This document proposes several radical ideas for transforming learning experiences at universities, including: 1. Implementing a flipped classroom/curriculum model where students learn lecture content independently before attending on-campus workshops to apply skills. 2. Aggressively pursuing industry partnerships for teaching, with industry helping develop innovative curriculum projects and learning spaces. 3. Letting students create their own learning adventures by designing their own degrees across institutions and providers, including MOOCs.

1. Learning Experiences
Radical Ideas

2. Implement Flipped
blended
curriculum
Instead of lectures and tutorials

3. What is it? – The „flipped classroom‟ or „flipped
curriculum‟ is a blended learning pedagogical model.
Learners are required to independently learn lecture
content and review resources prior to attendance oncampus. At University, tutorial, lab or workshop time is
applying and practising skills and competencies relating
to the lecture content.
Where could it be used? – In any subject relying on
lecture delivery. Lectures can be replaced by videos (up
to 7-15 minutes), online quizzes or learning
activities, podcasts etc).
Why it’s a radical idea – Flipped classrooms can
promote student engagement, active learning, the
application of skills and competencies and active
learning. “Devoting class time to the application of
concepts might give instructors a better opportunity to
http://www.knewton.com/blog/knewton/
detect errors in thinking”.(EDUCAUSE, 2012)
2011/08/29/flipped-classroomWhat are the downsides? – As the success of the
infographic/ Flipped classroom by
flipped classroom is dependent on students
Knewton
independently learning content prior to
attendance, careful design is required to ensure this
happens.
More information– EDUCAUSE, 7 Things you
Cost Indicator: Cost of creating
online content eg. $5K per
subject (approx.)
should know about flipped classrooms, 2012

4. Aggressively pursue Industry
Partnerships for Teaching
Idea from Dr.
Christopher
Scanlon
Image Acknowledgment: FreeDigitalPhotos.net

5. What is it? – Many academics are familiar with pursuing industry partnerships to fund research activities,
such as through ARC Linkage grants. But, with some exceptions, we haven‟t pursued partnerships with
industry players in teaching. In other countries, industry collaboration in teaching is normal. In the United
States, for example, industry partners have teamed up with universities to develop discrete teaching
projects and co-fund teaching spaces. We should follow the example and move to develop partnerships
with relevant industry partners to create innovative and applied curriculum projects and cutting edge
learning spaces.
Where could it be used? – Industry partners could be involved in teaching in a number of ways. They
might provide expertise, equipment and software for discrete projects or, alternatively, they may provide
partial funding for buildings or teaching spaces.
Why it’s a radical idea – Engaging industry partners within the university can work to bridge disciplinary
silos within the university. Engaging with industry partners can also enable students to work on real-world
problems which have immediate, practical applications.
What are the downsides? - Potential concerns with student privacy based on data gathering.
Who’s doing it: The Reynolds Journalism Institute at the Missouri School of Journalism provides an
excellent example of what can be achieved through strategic partnerships with industry partners.
In 2009, the software company Adobe teamed with students at the Missouri School of Journalism and the
school of computer science in an Interaction Design competition. Adobe provided students with their Flash
Catalyst program and journalism and computer science students worked together on projects.
More
recently, in August 2012, the Institute opened their Microsoft Application Development Lab which has been
co-funded and equipped by Microsoft. The Lab is staffed by a full time programmer to help journalism
students to develop projects. While the Lab is housed in the journalism lab, it benefits the University as a
whole. For example, researchers from the University‟s medical and engineering schools will use the Lab‟s
Kinect motion-detection gaming technology to educate and rehabilitate athletes with knee injuries.
More information: Adobe Edge newsletter, December 2009 - http://www.adobe.com/inspirearchive/december2009/video/index.html?trackingid=FBTRX
2012, „Missouri Journalism Students Can Use New Microsoft Technologies to Innovate and Collaborate‟, Missouri School of Journalism, 21
August, http://journalism.missouri.edu/2012/08/reynolds-journalism-institute-opens-new-application-development-lab/

6. Instead of
large lectures
Set up Quality Online Learning
Experiences
“If you are in a lecture of 200, it really is distance learning” – Professor
Sebastian Thrun, Stanford Professor, co-founder of Udacity and VicePresident of Google X, October, 2012
Who else is using it? – San Jose State University
see http://chronicle.com/blogs/wiredcampus/sanjose-state-u-says-replacing-live-lectures-with-videosincreased-test-scores/40470

7. Instead of large lectures
partner with other Australian Universities
for core lecture content and provide small oncampus group learning experiences for context
Uni 1 –
La Trobe
Uni 2
Create shared quality, collaborative and
expert lecture content to use online by
contributing Universities in a discipline area
Eg. Chemistry, Business
Management, Anatomy, Psychology
Each University provides contextualised
tutorials, labs or other face-to-face learning
experiences for their enrolled students
Uni 3

