SAMME have identified project-based learning (PjBL) as a critical focus area that provides outstanding student experience and learning outcomes, which includes developing key skills that are strongly linked to employability.
This pattern outlines an approach to provide templates for online self-learning and assessment instruments capable of identifying and successively eliminating discrepancies between different levels of student learning.
Anyone who has instructed both mature age students and recent high school graduates can attest to the significant difference in their learning styles, McKenzie and Gow, (2004), (Martin, Wilson, Liem and Ginns (2013). Mature age students are often more motivated, more organized and focused, and achieve better learning outcomes.
Pathways are a necessary part of many teaching curriculums and underpin key learning concepts.
Often students don’t understand pathways and resort to rote learning techniques. Rote learning is useful to provide foundation knowledge, but does not support the application of knowledge for integrated learning.
New, innovative and sustainable teaching strategies are required to enhance student engagement and to maximise learning outcomes. This pattern addresses the conversion of our traditional face-to-face pathology tutorials into a flexible, blended-learning experience.
Early assessment in International Development postgraduate studies provides an opportunity for students to reflect on their educational experiences and introduces them to different approaches to teaching and learning that are responsive to the context of a changing world.
