Technology and its rapid advancement with regards to visually rich interactive content provides an opportunity to supplement and enhance staff delivery of education and engage students by superimposing video, 3D models, animation and images over reality through through the use of a smartphone or tablet.
First year classes at RMIT University are high teaching impact areas often with student enrolments at >100, which frequently encompass students studying across a range of higher education programs that require a fundamental understanding of knowledge that is not perceived in their area of study.
This project attempted to develop a game-based teaching tool to address the issues of teaching complex concepts in structural/civil engineering, scaffolding engineering knowledge and providing valuable feedback to large cohorts of students. A key difference in this gaming application is the embedment of a “concept inventory” approach (Venkatesan et al.
This pattern provides a recipe for the preparation of a course-specific Google website which is equipped with a template for creation of virtual field trips (VFTs) and acts as a repository for completed VFTs. The VFTs can be of places visited, places which are of interest but inaccessible to a class, or independent field trips produced by the students or staff.
This pattern help engage and enhance the students experience when partaking in multiple theory based lectures. Typically lectures that present multiple hours of theory in each session, tend to lose students interest in the subject matter, and therefore fail to grasp key concepts.
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.
In large classes it is difficult to always gauge student learning and engagement. With the emergence of a range of free online tools, academics have the opportunity to get ongoing feedback from students in class.
This learning activity involves posting questions on Blackboard and creating an online polling link for students to contribute to and to see if other class member share the same views and understanding on the topic.
This project investigates how Online Collaborative Learning (OCL) can be used in different locations to initiate communication and
generate ongoing discussion. The guiding principal is to adapt and utilise a user-friendly online platform for students to engage