8. Let students create
Their Own Learning Adventure

9. What is it? – A system that
allows students to design
their own degree, taking
subjects from across the
institution and including
subjects from other
providers, including MOOCS.
Where could it be used? Could either be made
available for all students, or
for certain (eg highachieving) groups. cannot be
used in professional degrees
unless „twinned‟ with a double
degree.
James Madison University Degree Choice http://www.jmu.edu/adultdegree/wm_preview/iscourses.shtml
Why it’s a radical idea – Choose your own learning adventure
summarises the principle of flexibility in the curriculum by giving
student‟s choice. This idea puts the development of academic
pathways firmly in the hands of students. May appeal to student
adventurousness. Gives control over student learning to
students.
What are the downsides? - May be hard to administer, may
lead to unsatisfactory outcomes. Students may not obtain a
holistic course overview.
An article on choosing your own
learning adventure http://educationportal.com/articles/Universities
_That_Let_Students_Create_The
ir_Own_Major.html
Cost Indicator: $May require
extra academic services time

10. Partner with international
institutions, not-forprofits, consortiums and businesses
to create a choose your own
adventure degree.
Image Acknowledgment: FreeDigitalPhotos.net

11. Design Learning so that students
create their own learning
experiences
Let Learners create ‘new materials, artifacts and
new knowledge with the media tools now available
to them’ (Moyle, 2010, p. 4).

12. Award
Learning Badges

13. What is it? – Award students with visually attractive La Trobe digital
badges for learning achievements, in skills, competencies and
knowledge, for example, for achieving graduate capabilities and/or
future-ready strategic objectives. Badges appear as icons or tokens
on webpages, on the LMS and can be shared (for example on
Facebook or other social media sites).
Why it’s a radical idea - Digital badges for learning achievements
can encourage participation in soft skills such as
leadership, communication, communication and library research.
Badges can be awarded for Earning achievements can promote the
informal curriculum and extracurricular learning activities such as
community service . (This would link with the existing concept of the
La Trobe Award from the Division of Student Enrichment).
Also see: http://chronicle.com/article/A-Future-Fullof-Badges/131455/ and
http://net.educause.edu/ir/library/pdf/ELI7085.pdf
Cost Indicator: low cost for
digital badges – the programs
behind them may need
development$
Badges for lifelong learning from
- http://www.scoop.it/t/badges-for-lifelong-learning

14. What is it? – Make events, activities, modules
and subjects public facing and openly accessible.
Allow people to accumulate credits toward
badges, certificates and degrees.
Put courses, certificate and degrees behind
subjects.
Market subjects like Adult and Community
Education booklets.
Why it’s a radical idea - Community
engagement becomes
intrinsic to teaching activity.
Students can follow intrinsic Interests. Consumer
awareness for subject and event offerings
increase
More flexibility for students and
Faculty.
What are the downsides?
Complex for students to navigate.
'Free market' of subjects could, if not
managed, lead to professional skill and
knowledge gaps in graduates.
Difficult to establish continuity of courses.
By Leigh Blackall

15. Student authored open textbooks –
Assignments to write, edit or review
chapters in Wikibooks.org
Best chapters go through to
PediaPress print on demand books
annually. Best books go through
design for publishing in Lulu.com for
ePub and print on demand
(by Leigh Blackall)
Image Acknowledgment: FreeDigitalPhotos.net

16. Take the lead in open access (Leigh
Blackall)

17. Teach skills of
summarisation, identifying quality, and
filtering through masses of content.
Image Acknowledgment: FreeDigitalPhotos.net

18. Feed Forward Learning
Design assignments around the production of learning resources for the next
generation of students.
Reward quality assignments with discounts from fees.
Idea by Leigh Blackall

19. Encourage students to
independently
supplement their discipline learning in
MOOCs
– compile and promote MOOCs on offer based on discipline areas

20. Embrace the
Cloud

21. What is it? – Cloud learning refers to
using cloud or web-based services for
higher education, for example, Open
Educational Resources (OER) and
applications such as Google
apps, dropbox . These applications are
hosted in the cloud rather than being
controlled by an educational institution.
Why it’s a radical idea - Cloud learning
allows for student control of their learning
as well as collaboration, user-preference
and the ability to generate content. As the
service is 'in the cloud', cloud learning also
promotes anytime, anywhere learning.
What are the downsides? Security, privacy, accessibility and ethical
considerations. Advice should be given to
staff and students as to the rights/control
by a particular cloud/web-based service.
Explanation of
cloud
computing http://campust
echnology.com
/articles/2011/
10/31/what-isthe-cloud.aspx
Cost Indicator: free$
India - NIIT‟s Cloud Campus allows for anytime, anywhere learning „in the cloud‟

22. Set up Smart Multi-campus
Blended Delivery Models

23. Create a whole of course LMS /
web site

24. Personalise and connect every
student‟s experience
Timely communications (not necessarily email)
Choice of attendance modes, flexibility
Student owned workspaces/communications
Seamless technology experiences
Access to “real” people
By Terry Young
Photo from a toilet cubicle at
the Bundoora La Trobe
campus

