Open ForumScientia Educational Experience

Educational Excellence

Scientia Educational ExperienceA2.1 Design. Develop and Deliver Scientia Educational Experience

The UNSW Scientia Educational Experience aims to deliver:• A distinctive, innovative and globally relevant educational

approach • Greater flexibility and improved life-study balance through

integration of physical and digital campuses and carefully planned development of a trimester academic year

• Outstanding programs, with an emphasis on cross-disciplinary learning, smart use of technology, global engagement and complementary career-focused themes

• Graduates with attributes needed for success in the 21st

century

Scientia Educational ExperienceA2.1 Key elements and principles

• Blended and technology enhanced, with seamless integration of physical and digital campuses

• Simple yet flexible degree structures, possibility of a trimester-based year

• Integrated graduate capabilities; values woven across programs

• Focus on building and supporting learning communities• Research-integrated learning embedded in all programs• Global experience within an Australian context• Work-integrated learning, and support for future careers• Knowledge and understanding of Indigenous issues

embedded in all programs

A2.1 Key elements and principles• Global experience within an Australian context• Knowledge and understanding of Indigenous issues

embedded in all programs• Focus on building and supporting learning communities• Simple, yet flexible degree structures, possibility of a

trimester-based year with personalised, tailored educational experience

• Integrated graduate capabilities; values woven across programs which are highly focused on attainment

• Research-integrated and work-integrated learning supporting future careers embedded in all programs

• Blended and technology enhanced, with seamless integration of physical and digital campuses

What are employers saying?

• Graduates lack of business understanding and the content of qualifications not being relevant to the business;

• Graduates lack of general workplace experience and a lack of practical experience;

• Graduates need the ability to communicate, collaborate and operate effectively within an industry environment;

• Low level of satisfaction with their engagement with educational institutions to develop business-relevant STEM content.

Deloitte Access Economics. Australia’s STEM workforce: a survey of employers, 2014

Deloitte Access Economics. Australia’s STEM workforce: a survey of employers, 2014

Deloitte Access Economics. Australia’s STEM workforce: a survey of employers, 2014

It was revealed that a large number of employers were dissatisfied with the following areas of knowledge and skills of the graduates:• Commercial awareness• Independent learning ability• Problem solving skills• Leadership skills• Ability to use own initiative

Graduate Employability: Views of Recent Science Graduates and EmployersMahbub Sarkara, Tina Overtona, Christopher Thompsona and Gerry Raynerb,International Journal of Innovation in Science and Mathematics Education, 24(3), 31-48, 2016.

Scientia Education ModelSEM pillar Description

Communities Students and staff will have opportunities to belong to, and contribute to, communities of scholars, learners, global contacts, industry and alumni

Feedback and dialogue Students and staff will have opportunities to give feedback on their experiences and receive feedback on their performance and a responsibility to act on that feedback

Inspired learning through inspiring teaching

Students will be inspired in their learning through thoughtful design of courses and programs aligned to graduate capabilities and teaching that integrates the affordances of new physical and virtual spaces

Being digital Students and staff being will be digital in their interactions with each other, with content and information and in engaging with the global community

Learners as Partners

Com

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Feed

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Insp

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Recognising outstanding teaching

Scientia Education Model

Scientia Education Academy for Teachers

The goals of the Academy are to:• Recognise outstanding educators• Harness the drive, enthusiasm and expertise of

Fellows to enhance teaching across UNSW• Build communities for learning and teaching

improvement• Provide feedback mechanisms for academics;• Inspire academics to rethink their teaching• Provide examples of being digital in our teaching

Emerging technologies and modes of delivery

Active learning spaces

Active learning spaces

Active learning for staff and students

Being digital – making connections• Personalisation: students and staff having a

personal digital footprint• Flexibility: multi-channel, multi-location

course and program design and delivery• MOOCs, ‘badging’ and micro-credentialing • Digital assessments and marking• Virtual global experience• 24x7 support

Being digital – making connections

• Sustainable solutions • Intelligent risk• Agile approach to being digital• Not over-investing in customised systems• Making data informed decisions

Being digital – making connections

Need to rethink how we design and deliverprograms, services, development activities to both students and staff

Being digital – making connections

• All content digitised and made available to students

• Digital assessment• Videos of key concepts• Online marking• Audio feedback

Assessment Task TypeAbstract Literature Review Simulation

Annotated Bibliography Log/Workbook Student negotiated assessment

Blog (or weblog) Peer Review Journal

Case Study Performance Simulation

Critique Poster presentation Student negotiated assessment

Debate Portfolio Research Paper

Demonstration Practicum/Clinical Placement Thesis

Design/Drawing/Plan/ Sketch Presentation (individual or group) Workshop

Discussion posts (online) Problem Solving Interview

Essay Project Minutes

Examination mid or end (invigilated) Quiz/Test Model/Artefact

Examination mid or end (take home) Reflection Modelling (theoretical)

