Inspired by the robust level of engagement and the elevated standard of innovative ideas outlined in the LTIG applications received from across UOW (both onshore and offshore). The Selection Panel awarded 12 successful projects highlighting excellence in learning and teaching at UOW and demonstrating alignment with key priority areas identified by the Deputy Vice-Chancellor (Academic and Student Life):
- Work Integrated Learning (WIL)
- Assessment design and feedback to students
These projects will commence in January 2023 and aim to innovate teaching, giving students the skills, knowledge, and practical experiences to be career-ready and life-ready.
Below is a full list of the successful projects and pitch videos submitted:
Co-producing short courses to build staff’s capacity to engage neurodivergent students
Assoc Prof Amanda Webster, Ms Lara Warwick, Dr Amanda Gigliotti, Tom Bambrick, Byron Frencham
School of Education (ASSH), UOW College Australia, Faculty of Arts, Social Sciences and Humanities (Office), UOW Global Enterprises
The aim of this project is to create a short course/micro-credential package to develop knowledge and skills of university staff to better engage neurodivergent and autistic students. The project will utilise a co-production approach to designing the courses to ensure that they capture the perspectives, experiences and insights of neurodivergent and autistic students and staff. Course content will be specifically developed to enable staff to: identify barriers that neurodivergent and autistic students say they face in university study; employ strategies that support these students to achieve higher educational outcomes. Content will be offered through a unique interface of student narratives, vignettes, video examples, short readings and small activities.
Creating a Work-Integrated Learning and interactive assessment repository
Assoc Prof Yang-Wai (Casey) Chow, Assoc Prof Jun Yan, Dist Prof Willy Susilo, Dr Melinda Plumb, Dr Fenghui Ren, Dr Elena Vlahu-Gjorgievska, Dr Chen Chen, Dr Yannan Li, Dr Xueqiao Liu, Dr Shan Xue
School of Computing and Information Technology (EIS), Learning, Teaching & Curriculum
The aim of this project is to create a repository of practical WIL scenarios that simulate workplace activities. The intent is to co-design these scenarios with industry and student representatives. The scenarios will include assessment frameworks to simulate workplace settings by incorporating viva-styled assessments for students to present their work and receive feedback in an interactive manner. The multifaceted purpose of this is to engage students, improve their English language and presentation skills, deter academic misconduct, provide students with immediate and personalised feedback, and allow them to reflect and act on this feedback in later assessments.
Developing WIL for advanced mathematics/statistics students in partnership with industry
Assoc Prof Xiaoping Lu, Ms Robyn Hughes, Ms Carolyn Silveri, Dr Chayne Planiden, Mr Brendan Matthews, Assoc Prof Caz Sanderson
School of Mathematics and Applied Statistics (EIS), Faculty of Engineering & Information Sciences
This project aims to pilot a professional WIL program where advanced mathematics students, academics and industry partners come together to work on meaningful, real-world projects. A crucial step in this transformative project is to seek industry partners who are willing to develop real-world projects that are appropriate for undergraduate students. Outcomes of this project will inform the incorporation of similar professional WIL-based projects into all mathematics coursework programs. We believe that the professional WIL component will make it evident to students that mathematics and statistics provide many career opportunities, and thus attracting more students to study mathematics and statistics at UOW.
Empowering academics' assessment feedforward to students by using an Agile Chatbot
Dr Vinod Gopaldasani, Dr Emmanuel Boateng, Dr Delia Rambaldini-Gooding, Prof Jason Payne, Prof Annette Braunack-Mayer
School of Health and Society (ASSH)
Advances in educational design in information and communication technology are providing innovative ways to support teaching and learning in higher education. Chatbots are intelligent conversational agents that supply a novel paradigm in the assessment feedforward-feedback cycle. By applying Agile principles, we aim to develop, and pilot test a prototype chatbot that will empower UOW academics to provide timely assessment feedforward to students, thus ensuring consistency and quality of assessment feedforward to all students via the Chatbot and enable timely provision of such feedforward. This is especially useful for subject academics who manage very large cohort of students in their subjects.
Empowering the LLB Graduate
Dr Sarah Ailwood, Dr Niamh Kinchin, Dr Dora Anthony, Dr Kate Tubridy
School of Law (BAL)
The Empowering the LLB Graduate Project will engage Students-as-Partners in the co-design of the Bachelor of Laws curriculum to empower students for a rich, diverse and agile professional future. Focusing on four key curriculum areas – professional skills, social justice, global perspective and innovation – the Project will produce a strategy to integrate work-integrated learning holistically at the course level, a dynamic and innovative Assessment Framework to support the sequenced scaffolding of the four themes throughout the degree, and a suite of resources to empower students to navigate professional pathways within the curriculum. Project results will be disseminated within and beyond UOW.
Fostering interprofessional WIL for the development of behavioural counselling skills
Dr Herb Groeller, Ms Meredith Kennedy, Assoc Prof John Sampson, Prof Eleanor Beck, Dr James Forsyth, Dr Greg Peoples, Mrs Brooke Russell, Ms Janna Lutze
Medical, Indigenous and Health Sciences (SMAH), Graduate School of Medicine (SMAH)
Evidence clearly demonstrates that behavioural counselling interventions that promote a healthy diet and physical activity are an essential clinical tool for the prevention of cardiovascular disease. UOW currently develops competency in behavioural counselling using a professional WIL model that is both discipline-specific and community-based. However, strong evidence demonstrates improved patient outcomes when using an interprofessional model. This proposal therefore seeks to embrace an innovative interprofessional educational model of WIL with the creation of collaborative and enduring dietetics and exercise rehabilitation learning resources (online) in addition to authentic professional WIL learning experiences(face-to-face and telehealth) for students with real clients.