25. “Use Open Platforms”
By Leigh Blackall

26. What is it? – Use the internet as the platform for learning.
Select software and platforms for their conviviality and transferable skills
Decommission software that is proprietary, has little relevance to real world applications, or that
serves only a bureaucratic purpose
Use popular platforms like Wikipedia, Youtube, Google, Skype as teaching and learning
platforms
Gather data for learning analysis, auditing and reporting via open standard formats, open
data, and open ID (eg. Knewton)
Use the Internet-as-the-platform
Why it’s a radical idea: Learning environments can become more intrinsically relevant
to real world activity; Latent skills transfer more readily into the university, and out;
Teaching, learning and assessment activity becomes more convivial with the wider public;
Chance to redirect resources into more valuable investments.
What are the downsides? Sunk cost losses; Significant adjustment of professional
development
direction and support; Complex teaching and assessment methodologies; Creative ways of
reporting to
audits necessary.
By Leigh Blackall

27. Create „5-ways to help‟ for University students
information, help and support
Walk-in
Online chat
Email
SMS
Telephone

28. Use Wikipedia for Learning
Idea from
Leigh Blackall

29. What is it? – Students edit Wikipedia, Wikimedia
Commons, Wikibooks, Wikinews, Wikitravel, Wikiquote or Wikisource for assignments.
Tutors engage in respective Wiki peer review processes. Trust the peer review to reduce
marking workloads. Open courses on Wikiversity are linked and open content on
Wikimedia Commons are linked to official university webpages for the subjects and
courses. Network to establish multi lingual resources and courses
Why it’s a radical idea – Study has immediate social benefits; University is present on the
most important public information channel; Assessment workloads can be reduced; Wider
community assist in maintaining copyright due diligence; Citations increase
What are the downsides? – Requires ongoing professional development; Support and
governance structure is outside the university; Community engagement workloads are not
measured or rewarded; Copyright diligence can become an obstacle
Author: Leigh Blackall
Cost Indicator: $Cost of
developing an online course

30. Separate out Teaching from
Assessment
Idea from
Leigh Blackall

31. What is it? – Make teaching a diverse and community engaged activity, open to anyone.
Make assignments sophisticated, relevant, robust and reliable for assessment.
Allow people to attempt assignments under their own direction.
Offer tuition and assessment as fee for service.
Enroll people when they present assignments that will pass.
Why it’s a radical idea – Opportunities for self directed
Learners; New revenue model for university; More flexibility for students; Minimises risk for
mature
aged/career changing students; Teaching events can be more dynamic and diverse; Increase
retention and completion rates.
What are the downsides? - Requires a change in accreditation procedures; Increases
emphasis on quality assessment which can increase assessor workloads; change pressure on
campus based lecturing practices and requires significant professional development.
Author: Leigh Blackall
Cost Indicator: $Cost of
developing an online course

32. Content - Facts
Text/image
Audio/visual
Narrated walkthroughs,
Digital sources
Productive
Learning Activities
Communicative
Learning Activities
Experiential
Learning Activities
Quizzes, voting, reflection,
short
answer, report/paper, essay
s, portfolios,
Journaling, etc
Teacher-student, studentstudent
Discussions, presentations,
debates, critiques, question
and answer, hot topics,
etutorials , role play
Application (you could include
scenarios), roleplay, exploring, investigation, s
earching, assimilating, case
studies, field trips, simulation
Knowledge/ synthesis
A view as to what is worth knowing
Certifying what somebody claims to know
Can be online or face-toface
Blended learning experiences. Face-to-face & online. Collaboration.
Learning facilitated by teachers
eLearning platforms Eg. Customised / iTunesU /Ecourses. New providers – content + learning resources in “web
based” look and feel (outside of the LMS)
LMS/ student management systems
MOOCs
Open
Free
Primarily content
Online
provided
content
Student Experience
Diversity, Preference Equity, Personalisation
ASSESSEMENT
Formative / Summative Including skills development & competencies
GRADUATE OUTCOMES/ CAPABILITIES
The Role of Universities

33. Set up Quality Web-Based Learning for
La Trobe Essentials

34. What is it? – Create or use a commercial web- template or course (eg. Pearson
ecourses, iTunesU) for open, quality, media rich content relating to major current
social, economic, technological and political issues. Stream in multiple current news feeds on
trends, facilitate discussion and engage with internal and external thinkers on these issues. Set
up online debates, encourage diverse discussion and create “sparks” for discussion and
consideration.
For La Trobe students, create guided learning activities for La Trobe Essentials (eg.
Sustainability thinking, globalisation etc) and award badges/ certificates or note on transcripts.
Why it’s a radical idea – Creating an online environment for La Trobe Essentials promotes the
collation and consideration of different views, and facilitates the involvement of those outside
the University. As an externally facing website, La Trobe can position itself as being involved in
the important issues of the day. La Trobe online essentials can provide whole-of-University
discussion and avoids difficulties in forcing curriculum change.
What are the downsides? – Disagreements on the content of La Trobe Essentials (eg. What is
sustainability?) will affect the development of learning activities for students, although giving a
space and place for open discussion provides the opportunity for different views to be aired.
There needs to be an „owner‟ for each La Trobe Essential.
Cost Indicator: $

