As part of the Navitas 2020 Strategic Project on Retention, Learning and Teaching Services has been investigating and evaluating current practice both within our colleges and externally, developing a Retention Driver Tree to identify the activities that make a difference to the student experience.
In a recent webinar, Maria Spies and Suneeti Rekhari unpacked retention strategies and explored deeper into the impact of current retention pilots at Deakin and La Trobe Colleges.
Maria Spies outlined the Retention Driver Tree and the factors contributing to student experience and success. Suneeti Rekhari explained the processes used to plan, implement and evaluate the retention interventions, and the early indicators and outcomes emerging from the Colleges. Through this presentation, they discussed what these initial findings mean for the Retention Driver Tree and the next steps in addressing retention.
Outcome Based Education is the need for today's era, we must define each objective of each course and should map to our program objectives to graduate attributes of institute and Nation.
Summary of key messages from the HMIE Aspect Report on Computing provision in Scotland's Colleges 2009
Presented to Heads of Computing Conference, Glasgow 4th Dec 2009
Design and Implementation of In-Service Teacher TrainingPeter Beech
This presentation begins by outlining the distinctions between pre-service and in-service training, and between initial in-service training and on-going development.
While initial INSET (IN-SErvice Training) includes some of the same elements as pre-service training, such as guided lesson planning, lesson observation and feedback, and workshops linking theory and practice, it should also support the induction of the novice teachers into the profession, and lay the foundations for their long-term development.
The design of the initial INSET programme will take into account both the aims of the individual participants and those of the institution and other stakeholders. It should consider the participants’ pre-service training in order to meet their various needs appropriately, and the methodology of the training programme should also reflect the methodologies employed by the school.
Short-term goals may be centred on effective classroom practice for new teachers, whereas in the longer term emphasis will be placed on individual development, institutional development, and the sharing of best practice. At this stage, teachers may be encouraged to conduct classroom research, examine their own teaching, explore ideas of best practice in their own context and share their experience with peers.
The programme may be facilitated by experienced teachers within the institution, by expert teacher trainers or a combination of both; it may take the form of occasional intensive input from trainers with on-going part-time support from DOS. In any case, the course should be integrated into the ongoing process of teacher development.
Outcome Based Education is the need for today's era, we must define each objective of each course and should map to our program objectives to graduate attributes of institute and Nation.
Summary of key messages from the HMIE Aspect Report on Computing provision in Scotland's Colleges 2009
Presented to Heads of Computing Conference, Glasgow 4th Dec 2009
Design and Implementation of In-Service Teacher TrainingPeter Beech
This presentation begins by outlining the distinctions between pre-service and in-service training, and between initial in-service training and on-going development.
While initial INSET (IN-SErvice Training) includes some of the same elements as pre-service training, such as guided lesson planning, lesson observation and feedback, and workshops linking theory and practice, it should also support the induction of the novice teachers into the profession, and lay the foundations for their long-term development.
The design of the initial INSET programme will take into account both the aims of the individual participants and those of the institution and other stakeholders. It should consider the participants’ pre-service training in order to meet their various needs appropriately, and the methodology of the training programme should also reflect the methodologies employed by the school.
Short-term goals may be centred on effective classroom practice for new teachers, whereas in the longer term emphasis will be placed on individual development, institutional development, and the sharing of best practice. At this stage, teachers may be encouraged to conduct classroom research, examine their own teaching, explore ideas of best practice in their own context and share their experience with peers.
The programme may be facilitated by experienced teachers within the institution, by expert teacher trainers or a combination of both; it may take the form of occasional intensive input from trainers with on-going part-time support from DOS. In any case, the course should be integrated into the ongoing process of teacher development.
Progressive Professional Development of Teachers in Higher Education- IndiaSameer Babu M
Professional Development, Teachers Training, In-service Teacher Education, Teaching in Higher Education, MOOC, Strategies of Professional Development, Innovation in Faculty Development, Teaching at Tertiary Level, Innovations through MOOC, Flexible blended Training for Teachers, MOOCx for Teachers, Human Resource Management and Training, Teachers for a better classroom, Course Era, edX, Udacity, Online Training, Clinics for Teachers, Higher Education and Experiments, Future of Indian Teacher Training, Cost Effectiveness in Teachers' Professional Development, Ideal Inservice teacher education, NCTE and future possibilities.
