1. Webinar Series
5 April 2017: 07:00AM UTC/GMT
Enhancing Student Employability Skills Through Virtual Field Trips
Presenters: Anoop Patiar, Pierre Benckendorff & Kayleen Wood
Your Webinar Hosts
Professor Geoff Crisp, PVC Education, University of New South Wales
g.crisp[at]unsw.edu.au
Dr Mathew Hillier, Office of the Vice-Provost Learning & Teaching, Monash University
mathew.hillier[at]monash.edu
Just to let you know:
By participating in the webinar you acknowledge and agree that:
The session may be recorded, including voice and text chat communications (a recording indicator is shown inside the webinar room when this is the case).
We may release recordings freely to the public which become part of the public record.
We may use session recordings for quality improvement, or as part of further research and publications.
e-Assessment SIG

2. Enhancing Student Employability Skills Through Virtual Field Trips
Associate Professor Anoop Patiar (Griffith University) Associate Professor Pierre Benckendorff, (University of Queensland) Dr. Sandy Kensbock, (Griffith University) Dr. Richard Robinson, (University of Queensland) Dr. Ying Wang, (Griffith University) Professor Hugh Wilkins, (Edith Cowan University) Dr. Andy Lee, (University of Queensland) Dr. Edmund Goh, (Torrens University Australia) Associate Professor Scott Richardson, (Royal Melbourne Institute of Technology)

3. Agenda Project background Authentic eLearning Project funding and aims
Functionality and evaluation of VFTs
Application of authentic learning
Pedagogy and assessment examples and
Questions and comments.

4. Project Background Hospitality a major generator of employment
Most universities no longer provide training facilities
Need to develop employability skills and knowledge but students lacking relevant practical experience
Theory-practice praxis
Traditional field trips becoming more challenging due to
Class sizes
Timetabling
Availability of key staff
OHS issues

5. Authentic eLearning
Authentic Learning (AL) allows students to control their learning by constructing their knowledge and understanding through observation, reflection, experimentation and interactions through
Real-world settings;
Authentic assessment tasks; and
Technology.
As a result, it helps
Bridge the gap between theory and practice;
Promote higher order learning;
Develop deeper understanding; and
Retain knowledge.

6. Project Funding and Aims
$273,000 OLT Innovation and Development grant for
Develop and refine VFT first developed at Griffith University
Project Aims:
Develop and trial VFTs;
Develop and trial authentic learning pedagogies and assessments;
Identify and document solutions to the challenges;
Evaluate VFTs and ALP; and
Encourage the adoption of VFTs.

7. Functionality - VFTs Explore Compare 360° virtual environment
Arrows to indicate that it is a panoramic image
Icons to indicate video, text and photo information hotspots
Icons to indicate access to other 360° spaces
Icons show statistical information on the venue
Floor plan
Compare

8. VFT - Hospitality Businesses
VFT Landing Page

9. 9

12. Evaluation - VFTs Summer Semester 2015 Trial (Focus Groups)
Develop and refine survey
Modify existing VFTs (prototype for testing / feedback)
S Pilot prototype VFTs and surveys
In class Pre-VFT Survey > Intervention > Post-VFT Survey
S Implement VFTs and surveys

13. Evaluation Constructs - VFTs
PRESAGE
Student Factors
Expectations
Demographics
Prior experience (work/study)
GPA
Learning Environment
VFT Attributes
Pedagogy
Assessment
Support
PROCESS
Learning-Activities
Cognitive styles
Learning styles
Learning beliefs / attitudes
Academic self-efficacy
Collaboration/teamwork
Engagement / motivation
PRODUCT
Learning outcomes
Skills (Bloom, TH&E TLOs)
Knowledge
Satisfaction (VFT, assessment, course)
Based on Biggs' (1999) Presage-Process-Product Model

14. Qualitative Feedback on Skills
Skills expected before VFT
Skills attained after VFT

15. Qualitative Feedback on Knowledge
Knowledge expected before VFT
Knowledge attained after VFT

16. Application - Authentic Learning
Program Level Goals
Develop communication; problem solving; and industry knowledge and employment skills.
Learning Objectives
Contrast different types of F&B outlets found in five star hotels;
Propose a suitable concept for a hotel restaurant;
Develop a plan for a hotel restaurant;…
Learning & Teaching Activities
Elements of VFT were integrated into each lecture topics and appropriate exercises were developed for workshops/seminars to support application of theory into practice.
Assessment
VFT serves as a context for assessments through
Regular quizzes
Oral presentation of a restaurant’s concept design
Development of restaurant business plan
Reflection of learning experiences

17. Pedagogy and Assessment Examples
Conduct a SWOT analysis of two or more hotels
Develop a concept plan for a F&B outlet
Plan, and design an a la carte menu/wine list
Discuss the application of menu/wine list design features
Plan and design layout and flow of the F&B service areas
Develop and discuss product and service quality systems, and recovery strategies
Discuss the implementation of sustainable practices in all facets of the proposed F&B outlet and wider benefits that can be gained

18. Plan for 2017/2018 Curriculum mapping exercise to embed VFTs
Pedagogy
Assessment
Implementation of VFTs in four partner institutions
Evaluation of VFTs
Pre-test
Post test
Focus group interviews
Wider adoption of VFTs

19. Please get in touch if you would like further information oltvirtualfieldtrips@griffith.edu.au

20. Webinar Series e-Assessment SIG Webinar Session feedback:
With thanks from your hosts
Professor Geoff Crisp, PVC Education, University of New South Wales
g.crisp[at]unsw.edu.au
Dr Mathew Hillier, Office of the Vice-Provost Learning & Teaching Monash University
mathew.hillier[at]monash.edu
Recording available
e-Assessment SIG