35. Radical Idea 23
Cross-disciplinary Project Collaboration
Business or Community Task

36. What is it? – Approach partners, local
community service providers, not-for-profits
etc for business problems. Assemble a
cross-disciplinary team of 5-6 students
based on the business need eg.
Lawyer, accountant, scientist, architect, desi
gner and allocate a senior academic to
mentor/ supervise. Students collaboratively
work on the problem and presents a report
to the business/ service as to possible
business solutions from a cross-disciplinary
perspective.
Why it’s a radical idea: Presenting
solutions to real problems is a rich learning
experience. Meaningful industry/ University
collaborations can occur by providing a
mutually beneficial outcome. Working on a
project provides multiple benefits to
students, particularly when cross-disciplinary
– teamwork, critical thinking, communication.
What are the downsides? – Requirements
to sign confidentiality, ethics, privacy.
Facilitation for interdisciplinary projects
would be intense and difficult.
Cost Indicator: Cost of
facilitation $

37. Online Disciplinary Project
Collaboration Task
Connected to Industry

38. What is it? – Within a virtual online environment, create an
authentic environment with a discipline-specific problem. Group
students in teams and allocate distinct roles. Approach
discipline partners to provide staged feedback on project
submissions and outcomes.
Why it’s a radical idea: Disciplinary projects promote active
learning in that students are actually involved in real life
problems. Students are required to reflect and engage in
holistic or process learning – all features that enhance student
engagement. Feedback from the discipline, profession or
industry provides rich learning student experiences.
What are the downsides? – Requirements to sign
confidentiality, ethics, privacy. Facilitation for interdisciplinary
projects would be intense and difficult.
For example, in Scotland, the
SIMPLE, SIMulated Professional Learning
Environment is an open source teaching and
learning virtual town in which students engage
in authentic simulations of professional
transactions, a form of transactional learning.
Law students act as professionals and
collaborate with each other to complete
professional tasks. see : United Kingdom
Cost Indicator: Cost of
Centre for Legal Education (UKCLE)
facilitation $
http://www.ukcle.ac.uk/projects/past-

39. Online Project Collaboration
Task
Provide a platform to connect ideas and people by
providing the spark for discussion, and preliminary
tools to start a collaborative learning project.
Stanford’s Venture Lab – venture-lab.org

40. Educate students at all levels as to
the importance of their digital identity.
Image Acknowledgment: FreeDigitalPhotos.net

41. Extensively use social
networking
for student learning

42. What is it? – Establish social network sites to connect:
• newly admitted students with each other across disciplines – allowing students to interact
virtually with the La Trobe campus and practice fundamental skills before they start
University
• Students with other students for mentor relationships
• Connect students considering La Trobe to assist in University choice – eg. Zinch.com
Provide a list of social network sites available to students so they can choose their preferred
method of communication.
Why it’s a radical idea - Learners are already involved in online communities. Leveraging
social connections assists with enrolment, retention and engagement.
What are the downsides? – Social network sites need moderation and facilitation.
Cost Indicator: Facilitation cost$

43. Encourage students to
engage in online
collaborative learning
Websites such as Open Study.com
connect learners with each other
from across Universities and across
the globe - http://openstudy.com

44. Emphasise La Trobe‟s
commitment to Values,
Quality and Excellent
Design

45. Enhance core subjects with
Quality digital content
Digital Learning Environment for Health, World of Tomorrow, Orlando, Florida

46. What is it? – Third party providers are
developing high quality digital content for core
areas of higher education curriculum. Some
providers customise and brand products.
Where could it be used? – Across the
University.
Why it’s a radical idea: Provides rich, often
interactive, engaging and high-quality resource
for teaching and learning
Reduces the cost of in-house development.
What are the downsides? Runs the risk that
products will be homogenous in higher education
institutions.
Content may require customisation for an
Australian audience if developed overseas.
Branding may not be an option.
Differences in student experience.
Cost Indicator: $
Example of online products from
http://www.primalpictures.com/Otolaryngology-headneck-surgery.aspx

47. Partner with other Universities
to develop backend quality e-learning
resources

48. What is it? – Develop quality rich multimedia learning resources for subjects and courses by
partnering with other Universities to pool resources and development costs (for example, the
IRU). Resources should be designed with educational designers to meet learning
objectives, and branded to suit partnership Universities. Further customisation at individual
University level should be incorporated within the design agreement.
Where could it be used? - In the development of online learning activities in subjects and
courses, for
example, videos, quizzes, animations, diagrams, flowcharts, graphics, simulations, interactive
learning activities.
Why it’s a radical idea - Universities are reinventing the wheel across Australia in expensive
backend learning resource development. Quality is increasingly an issue in development of
learning resources. Partnering in the development of learning resources provides control over
resource development, but also reduces costs and encourages collaboration and
contextualisation.
What are the downsides? - The risk of creating homogenised learning resources.
Customisation should be incorporated to overcome this. Time and negotiation required.
Cost Indicator: Depends on the
learning resources required $