Outcome-based education (OBE) is an educational theory that bases each part of an educational system around goals (outcomes). By the end of the educational experience, each student should have achieved the goal.
This presentation was created by Prof. Carlo Jay A. Evardone which discusses how how to implement, monitor and evaluate the curriculum / program in an institution. It provides simple and easy insights to the topic.
Importance of Outcome Based Education (OBE) in the Quality Enhancement of Hig...Md. Nazrul Islam
Outcome-Based Education (OBE),
Traditional Education system
Comparison of Traditional and Outcome-based education
Focus and Benefits of OBE
Origin of OBE
Program Educational Objectives (PEOs).
Program Outcomes (PO)
OBE Framework Mappings
Attainment of Outcomes:
Conclusion
References
Developing learning capacity for teachersJune Wall
As new learning skills emerge it is necessary for teachers to develop sufficient capacity to develop learning programs that will provide the opportunity for students to develop these critical learning skills. ‘Learning and Literacy for the future: Building capacity Part 2’ by June Wall and Karen Bonanno, published in Scan, Volume 33, Issue 4 in 2014 considers a capacity building approach, through formal and information professional learning experiences, to ensure teachers develop competencies and capacity to help improve learning outcomes and prepare students for the rapidly changing world of work.
A capacity building tool is outlined and explained as a development tool for teachers to develop capabilities for future learning. Reflection and strategic visioning, that includes the development of a personal professional learning plan, is an integral component of the tool and will also be explained in this presentation.
Describes the implementation of the Grade 4 Basic Competence Tests Programme in Zambia focussing on setting learning targets and training teachers in assessment. Also focussed on the develeopment of valid assessment materials.
Inside in-service teacher training (RISE)David Evans
In this study, we examine in-service teacher training to improve the quality of education in low and middle income countries. We propose an instrument to more consistently capture elements of the program.
This work is joint with Anna Popova and Violeta Arancibia.
Presentation by Martin Hagan (St Mary's University College, Belfast) at a Higher Education Academy teacher education event in July 2014. For further details of this event and links to related materials see http://bit.ly/1mqhzHS.
Reimagining and Reinforcing Student Success Into Career Success Across the Cu...credomarketing
The final webinar in Credo Education webinar series "The Onus is On Us - How Higher Education Can Close the Skills Gap" presented by Kate Sawyer, Higher Education Administration and Library Consultant.
Are we still teaching students the same old way we were taught and expecting them to learn the same way we learned?
Maybe it’s time to rethink where and how often we teach critical thinking, problem solving and information skill sets, as well as how and when we teach them.
Progressive Professional Development of Teachers in Higher Education- IndiaSameer Babu M
Professional Development, Teachers Training, In-service Teacher Education, Teaching in Higher Education, MOOC, Strategies of Professional Development, Innovation in Faculty Development, Teaching at Tertiary Level, Innovations through MOOC, Flexible blended Training for Teachers, MOOCx for Teachers, Human Resource Management and Training, Teachers for a better classroom, Course Era, edX, Udacity, Online Training, Clinics for Teachers, Higher Education and Experiments, Future of Indian Teacher Training, Cost Effectiveness in Teachers' Professional Development, Ideal Inservice teacher education, NCTE and future possibilities.
Outcome-based education (OBE) is an educational theory that bases each part of an educational system around goals (outcomes). By the end of the educational experience, each student should have achieved the goal.
This presentation was created by Prof. Carlo Jay A. Evardone which discusses how how to implement, monitor and evaluate the curriculum / program in an institution. It provides simple and easy insights to the topic.
Importance of Outcome Based Education (OBE) in the Quality Enhancement of Hig...Md. Nazrul Islam
Outcome-Based Education (OBE),
Traditional Education system
Comparison of Traditional and Outcome-based education
Focus and Benefits of OBE
Origin of OBE
Program Educational Objectives (PEOs).
