Tuesday 6 December 2022 | 12.00pm - 4.25pm
All session times are in Australian Eastern Daylight Savings Time.
Welcome to Day One of the 2022 Learning and Teaching Symposium. Click session titles to find out more information and select one session to attend in concurrent session timeslots.
For zoom attendees, click 'Join zoom session' and enter the password emailed to you in the registration confirmation. Note that not all sessions are available online.
Level 16, T1610
12.00pm - 1.15pm - Opening & Keynote
Welcome & Acknowledgement of Country
Keynote Address
12.00pm - 12.15pm
12.15pm - 1.15pm
Professor Patrick McGorry AO
Centre for Youth Mental Health, University of Melbourne
Director, Orygen
Ms Dianne Semmens
Deputy Vice-Chancellor, Vocational Education
Professor John Germov
Deputy Vice-Chancellor, Higher Education
1.15pm - 1.45pm - Lunch Break - Tech Garden open for demonstrations
Level 3, Foyer
1.45pm - 2.45pm - Panel
Panel
Level 16, T1610
2.45pm - 3.15pm - Afternoon tea - Tech Garden open for demonstrations
Level 3, Foyer
3.15pm - 3.45pm - Concurrent Sessions
Showcase
Showcase
Workshop
Level 3, T0313
Now available in-person only
Online only
Level 3, T0311
Level 3, T0314
Not available online
An interactive tool to help us do groupwork better!
Pat McLaughlin, College of Health and Biomedicine
VU Collaborate Analytics: Find Out How Your Students Are Engaging with Reading Content through the eReserve Educator Insights Tool
Jessica Cork, Dana Kuljanin and Iwona Janius, Library
BYOD: the future of work and study
Sid Charania, IT Services and Scott Bingley, Victoria University Business School
Plus hands on Augmented Reality, Virtual Reality, 360 Cameras, Feedback Fruits, H5P and more!
3.55pm - 4.25pm - Concurrent Sessions
Showcase
Showcase
Workshop
Level 3, T0313
Now available in-person only
Online only
Level 3, T0311
4.25pm - Day one close
Get in touch
Connect with VU Melbourne
We acknowledge the Ancestors, Elders and families of the Kulin Nation (Melbourne Campuses), the Eora Nation (Sydney Campus) and the Yulara/YUgarapul and Turrbal Nation (Brisbane Campus) who are the traditional owners of University land.
To learn more, please contact the Moondani Balluk Academic Unit on +61 3 9919 2836 or [email protected]
Copyright © 2024. Victoria University, CRICOS No. 00124K (Melbourne), 02475D (Sydney and Brisbane), RTO 3113, TEQSA No. PRV12152
Evaluating the impact of a ‘Clinician Q&A’ Video Series on Student’s attitudes towards Biomechanics and perceived relevance of Biomechanics to future careers in Physiotherapy
Presenter(s):
Rees Thomas, College of Health and Biomedicine
Synopsis
Undergraduate Biomechanics curriculum are often heavily “physics” oriented. This is often considered overwhelming for students and having minimal relevance to those with a future career in movement sciences. This presentation will explore the implementation and effectiveness of an innovative 11 part ‘Clinician Q&A’s’ series that was recorded and incorporated into the Victoria University Bachelor of Applied Movement Sciences/Master of Physiotherapy's new second year unit, 'Biomechanics in Physiotherapy'. Clinicians employed through VU Physiotherapy's clinical partnership network explored how they utilise Biomechanics in their field of practice.
Design Studio about Creative Open Space on VU Werribee Campus
Presenter(s):
Prof. Zora Vrcelj, College of Engineering and Science
Synopsis
An outdoor space in Werribee Campus is selected as a real project for students studying in an undergraduate design studio unit. The design theme is ‘creative outdoor space on campus’. Both building design and architectural engineering students are required to work in teams to propose design solutions for enhancing the outdoor space on campus. Under active and participatory learning approaches, students are expected to prioritise competing requirements and apply gained knowledge into practice to develop innovative solutions to address the design task. Studio learning encourages students to unfold an open-ended exploration for alternative possibilities and creative outcomes.
Re-imagining assessment design to replicate real-world scenarios
Presenter(s):
Jean Hopman and Samantha Bothe, College of Arts and Education
Synopsis
Do you want some strategies to help you re-imagine your assessments? If so, this presentation will showcase an example of how to design assessment to replicate the real-world expectation of students in future practice. In the workplace students are expected to collaborate, create and justify their work practices. Re-imagining an assessment allowed us to model creativity while encouraging our students to think outside the box. The exemplar demonstrates an in-the-moment, collaborative and creative response to a scenario, with justification. The effectiveness and challenges of this assessment design will be discussed, including maintaining academic integrity in a fast-paced simulation.