49. Create La Trobe‟s
Smartphone Apps Repository

50. What is it? – A collation /
organised list / repository of quality
and recommended educationalrelated apps, both generally and
sorted by discipline, for both
android, iOS and tablet devices.
Why it’s a radical idea: There are
thousands of apps available for free
(or little cost) online, with high
quality learning activities and
information.
What are the downsides?
Keeping the collection up to date.
Ensuring equity and access.
Determining indicators of quality.
Linking in with other collections.
From Bloomin‟ apps for iPad (apps based on Bloom‟s
Taxonomy) http://www.schrockguide.net/bloomin-apps.html
Cost Indicator: Low $Cost of
collating and scanning for
educational apps
More information - For an
example of the extent of
educational apps available, see
http://www.apple.com/education/apps/#
http://www.appolicious.com/categorizedcurated-apps/3-education

51. At a discipline level, create
lists of recommended mobile
apps and websites for student
learning
Image Acknowledgment: FreeDigitalPhotos.net

52. Use
Open Education Resources
Repository

53. What is it? – Use the library‟s
accessible, searchable, engaging and
collaborative online repository of open
educational resources from multiple and global
resources. Include links to other open
education resources repositories. Include
copyright, moral rights and metadata.
Continually scan the horizon for new learning
resources.
Where could it be used? – In subjects and
courses across La Trobe.
http://wikieducator.org/Exemplary_Collection_of_
Why it’s a radical idea: Online educational
Open_eLearning_Content_Repositories
resources will be readily-accessible from
multiple and global sources. Open content
embraces the sharing of information and the
„sharing of pedagogies and experiences as
well‟ (Johnson et al., 2012, p.11).
What are the downsides? – Keeping it up to
date.
For example see:
http://oerwiki.iiep.unesco.org/index.php/OER_u
An example of a list of OER by Jeff
seful_resources/Repositories
Borden: http://www.une.edu.au/une-itl/
Cost Indicator: Low $Cost of
collating and scanning for OER

54. Create
Reusable Learning Objects

55. What is it? – An „online reusable learning object‟ is a
digital/online resource that can be used to assist student
learning. Examples of RLOs may be
videos, images, photographs, websites, sounds, glossar
y of terms, multimedia content, interactive games, 3D
online objects, augmented reality or virtual reality to
explain concepts or content, guest speakers, quizzes
assessments etc. RLOs can be from the web or
created by La Trobe.
Why it’s a radical idea - The purpose of this repository
would be to provide a clear and accessible place for
course designers, and academics to find RLOs, where
those objects have well-defined and upfront information
as to appropriate and legal use of resources. The RLO
repository provides a compilation of resources that may
be useful for a teaching purpose, with an initial check on
quality for the purpose of embedding in La Trobe
subjects and courses.
Examples of RLOshttp://www.rlocetl.ac.uk/whatwedo/rlos/completedrlos.php
The Australian Flexible Learning Toolbox http://toolboxes.flexiblelearning.net.au/repository/
Cost Indicator: Low $Cost of
collating and scanning for
educational resources
The University of Nottingham’s
RLO http://sonet.nottingham.ac.uk/rlo
s/

56. Disrupt semester teaching models
with short course, intensive
teaching, summer and winter schools
and student self-paced learning
Image Acknowledgment: FreeDigitalPhotos.net

57. Systematically use
Learning Analytics and
Educational Data Mining to improve
student learning

58. What is it? – Learning analytics refers to the collection, analysis and use of data relating to
student learning. LA could be mined from data in the learning managements system (Moodle) –
either built in or added on to the LMS. LA could also be part of software with embedded
analytics tools.
Where could it be used? – LA could be used to gather data as to student preferences, to
enable interventions, for adaptive learning and to provide engaging learning solutions. First
generation learning analytics can simply provide a helpful starting point for discussion between
a student and teacher (EDUCAUSE).
Why it’s a radical idea – Learning analytics “collects and analyses the „digital breadcrumbs‟
that students leave as they interact with various computer systems to look for correlations
between those activities and learning outcomes” (EDUCAUSE, 7 things you should know about
First Generation Learning analytics.
Emerging trends with learning analytics include accessible and graphical representations of
data for teachers, as well as new types of data from “clickers, social media sites and cloudbased applications” (EDUCAUSE)
What are the downsides? - Potential concerns with student privacy based on data gathering.
Further resource: http://www.educause.edu/library/learning-analytics
For example, Google Analytics can be embedded in Moodle for
learning analytics http://elearning.3rdwavemedia.com/blog/how-to-usegoogle-analytics-for-your-moodle-2-0-site/483/
Cost Indicator: staff costs in
relation to data analysis $
Related costs for intervention
and follow up
http://www.starfishsolutions.com/sf/solutions/earlyalert.html
Starfish – an example of using learning analytics and student
tracking for the purpose of retention

59. Infographic explaining learning analytics http://edudemic.com/2012/08/learning-analytics-101-what-toexpect-when-data-enters-the-classroom/

