1. Design principles and practice examples Lyn Alderman RWL Curriculum

2. Curriculum informed by practice Undergraduate course - experiential learning model with ungraded units for whole of course (UTS, 1996) Integrated problem based learning for whole of school (UoN, 1984-2005) One year paid work placement opportunities and experiential learning units offered to all students (Swinburne, 2005) A university for the Real World embedded (QUT, 2009)

3. Experiential learning model Pre-enrolment criteria – employment in the field Students provided industry currency and academics/curriculum provided theory Research professional practice strand across all years through learning contracts Recognition of prior learning strongly upheld Assessment policy – all units were ungraded and examinations were banned Stable timetable for whole of course, academics moved their delivery

4. Problem Based Learning model One unit per semester Linear delivery All assessment integrated horizontal and vertical Each year has a theme and project budget Each stream has a vertical presence

5. Experiential PBL international model PBL Student Study Centre University Theoretical knowledge Local context Industry knowledge

6. Mid semester entry challenge

7. Diverse educational backgrounds

8. Are we talking the same language?

9. Definitions of assessment Over 200 different titles for examination and some ambiguous titles such as assignment 1, 2, 3 and 4 One institutional set of assessment tasks reportable through the academic database http://www.otq.qut.edu.au/guidelines/guidelines_assessment_tasks_july_2009.pdf

10. Mapping assessment - semester

12. Lyn Alderman Any questions?