Industry co-collaboration to develop accounting students' transdisciplinary skills through WIL
Dr Erin Twyford, Dr Bonnie Dean
School of Business (BAL), Learning, Teaching & Curriculum
Throughout 2021-2022, the Bachelor of Business redesign coincided with reaccreditation requirements from the peak accountancy bodies. This has seen a push for more professional skills development, recognised as 'professional and technical competencies' to be embedded into degrees – including the competency of ‘business acumen’. Supported by the Chartered Accountants of Australia and New Zealand, this project implements industry co-collaborated WIL tasks and assessments that pair students with professionals working in accounting to develop professional skills such as personal branding, rapport, interpersonal, teamwork, reflection, presentation and problem-solving. In doing so, the task contributes to professional skills and the development of their future professional selves.
Plagiarism-resistant assessments for practicals using a 'Lab Data Generator'
Senior Prof Mark Wilson, Prof Lezanne Ooi, Assoc Prof Martina Sanderson-Smith, Dr Reece Sophocleous, Assoc Prof Tracey Kuit, Prof Gareth Denyer
School of Chemistry and Molecular Bioscience (SMAH), University of Sydney
This project will utilise technology to develop students’ scientific skills through assessments that are aligned, authentic, scalable and uphold academic integrity. Academics in SCMB will partner with Professor Denyer to develop 3D simulation 'Lab Data Generator' tools for use in teaching. This promotes productive failure - allowing students to design, execute, evaluate and re-design to achieve experimental aims without resource constraints. Students will develop key skills - problem-solving, data analysis, judgment, experimental design, as the programming mirrors decisions made in the laboratory. The ability to create endless data sets that will be influenced by the student's decisions supports plagiarism-resistant assessment.
Reflection on work-integrated learning: A cross-disciplinary project advancing WIL
Dr Laura Rook, Dr Bonnie Dean, Assoc Prof Michelle Eady, Dr Grant Ellmers, Dr Ashley Heath, Meredith Kennedy, Dr Matt Moores, Suzi Russell, Dr Matalena Tofa, Dr Erin Twyford
School of Business (BAL), Learning, Teaching & Curriculum, School of Education (ASSH), School of the Arts, English & Media (ASSH), School of Mechanical, Materials, Mechatronic and Biomedical Engineering (EIS), School of Medical, Indigenous and Health Sciences (SMAH), School of Mathematics and Applied Statistics (EIS), School of Nursing (SMAH), DVCA
A core practice in work-integrated learning (WIL) programs is the integration of meaningful reflective activities that enable students to make sense of their various authentic experiences. However, students and educators experience various challenges with reflection including moving beyond descriptions, and designing reflective assessments to foster deep learning.
This project investigates student reflection in WIL to support UOW staff to design various types of reflective assessments. Through a collaborative, cross-disciplinary community of UOW WIL educators, three strategies have been devised: curriculum advancement, resource development and research. This project will impact learning experiences for over 1,900 students across 13 subjects, provide resources to UOW staff and have a global reach through workshops, podcasts and research published in international peer-reviewed journals.
Reimagining collaborative delivery through the digital transformation of an undergraduate subject
Prof Christian Ritz, Mr Christopher Tuffnell, Mr Gabriel Lau Chi Wen, Ms Mi-Chelle Leong, Prof Lilian Lee Ping Kwan, Leighton Alcock, Prof Phillip Ogunbona, Dr Partha Sarathi Roy, Tom Bambrick, Dr Alyce Mason
School of Electrical, Computer and Telecommunications Engineering (SECTE), UOW Dubai, UOW Malaysia KDU, UOW College Hong Kong, UOW College Australia, School of Computing and Information Technology (EIS), Learning, Teaching & Curriculum
This project will pilot the digital transformation of a subject from the Bachelor of Computer Science, taught at UOW, all UOWGE-controlled entities and in Singapore. The redesign will focus on the connection of synchronous and asynchronous learning experiences and authentic assessment tasks across a range of delivery modes and will capitalise on the expertise and industry connections at all our campuses. Particular attention will be given to the development of 21st-century skills, work-integrated learning, and global outlook. This project will provide a model for how this can be achieved and strengthen collaborative engagement across the UOW group.
STEAM game development for teaching Biology: A global student partnership
Assoc Prof Tracey Kuit, Dr Reece Sophocleous, Dr Rosa Da-Silva, Jean-Paul Amore
School of Chemistry and Molecular Bioscience (SMAH), Department of Biology, McMaster University, Canada, Design School, George Brown College (GBC), Canada
Through this project, we will create an immersive experience where students learn biology through game-based play. In a global student partnership, biology students from UOW (Australia) and McMaster University (Canada) will collaborate with Game Design students from George Brown College (Canada) to develop a biological video game - ‘Cells at War’. The larger project includes biophysics and music – creating a Science, Technology, Engineering, Arts & Math (STEAM) partnership. The students will design the game, and its incorporation into undergraduate teaching, and outreach activities. Student partners will apply their discipline-specific competencies and build their technical and employability skills.
The game of health equity
Dr Christine Metusela, Prof Judy Mullan, Dr Bridie Mulholland, Assoc Prof Lyndal Parker-Newlyn, Dr Megan Kelly, Assoc Prof Kylie Mansfield
Graduate School of Medicine (SMAH), Centre for Health Research Illawarra Shoalhaven Population (BAL)
Understanding all aspects of the patient journey can be challenging for medical students, particularly when different social factors can impact on health and health outcomes such as access, poverty, language and culture. This project will adapt a USA social determinants of health board game to an Australian electronic resource. The resource will provide an innovative way to teach the social determinants of health to students. It will also consider Indigenous and Culturally and Linguistically Diverse people living in rural communities and will be designed to reflect challenging patient scenarios medical students are likely to encounter during their work-integrated placements.