60. Set up
Use Learning Analytics for Adaptive
La Trobe Digital Badges
Learning

61. What is it? – Adaptive learning is the
personalised adaption of learning resources and
activities to suit a particular learner based on
intelligent systems, learning analytics and data.
Why it’s a radical idea - Adaptive learning is an
emerging technology that is considered to have
an impact on retention and student engagement.
Pearson, McGraw-Hill, Kaplan, Carnegie
Learning and PrepMe are examples of
companies using adaptive learning technology.
At Arizona State University, Knewton's pilot
remedial maths program through Knewton Maths
Readiness. The online platform
assesses, remediates, and reassess student
progress, whilst personalising the experience and
recommending learning paths for students.
Details of the Arizon Knewton pilot are here:
http://www.knewton.com/asu/
Where could it be used? - Priavcy, and best suitable to non-Humanites
subjects.
Cost Indicator: cost of adaptive
learning platform, staff costs in
relation to data analysis $
Related costs for intervention

62. Share Data about
Student Behaviour
to promote positive changes in
engagement
Idea from Dr.
Christopher
Scanlon

63. What is it? – We collect all kinds of data on students, from how long they spend in the LMS, whether
they submit their assignments on time, return books to the library on time and how they use the
campus internet.
A recent article in the Harvard Review of Business found that this aggregate data can be used to
promote behavioural change. The reasoning is that most people will follow norms of those around
them.
If you tell students that 74 per cent of students submit their assignments on time in Faculty X, then it‟s
more likely that other students will adhere to the norm.
Where could it be used? – Posters around the University, in our Libraries and notices on the LMS
Why it’s a radical idea - It‟s a low-cost, low-tech way to promote positive student engagement that
relies on basic psychology. We already collect a lot of information about student engagement. Now
we need to feed that information back to students to support positive change.
Who’s doing it: - Major hotel chains that post notices in their room telling their guests the percentage
of guests who recycle towels have been able to increase the compliance rates. The UK tax office has
also been able to promote more timely payment of taxes by informing citizens in same area of the
percentage of Britons who pay their tax on time.
What are the downsides? - Take care what behaviours you are normalizing. Sharing data about
undesirable behaviours can promote more of the same.
Also, the norms have to exist in order to be promoted. You can‟t just pluck a figure out of the air and
hope that lots of people will believe you.
If only 30 per cent of students hand assessment tasks on time in a given Faculty, then this
information is best kept under wraps.
More information:
Cost Indicator: $ Cost of
Steve Martin, 2012. „98% of HBR Readers Love This Article‟, Harvard
gathering the data
Business Review, October. http://hbr.org/2012/10/98-of-hbr-readersCost of printing posters and
love-this-article/ar/1
campaigns

64. The „La Trobe Students First‟ Principle
First in line for casual jobs

65. What is it? – Institutional principle of always seeking to employ La Trobe students as a
matter of course.
Where could it be used? - Student support, events, administrative roles, research, outreach
activities, community liaison, marketing, facilitation, student enrolment.
Why it’s a radical idea: Radical potential lies in committing to the principle of embedding
students part of the institutional journey. Employment helps students in practical ways, but also
ensures that the student body develops insight into the institutional
„big picture‟. Student input as colleagues can help to shape institutional priorities.
University of Queensland –
Cost Indicator: free$
“Employing students within the University –
prioritising students with significant
financial disadvantage
As a means to assisting students who need to
earn money, to combine this requirement with
their study commitments The University
encourages Schools, Faculties and other
operational units to consider offering part-time
and casual positions to UQ students where
possible.”
http://www.uq.edu.au/equity/employingstudents-within-the-university-prioritisingstudents-with-significant-financialdisadvantage.

66. Capitalise on the student and staff
experiences of
International Travel
Link learning experiences, and “future-thinking”
concepts to La Trobe student and staff informal
travel experiences. Provide a framework and
place for discussion and reporting on
international travel experiences. Eg. Through
Instagram, Pinterest, Facebook or a La Trobe
created web space.

67. Learning Space
Radical Ideas

68. Naked Classrooms

69. What is it? – A naked classroom is free from technology and
is a way to implement a flipped curriculum pedagogy.
Why it’s a radical idea - In a “naked” classroom, free from
technology, students engage in face-to-face contact with
teachers. An active-learning approach to teaching that
reserves face-to-face class-time for interactive discussion.
Information, transmissable material and traditional lectures
are provided via technology, with quizzes to ensure
preparation. Not unlike the Flipped Classroom, but more
emphasis on keeping face-to-face time technology-free.
Particularly targets the PowerPoint presentation.
What are the downsides? – Restructuring teaching to
incorporate active learning, and flipping lectures to online
delivery requires teaching redesign and change management.
Where is it used?
Southern Methodist University, Dallas
What are the downsides?
Staff resistance, possible student objection to having to work
in class. Alternatives would need to be available for distance
and online students.
Cost Indicator: ikely to save money, in
terms of technical support and lecture
theatre upgrades. Class size would need to
be limited, which could be an expense.

