The VEDT normal approach is assessment-led design, which allows us to inform our content from the assessments, ensuring students don\u2019t miss any content when they\u2019re being assessed. The white-knuckle fear of getting to an assessment question that you have no recollection of covering in class is not something we wish upon anyone. In this instance, we had to proceed without assessments as they were being developed by a third party and wouldn\u2019t be available by our handover deadline.<\/p>\n This required the learning designers Ardis Cheng<\/a>\u00a0 and Andrew Newhouse<\/a> to leave sufficient space in the material for the school to alignment to the assessment. This provided an additional challenge with the tight timelines , but the access to library resources and reference material from pre-existing courses helped move things along.<\/p>\n We also had the opportunity to implement a glossary across the courses \u2013 an uplift element that our team helped developed as part of a pitch tank initiative last year. Luckily, the school had already developed a term and definition list, which made integrating this uplift feature much easier.<\/p>\n![\"\"](\"https:\/\/emedia.rmit.edu.au\/oedvedesign\/wp-content\/uploads\/2019\/10\/IMG_2724.jpg\")
American ‘Shaker’ style interior <\/span><\/p>\n