Program Outcomes (PO)
OBE Framework Mappings
Attainment of Outcomes:
Conclusion
References
Developing learning capacity for teachersJune Wall
As new learning skills emerge it is necessary for teachers to develop sufficient capacity to develop learning programs that will provide the opportunity for students to develop these critical learning skills. ‘Learning and Literacy for the future: Building capacity Part 2’ by June Wall and Karen Bonanno, published in Scan, Volume 33, Issue 4 in 2014 considers a capacity building approach, through formal and information professional learning experiences, to ensure teachers develop competencies and capacity to help improve learning outcomes and prepare students for the rapidly changing world of work.
A capacity building tool is outlined and explained as a development tool for teachers to develop capabilities for future learning. Reflection and strategic visioning, that includes the development of a personal professional learning plan, is an integral component of the tool and will also be explained in this presentation.
Describes the implementation of the Grade 4 Basic Competence Tests Programme in Zambia focussing on setting learning targets and training teachers in assessment. Also focussed on the develeopment of valid assessment materials.
Inside in-service teacher training (RISE)David Evans
In this study, we examine in-service teacher training to improve the quality of education in low and middle income countries. We propose an instrument to more consistently capture elements of the program.
This work is joint with Anna Popova and Violeta Arancibia.
Presentation by Martin Hagan (St Mary's University College, Belfast) at a Higher Education Academy teacher education event in July 2014. For further details of this event and links to related materials see http://bit.ly/1mqhzHS.
Reimagining and Reinforcing Student Success Into Career Success Across the Cu...credomarketing
The final webinar in Credo Education webinar series "The Onus is On Us - How Higher Education Can Close the Skills Gap" presented by Kate Sawyer, Higher Education Administration and Library Consultant.
Are we still teaching students the same old way we were taught and expecting them to learn the same way we learned?
Maybe it’s time to rethink where and how often we teach critical thinking, problem solving and information skill sets, as well as how and when we teach them.
Managing technology integration in schoolsCarlo Magno
This session answers the following questions: (1) How do we integrate technology in teaching and learning? (2) Is technology integration effective? (3) How do we support technology integration in our schools? (4) How do we know we are in the right track on technology integration?
Class project for EdTech 501
A sample Technology Use Plan for a fictional school as a ppt presentation to a school and community team as an educational technician
AHDS Conference 2014 - Workshop; TB: Tracking Progress and AchievementAHDScotland
AHDS Annual Conference November 2014 'Teaching Scotland's Future: What you need to know and do. Workshop by Heather Fuller, Education Scotland and Anne Dalziel, HT of Colquhoun Park Primary.
Ryerson's Career Checkpoint: Embedding Student Development into On-Campus Job...Ryerson Student Affairs
Ryerson's Career Checkpoint: Embedding Student Development into On-Campus Jobs
by Paulina Nozka & Kaitlyn Taylor-Asquini
As part of its commitment to preparing students for life after graduation, Ryerson University is embedding learning outcomes and implementing a professional development program into its 1,000+ on-campus student jobs. Informed by leading theories in student and career development, Career Checkpoint is composed of five key components, including supervisor toolkits and a student employee development program. The pilot year includes test and control groups involving multiple University departments, to demonstrate the benefit of embedding co-curricular learning in the workplace.
Development of a multidisciplinary assignment - a first year engineering pilo...LearningandTeaching
Multidisciplinary teaching is a contemporary education strategy implemented by various tertiary institutions to stimulate students’ critical thinking, develop inter-disciplinary understanding, and enhance students’ problem solving skills. In this presentation, Dr Saad Odeh and Dr Muhammad Qureshi summarise the steps taken, as well as findings from a pilot study that investigated the development and implementation of a combined assignment from two first year units in the Engineering curriculum: “Foundation Mathematics” and “Introduction to Programming”.
