problem solving and generating original concepts.
By introducing industry-led practice into the delivery content of the creative process across different needs of digital design, we highlight the importance of various creative approaches, both structured and unstructured.
References
McNamara, A. (2012). Six rules for practice-led research. Text, 16(Special 14), 1-15.
VET in School (ViS) or VET for Secondary School Students (VfSSS) provides opportunities for young people in secondary education to participate in training and education as part of their sub-senior and senior schooling (Circellini & Siekmann 2022; DESBT 2022). Scope of courses offered in ViS include traditional trades, school based apprenticeships and traineeships as well as certificate and occasionally diplomas in more academic fields (TAFE Queensland 2023; NCVER 2021).
With ongoing workplace skills shortages and diversification of in-school and post-school study pathways, a fuller understanding of ViS is critical. Furthermore, as Queensland represents over 40% of national ViS participation (NCVER 2022), an informed awareness of the local scenario is essential for a fuller understanding of the motivations and outcomes extending for ViS courses and the ViS programme more generally.
This study interrogates data from a number of sources including National Centre for Vocational Education Research and Queensland Department of Education as well as local intelligence and focuses on participation and outcomes for ViS cohorts. More granular enquiry examines geographical, SES and the profile of participating schools which offer these programmes. Preliminary outcomes support and adds new understandings to the previously identified motivations and outcomes of ViS, vis-a-vis vocational/ employment and academic elements (Misko, Chew, & Korbel 2020; Misko, Lees, & Chew 2021), and furthermore extends on a less investigated element focussing on student engagement.
This research provides informed insight for students, their families and schools as well as RTOs and government offices which fund the ViS programme. Specifically this research adds to the knowledge regarding why students participate in ViS and the capacity of ViS to meet the aspirations of students and the needs of the community and by doing so, inform teaching strategies employed within these ViS courses.
References
Circelli, M., & Siekmann, G. (2022) VET for secondary school students: a research synthesis National Centre for Vocational Education Research (NCVER) https://www.ncver.edu.au/research-and-statistics/publications/all-publications/vet-for-secondary-school-students-a-research-synthesis
Department of Small Business and Training (DESBT) VET in Schools (VETiS) (2022) https://desbt.qld.gov.au/training/training-careers/incentives/vetis
Misko, J., Chew, E., & Korbel P. (2020) National Centre for Vocational Education Research (NCVER) (2020) https://www.ncver.edu.au/research-and-statistics/publications/all-publications/vet-for-secondary-school-students-post-school-employment-and-further-training-destinations
Misko, J., Lees, M., & Chew, E. (2021) National Centre for Vocational Education Research (NCVER) https://www.ncver.edu.au/research-and-statistics/publications/all-publications/vet-for-secondary-school-students-insights-and-outcomes
NCVER (2022) VET in Schools 2021 National Centre for Vocational Education Research (NCVER) https://www.ncver.edu.au/research-and-statistics/publications/all-publications/vet-in-schools-2021TAFE Queensland (2023) TAFE at School https://tafeqld.edu.au/courses/ways-to-study/tafe-at-school 2023
The principles of assessments are validity, flexibility, reliability and fairness. Assessments are used to ensure the student has mastered the unit outcomes. These unit outcomes dictated by higher education thresholds and professional body or industry standards require compliance with the rules of evidence. The rules of evidence namely, fairness, flexibility, validity, and reliability referenced in the Australian Skills Quantity Authority (ASQA) are applicable to higher education, and vocational education training (VET) assessments.
The opinion of the author is that rules pertaining to validity are unlikely achieved without an end of unit summative assessment covering the complete unit content. There are units without this requirement such as research dissertations and design projects but all have intermediate milestones and stage gates, and the student is required to defend their submission as the final test before achieving the final outcome. With regards to other units the above is not applicable. It is argued that a mid-semester examination on partial content followed by an assessment of sizeable content is sufficient to gauge compliance with mastering the unit outcome. It is the author’s opinion that this does not meet with the validity aspect unless the unit is split into a theoretical aspect and a practical aspect.
The practical aspects also reinforce this as these exams are not subjected to quality control requirements i.e. independent moderation, they disrupt normal classes and they are not invigilated independently. Validity of assessments is by far the most important aspect and requires the convenor to be assured that the student has the skills, knowledge, and attributes described in the unit outcomes. The assessment must include sufficiency, i.e. quality, quantity, and relevance of evidence as well as authenticity, ensuring it is the student’s own work. This cannot be guaranteed with assessments that are not written under examination conditions.
The emergence of collaborative and immersive spatial design and prototyping tools enable users to work together in a real-time extended reality (XR) environment. In 2021, TAFE Queensland Gold Coast (TQGC) successfully obtained a state government grant from the Department of Employment, Small Business and Training to create and deliver face-to-face (F2F) workshops, online courses and events to upskill the current workforce to embrace and utilise immersive technology within their workplace. The grant enabled TQGC to develop non-accredited courses using industry-standard immersive technology hardware and software. Arkio was selected as an effective XR spatial design platform for introducing the students to immersive technology by designing a virtual home and interior in a virtual environment.