70. Incoporate a Mobile First Policy
“New and emerging technologies present an
opportunity for universities to provide mobile and
ubiquitous learning that caters for the needs of
students who are – supposedly – always connected
, multitasking and on the go, aided by their personal
portable digital devices (Oblinger & Oblinger 2005)

71. What is it? – Enact a policy requiring websites, administration and La Trobe documentation to
be mobile compatible for a variety of mobile platforms, as a first design principle.
Where could it be used? – For administration, academic, social and functional purposes.
Why it’s a radical idea - Mobile learning can:
• Improve access to assessment, learning materials and learning resources
• Increase flexibility of learning for students
• Comply with special educational needs and disability legislation
• Explore the potential for collaborative learning, increase students appreciation of their own
learning process and consolidate learning
(Source: R. Cobcroft et al, Mobile Learning Literature Review).
Mostly, mobile learning can can increase student mobility, so that they can study whenever and
wherever they want, at any place and at any time.
What are the downsides? Designing mobile first requires a consideration of different mobile
platforms, which are often changing. This problem may be overcome in the near future as
newer software (such as Adobe Captivate) creates an output in HTML5, which is compatible
with iOs and Android platforms.
Cost Indicator: Additional costs
in design and development of
web-based resources.

72. Remove the „No Mobile Phone‟ signs from
La Trobe Learning Spaces

73. Transport La Trobe
Wifi
Connected Bus
students in a

74. Design everything with collaboration
in mind - from
libraries, classrooms, systems and
processes (Dandolo Partners)
Image Acknowledgment: FreeDigitalPhotos.net

75. Learning Technologies
Radical Ideas

76. Engage Learners with
3D Printing
Image from : http://www.makerbot.com

77. What is it? –
A 3D printer is a desktop printer that prints a
physical, 3D object from a drawing on a desktop
application. 3D printing has been used in
manufacturing for many years, the new desktop 3D
replicator printers are low-cost and an emerging
technology for teaching and learning.
Application in teaching and learning:
Students print in 3D objects and designs they have
created themselves.
A learner can „imagine‟ an object and then print it in 3D.
3D can be used for prototyping, creating models or for
designing products.
Further resources:
An EDUCAUSE fact sheet on 3D printing can be found
here: http://net.educause.edu/ir/library/pdf/ELI7086.pdf
Examples of the use of 3D printing in teaching and
learning can be found here:
http://3dprintingsystems.com/home/education/
Cost Indicator: $2199US + cost
of printing material
https://store.makerbot.com/replicator
2.html
Front cover of Wired magazine, October 2012

78. Engage learners with
Interactive touch screen
desks, panels and walls

79. What is it? – Touchscreens detect the presence
and location of touch by a finger, hand or stylus
with direct interaction, rather than through a
medium of a mouse, keyboard or other
hardware.
Where could it be used? –
Library, cafes, administration
buildings, promotional areas
Why it’s a radical idea –Touchscreen and 3D
panels, walls and desks can provide engaging
interactive experiences for learners. Emerging
trends in technologies suggest that there will be
„death of the mouse‟!
What are the downsides? Cost, maintenance
and repair
Cost Indicator: eg. $6000 for touch
screen LCD panel
http://www.lwt.com.au/ConfigureProduct.aspx?Cust
omerTypeID=1&StaffProgramCompanyCode=&GUI
D=3A02EF0C2692470E84A48A37E3E986BE&Pro
ductID=649144&SectorID=1 $
“The 3D kiosk presents any kind of
interactive content as virtual objects on a
large scale display in photorealistic 3D
quality. The user does not need 3D
glasses to view the content. A system
which recognizes gestures is integrated
into the front panel so that viewed 3D
objects floating in front of the display can
be rotated by using gestures, and virtual
buttons can be pressed simply by pointing
at them.”
http://seriousgamesmarket.blogspot.com.au/2011/03/fo
rmula-d-interactive-serious-games-as.html

80. Interactive Projection For Cape Town Tourism Visitor Center:
http://seriousgamesmarket.blogspot.com.au/2011/03/formula
-d-interactive-serious-games-as.html
Formula D interactive and Wireframe Studio developed 21
digital interactive media installations for a science and
technology museum in Saudi Arabia Source:
http://seriousgamesmarket.blogspot.com.au/2011/03/formula
-d-interactive-serious-games-as.html
CityWall is a large multi-touch display installed in a central
location in Helsinki which acts as a collaborative and playful
interface for the everchanging media landscape of the city. The
new interface launched in October 2008 also allows working
with 3D objects, which enables multiple content and multiple
timelines. CityWall presents images, videos, descriptions and
discussions on how nature in Helsinki benefits and disturbs
dwellers: http://cmidm4.wordpress.com/concept/technicalissues/

81. Engage learners with layar vision

82. Cost Indicator: cost of
development depends on use
$3-5K per project (approx.)
What is it? – “Layar Vision uses
detection, tracking and computer vision
techniques to augment objects in the physical
world. We can tell which objects in the real world
are augmented because the fingerprints of the
object are preloaded into the application based
upon the user‟s layer selection. When a user
aims their device at an object that matches the
fingerprint, we can quickly return the associated
AR experience.” Source:
http://www.layar.com/documentation/browser/ho
wtos/layar-vision-doc/
Where could it be used? – Field
trips, observations, lap reports, professional
degrees etc. Most effective when making use of
a GPS application.
Why it’s a radical idea - As a form of
augmented reality, layar vision can be used to
infuse educational information into the observed
world around us.
What are the downsides?
- Still an emerging technology, requires specific
developments for educational uses.

