Learning in education

1. What was the objective?

Box Hill Institute is a leading provider of educational courses in Victoria (secondary, VET, and higher education). After conducting an internal analysis ontheir capability framework, Box Hill Institute engaged Thinka to deliver a targeted program of workshops around critical skills. These workshops would target leaders to uplift specific capabilities identified in their internal analysis, setting leaders up for future success.

2. How did we do it?

Thinka delivered workshops across four critical skills; Manage Time, Enhance Collaboration, Solve Problems and Resolve Conflict. Each workshop was a two-hour virtual session supported by an OnLive page, where participants could download in-workshop resources to keep and use post-workshop. Additionally, participants were directed to the relevant Thinka Micro videos and application tools after the workshop to consolidate the learning.

Each workshop included contemporary models and engaging, experiential activities to teach core tools and how to apply them.

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

Each workshop included resources and supporting content to help embed the learning. There was strong anecdotal feedback from participants that each workshop supported them in learning critical leadership skills.

Based on the results of this program, Box Hill Insitute went on to roll out a Resolve Conflict workshop to the wider organisation.

1. What was the objective?

The Catholic Education Sandhurst Diocese spans across Central and North-Eastern Victoria and encompasses 58 schools and early childhood education centres. As part of their commitment to professional learning and building safe, supportive school communities, Catholic Education Sandhurst launched several new initiatives in 2023, including a new, proactive approach to performance management, a mentoring program for new Principals, and the introduction of a new Contact Officer role to support their colleagues through the process of addressing workplace grievances.Our role was to design training for these new initiatives, and we had a dual focus for the learning objectives–to understand the new procedural and policy requirements, and also to develop the ‘human skills’ that would be needed going forward.

2. How did we do it?

The folks at Catholic Education Sandhurst make the most of opportunities to meet in-person and learn together but the Diocese spans a large geographic area, so this isn’t always possible.So, we were careful to design workshops that would support both face-to-face and virtual delivery, with interactive and experiential activities that could be adapted for online audiences. We used case studies and scenario videos to personalise the experience and bring the key messages to life, giving participants the opportunity to see new behaviours in action and practice those behaviours themselves. We also created micro-videos to demonstrate key concepts and frameworks – which could be shared across the organisation, not just with workshop participants – and paired these with practical workplace application tools that support participants to embed their learning in their day-to-day work.

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

It was important for Catholic Education Sandhurst to be able to deliver this training themselves, so we facilitated ‘Train the Trainer’ sessions for each workshop. Our fantastic facilitator, Jade, worked through each workshop with representatives from the HR and P&C teams, coaching participants to lead debrief discussions and hold space for others to share, explaining the ‘why’ behind the activities and case studies, and providing practical tips and tricks for online and virtual facilitation. These sessions were a great success and the teams at Catholic Education Sandhurst have gone on to share these training initiatives with dozens of participants across the organisation.

1. What was the objective?

The objective was to develop fourteen units of competency across a Certificate III in Business and a Certificate III in Retail in partnership with Apprenticeships Victoria. Each unit aimed to be a high quality learning resource that supported the application of knowledge and skills in a work environment.

2. How did we do it?

The learning resource for each unit was developed directly into an online e-learning authoring tool with careful consideration for the user experience as well as compliance with the training package requirements. To support the application of this knowledge, rigorous assessments were developed alongside a range of supporting documents to allow for flexibility, quality and compliance with the unit of competencies.

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

The client then reviewed the content and the units were finalised, ready for delivery. The units now include an online learning resource that houses all supporting documents and assessment material, allowing for flexible delivery of the content by training providers.

1. What was the objective?

Chisholm Institute (TAFE) hosts an annual staff conference for their 1000+ employees; in 2022, the theme was ‘Positive and Diverse’. As part of this staff conference, Thinka was asked to deliver two workshops aligned with that theme.

2. How did we do it?

Thinka created two in-person 90-minute workshops that employees could sign-up for. Each workshop was for a maximum of 25 participants and required no duplication of information.

Having consulted with Chisholm to understand their learning needs, Thinka created an ‘Advance Diversity’ and ‘Foster Inclusion’ workshop that would meet the ‘Positive and Diverse’ theme.

