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    The VU Blend should enable flexible and mobile access to teaching and learning resources. Graduate Diploma in Actuarial Science. Doctor of Philosophy Science. Psychologist, Clinical Psychologist, Neuropsychologist, teacher, journalist, Advertising Manager, clinical psychology, neuropsychology. Chemical, chemical engineer, Engineering. Options for enhancing quality and achieving scale through depth and breadth of demand.




    The Blended Learning Strategy aligns with VU's Design Aspirations as they relate to student success, the offering of quality, contemporary courses with a unique VU Blend, and connecting deeply with industry. In doing so it imagines a future where VU courses, and the staff that provide them, are renowned for their contemporary and creative approaches to pedagogy, technology enhanced learning and teaching, and high levels of student engagement and success.

    These principles are based on a tripartite relationship between capability, infrastructure and learning assets. Successful implementation of the VU Blend will achieve a number of outcomes for students, staff, and the University. The main deliverables from the VU Blend strategy are transformed units of study that reflect modern flexible learning opportunities for students. This in turn should lead to increased satisfaction, retention and throughput. As satisfaction increases it is hoped that net promotion and enrolment will also increase.

    The specific interim deliverables wtrategy Any transition process brings with it challenges in infrastructure, changing practice and capability. There are also challenges inherent in any learninh and pedagogical models, including the status quo. Blended learning places responsibility on the learner to work independently and students may not always be predisposed to the required self-regulation and management, or be immediately comfortable with technology based learning.

    Establishing best practice in blended learning requires careful choices hniversity what materials, tools and approaches are utilised. It unoversity that unit and course redesign is required in order to optimise the blended learning approach, supporting techniques and curriculum organisation. This requires professional agility and development as well as the rational application of resources, along with local and stratdgy leadership.

    There are also technological challenges for the institution and the user to ensure access to supporting systems, tools and infrastructure. A detailed risk matrix will be developed and maintained and then used as a working document. A clear and present risk is that materials are created and provided online for students to. The best way to avoid this is to design the unit or course from scratch but in the absence of this, a staged approach is often advocated whereby technology and resources are provided to replicate in-class resources for use online, followed by enhancements to the blend where more significant changes to pedagogy are applied, before a transformation to the blend through requiring students to meet learning outcomes out of class.

    There are many definitions of blended learning as well as the uhiversity and techniques university of melbourne e learning strategy support them. What follows are some examples. VU will build its own catalogues of examples in practice over time. The most common definition of blended learning involves the use of online learning combined with face-to-face experiences. Victoria University is not mandating a ratio but regardless of s amount of online or on campus learning activity, the goal is to provide students with an integrated learning experience in which students have some control over the time, place and pace of their learning.

    There may also be opportunities to personalise learning through a choice of paths through the learning process. Within these general requirements, there is a wide range of blended learning models and approaches, often broken down into a typology of six primary models. In this model, otherwise straetgy as a 'face-to-face driver', on-campus learning is the primary mode of delivery.

    Online components are used to support students in completing the required work. Rotation models involve a schedule that requires students to rotate between modes of learning on a regular basis and can involve students rotating between screen and physical learning environments either within or between classes. Lab models involve all of the learning activities in a screen-based or online environment, but on campus.

    A teacher provides support and guidance for students as they progress through the activities. Flex models primarily involve online learning activities that allow students to pursue learning at their own pace. On campus support, such as tutorial groups or other methods of small group and individual instruction is provided by meobourne staff to supplement the online components. The key to this approach is that as student progress the support to achieve the learning outcomes is adapted in order to meet individual or group needs.

    These models involve a series of activities delivered as both online and on campus experiences, so that students can select the option that works best for them at any given time. Some elements of on campus activity may still be required of all students, but these are limited, learnijg they are in online-driven models. In online-driven approaches, the learning primarily occurs online, supported virtually by the teacher.

    All the expected activities, including peer supported learning, readings, practical melbouurne and teacher guided learning, occur in the online environment. Additional on campus sessions may be used university of melbourne e learning strategy provide additional support - for example, periodic workshops. It should be noted that blended learning is not simply moving current teaching materials online and expecting students to engage with them.

    It is a fundamental shift from lecture based instruction to student centred learning where technology is used to support active student learning rather than being seen as an end in itself. The key here is to choose applications, techniques and content that encourage and incentivise student engagement. We will build our own collection and showcase of examples over time. VU knows that preparing students for the future requires them to have an entrepreneurial mindset.