The suggested assignment aimed to help students understand the link between these two disciplines. Case studies from the mechanical and civil engineering industry were selected to develop the pilot assignments. The mathematical rules applied in this assignment were introduced in brief in the assignment information sheet to give students guidelines to carry out further online research. The preliminary statistical results show improvement in students’ multi-disciplinary knowledge in the different units and enhancement in their industrial experience.
Wondering where you belong on the spectrum between a technophobe and technophile? Curious as to how this affects your teaching? More tech-savvy generations of learners are entering our classrooms bringing not only their rich cultural contexts, but also new preferences of learning and engaging both with each other, and their educators. However, incorporating ed-tech strategies effectively into teaching can seem daunting to many educators.
Our experience shows that the development of digital capabilities in educators is highly dependent upon empowering, developing and enhancing the educators’ mindset. This presentation presents theoretical considerations for developing an educator’s digital capabilities and reviews examples of ed-tech professional development models to support and empower educators to successfully implement technology-enhanced teaching practices.
Do you ever feel out of your depth or overwhelmed with trying to manage students who come to you emotionally distressed? Does this affect your own stress levels?
Whether you are a teacher or support staff, it is essential for your own health and well-being and the well-being of your students that you feel resourced with strategies to manage these situations effectively.
In this presentation, Jane Daisley-Snow will help you recognize the signs of mental health issues; respond appropriately with ‘mental health first aid’; and refer students on to receive the professional support they need.
ANZAC perspectives: Strategies, leading indicators and busting international ...LearningandTeaching
This webinar is a unique collaboration between agencies that promote New Zealand and Australian international education – Education New Zealand and Austrade. Kadi Taylor also throws into the mix the perspective of an education provider that straddles both sides of the Tasman, Navitas.
The presenters bring together disparate data sets from both destinations to illuminate the lead indicator data trends, compare these trends and provide qualitative context to how these played out in these major international education destinations.
Raise your voice: Creating community for international studentsLearningandTeaching
Singing together is powerful. It helps us express our emotions, teaches us to harmonise our differences, and makes us feel part of a community. It also provides an opportunity for language learners to improve pronunciation, fluency, vocabulary and confidence in speaking. For international students living in Australia, a choir can become a family, and a home away from home. It’s a safe place to make friends, improve English, and explore a range of feelings.
In 2018, the first annual Raise Your Voice choir festival for international students was held in Brisbane. In these slides, Vicki Bos and Donna Cook share some of the goals, benefits and outcomes of the 2018 festival, and let you know all about the upcoming 2019 festival. Tune in to the recording if you’re interested in singing with your students, setting up a choir at your language school, or getting involved in the 2019 festival (and beyond).
Providing effective feedback for students can be a time-consuming and often frustrating experience for both student and teacher. In an attempt to identify a method for providing feedback that is both engaging for students and time-efficient for staff, a study comparing audio with written feedback was carried out at Curtin College.
Analysis of students' results indicates that while different types of feedback did not result in any significant difference in grades, the evidence from the study's survey indicates an overwhelmingly positive response by most staff and students to audio feedback.
In these slides, Gemma Clarke shares the results of her study and highlights some of the advantages and disadvantages of using audio feedback with a particular focus on Audacity.
Confidence is key: a successful approach to teaching statisticsLearningandTeaching
Teaching statistics has increasingly been regarded as a complex mission to accomplish as it consists of many different mathematical components with many variables. Despite extensive research work in developing education in statistics, this discipline still requires significant improvement in how it is taught. Most students at university have a lack of interest in undertaking statistics courses due different factors - some of them are related to teaching techniques and others are related to method of assessment.
In these slides, Saad Odeh presents an effective teaching technique in statistics developed by SIBT teachers. Rather than enabling the cohort by providing them with extra help to progress in statistics, the idea was to improve their confidence when they do the major assessment, 'the final exam'.
Co-designing a global pd program for 120 Navitas collegesLearningandTeaching
Transforming the student learning experience relies on the capabilities of our exceptional teachers. Learning and Teaching Services has launched Teaching Excellence at Navitas (TEN) - a strategic and innovative approach to the delivery and management of professional development at Navitas.