Each workshop focused on applying inclusion strategies, using diversity of thought to solve problems and understanding the value of diverse teams.

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

Through participant-led and facilitated activities, the two workshops explored the themes of diversity and inclusion at a leadership level. This included self-reflection activities about bias, the blockers and challenges of being a leader of the future and how to shape your leadership identity. The workshops incorporated activities, such as advanced design-thinking principles and the Advocator Spectrum, that could be utilised by the learner and taken back to their teams. The diverse group responded positively to the workshops, with each workshop being filled.

1. What was the objective?

To support their leaders to make an impact, Goodstart wanted to shine a light on the value of ‘inquiry’ based opportunities and encourage exploration, curiosity and reflection on how this contributes to world class leadership. To do this in an impactful way, they wanted to break down their Lead2Learn Leadership Inquiry Cycle into seven, easily digestible and bite sized learning resources to support their leaders. The focus was to encourage leaders to choose a challenge, scan, focus, develop a hunch, engage in new learning, initiate action and then finally track the results of the inquiry cycle.

2. How did we do it?

We developed a series of 12 animations, each no longer than 3 minutes to provide information on the inquiry cycle in a fun, engaging and effective way. This helped leaders to understand the inquiry cycle and how they can use it to explore meaningful challenges and deepen their thinking through research, collaboration, experiments, and implement evidence-based solutions to create a stronger impact in their leadership role. We also included a series of resource cards to pair with each animation, for the leaders to be further supported in their learning.

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

The animations were launched to the business with a fantastic result. We’re excited to say Goodstart leaders loved the micro learning and felt it has impacted their understanding of the Leadership Inquiry Cycle.

1. What was the objective?

The purpose of the Modern Slavery project was to raise awareness of slavery and exploitation in Australian and international supply chains to support Goodstart employees in recognising modern slavery situations and understanding their obligations for responsible purchasing and reporting.

2. How did we do it?

We conducted research to understand the various types of slavery and exploitation in Australia, and how these might present to an outside observer. Then, we spoke to the subject matter experts at Goodstart to contextualise the facts and figures, and gather stories about how these situations were likely to present within the business. We then created an animated motion graphic following the production and distribution of a common garment to highlight vulnerable points in the supply chain and how these might present in day-to-day work at Goodstart. The story was supported by practical information on the systems and processes Goodstart has implemented to help employees meet their obligations for preventing and reporting modern slavery.

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

The Modern Slavery animation was communicated to all employees as part of Goodstart’s commitment to auditing and reporting on the actions it takes to identify and prevent modern slavery within the business. This was an important first step towards meeting that commitment.

1. What was the objective?

Goodstart have policies and procedures in place when transporting children in their care, and every staff member involved in the transportation should know and enact the exact processes so that children are kept safe. That’s where we came in – We created a pair of online learning modules that cover how to safely transport children: one on the use of Goodstart buses and the second covering other modes of transport and walking. This provided a comprehensive learning package for safely transporting children.

2. How did we do it?

We took Goodstarters on a journey – From the moment they started preparing for their trip, to the checks and notifications needed during the journey, to supervising children on the transport and ensuring they arrived safely at their destination. We did this by creating two Articulate Rise modules and ticking off items at each ‘stop’ (i.e. topic) along the journey map. We added videos demonstrating correct practice, interactive elements, graphics, checklists and additional resources.

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

These two modules are housed on Goodstart’s LMS and are completed by anyone involved in transporting children in Goodstart’s care. The implementation of these two learning modules gives both Goodstart and families assurance and confidence that team members competently and safely transport children in their care, every time.

1. What was the objective?

Goodstart wanted to make sure their Centre Directors and Performance Leads were supported to make sound and informed rostering and workforce management decisions to create efficient labour and rostering practices that are consistent across the board. Current training and workshops were not quite hitting the mark and making enough of an impact to drive change. So, we wanted to come up with a different approach and break down each component of successful rostering to share ideas, resources and support with the team in bite-sized chunks.

2. How did we do it?

We created a series of seven beautifully graphically designed and downloadable digital brochures, covering various topics including attendance bookings, room configurations, planning for success, and using data and software to your advantage. Each brochure details what great looks like, top tips, and inspirational stories from Goodstarters who are achieving their rostering goals. There is also space for learners to reflect on their own methods and practices, identify where they can make improvements to meet their labour budget goals and make commitments to refine their practices.