83. Immersive learning and
virtual worlds
http://e-language.wikispaces.com/virtual-worlds

84. What is it? – “Virtual worlds (also known as MUVEs, or Multi-User Virtual Environments) are
simulated 3-dimensional environments, much like gaming environments, which you enter with a
character known as an avatar.”
“Virtual worlds present ideal opportunities for immersive learning. Students can visit simulations
to learn about everything from the structure of molecules to the layout of ancient Rome. They
can also practise skills in areas ranging from urban design to patient-doctor
consultations, building up confidence before embarking on real-world encounters or entering
real-world situations. Given the linguistic nature of most avatar-to-avatar interactions, there is
great potential for language learners.” : Source: http://e-language.wikispaces.com/virtual-worlds
A virtual art gallery - http://museumvirtualworlds.org/category/platforms/virtual-worlds/active-worlds/
Medical simulation:
http://www.insidedukemedicine.o
rg/news/learning-in-a-virtualworld/
Cost Indicator: cost of development
depends on use $3-5K per project
(approx.). Outsourced developers
are an option

85. At Disneyland Epcot, the Body Builder is a 3-D
game that enables users to assemble a digital
human body, simulating the Siemens
technology developed to perform remote
surgeries.
See:
http://www.usa.siemens.com/en/siemens_in_th
e_usa/disney_alliance.htm

86. Create "Virtual La Trobe" - an online
replica of the University as the setting
for immersive experiential learning
simulations for courses and subjects
across La Trobe - the setting for
learning in the online
space, complimenting face-to-face
teaching approaches eg. see
www.toolwire.com
Image Acknowledgment: FreeDigitalPhotos.net

87. Engage Learners with
Augmented
Reality
An example of augmented reality from GE Imagination: http://ge.ecomagination.com/smartgrid/

88. What is it? – “Augmented reality (AR) is a
live, direct or indirect, view of a physical, real-world
environment whose elements are augmented by
computer-generated sensory input such as
sound, video, graphics or GPS data” : Wikipedia
Where could it be used? – For students, learning
may occur through augmented reality (AR). Through
mobile technologies a „real world‟ experience could
be augmented with information from a computer. For
example, a view of a real object overlaid with 'X-ray' Example of augmented reality from National
vision; a 3D object to explore and understand. A first Geographic:www.youtube.com/watch?v=HqXhHn
9xIzQ
year student might experience their campus
orientation through using AR technology on a mobile
device or learn online library research skills from an
AR application. AR can also assist with guided
demonstration.
Why it’s a radical idea: As an immersive
experience, AR can provide rich contextualised
learning experiences for students.
What are the downsides?: Requires specialist
development.
Cost Indicator: The cost is on the 3D
modelling and requires specific
expertise. Eg. Campaign could cost
approx. $3000
Example of augmented reality by BMW http://www.youtube.com/watch?v=P9KPJlA5yds
&feature=youtu.be

89. Learning through
Games and
Simulations

90. What is it? – Game-based learning for higher education
Why it’s a radical idea - Educational experiences can
occur in games, offering „opportunities for both
discovery-based and goal-oriented learning‟, as well as
for teambuilding skills (Johnson et al., 2012, p. 10).
Simulations and role-playing games „allow students to
re-enact difficult situations to try new responses or pose
creative solutions‟ (Johnson et al., 2012, p. 10).
What are the downsides? Games aren‟t for everyone.
Learning Genetics – How drugs affect the
brainhttp://learn.genetics.utah.edu/content/addiction/drugs/mouse.html
‘Just Press Play’ – a partnership between RIT and
Microsoft – at RIT students use the real world as a
platform to a game – students receive a‟ some cryptic
instructions to log onto a website, create a profile, talk to
a professor, and pick up a keychain. “ – a game to
learning http://research.microsoft.com/enus/projects/justpressplay/
Cost Indicator: cost of development
depends on use $3-5K per project
Cost Indicator: $
(approx.). Outsourced developers
are an option

91. "Game players regularly exhibit persistence, risktaking, attention to detail, and problem-solving … " - The
Education Arcade at MIT
"28 million people harvest their crops on FarmVille every
day”.
For example, latenitelabs provides 100 interactive lab
simulations for science on biology and chemistry :
http://latenitelabs.com/biology/
Knewton – “What higher education can learn from gaming‟ infographic
- http://www.pearsonlearningsolutions.com/blog/2012/02/27/whathigher-education-can-learn-from-gaming/

92. Partner with Quantum Victoria at
Charles La Trobe College and bring
augmented reality, virtual reality and
problem solving in STEM to higher
education students.
Image Acknowledgment: FreeDigitalPhotos.net

93. Fund several student projects to
create learning games, augmented
reality, virtual reality, 3D for other La
Trobe students.