Workshop 1<\/h2>\n
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The first, \u2018Creating Optimal Learning Environments: Strategies for Authentic Learning & Excellence,\u2019 was presented by Vanessa Trower from Nexperk. In it, she notes the need for safe, inclusive and positive learning environments.<\/p>\n
Safe learning environments foster an atmosphere for intellectual risk-taking, expression and respect, she suggests. Likewise, she points that that it\u2019s important to embrace the uniqueness and diversity of learners and promote participation and engagement through inclusive processes. Finally, the learning environment needs to foster a \u2018growth mindset\u2019 and nurture curiosity. It also needs to promote motivation, creativity and mutual support. In summary, good learning environments set people on learning journeys.<\/p>\n
In Vanessa\u2019s view, the learning journey is also not just about attaining competence, but rather moving beyond that to strive for mastery and innovation and then move to excellence demonstrated by consistent high-level performance and continual personal growth.<\/p>\n
Positive learning also occurs through:<\/p>\n
- \n
- Building a Positive Learning Culture<\/li>\n
- Positive Role Modelling<\/li>\n
- Recognising and Rewarding Effort and Improvement<\/li>\n
- Embracing the power of \u2018Yet\u2019<\/li>\n
- Timely and Specific Support and Feedback<\/li>\n
- The Power of Constructive Feedback \u200b<\/li>\n
- Implementing Regular Check-ins and Feedback Cycles \u200b<\/li>\n
- Utilising Peer Feedback<\/li>\n
- Promoting Active Participation and Engagement<\/li>\n
- The Role of Gamification and Interactive Learning<\/li>\n
- Collaborative Learning and Group Activities, and<\/li>\n
- Encouraging Critical Thinking and Creativity.<\/li>\n<\/ul>\n
Workshop 2<\/h2>\n
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<\/p>\nThe second workshop, \u2018Implementing design patterns for quality learner experiences: a TAE case study\u2019 was presented by Vicki Marchant from TAFE NSW. The first part of the workshop described the education design principles and patterns they have developed in NSW to date.\u00a0 They are based around being inclusive of diversity and culturally safe,\u200b having aligned learning and assessment\u200b, being active and engaging\u200b, using authentic job roles, tasks and contexts\u200b and, finally, being social and collaborative\u200b. So, a lot of the messages have synergies with Workshop 1!<\/p>\n
Some of the education design patterns TAFE NSW have developed so far include:<\/p>\n
- \n
- Align learning and assessment \u2013 constructive alignment and backwards design\u200b<\/li>\n
- Skills-based design \u2013 activity-led, scaffolded content to engage learners in DOING\u200b<\/li>\n
- Using a simulated workplace for authentic realistic learning\u200b<\/li>\n
- Clustering to reduce duplication and unnecessary repetition\u200b<\/li>\n
- Common topics so content is developed once and reused\u200b<\/li>\n
- Integrate knowledge in skills assessment\u200b<\/li>\n
- Design for multiple contexts (e.g. units in multiple qualifications)\u200b<\/li>\n<\/ul>\n
Others are under development.<\/p>\n
What makes this approach work, she suggests, is \u2018keeping the learner glasses on\u2019 and keeping a focus on universal design principles for learning (UDL) and accessibility.<\/p>\n
In passing, I note that the ultimate goal of UDL is for all learners to become \u201cexpert learners.\u201d<\/p>\n
Workshop 3<\/h2>\n
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<\/p>\nFinally, Kevin Ekendahl, the CEO of Audit Express, presented a workshop entitled \u2018From Compliance to Excellence: Unleashing the Power of Academic Governance and Self- Assurance in VET\u2019. He covered three things: academic governance, self-assurance and developing a \u2018culture of excellence\u2019.<\/p>\n
Academic governance involves the \u201cprocesses, standards and responsibilities regarding effective academic oversight of the quality of teaching, learning and assessment\u201d, including: \u200b<\/p>\n
- \n
- monitoring benchmarking \u200b<\/li>\n
- academic leadership \u200b<\/li>\n
- competent advice to the organisation\u2019s Board on academic matters. \u200b<\/li>\n<\/ul>\n
In relation to ensuring the quality of teaching and learning, this includes effective policy review; scrutinising courses, including learning resources and assessment tools; setting benchmarks for academic quality and outcomes\u200b; evaluating educational innovations; evaluating the monitoring, review and improvement of academic activities and finally effective reporting to the organisation\u2019s Board on the quality of teaching & learning.\u200b<\/p>\n
Kevin pointed out that self-assurance, in ASQA\u2019s terms, include that \u201cproviders have systems in place to critically examine their performance against the Standards and training outcomes, on an ongoing basis, to identify ways to continuously improve. This requires effective controls, however.<\/p>\n
Excellence involves high quality, exceptional performance, consistency, innovation and adaptability, continuous improvement and leadership in their field. However, it\u2019s a journey, Kevin suggests, and \u201cdeveloping a culture of continuous improvement is an ongoing journey that requires patience and perseverance.\u201d \u200b \u201cIt\u2019s [also] about fostering a mindset where change is embraced, learning is prioritised, and the pursuit of excellence is a shared goal throughout the organisation.\u200b\u201d<\/p>\n