Immersive technologies are primarily used by Architecture, Engineering, and Construction (AEC) professionals for viewing 3D models made with flat-screen tools. This study involved conducting observations of over 100 participants undertaking onboarding hands-on training during ten F2F workshops and four events. The task was to use Arkio as a collaborative spatial design tool within a virtual reality environment. These tools were found to be appropriate for experiential learning and implementing the constructivism teaching method. Participants were able to interact with 3D content, increase collaboration, and become more confident in making design decisions at a human scale. Further integration of innovative technologies, such as 3D scanning technology and passthrough feature, into XR can improve the realism to blur the lines between real and virtual, thus improving remote learning experience.
Education providers offer wide array of engagement initiatives to help students adjust and adapt their tertiary level of education. However, based on the guidelines of tertiary education and accreditation processes; activities that are directly aligned to the assessment tasks must be underpinning and align with the Unit Learning Outcomes. Although student engagement is nebulous, categorising and measuring engagement of various range of assessment tasks and their grading is important. As these range or methods of assessments can be helpful in the planning of teaching and learning and the supporting activities.
To encourage student’s engagement, providers have relied on examples such as use of technology, access to resources, student support and counselling services and content of information in the LSM network. Additionally, various direct and indirect assessment tasks using multiple model assessment or portfolios are becoming increasingly popular. These multimodal assessments assist in student’s progressive learning and help student’s communication skills. Using this modal through use of technology, creativity and group or social interaction with emerging forms of media have shown to reduce stress levels to students and more manageable for academics.
The aim of this study was to determine how poster presentations can assess student learning through clinical case studies or unit integrated learning outcomes. This paper discusses how posters engaged exemplars of group presenters, peers, teachers and assessors. This method of poster presentation concludes that this method had helped students demonstrate greater understanding of both marking criteria, subject standards and course content.
This presentation introduces Jacques Lacan’s concepts of the image/screen, the mirror stage, and the graphs of desire, which position the misrecognition of self as a prerequisite for subjectivity. Lacan’s theories position individuals, and therefore learners, as barred subjects forever pursuing desires established by fundamental lack. The presentation employs the 1980’s video game Galaga as an exemplar that establishes an image/screen platform that gamifies the endless pursuit of subject-hood. Parallels can be made between game-play and achieving education and career goals. Bob Rehak’s, 2013 paper, Playing at being: Psychoanalysis and the avatar is drawn upon as a key reference offering that video games are platforms in which we toy with subjectivity and play with being. In conclusion ‘the platform’ is proposed as a paradoxical totalising concept that orientates and convenes our desire and lack and therefore our sense of subjectivity as learners.
Applied learning principles have become increasingly important in education as they bridge the gap between academic theory and practical skills needed for the workforce. This project aims to reflect on current teaching practices and explore ways to embed applied learning principles into the curriculum to better prepare students for the workforce.
This innovative project seeks to incorporate practical experiences, such as work-integrated learning and authentic assessments, into the curriculum. As Mulder et al. (2017) suggest, "Practical experiences help students to see the relevance of their learning and acquire skills that are not obtainable through classroom-based learning" (p. 4). By designing teaching and assessment strategies that reflect the real-world application of knowledge and skills, students can be better equipped to enter the workforce.
Research has shown that applied learning principles lead to better student outcomes, including higher levels of engagement, motivation, and satisfaction. Studies have also demonstrated that work-integrated learning and authentic assessments can improve employability and better outcomes for graduates. This notion reflects the growing recognition of the importance of practical skills in the workforce.
The anticipated outcomes of this project include a redesigned curriculum that reflects the real-world application of knowledge and skills. This redesign will result in better-prepared graduates equipped with the skills and knowledge needed for the workforce. The project also aims to contribute to the broader conversation around the importance of applied learning principles in education.
Embedding applied learning principles into teaching programs is crucial for preparing students for the workforce and improving graduate outcomes. By contributing to the ongoing development and improvement of teaching programs, this project has the potential to benefit students and the wider community. As Firth (2019) notes, "embedding applied learning principles into the curriculum is essential for producing graduates who are equipped with the necessary skills to succeed in their chosen careers" (p. 17). This project has significant educational implications, highlighting the importance of bridging the gap between academic theory and practical skills.
References
Firth, V. (2019). Bridging the gap between academia and the workforce: The importance of applied learning. Journal of Higher Education Theory and Practice, 19(2), 13-19.
Mulder, M., Weigel, T., Collins, J. B., & Brown, J. (2017). Bridging the gap between theory and practice in education and training: The importance of contextualized learning. Journal of Education and Work, 30(2), 1-12.
This workshop is an introduction and overview of human research ethics and ethical clearance requirements. The workshop begins with a discussion about the National Statement on ethical conduct in human research and moves onto a discussion highlighting the historical events contextualising the requirement of ethical clearance for human research. Discussion will cover the Tuskegee Syphilis Study, Nazi human experiments and the Thalidomide tragedy. From there, the concept of human research will be addressed and examples of human research that require ethical clearance will be provided. The issue of when ethical clearance is required will be discussed and the issue of risk will be introduced. Consequences of not obtaining ethical clearance will also be covered. Workshop participants will also be stepped through the process and requirements for submitting an application for ethical clearance. The concept of informed consent will be discussed along recruitment materials and data collection documents as well as permission and support letters. A current project investigating VET to Higher Education student decision making will be demonstrated in terms of the requirements for ethical clearance.
This workshop provides participants with a step by step guide on how to get your scholarship of teaching and learning research project published. Discussion will address identifying a target journal and avoiding predatory journals. The peer review process will be detailed along with guidance on navigating the process and responding to reviewer feedback. From there, clues are provided on what to expect when your work is accepted for publication and the expectations within the production process.