Faculty of Arts and Education

Read examples of how teaching teams have acted on eVALUate results and suggestions for improvement in units that are being taught this trimester.

ACC213 Media Law and Ethics

In previous versions of this unit, students have told us that these aspects of the Unit have helped them to achieve the learning outcomes:

  • Enjoyable assignments based on real-life media events
  • Clearly organised online materials
  • Teachers who are/have been media professionals.

They have also made suggestions for improvement, so this is what we have done:

  • Reduced the content of the Study Guide to include fewer examples and more concise content
  • Changed from set text book to electronic reading base
  • Simplified the assignments and increased focus on media practice.

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ACR102 Introducing Crime and Criminal Justice

In previous versions of this unit, students have told us that these aspects of the Unit have helped them to achieve the learning outcomes:

  • "For the assignments there was a clear outline or briefing paper on what we had to do, and it was clear where we were going to get the marks and how to make our assignments the best we could. The organisation of the subject made it easy to learn the material and made it interesting."
  • "I thought the real-world examples chosen to explain the theories covered were all very interesting and thought provoking. I also thought the assessment tasks were very suitable and achieved the learning objectives they were linked to."
  • "The resources provided assisted me in learning throughout the Directions and expectations for learning outcomes were clearly provided. Questions were readily answered on the discussion boards and during tutorials."

The following changes have been made for this trimester, as a result of feedback from previous students:

  • A greater number of real-world examples and case studies have been included in the course to provide relevant and direct links between theoretical concepts and key aspects of practice to contextualise student learning within the wider criminological field
  • Greater peer-to-peer interaction has been enabled through focus on student-driven debate and increased student responsibility within teaching
  • Amendment to and clarification of Research and Writing Exercise questions and template.

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AIA105 Visions of Australia: Time and Space from 1700 to 2010

In previous versions of this unit, students have told us that these aspects of the Unit have helped them to achieve the learning outcomes:

  • The unit achieves strong levels of satisfaction. 91% said the learning resources helped them to achieve the learning outcome and 95% said the learning outcomes are clearly identified. Students like the learning resources such as the variety of seminar resources, the sample assignments, and the research and writing skills material.

They have also made suggestions for improvement, and so this is what we have done:

  • Students have asked for longer seminars. In response we have organised PASS sessions to enable students to have more contact hours
  • Students expressed dissatisfaction with the group work seminar presentation - so we got rid of it.

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AIR120 Australia and the World

The following changes have been recently made to this unit, as a result of feedback from previous students:

  • Weekly readings: each week students will read one peer-reviewed journal article. Rationale: Place emphasis on quality rather than quality of reading material; provide students with active practice reading; and recognising good quality, peer-reviewed scholarship
  • Group presentations: Group oral presentations have been removed as assessment. Instead, students will be assessed on their analytical contributions to class discussions and their ability to provide relevant commentary relating real world events to weekly content. More information provided on this (Analysis & Commentary 20%) via CloudDeakin.

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ASC287 Love, Sex and Relationships

In previous versions of this unit, students have told us that these aspects of the Unit have helped them to achieve the learning outcomes:

  • Students have appreciated the breadth and depth of this unit dealing with families and relationships
  • They have appreciated the up-to-date textbook and sources based on international and Australian research studies and conceptual materials.

They have also made suggestions for improvement, and so this is what we have done:

  • Students have commented on the challenges posed by the statistical analysis in the research paper. In 2017, we altered the format somewhat for the first essay topic. Students are now required to document their own family configurations over time, but the statistical component has been deleted in favour of a more historical and conceptually-based analysis
  • Lectures in this unit have been rewritten and readings have been augmented to reflect changing issues and sociological analyses.

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ECL310 Multiliterate Learners in Middle Years Environments

In previous versions of this unit, students have told us of aspects of the unit that have helped them to achieve the learning outcomes:

  • "Each seminar felt relevant and connected to the lecture/readings - The seminars were 'hands on', which helped me re-conceptualise how I thought I could teach literacy."
  • "Weekly reflections were very helpful - each class taught a range of strategies to teach literacy with upper primary students."
  • "Developing a unit planner in a small group was the most helpful, as it was a realistic approach to planning. Learning how to analyse and record literacy data was also very helpful."