Exhibition Report Oral Examination / Viva Voce

Field Notes/Report Self Assessment Laboratory/Practical 22

FutureLearn MOOCs

Emerging technologies and modes of delivery

Inspired Learning through Inspiring Teaching, Programs and Services

Working assumptions underpinning those areas of SEE most likely to have a material investment impact

Building Blocks

Delivery Model –

specifically digitisation of

courses

Enabling teaching

excellence –educational

design teams

Key Choices

• Which courses?• To what quality?• Over what timeframe?• Implementation sequencing

i.e. who goes first?

• Different roles required; number of staff needed in each role

• Location of teams in faculties or in a central unit

Considerations

• Courses with biggest opportunities for improvement / impact

• Consistent student experience

• Impact on demand for different learning spaces

• Current resources –capabilities & location

• Availability of skill-sets in the market

• Steady state requirements / time needed to ramp up

• Digitise courses with EFTSL > 100 and Shelf-life >5 years

• Initial focus on large early year courses

• Slow ramp up – the accelerate as develop efficiencies

• Total resource of additional ~40 FTE, based on central support for a portfolio of ~600 large courses maintained at high quality standards

Working Hypothesis

Options for prioritising course digitisation: the preferred approach focuses on large first and

second year courses

Preferred Approach• The preferred approach focuses on the cohort

and EFTSL load to maximise impact and deliver a consistent experience

• Within cohorts, courses will be prioritised based on EFTSL load to maximise impact / exposure

• Courses are prioritised by cohort, initial focus to be on 1st year courses

Initiative Delivery Model Teaching Excellence Trimester

Key Questions

• What are the economics of the new delivery model and the teaching and assessment efficiency savings required?

• How should the digitisation team’s operating model be organised?

• What are the key technology needs to support the delivery model?

• How should the build be sequenced?

• What would teaching excellence require from staff?

• What are the training requirements to achieve teaching excellence?

• What performance metrics should be used to measure teacher performance?

• How would teaching focused roles be implemented?

• What changes need to be made to CATEI to improve evaluation?

• What are the design principles “must haves” and “nice to haves” for the trimester model

• What are the options for a trimester model? E.g. duration and structure

• What are the decision making criteria for implementing a trimester model?

• What steps are required to implement a trimester model?

Key Outputs

• Breakdown of actual activities per course (lectures, tutorials)

• Course digitisation decision criteria (with key stakeholders)

• Resourcing plan for digitisation team including understanding of current resources and budgets

• Recommended operating model for digitisation team

• Detailed cost estimates for system builds for supporting technology

• Business case and implementation plan

• Agreed career framework including specific detail for teaching focused staff (led by initiative D1.1)

• Baseline of current teaching performance against aspiration

• For both teaching focused staff, and teaching and research staff:– Definition of required training

modules– Change management plan

• Business case and implementation plan

• Trimester option analysis• Implementation plan for trimester

model and associated costs• Change management plan• Business case and

implementation plan

Key Stakeholders

• DVCA / PVC Educationt• Deans and ADEs• Academic Board• Learning Spaces , TELT

• DVCA / PVC Education• Deans and ADEs• Academic Board

• DVCA / PVC Education• Deans and ADEs• Scheduling team• Academic Board

Being digital – UNSW examples

LeaPLearners as Partners at UNSW

Students in partnership with university staff in learning and teaching at UNSW

- Join the LeaP Network https://teaching.unsw.edu.au/learners-as-partners

- Upcoming LeaP Network meeting:

Workshop: Partnering with students in curriculum designThurs 13 October | 10 -11.30amhttps://teaching.unsw.edu.au/sap-oct-network-meeting

- Collecting UNSW Case Studieshttps://teaching.unsw.edu.au/learners-as-partners

- 2016 National Students as Partners RoundtableWed 5 Oct | University of Queensland

2016 Learning and Teaching Forum

Towards 2025: Inspiring Learning

- Focus: UNSW 2025 Strategy, and Scientia Educational Experience,- Keynote speakers: 2025 Strategy and insights into the student

experience at UNSW,- Academics, together with students, sharing practice related to Inspiring

Learning via presentations and a poster gallery.

Mon 31 October | 8.45am – 3.30pm | Scientia https://teaching.unsw.edu.au/forum