Education

Bendigo Kangan Institute
Vocational Content Development, 2018 – 2020

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1. What was the objective?

In partnership with Bendigo Kangan Institute, we worked on the development of units of competency for their online learning resource library. The objective was to build high quality online resources that supplemented classroom based learning. The online training provides the essential knowledge required and the classroom is focused more on practical skill development.

2. How did we do it?

Firstly, we worked with Bendigo Kangan Institute to determine the Education Specifications for each qualification. As part of the design of each unit, we consulted with a Subject Matter Expert to ensure the unit was fit for industry. Then, we built a range of resources to support the students’ learning; online modules, assessment tasks and practical workbooks.

We also authored teaching resources like delivery plans, assessment mapping tools and marking guides. Each unit of learning was put through a stringent quality assurance process before it was uploaded onto Moodle for review by the teaching team.

3. How was it integrated and what were the results?

The content was distributed to each teaching department at Bendigo Kangan Institute who reviewed the materials and integrated them into their new way of teaching. The teaching staff have transitioned to this model that now includes flexible delivery and digital resources, making adjustments to their teaching style and the way they engage with the individual needs of the student.

Melbourne University
Team Integration Workshop, 2019

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1. What was the objective?

Working with a team who had recently undergone a large amount of change, we worked with the leader of this team to craft a session that would bring the team together and create some new agreed ways of working.

2. How did we do it?

Using a series of activities, we asked the team to define and describe how they would like to work together. The activities ranged from complex problem solving through to critical thinking; all designed to bring the agreed ways of working to the surface.

3. How was it integrated and what were the results?

The results were integrated through a ‘culture document’ that became the point of reference for the team to support ways of working. These six key ways of working were all built around a central ‘we are one’ theme.

Parkville College
Time Management, Resilience and Presentation Skills Training, 2018

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1. What was the objective?

After some pre-work with this team to understand their pain points, we developed an interactive workshop with strategies and activities designed to improve the areas they identified. This would be supported by 1:1 coaching and follow-up resources.

2. How did we do it?

We issued a Typeform survey to collect data and identify common threads from team members. Based on their responses, we delivered a five-hour workshop that was a good balance between knowledge delivery, hands-on activities and reflection to appeal to different personalities. This would be supported by 1:1 coaching so individuals could express concerns privately and be given individualised strategies to work for them.

3. How was it integrated and what were the results?

Coaching support assisted individuals to transfer knowledge from the workshop into everyday work practice. A curated set of resources for every team member based on their identified ‘area of improvement’ was also provided to support development.

RMIT Online
Course Development, 2018 – 2019

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1. What was the objective?

RMIT Online is a rapidly growing business – with the launch of new courses focused on the skills required for the future of business. The objective of this project was to write eight short courses that could be launched as part of the RMIT Online Offer. Each course needed to be approximately 45 hours of well-researched, credible learning content.

2. How did we do it?

Working in partnership with The Plato Project, we curated a database of content and research to support the writing of each short course. Topic areas like Digital Marketing, Customer Experience, Agile Methodologies and Product Development were researched in relation to key learning outcomes. Out of this, we developed modules that included: instructional content, application activities, key takeaway messages, supporting materials and a practical project task to extend learning.

3. How was it integrated and what were the results?

On completion of course writing, each short course was passed over to RMIT Online for eLearning development. Throughout the development process, we worked collaboratively to create graphics and other elements to improve the user experience. Each course was then added to the RMIT Online platform – ready for student enrolment.

The Plato Project
Education Design & Content Development, 2016 – 2018

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1. What was the objective?

Working with The Plato Project on developing a new business school, we created a forward-thinking and digital-first curriculum. The objective of the curriculum was to develop the skills and capabilities required for the future of work.

2. How did we do it?

Each macro skill was supported by modules of content. A module of content was made up of a series of written resources and curated materials but most importantly tools and templates that enabled the skill to be built whilst on the job. This very practical approach to skill development enabled an agile learning approach where participants could choose pick up resources and put them to work immediately.

3. How was it integrated and what were the results?

The business school worked in partnership with businesses to develop digital and future-focused content. The focus was on developing a robust pipeline of talented employees equipped with the skills to lead innovation, change and product development.