In these slides, Pauline Farrell and Christina Del Medico outline the co-design process of TEN.
Assessment can have a profound influence on student learning. Some students only seek to engage with that which is to be assessed. In other cases, assessment approaches can inhibit learning by assessing inappropriate things. Authentic assessments provide the means for teachers to influence learning in all the right ways and provide learning experiences that connect students with practical applications of the course materials. These type of assessments also involve active learning where students are motivated to make decisions and judgments and to learn by doing.
In these slides, Ron Oliver discusses how teachers can design and use authentic assessments in their classroom settings. He demonstrates various forms of authentic assessment that can be applied to develop and assess differing levels of learning outcomes.
Lead indicators for international education: What are the latest trends telli...LearningandTeaching
In these slides, Kadi Taylor and Darragh Murray take you through a snapshot of what the latest international education lead indicators are currently showing for the Australian international education sector, including analysis of offshore student visa grants and international student commencements.They examine sector and market trends, highlight emerging differences and give views around what these trends may mean for the medium-term outlook for international education in Australia. Throughout the webinar they provide data-driven answers to questions such as:How are offshore international student visa grants performing in the first half of FY19?How are our major source markets are performing and where might there be growth?What are the implications for any shifting trends in Australian international education?There will be an opportunity to ask questions and engage with the data.
In these slides, Anselm will unravel the mysteries of active learning. Bloom’s Taxonomy and ‘flipped learning’ are presented as theoretical lenses through which active learning may be better understood. Specifically, he argues that active learning consists of two components: ‘active’ and ‘learning’. In designing for engaging and meaningful student learning experiences, there should be an equal emphasis placed on both elements.
In this presentation, Bronwyn Mortimer and Gemma Clarke share how they achieved a complete redefinition of traditional group oral presentations using the S.A.M.R model.
A shift in mindset: How to embrace students' growing use of mobile devicesLearningandTeaching
Students’ mobile devices have become a prevalent sight in the classroom which will not soon abate. The presence of mobile devices has long been the cause of much frustration for teachers due to the necessity of repeating instructions and an overall drop in classroom participation.
In these slides, Paul Gregory shares his reflections on how a shift in mindset helped improve his attitude towards students and their non-academic use of mobile devices in the classroom.
By putting his theory to the test over an entire semester, Paul found that shifting the blame from the students empowered the instructor to incorporate change and made for a more productive and cohesive classroom experience.
In their shoes: Understanding the international student perspective LearningandTeaching
As educators, we often forget what it is like to be a student. In particular, an international student. In addition to this, it is challenging to empathise with international students unless we ourselves have studied in a second language. We do our best as educators to ensure teaching is inclusive of international students, but often forget to do this due to constraints such as prioritising with delivering content.
In these slides, Jason Cormick-Dockery and Abraham Punnen discuss barriers to learning faced by international students and make recommendations for institutions and educators, including having subjects that promote intercultural differences.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Driving student outcomes and success: What’s next for the retention pilot projects?
1. RESPECT. DRIVE. ADVENTUROUS. GENUINE. RIGOUR. CONVICTION.
Student Retention
Case Studies and Key Drivers
Maria Spies, General Manager, Navitas L&T Services
Dr Suneeti Rekhari – Lead, Curriculum Transformation, L&T
Services
2. RESPECT. DRIVE. ADVENTUROUS. GENUINE. RIGOUR. CONVICTION.
Agenda
1. Overview – what matters for student retention?
2. Case Studies – Deakin and La Trobe Colleges
3. Medium & long term success factors
4. Q & A / Discussion
3. RESPECT. DRIVE. ADVENTUROUS. GENUINE. RIGOUR. CONVICTION.
Small % increases in student retention can lead
to significant EBITDA improvements. In 2012,
Parthenon identified that optimization of UP AU
colleges could generate $63m incremental
EBITDA over 5 years.
Financial Outcomes
Negative reports, through press, market ‘word of
mouth’, regulatory flags or published government
data, could cause significant reputational damage.
Private providers are a greater target than public
institutions in this regard.
