The VE design team were given an important task recently; to create 3 stand-alone skill sets to train industry workers. People working in retail, food handling and transport & logistics, can be trained on compliance policies and procedures to help stop the spread of COVID-19. An existing Basecomp unit (HLTINF001 – Comply with infection control policies and procedures) was used as a foundation. Basecomps were created by the VE design team as courses that can be contextualised and edited to be used across multiple programs. I’m going to recap how the team used this foundation and turned it into 3 stand-alone online and contextualised skill sets. Scope for the project: Skill sets must be contextualised to the industry Skill sets must be assessed online and in the workplace Skills sets contain the unit of competency HLTINFCOV001 and must include relevant information on COVID-19 and how to play an active-roll in decreasing the spread of the coronavirus Must be completed within 3 weeks. Assessment lead design As always, we started with assessment lead design. The assessments within the existing Basecomp unit called for ‘in-class activities’ with infection control procedures that would not be required for these industry workers. The practical assessments […]
Improving the quality and compliance of assessment tools
As part of our work supporting VE, the Vocational Educational Design Team work closely with identified programs to develop assessment tools which are authentic and practice based for student and industry needs. They are also Canvas friendly, flexible for assessor use and meet the compliance requirements of the regulatory body. The process to produce quality assessment tools has been refined over several months and is validated by favourable feedback from external quality assurance. There is now a streamlined process requiring only minimal reviews or reworking. This is a wider RMIT effort. Assessment writers in the team work closely with schools and program managers to refine existing materials and assessments, and strong relationships with Subject Matter Experts facilitate timely review of materials. The collaborative relationship with a SME allows us to find out how the assessment can be specifically tailored to that cohort or teaching staff and what resources, or tools are available. The team will often create a narrative thread with a real-world approach that ties the assessment together, such as a practical task that has task specifications, a role play scenario and appendices i.e. filling out an incident form for a role-played injury. This approach can apply to multiple […]
What we do in the Vocational Education Design Team
Entering the Vocational Education Design Team (VEDT) as a student was a bit of a shock for me. I’ve worked in a variety of vocations, but I’ve never experienced a workplace so welcoming, group-oriented and well-managed. The VEDT focuses on quality delivery, not only for our clients but also for the students who will engage with the courses we create. We endeavour to seek out new, innovative technologies and champion the evaluation of education’s evolution. And everyone in the team loves what they do. The Learning Design team meets fortnightly to discuss best practice for assessment creation, question structure, student-led activities, innovative use of Canvas and module pacing. The Multimedia Design team meets weekly to discuss advancing educational technologies, digital uplift, RMIT branding, Emble (a template creation tool for use in Canvas without the need for coding skills), H5P, and events and exhibitions that inspire their work. The Project Management team is always on the move, communicating best practice and solutions, coordinating activities and staff, and liaising with clientele internal and external to RMIT. Canvas is, quite literally, our canvas. We craft short, fast up-lift projects; full, end-to-end course development; industry-led projects and everything in between. From fully online, to […]
EduTECH 2019
Early in June I attended the annual EduTECH conference in Sydney where I presented with my brilliant colleague Renee Costa. We showcased our award-winning project that focused on re-thinking the way we educate the next generation of workers within aged care. The project looked at putting students in the workplace and learning within the flow of normal work activities as they completed a Certificate III in Individual Support. This included: personalised, flexible, student-led learning experiences students placed in a work environment for all their studies intensive face-to-face training by an RMIT teacher delivered in the workplace an RMIT teacher on-site in the workplace guidance and support for workplace supervisors who were assisting students micro-credentials to recognise enterprise skills identified by industry digital content to guide and support students in their learning. You can see the slides from this presentation below. Future proofing the next generation of workers PP_EMcKenzie Only two presentations after us, we heard from Charles Jennings who was a co-founder of the 70:20:10 model. This model underpinned much of our thinking in designing our individual support project. Charles’ presentation highlighted the importance of integrating learning into the work flow. The model is underpinned by the premise that: 70 […]
