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NSW Secondary Principals
- 1. Professor Shirley Alexander DeputyVice-Chancellor (Education and Students) University of Technology, Sydney @SAlexander_UTS
- 2. Learning. futures Transdisciplinary Personalised learning Industry and problem focused Learning2020 Staffingmodels • Role of academics • Paraprofessionals? • Pay scales Timetable systems Credit recognition Learning2014 Collaborative, active engagement Best of online + face-to-face Authentic Graduate attributes Personal Professional Intellectual UTS Model of Learning Professional Practice Global workplace Research inspired The future of learning at UTS: a roadmap
- 3. The UTS model of learning 1.An integrated exposure to professional practice through dynamic and multifaceted modes of practice-oriented education 2. Professional practice situated in a global workplace, with international mobility and international and cultural engagement as centre piece 3. Learning which is research- inspired and integrated, providing academic rigour with cutting edge technology to equip graduates for life-long learning
- 4. 4 0 5 10 15 20 25 30 35 1979 1984 19891994 1999 2004 2009 2014 Per cent Bachelor degree un-/under-employment, 1979-2014 Source: GCA, Graduate Destination Survey
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- 7. Who are the learners? Howto design the curriculum? Which learning spaces support curriculum and technologies? Which technologies support aims?
- 8. Who are the learners? Howto design the curriculum? Which learning spaces support curriculum and technologies? Which technologies support aims?
- 9. The UTS model of learning 1.An integrated exposure to professional practice through dynamic and multifaceted modes of practice-oriented education 2. Professional practice situated in a global workplace, with international mobility and international and cultural engagement as centre piece 3. Learning which is research- inspired and integrated, providing academic rigour with cutting edge technology to equip graduates for life-long learning
- 10. UTS MODEL OF LEARNING integrated exposureto professional practice •Work-based learning •Work integrated learning •Internships •Practicum etc •Volunteer activity, Shopfront projects etc •Field trips - real and virtual •Simulation and role plays - in class or online •Problem-based or issues-based approaches •Multi-media case studies - including student produced work •Guest lectures or podcasts by professionals
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- 12. Curriculum design Earlier waysLearning2014 Learning at UTS Practice-oriented learning UTS Model of Learning,: practice-oriented, global and research-inspired What is important What students know What students can do with what they know Subject design Dot point list of content Linking ‘what students can do with what they know’ to objectives -> learning activities and assessment Graduate attributes Largely not identified or included Faculty or course-specific attributes identified, embedded and assessed
- 13. What students experienceEarlier waysLearning2014 Learning Primarily lectures, with tutorials, labs or studios, with UTSOnline Best of online learning combined with best of face-to-face collaborative learning with UTSOnline engagement Learning resources Notes from class, readings from Library and textbooks Podcasts, screencasts, Youtube, Open Education Resources, online learning resources, readings and digital resources from Library, social media and textbooks on campus learning experience primarily lectures and tutorials, structured labs, individual studios Primarily collaborative learning activities Some lectures/ guest presentations, inquiry- based and research labs and studios Off-campus learning experience Assignments, studying for exams with UTSOnline engagement Preparing for on-campus learning activities –watching screencasts, pre- reading and online with UTSOnline engagement Assessment Exams – Focus on “What can you remember?”, Assignments. Authentic activities designed to elicit “What can you do with what you have learned?”
- 14. Who are the learners? Howto design the curriculum? Which learning spaces support curriculum and technologies? Which technologies support aims?
- 17. Who are the learners? Howto design the curriculum? Which learning spaces support curriculum and technologies? Which technologies support aims?
- 18. DR CHAU CHAKWING BUILDING EAST ELEVATION
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- 42. https://www.youtube.com/watch?v=E6db8lY7rJY Learning at UTS– as explained to students