Reputation / Partner Risk
Regulators in all jurisdictions are ever more
focused on student outcomes (both qualification
and job outcomes). Student attrition is a key quality
indicator for regulators.
Regulatory Risk
Student attainment of knowledge, skills and
ultimately a job or personal fulfilment, via the
achievement of an accredited qualification is the
core purpose of an education business and
therefore central to Navitas’ mission and goals.
Student Outcomes
The Retention Imperative
4. RESPECT. DRIVE. ADVENTUROUS. GENUINE. RIGOUR. CONVICTION.
6 factors generally lead to student drop out
1. Poor preparation for tertiary education
2. Weak institutional and/or course match
3. Unsatisfactory academic experience
4. Lack of social integration
5. Personal circumstances
6. Financial issues
5. RESPECT. DRIVE. ADVENTUROUS. GENUINE. RIGOUR. CONVICTION.
Three grouped factors contributing to the
student experience
First term/year experience; Academic Support; Peer
Support; Teaching and Learning Approaches;
Assessment and Curriculum Design; Teacher
engagement; Classroom practices; Academic skills
embedding; Teachers knowing students
Institutional Conditions
Academic Preparation; Learning skills;
Enrolment Choice; Demographics;
Family/Peer Support; Aptitude; Learner
efficacy
Attributes & Experiences Student Behaviours
Study habits; Peer involvement;
Interaction with teachers; Time on task;
Motivation;
Student
Experience
6. RESPECT. DRIVE. ADVENTUROUS. GENUINE. RIGOUR. CONVICTION.
Student retention is a core component of
Navitas’ strategic goal of delivering world class
quality through excellent student outcomes.
The retention driver tree project in 2016
focused on identifying and surfacing best
practice in the industry as well as across
Navitas.
What became clear very quickly was
reaffirmation of what we already know –
retention is very complex and requires a
number of interconnected levers and actions.
The retention driver tree summarises the
complexity of theses relationships.
From this project, the HIU lever was
recognised as a strategy that was feasible,
trackable and could afford quick wins that
would give us the most ‘bang for our buck’ .
RETENTION DRIVER TREE AND HIU’S
6
Retention is an interplay of more than 39 possible levers that work together to retain a
student. Our focus should prioritise feasibility and impact.
Retention Driver Tree
HIUs are typically first trimester/year subjects with traditionally high failure
rates, low student satisfaction, compulsory, with complex and/
foundational concepts and low immediate applicability to career outcomes.
These units often have high student numbers. High failure rates in early
subjects is a major cause of attrition in first year courses. HIU’s provide a
focused opportunity for intervention to improve student retention.
Overview High Impact Unit Intervention
8. RESPECT. DRIVE. ADVENTUROUS. GENUINE. RIGOUR. CONVICTION.
SHORT TERM INTERVENTIONS
18/05/2018 8
6 ‘high impact units’ identified at Deakin and La Trobe Colleges. Prioritised as ‘quick wins’.
Timely & affirming feedback
Ensure that feedback given to students is
personalised, constructive, aligned and
future focused.
Ensure that feedback is given at least one
week before the next task is due, so
students have time to incorporate
feedback into the next task.
Active & engaging classroom
Lesson plans are developed to ensure at
least 30% of class time is active learning
and that class time is utilised to the full
potential*
Teacher participation in the Learning
Design course in T3
PD to develop a range of questioning
techniques used to elicit info and check
understanding
Attendance is monitored & followed up
Active & engaging online
Teacher participation in the Learning
Design course in T3
Review learning design of the online
spaces to encourage engagement outside
of class time and to support digital literacy
Well designed assessments
Implement developmental assessment
design, where assessments are
sequenced such that they scaffold
students’ skills development
Implement low-stakes first assessment,
due by week 4, are worth no more than
10%, with a target average grade of
75%.
Review all exams and assessment tasks
with an average grade <50%.
All exams have at least one (preferably
two) practice sessions in class.*
All major tasks have scaffolding
designed into previous weeks.*
All assessments are explained in class
with reference to the marking rubric, and
started in class.*
Lesson plans include opportunities for
formative feedback to be given to
students.