VU Tax Clinic: Empowering Financial Literacy
Presenter(s):
Rebecca Scorgie, VU Polytechnic, Syed Haider, Victoria University Business School
Synopsis
The VU Tax Clinic in collaboration with the Cohealth and the Department of Families, Fairness and Housing have created a series of financial literacy workshops to be offered to communities in the West of Melbourne. These workshops, which were developed and presented by the VU Tax Clinic Student volunteers, focus on educating community members to take control of their own financial situation, provide them with the skills and knowledge to improve their finances, advocate for themselves, and develop business ideas. Hear the experiences of VU TAFE and HE students working together to empower communities in the West.
Utilizing Innovative and Interactive Approaches to Learning
Presenter(s):
Larissa Jekimovics, Ruth Liston College of Law and Justice and Rosy Borland, Connected Learning
Synopsis
Victoria University’s newly developed Graduate Certificate in Crime Prevention utilizes a suite of innovative teaching tools including an audio city tour and a 360° interactive space analysis. The presentation will take attendees through the 360° Space Analysis activity, demonstrating the interactive learning experience that can be achieved through a virtual and accessible experience. The presentation will also discuss the development of a specifically designed Crime Prevention through Environmental Design (CPTED) podcast walk, which takes advantage of the living city space surrounding the city campus.
SAP Next Lab Collaborative International Industrial Project – P.Porto and VU
Presenter(s):
Scott Bingley, Victoria University Business School
Synopsis
The SAP Next Gen Lab International Industry Project was developed in collaboration between Porto Accounting and Business School (ISCAP), Portugal, and Victoria University (VU), Australia. Capstone projects should be a culmination of the knowledge a student has learnt of their degree. These capstone projects can be divided into research projects, or industry projects. This project has intensified this student experience and included an international component. Students will work in teams to solve this industry problem, however, half the team will be based in Porto, Portugal, and the other half of the team in Melbourne, Australia (approximately 17,716 km apart).
Getting Started with Field Trips
Presenter(s):
Kathleen Raponi, Thomas Yeager, First Year College and Gayani Samarawickrema, Connected Learning
Synopsis
Field trips are a common active learning strategy to transform experience into knowledge. It is an approach which can be applied across any discipline and all levels of learning in higher education. This workshop has been designed by First Year College (FYC) inter-discipline field trips Community of Practice to support other academics who are exploring the possibility of embedding a field trip. Come with your own field trip idea and develop this idea into a plan. This workshop will use Kolb’s experiential learning cycle as a guide to walk you through all the steps of designing a successful field trip including the fundamental design principles to implement before, during and after a field trip.
Creating STRONG students – how STRIPES changed our classrooms
Presenter(s):
Stephanie Goetze-Thies, VU Polytechnic
Synopsis
The presentation will outline how the implementation of strengths based and trauma informed teaching supported the development of rapport with students resulting in increased student engagement, improved attendance and enhanced the educational outcomes in the VUP VCAL program. Trauma Informed Practice is founded on five core principles which require the development of safety, trust, choice, collaboration and empowerment in the teacher/student relationship; and Strengths Based Teaching supports teachers to seek out the strengths and capacities of a student rather than take a deficit based approach.
Implementing and evaluating a 12-part Seminar Series to increase academic staff perceived confidence, self-efficacy and readiness in undertaking research to improve Scholarship of Teaching and Learning
Presenter(s):
Dr Julia Gilmartin-Thomas, College of Health and Biomedicine
Synopsis
Academic staff who teach students can undertake Scholarship of Teaching and Learning (SoTL) research to ensure their teaching is evidence-based, incorporates best-practice, is innovative, and improves the learning experience of their students. However, anecdotally, academic staff have difficulty undertaking SoTL research. This presentation will describe the implementation and qualitative and quantitative evaluation plan (and preliminary data) of the Allied Health SoTL Seminar Series, a 12-part Seminar Series conducted from 2021-22, which aimed to increase academic staff perceived confidence, self-efficacy and readiness in undertaking SoTL research.
