Faculty of Arts and Education

Read examples of how teaching teams have acted on eVALUate results and suggestions for improvement in units.

ACR101 Introducing Crime and Criminology

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 unit. 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:

  • Contemporary examples and case studies have been included in the course to provide relevant and direct links between theoretical concepts and key aspects of practice
  • Increased emphasis on key concepts in lectures
  • Refreshed assessment tasks which are closely linked to reading and lectures materials
  • Increased opportunities for peer-to-peer interaction with more emphasis on student-driven debate and increased student responsibility within teaching spaces, in both on and off campus teaching environments
  • Development of criminology specific on-line tools to assist with your ability to conduct high quality research in the discipline.

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ADS715 Cross Cultural Communication and Practice

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

  • Online discussions around key concepts and required readings
  • Shared experiences of other students.

In essence the more that the student body engages, the better the learning outcomes for all.

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

  • Clearly identified which readings are required and which readings are not required but recommended.
  • Compiled all readings into one list to avoid issues of links not working within the study guide

To ensure maximum opportunity for participation without an overly onerous schedule I am proposing: a schedule of live tutorials that includes an early combination of live tutorials (via Collaborate); one on one drop-in sessions for assessment tasks; and a strong focus on discussion board throughout the trimester.

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AHL703 Leadership in Delivery of Humanitarian Operations

The content of the unit was updated and improved based on feedback received by previous cohorts. This includes a clearer CloudDeakin display of the different modules, a group allocation and group discussion board, and module content with topical dilemmas faced by aid workers. Most importantly, the debate discussion component has been added.

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AIX160 Introduction to University Study

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

  • They found that the skills learned in this unit helped  across the board in all subjects, particularly how to search for information and how to determine its reliability, as well as structuring and putting together essays
  • Learning how to correctly reference and write an essay was very helpful, as was learning how to think critically
  • "The online group discussion sessions were invaluable to me. I also really liked the quizzes, they helped me to check my learning progress and understanding of the unit".

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

  • Simplified the assignment 2 question
  • Added additional resources and activities on reading and analysing academic writing
  • Made the learning outcomes more explicit throughout the unit
  • Provided additional content on academic reading skills.

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ALJ216 Feature Writing

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

  • Unit materials (slides, readings, exercises and examples) helped build core feature-writing skills
  • Clearly structured teaching and guidance on foundational journalism/media skills.

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

  • Included assessment that provides step-by-step learning for developing and writing feature stories
  • Included assessment that will provide students with ongoing formal feedback throughout the unit
  • Widened the scope of choice on feature-story topics/rounds for students.

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ASP129 Love, Sex and Death

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

  • Students have consistently found the philosophical subjects we deal with in this course engaging and relevant to their lives.

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

  • We removed the set text in response to student feedback. Now all materials are sourced through CloudDeakin
  • We also now run online collaborate seminars for Cloud (online) students, as a means to ensure continual student engagement and feedback on course materials
  • Students have asked for more guidance on how to write good philosophy essays. We're providing some additional resources on CloudDeakin to help.

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ECE360 Protective Education and Child Well-Being

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

  • Weekly online study guides with quick links, videos and activities related to the weekly topic
  • Readings are interesting, helpful to practice and specified in assignments 9available in on Cloud)
  • Multimedia resources accessible on the ECE360 CloudDeakin site
  • Quiz for progress reflection
  • Responsive teaching of topics and informative content
  • Supportive lecturing team.

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

  • Revised Assessment Tasks 1, 2 and 3 (word limit, weighting, content)
  • Reduced the number of weekly readings in the study guides
  • Reduced online participation for Assessment Task 3 from 10 Activities to 5 per trimester
  • Redeveloped the face to face lesson structure to allow more time for in-class activities, discussions and assignment work.

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ECP712 Social, Physical and Emotional Health and Wellbeing

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

  • Responsiveness with Cloud learning from teaching team including online forum engagement, good learning community and strong assessment support
  • “The weekly reading were well set out and the discussion questions helped focus my reading. This enabled me to think about how to apply the learning in the classroom"
  • "Assignments - assignment 2 cleverly built upon my understandings from assignment 1. I enjoyed and learned so much by analysing HPE programs and applying this understanding when creating my own in A2"
  • Blackboard Collaborate Assignment support sessions and recordings of these sessions has been very helpful to students especially those studying via Cloud (Online) mode
  • "I appreciated the level of thought that went into the feedback on the discussion posts".

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

  • Adjustments have been made with better resource access, assessment support and more optimised user friendly CloudDeakin provisions. This includes reorganising the structure of the unit on CloudDeakin
  • Students have requested more embedded connections between assessment tasks and the Practical content exploring health, wellbeing and physical education teaching offered in classes and on CloudDeakin. One of the major assessment tasks has been adjusted to reflect these connections more congruently
  • Further detailed scaffolding with assessment tasks has been offered for both campus based and Cloud (online) students with narrated assessment guides and BB Collaborate assessment support sessions
  • Students suggested the requirements of the second assessment task exceeded the word limit. The second assessment task criteria have been consolidated and the weighting of the "Additional elements" component of the task has been increased to more realistically acknowledge the level of work required to complete it
  • Students have raised concerns about confusing or contradictory content in the Unit assessment guides. The assessment guide resources have been simplified and consolidated in response to these concerns.

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EEE732 HDR Supervision

Participants have responded positively to this unit in previous evaluations but in recognition of a number of policy developments across the HDR landscape, some updated case study material has been included to support supervision in this changing environment.

Past participants have also raised that attending face to face workshops during Trimester 3 (November, December and January) has been difficult, so these workshops have been modified and will now be delivered in an online collaborative mode (details communicated through Unit Cloud site).

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EEE753 Becoming a Professional Educator

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

  • Adequately preparing for seminar discussions by focusing on the weekly readings
  • Attending the on-campus seminars for on-campus students or participating in the on-line discussions if they are off-campus students
  • Regularly liaising with the teaching team if aspects of any material is unclear.

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

  • Incorporated aspects of the graduate student AITSL standards into some of the seminar/workshop content
  • Drawn on actual case law examples to further understanding about legal 'duty of care'
  • Utilised case law examples with current media exposure as specific 'case studies' in designated seminars/workshops.

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EIE704 Supporting Communication in Inclusive Classrooms

Feedback from previous students indicate that they found the assessment tasks relevant to developing their professional knowledge and understanding. They commented that:

  • The course content was very interesting
  • Each of the modules was well structured and included a great variety of interesting and relevant resources including readings, video clips, and other resources
  • There was a clear narrative from one module to the next throughout the unit.

As a result of feedback from previous students, the following change has been made to further improve the unit:

  • The intensive class schedule has been modified for Melbourne Burwood students to present all intensive classes four weeks in a row rather than having a break of several weeks between Module 2 and 3. Previous students advocated strongly for this change.

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