Ensure that all tasks include clear
assessment criteria and rubrics to
provide comprehensive feedback to
students.*
Skilled & supportive teachers
Embed academic skills and digital literacy
into the curriculum
Establish explicit criteria on English and
skills on each assessment rubric
Track students’ performance in skills
across tasks
Integrated skills development
Review unit outlines to ensure the
purpose of the unit and of each task is
clear to the students*
Work with teachers to create a stronger
narrative that would resonate with the
students*
Ensure all students have access to the
textbook, if necessary included in fees
Structured & relevant curriculum
Teacher PD on internationalising the
classroom including strategies for
questioning and concept checking
PD for staff to equip them for strategies
for continual improvements and reflection
9. RESPECT. DRIVE. ADVENTUROUS. GENUINE. RIGOUR. CONVICTION.
ACTIVE AND ENGAGING CLASSROOM ENVIRONMENT
18/05/2018 9
Active learning (30% per hour) is a core component of our student experience
Project objectives Early insights & indicators
Targeted actions
Lesson plans are developed to
ensure at least 30% of class time
is active learning and that class
time utilised to full potential
Chunked interactive H5P assignment instructions so that
students have a visual way to access assessment information
– supported by in-class activities & practice
Disengaged classes,
high teacher talk time
Teachers resistant to
change due to time
req’d to re-develop
plans
WHAT
Work with teachers
to increase active
learning in their
lesson plans, focus
on easy strategies
that won’t take up
too much time
HOW
Active participation in
class increases
students understanding
of material and
supports soft-skill
capability &
employability
development e.g. group
work, public speaking
WHY
10. RESPECT. DRIVE. ADVENTUROUS. GENUINE. RIGOUR. CONVICTION.
STRUCTURED AND RELEVANT CURRICULUM
18/05/2018 10
Alignment scaffolds student learning and provides a consistent and coherent experience
Project objectives Early insights & indicators
Targeted actions
Re-designing
course material
to reduce
cognitive load on
students – this
includes
‘chunking’ in-
class material,
the unit Moodle
site is
redesigned to
clarify content
and activities.
Review unit outline to ensure the purpose of
the unit and each task is clear to the
students
Work with teachers to create a stronger
narrative that resonates with students
Observations and
course content (unit
guides) show that
relevance and
alignment is not made
for Navitas students
WHAT
Re-work course
content to reduce
cognitive load and
ensure content is
relevant for
students who are of
a non-English
speaking, low
academic ability
HOW
Students, particularly
the Navitas cohort,
require clarity & strong
linkages to their
learning pathway &
experiences to solidify
understanding
WHY
11. RESPECT. DRIVE. ADVENTUROUS. GENUINE. RIGOUR. CONVICTION.
WELL-DESIGNED ASSESSMENTS
18/05/2018 11
Guide and affirm student learning, with developmental tasks and rubrics & models
Project objectives Early insights & indicators
Targeted actions
Grading system is clearly
articulated and shows HOW to
improve in the future
Practice exam opportunities
prior to final
Develop standards based
rubrics to guide improvement
Models and templates to
demonstrate requirements
Provide practice
opportunities
and clearer,
standards based
rubrics and
examples on
how to succeed
HOW
Formative
feedback and
developmental
assessment
design assists in
building student
confidence and
expertise
WHY
Students do not
have the
foundation
capability to
succeed in
assessment
tasks – more
guidance is
needed
WHAT
Past submissions leveraged with teacher
comments to demonstrate working
example of a high grade assessment
Collated, chunked and visual resources
for assessment success is made
available
12. RESPECT. DRIVE. ADVENTUROUS. GENUINE. RIGOUR. CONVICTION.
To
E.G. 1 - AUTHENTIC PRACTICE USING ONLINE MCQ
12
From: hand-written
quiz which took a
week to mark and
bore no similarity to
the ‘real’ process
To: practice quiz
on the LMS site,
simulating test
conditions, with
immediate
feedback.
