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RWL Curriculum

RWL Curriculum. Design principles and practice examples Lyn Alderman. Curriculum informed by practice. Undergraduate course - experiential learning model with ungraded units for whole of course (UTS, 1996) Integrated problem based learning for whole of school ( UoN , 1984-2005)

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RWL Curriculum

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  1. RWL Curriculum Design principles and practice examples Lyn Alderman

  2. Curriculum informed by practice • Undergraduate course - experiential learning model with ungraded units for whole of course (UTS, 1996) • Integrated problem based learning for whole of school (UoN, 1984-2005) • One year paid work placement opportunities and experiential learning units offered to all students (Swinburne, 2005) • A university for the Real World embedded (QUT, 2009)

  3. Experiential learning model • Pre-enrolment criteria – employment in the field • Students provided industry currency and academics/curriculum provided theory • Research professional practice strand across all years through learning contracts • Recognition of prior learning strongly upheld • Assessment policy – all units were ungraded and examinations were banned • Stable timetable for whole of course, academics moved their delivery

  4. Problem Based Learning model • One unit per semester • Linear delivery • All assessment integrated horizontal and vertical • Each year has a theme and project budget • Each stream has a vertical presence

  5. StudyCentre Local context Industry knowledge PBL Student Theoretical knowledge University Experiential PBL international model

  6. Mid semester entry challenge

  7. Diverse educational backgrounds

  8. Are we talking the same language?

  9. Definitions of assessment • Over 200 different titles for examination and some ambiguous titles such as assignment 1, 2, 3 and 4 • One institutional set of assessment tasks reportable through the academic database http://www.otq.qut.edu.au/guidelines/guidelines_assessment_tasks_july_2009.pdf

  10. Mapping assessment - semester

  11. Any questions? Lyn Alderman

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