Students now require learning to be dynamic and responsive.
Learning should encourage the understanding of how to create and use knowledge as much as to know knowledge. It should be collaborative and creative, where learners become producers or publishers of knowledge more-so than just consumers. Designing a course that provides optimal conditions for high levels of student engagement in authentic contexts can be a challenging undertaking. Truly "authentic" contexts are relevant and meaningful to the current individuals involved. They can see themselves in the learning opportunities and therefore can tap into a true sense of purpose and intrinsic motivation in connection with the learning required. The ability to set their own course and direction for learning, and make real and meaningful choices about methods for undertaking the journey, are key factors to engagement. Being able to choose mediums to record and produce evidence of learning delivers a deep sense of satisfaction and joy in the process, which sustains learners through challenge, as well as success. Meeting the needs of all students in this way is the ultimate goal.
Learning should encourage the understanding of how to create and use knowledge as much as to know knowledge. It should be collaborative and creative, where learners become producers or publishers of knowledge more-so than just consumers. Designing a course that provides optimal conditions for high levels of student engagement in authentic contexts can be a challenging undertaking. Truly "authentic" contexts are relevant and meaningful to the current individuals involved. They can see themselves in the learning opportunities and therefore can tap into a true sense of purpose and intrinsic motivation in connection with the learning required. The ability to set their own course and direction for learning, and make real and meaningful choices about methods for undertaking the journey, are key factors to engagement. Being able to choose mediums to record and produce evidence of learning delivers a deep sense of satisfaction and joy in the process, which sustains learners through challenge, as well as success. Meeting the needs of all students in this way is the ultimate goal.
An alternative to traditional learning is for an intensive personal project to be the driver behind the individual's learning program.
We understand that students are individuals with varying aspirations and varying levels of self-efficacy. The goal of developing an effective curriculum is to accommodate all learners. To achieve this, this course, grounded in the principles of Design Thinking and the 7 Principles of Learning (OECD 2012), is centred on personal projects, to provide an individualised context for the learning of each student based on problems or needs that they are passionate about addressing. In connection with this, the principles of Universal Design for Learning (UDL) with be utilised and encouraged, to support each student's skills and needs in accessing, understanding and presenting knowledge. The learning environment; physical, social, and psychological, needs to accommodate the learner.
While undertaking their personal project, students will be expected to directly engage with experts in the local community, or by having direct, conversations with experts nationally or internationally. This will involve utilising various forms of technology for communication. This will also mean students will need to develop their action research skills in order to find and gather contextually relevant published material. Whatever problem the student chooses, it is expected that they will produce an outcome which is authentic in terms of originality and usefulness. Students will be expected to present whatever they discover or develop, to a wider audience and contribute to the community of knowledge. In other words, the student projects will be real... not models of something they would like to make or do, but be legitimate products, services or movements in their own right.
Projects are expected to provide enough challenge to test the students’ resilience and resourcefulness. They should be robust enough to withstand peer review in the wider community. It is expected that there will need to be teacher directed instruction to support various stages of student's project development. This will enable any gaps in student knowledge-base to be supported and students to be exposed to new and unique experiences that may provide further academic stimulation.
Students will be deliberately taught and provided with contexts to practise, a wide range of skills and competencies which have less of a concentrated focus in traditional learning structures. Students will learn how to communicate and negotiate effectively, resolve conflict, problem identify and problem solve, facilitate meetings and utilise leadership skills when working in group situations. The ability to work in a team, solve challenges and persist are all necessary to succeed in developing a personal project. Teamwork, communication skills, resilience, positive attitude, self-management and willingness to learn; the skills gained in personal projects, are also the seven essential employability skills identified by the government’s Pathways Advisory Group.
We understand that students are individuals with varying aspirations and varying levels of self-efficacy. The goal of developing an effective curriculum is to accommodate all learners. To achieve this, this course, grounded in the principles of Design Thinking and the 7 Principles of Learning (OECD 2012), is centred on personal projects, to provide an individualised context for the learning of each student based on problems or needs that they are passionate about addressing. In connection with this, the principles of Universal Design for Learning (UDL) with be utilised and encouraged, to support each student's skills and needs in accessing, understanding and presenting knowledge. The learning environment; physical, social, and psychological, needs to accommodate the learner.
While undertaking their personal project, students will be expected to directly engage with experts in the local community, or by having direct, conversations with experts nationally or internationally. This will involve utilising various forms of technology for communication. This will also mean students will need to develop their action research skills in order to find and gather contextually relevant published material. Whatever problem the student chooses, it is expected that they will produce an outcome which is authentic in terms of originality and usefulness. Students will be expected to present whatever they discover or develop, to a wider audience and contribute to the community of knowledge. In other words, the student projects will be real... not models of something they would like to make or do, but be legitimate products, services or movements in their own right.
Projects are expected to provide enough challenge to test the students’ resilience and resourcefulness. They should be robust enough to withstand peer review in the wider community. It is expected that there will need to be teacher directed instruction to support various stages of student's project development. This will enable any gaps in student knowledge-base to be supported and students to be exposed to new and unique experiences that may provide further academic stimulation.
Students will be deliberately taught and provided with contexts to practise, a wide range of skills and competencies which have less of a concentrated focus in traditional learning structures. Students will learn how to communicate and negotiate effectively, resolve conflict, problem identify and problem solve, facilitate meetings and utilise leadership skills when working in group situations. The ability to work in a team, solve challenges and persist are all necessary to succeed in developing a personal project. Teamwork, communication skills, resilience, positive attitude, self-management and willingness to learn; the skills gained in personal projects, are also the seven essential employability skills identified by the government’s Pathways Advisory Group.