    As such it is prioritising entrepreneurship above, across and within the curriculum. Entrepreneurship is no univegsity limited to starting or owning a business, but is expanded to social entrepreneurship, policy entrepreneurship, and intrapreneurship. Students and community members can get advice on start-ups, business, big and small ideas alike, and university of melbourne e learning strategy with like-minded students and professionals.

    Curriculum with an entrepreneurial orientation is already in place in certain disciplines within the Colleges. Both the online and physical learning environments are critical melbournd effective learning and teaching at VU and the Blended Learning Strategy. Learning Environments sets the direction for, designs, and evaluates improvements in these spaces, and provides support for staff wanting to enhance the student experience through innovative use of these environments.

    For more information on our Blended Learning Strategy, please refer to the VU Blend Frequently Asked Questions or contact the Learning Environments team. Victoria University acknowledges, recognises and respects the Elders, families and forebears of the Boonwurrung and Wurundjeri of the Kulin who are the traditional owners of University land. Our MYVU Portal provides access to all your Victoria University details including invoices, enrolments, results and examination information.

    Close to you: the Lisa Bellear Picture Show. Hairdressing - onshore skills assessments in Melbourne. Implementation of the VU Blend has a number of underlying assumptions and principles. Blended learning is established on a number of recognised pedagogic techniques, models and skills. Blended learning approaches should be selected that are appropriate within the context of the discipline, and at the whole-of-course level to ensure consistency in student experience.

    Learning materials should be fit for purpose and may include open education resources and materials developed internally. The VU Blend should optimise the impact of any face to face contact time. The VU Blend should enable flexible and mobile access to teaching and learning resources. The VU Blend implementation will support students and staff in the development of their digital literacies and identify other contingent work needed to ensure its success. Provides a learning experience that reflects contemporary uses and applications of technology.

    The ability to access interactive, networked and creative learning opportunities on and off campus. Improves and extends digital literacies. Enables the increasing use of mobile technologies for learning. Reduces the amount of repetitive teaching. Opens opportunities for the use of publicly available content and resources. Provides access to data about student learning and engagement. Improves and extends digital literacies through engagement with authentic formal and informal professional development.

    Assists in the provision of greater consistency and responsiveness in the experiences of students. Brings the institution up-to-date in the use of digital environments. Affords the opportunity university of melbourne e learning strategy collaborative creation and sharing of resources. Develops a greater capacity to gather and utilise learning analytics data.

    Facilitates the potential to attract and retain students thorough the use of blended learning as a differentiating core teaching and learning strategy. Investigation of learnong Wow! The specific interim deliverables are:. The VU Blend overall. Evidence of leadership for the VU Blend in each College. Evidence of consistent, pedagogically sound learning design.

    Evidence of staff and student involvement in the identification, review and ongoing evaluation of the VU Blend. Incorporation of the Minimum Online Standards as appropriate. Recruitment of central and College staff to support the VU Blend and inducted and university of melbourne e learning strategy into a teams with appropriate reporting lines. Regular information, development, practical and celebratory sessions to, by and between Colleges, central teams, students and the wider University community.

    Templates, guides and FAQs developed for inclusion in a comprehensive and well maintained online presence for staff and students web sites, blogs, etc. Identification of adjunct and supporting projects including analytics, Wi-Fi and strayegy spaces for alignment with the VU Blend. Refresh and further development of VU Collaborate and attendant technologies as required.

    Implementation plans agreed with each College and signed by Deans and the DVCA Provost. VU Blend accountability, budget, reporting, risk and evaluation frameworks developed with monitoring and reporting cycles established. Internal grants and awards with opportunities for research and scholarship aligned to the VU Blend. Associated communications and evaluation plan in place. Recently we hosted a panel discussion on entrepreneurship globally and its relevance to students at VU.

    Deputy Vice Chancellor Kerri-Lee Krause introduction. Yazan Kharouf, VU student and founder of FoodPost. Ian Solomonides, Pro-Vice Chancellor, Learning Unuversity and Quality. Information for: Information for: Early school leavers. Information for: International students. Information for: Current students. Find a VUHQ Student Centre. Unfortunately chat is closed right now. Campus maps, floor plans, facilities and services. Visit VU on Twitter.

    Visit VU on Facebook. Visit VU on Twitter Youtube. Visit VU on Instagram. Visit VU mdlbourne LinkedIn. Visit VU on Google Plus. Victoria University CRICOS Provider No.




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