They have also made suggestions for improvement, based on the feedback presented:

  • We have streamlined the data sets that are provided to the students for assignment one. This has meant two sets are now available instead of eight, allowing all students to focus on analysing these sets as opposed to viewing all eight sets, choosing two then doing the analysis
  • Provided assignment exemplars throughout the course of the unit. These will appear in lectures and in seminars
  • Included 'question prompts' in TUMBLR to inform weekly student reflections for both assignments.

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EEO311 Learners Living in their World: Humanities Perspectives

In previous versions of this unit, students have told us that these aspects of the Unit have helped them to achieve the learning outcomes:

  • Collaboration within the seminar groups to identify appropriate resources for effective teaching and learning activities for the F-2 primary levels.

They have also made suggestions for improvement, and so this is what we have done:

  • Change the assessment weighting to better represent the time and effort involved in each task
  • Schedule the seminar presentations to the week following the relevant lecture and seminar material
  • Facilitate the sharing of lesson plans
  • Although we recommend that the resource evaluation is completed as a weekly task, in response to student feedback, we have removed the marks associated with this.

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EPR722 Managing Teaching in Professional Experience

In previous versions of this unit, students have reported positively on the assessment tasks, especially that they were different and allowed them to make connections with their teaching experience:

  • "The assessment tasks were incredibly well thought out and different."
  • "I found the concept map assessment fantastic to complete and I also found it really relevant and useful for me in going into my placement setting."
  • "This unit helps me have a whole picture of the teaching process. it provides me with a framework to think about and analyse teaching."

Some students requested further or more specific direction regarding the assessment tasks. They have also made other suggestions for improvement, and so this is what we have done:

  • We propose to include particular tasks in the seminars and Cloud discussion forums and workshops to assist with the first assessment task - a concept map
  • We propose to provide further means for Cloud students to interact. In addition to the weekly discussion forums we plan to set up some online workshops periodically during the trimester. These online workshops will provide opportunity to discuss key concepts, the assessment tasks and feedback on your work in progress on assessment tasks in small groups
  • Module 5 which will be conducted before the school experience will include further information about the second assessment task
  • More brief videos targeting primary pre-service teachers will be included on the Cloud site.

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ESM210 Children and Mathematics: Developing Mathematical Concepts

In previous versions of this unit, students have told us that these aspects of the Unit have helped them to achieve the learning outcomes:

  • "I found the hands on class activities really helpful as I learn best from doing the tasks myself and working with others. I also found the first assessment extremely helpful in learning children's understanding of mathematical concepts."
  • "It was helpful that we were able to look at real examples or students work to find mistakes in real situations."
  • "Doing the weekly homework which helps us prepare for our exams and using different materials that an actual primary school would use in their math lessons has helped a lot. It helps give us ideas on the types of activities we could do in our own classrooms."

They have also made suggestions for improvement such as the need to have more exam preparation questions and more updated teaching resources and so this is what we have done:

  • Change the prescribed textbook and update recommended readings
  • Provide more exam practice questions
  • Improve clarity for Assignment 1 and reduce the requirement to interview 1 child and present a case study of another child for the analysis
  • Improve clarity for Assignment 2 and adjust the requirement for Individual Reflection to match the required work load.

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ETP401 University to Work Transition

In previous versions of this unit, students have told us that these aspects of the Unit have helped them to achieve the learning outcomes:

  • Relevant assignments and teaching and learning activities helpful in guiding students through the transition process of moving from university to work
  • Informative learning experiences and practical advice relating to the "real world" on a variety of topics both solidifying previous learning and introducing new ideas/experiences
  • Many students reported that they found the unit extremely beneficial to their current learning and future teaching

They have also made suggestions for improvement, and so this is what we have done:

  • We have reduced the number of pages in the showcase portfolio in response to concerns that this task was too large/time intensive
  • We have brought class/seminar sessions relating to VIT registration and job interviews to the beginning of the trimester in response to comments that the information contained in these sessions would have been more useful earlier in the trimester.

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