The global intensives are available only to students studying in Melbourne. However, there is an opportunity for our students based in Vietnam, Singapore, China and Spain to participate in these tours. In the past these students have been denied this opportunity because of difficulties associated with pre-departure and post-tour workshops, conducted face-to-face in Melbourne.
This pattern outlines an approach to foster, engage and manage new International Industry Connections and Partnership Institution relationships to help facilitate an Offshore Global Intensive - Study Tour.
RMIT University is a global university of technology and design, with three campuses in Australia, two Vietnam and as well as worldwide partnerships.
The aim of this pattern is to address a problem with engagement in early assessment. The intention of the reflective blog assessment task is to prepare students for development as professionals and to break a pattern of limited engagement in early assessment tasks. Early assessment tasks are for learning—rather than of learning.
To improve communication with students and workplace supervisors and to facilitate a community of learners for students engaged in WIL.
Feedback from both students and clients has been very positive, and a number of students have also been employed by companies involved in the course as a client.
The student cohort in the common core course, Business Computing 1, is very large (approx. 1000), with a wide variance of prior experience.
Online role-play ‘Fishbowl’ method incorporates the fundamentals of role-play and student collaboration. The students are presented with a scenario and actively contribute to the conversations within the role-play as part of their specified role or character. Students then move in and out of character as part of their designated role.