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

Each of these brochures are scheduled to be emailed to teams during weekly communications and shared throughout the network on various other platforms. After the initial release, these documents will continue to be effective references for ongoing learning needs for team members. Goodstart tells us:

“Thank you for all the work you have done! It’s very much appreciated. We are very excited to publish these documents to the network.”
-Goodstart Business Improvement Team

1. What was the objective?

GOTAFE is the largest vocational education provider in regional Victoria, offering over 130 courses across 8 campuses. The team at GOTAFE were looking to transform the way courses are offered by embedding blended delivery to meet industry demand for modern, flexible course offerings that enhance student’s learning experiences. 

Late in 2022,Thinka was successfully awarded a tender to develop online blended delivery learning modules (in Moodle) for two Certificate III qualifications, based on our strong history of delivering high quality vocational learning and assessment resources. (AUR32120 Certificate III in Automotive Body Repair Technology + AUR32420 Certificate III in Automotive Refinishing Technology).

2. How did we do it?

In the early stages of the project, Thinka worked in collaboration with the GOTAFE Education Resources Department to develop a prototype course, reflective of any expectations around style, interactivity, media use and learning experience. 

Completing the prototyping process in close partnership provided an opportunity to align requirements and document detailed expectations, which enabled Thinka to roll out the broader project across our team of writers, utilising agile project management methodology and strong internal quality control processes to enable us to deliver the remaining units while also developing custom illustrations to support learning experience.

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

In partnership with GOTAFE, Thinka was able to deliver 53 satisfactory online units and 92 custom illustrations in 6 months, meeting tight deadlines which aligned with course delivery times. 

1. What was the objective?

Goodstart wanted to make sure their Child Care Subsidy (CCS) Specified Personnel knew how to deliver on their responsibilities and obligations under CCS legislation. They needed to make sure their people understood the importance of getting this right each and every time in order to protect and support children and families in their care.

2. How did we do it?

We developed an eLearning program titled ‘The Child Care Subsidy and Your Responsibilities’ to guide people through this often-complicated process and help them to understand the purpose of the subsidy, their responsibilities in applying it, and the importance of acting with integrity and making good decisions. The program is brought to life with interactivity, videos, quizzes and graphic elements. We also included a series of one-page resources to reinforce the messages and provide handy support documents. Each document had a QR code to connect the learner with relevant policies, procedures and resources. Perhaps the most effective element of this program were the ‘Centre Stories’ which provided relevant and relatable stories to accompany each section of the program.

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

We’re pleased to say this online and self-paced program is challenging people to think critically, reflect on their decisions and how each decision they make can affect families and children.

Some of the feedback we’ve received includes:

“Just letting you know that I have read end to end the training module and I really think that you have hit the mark 100%. Even for me, someone who lives and breathes this daily, I was reflecting after reading all of this.”
-The CCS Support Team at Goodstart Support Office

“We absolutely love it. This training has given the topic the gravitas it deserves in the organisation… You’ve nailed the message.”
-The Corporate Services Team

1. What was the objective?

In partnership with GoTafe, we developed eleven units of competency to support learners through their studies. These were combination of VCAL units and Food Processing. The objective was to provide a high quality learning resource that prepared students with the knowledge and skills needed to enter the workforce.

2. How did we do it?

The development of each unit was first designed in collaboration with Subject Matter Experts from GoTafe, whose expertise and experience teaching these units helped create an engaging learning experience, tailored to the students, and fit for the industry. Interactive elements and quizzes supported the online modules, and the learning was consolidated through robust, practical assessments.

Alongside each unit, we authored teaching resources like assessment mapping tools and marking guides. Each unit went through a thorough quality assurance process before being developed in Moodle and reviewed by GoTafe.

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

The units were reviewed and incorporated into VCAL and Food Processing teaching, allowing them to deliver a flexible learning experience that offered new ways to engage students. As this was the first time face-to-face teaching had been complemented with online learning at GoTafe, the units were very impactful and well-received.

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.

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.

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.

RMIT Online
Course Development, 2018 – 2019

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.