3%
23%
0%
5%
10%
15%
20%
25%
91-100% score
Results: Multiple choice quiz
score over 91%
Before intervention (%) After intervention (%)
13. RESPECT. DRIVE. ADVENTUROUS. GENUINE. RIGOUR. CONVICTION.
To
E.G. 2 - PRACTICE FOR TASK # ONE
13
From: low
submission rates for
lengthy and
challenging first task
(attrition risk!)
To: H5P tool, for
students to
practice with
chunked sub-
sections, and
peer discussion
in class.
60%
96%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Percentage of submissions
Results: First assessment
submissions
Before intervention After intervention
14. RESPECT. DRIVE. ADVENTUROUS. GENUINE. RIGOUR. CONVICTION.
To
E.G. 3 – RUBRICS AND MARKING GUIDES
18/05/2018 14
From: no rubrics to
guide student work
or marking guides
for consistency
among markers
To: a maths-
based calculation
general rubric + a
detailed marking
guide for the
teaching staff
34%
70%
0%
20%
40%
60%
80%
100%
Average mark
Results: Second assessment average
mark
Before intervention After intervention
16. RESPECT. DRIVE. ADVENTUROUS. GENUINE. RIGOUR. CONVICTION.
Policy
• Clear KPIs in position
descriptions
• Track, monitor and
follow up on attendance
• Teachers maintain
currency and
contemporary teaching
practice
• Minimum standards for
quality and digitally
enhanced L&T
• Assessment policy
• Classroom mgmt policy
to guide student activity
in class
Process
• Efficient reporting on
students, attendance,
pass rates, and student
satisfaction
• Review student
evaluation of unit and
teacher instruments to
support quality
assurance
• Review classroom
spaces based on
learning requirements
• A range of feedback
mechanisms be
employed
University Partner
Engagement
• Redesign of curriculum
topics or sequence
• Redesign of major
assessment task
• Continuing and
consistent tracer data
MEDIUM TERM INTERVENTIONS
18/05/2018 16
Stakeholder engagement to drive policy, procedure and process changes
We need longer term thinking in some aspects and consistency across program, and to manage the teaching practice in
a continuous improvements. These interventions require involvement of multiple stakeholders and changes in policy.
17. RESPECT. DRIVE. ADVENTUROUS. GENUINE. RIGOUR. CONVICTION.
Culture
• Culture at the college is
supportive of student
engagement and learning.
• Culture is professional and
reflective of the Navitas value
of ‘respect’.
• Supporting a culture of
continuous improvement and a
focus on academic outcomes.
• Networks across Navitas
college teaching similar
courses for sharing good
practice.
Capacity
• Specific and aligned strategies
for building teaching capacity.
• Supporting scholarly
approaches to teaching
practice.
• Developing academic
leadership at all levels.
• Building digital skills across
the workforce, from data
management and reporting to
teaching with technology.
LONG TERM INTERVENTIONS
18/05/2018 17
Ensuring sustainability into Business as Usual
These are longer term recommendations, such as adaptations to culture and the development of academic
leadership. Similarly, PD and performance management take time to have an impact.
18. RESPECT. DRIVE. ADVENTUROUS. GENUINE. RIGOUR. CONVICTION.
Key data not available in
some courses. Differences in
measure definitions hinders
assessing retention. An
overarching framework that
reflects regulatory standards
is required.
ESSENTIALS FOR A SUCCESSFUL RETENTION PROJECT
18/05/2018 18
Joint Academic &
Business Leadership
Attention to Data &
Measurement
Time to Implement:
Staying the course
Top-down sponsorship is
required for interventions to
be successful. This is
particularly required where
teacher characteristics and
capability has a driving impact
on student retention
Resistance to change due to
the time it takes to develop
and implement interventions.
Frameworks, resources,
polices and templates
leveraged across colleges
will reduce this impact.
19. RESPECT. DRIVE. ADVENTUROUS. GENUINE. RIGOUR. CONVICTION.
Questions and Discussion
Maria Spies, General Manager, Navitas L&T Services
Dr Suneeti Rekhari – Lead, Curriculum Transformation, L&T
Services