Authentic experiences supporting authentic assessment VE/HE Doing Dual Differently
Presenter(s):
Craig Kappes, First Year College
Synopsis
Field trips and extended excursions can provide authentic and real-world experiences. These experiences may provide great opportunities for students to apply skills and knowledge acquired in more formal settings. The intensive delivery associated with Block mode may present a range of challenges. This workshop aims to address some of the most common challenges and concerns by using current unit delivery examples.
Youth mental health: a new paradigm for the 21st century
Presenter(s):
Professor Patrick McGorry AO
Synopsis
Mental health is the major health issue threatening the lives and futures of young people in transition from childhood to adulthood and are responsible for 50% of the burden of disease. 75% of mental disorders emerge for the first time by the age of 25 years and around 50% of young people experience at least a period of poor mental health during the transition. There is growing evidence from the National Mental Health Survey and other data, also amplified by the pandemic that the mental health of young people around the world is getting worse.
Key Points/Learning Outcomes
⦁ Adolescent psychiatry is coming of age and evolving into a new field of youth mental health which will become the fulcrum for early intervention and recovery in mental health care.
⦁ Australia is at the epicentre of this reform which will strengthen psychiatry and mental health care.
⦁ The implications of this growth and evolution will be significant for training, clinical governance and definition of our field across the lifespan.
Teaching Block While Blak; Teaching & Learning from Aboriginal Sovereign Standpoints
Synopsis
The panel will include a presentation on the background, history, teaching, learning and research of Moondani Balluk. This will be followed by each panellists speaking on their teaching and research impact and concluding with a discussion.
Panellists:
Dr Paola Balla
Dr Paola Balla is a Wemba-Wemba & Gunditjmara artist, curator, writer, teacher and researcher & Director of Teaching and Learning at Moondani Balluk. Paola convenes and teaches Politics of Aboriginal Art AEK2205 part of the Aboriginal Yulendj elective units and teaches into the Indigenous Perspectives in Teaching and Learning and Post-Colonial and Indigenous Approaches to Education units in the Masters of Teaching.
Paola was the inaugural Lisa Bellear Indigenous Research Scholarship recipient and her doctorate Creative Project Thesis, was Disrupting Artistic Terra Nullius, situating the way Aboriginal women artists disrupt dominant colonial and patriarchal narratives in public spaces. It situates Aboriginal women's art and practices of resistance, matriarchy, healing and activism.
Tracey Cooper
Tracey Cooper is a proud Yorta Yorta woman, who has had the privilege of living working on Woiwurrung land her whole life. Tracey is the Associate Director of Teaching and Learning, Moodani Balluk Indigenous Academic unit. She has been working at Victoria University for the last ten plus years in education and is interested in decolonising the curriculum.
Maree Olle
Maree is a product of the Stolen Generations. Her nana was Stolen and placed in the Catholic Orphanage at Bendigo. Maree completed her Bachelor of Education at I.K.E. at Deakin University. Then went on to achieve her Masters of Education through I.K.E. She has taught in many arenas, including Indigenous children in juvenile justice, Indigenous men in prison and students at Gunung Willam Balluk Indigenous Education Centre on Woi Wurrung land. Maree was the coordinator of teachers, teaching Indigenous inmates through Kangan Institute. Maree has taught at VU for 6 years and is the convenor of the compulsory Indigenous unit for Education students. Maree’s mentor Terry Kildea was fond of saying 'the way forward for our mob is education'. Maree had thought that he was referring to educating mob. Yet she now believes that it's everyone else that needs educating.
Marcus Brooke
Aboriginal Student Support Coordinator, who provides first-contact support, engagement, information and referral to current and future Aboriginal and Torres Strait Islander students in higher education and oversees TAFE student support. This role helps people successfully navigate university life and processes.
Marcus has submitted a video that talks a little about student support and some information about Moondani Balluk, along with a Diploma of Nursing student who shares his experiences at VU.
Kathleen Butler
Kathleen is a registered nurse with 20+ years of clinical experience as a mental health & general nurse. Kathleen is key academic and teacher of Indigenous Health and Wellbeing A First Year College unit delivered to all students enrolled in health-related courses including nursing, midwifery, paramedicine, dermal sciences & speech pathology. Kathleen moderated ‘Introduction To Providing Culturally Safe Care For Aboriginal and Torres Strait Islander People’ on Future Learn & is on the Program Advisory Committee (PAC) for Bachelor of Science (Osteopathy) and Master of Health Science degree. Kathleen led the redevelopment of Indigenous Health and Wellbeing to ensure that VU’s nursing and midwifery courses meet ANMAC standards for culturally safe care and is Co-chair of the Victoria University Ally network.