• Design-1: Designs curricula, learning activities and resources to enable a range of learners to achieve course and program learning outcomes
  • Design-2: Engages students as partners in development of curricula, learning activities and resources
  • Design-3: Designs and sequences assessment tasks aligned with course and program learning outcomes
  • Design-4: Provides students with constructive, actionable feedback on their performance and analyses assessment results to inform teaching practice
Inspired Learning through Inspired Teaching and improving Feedback and Dialogue

Inspired Learning through Inspired Teaching and improving Feedback and Dialogue

Upon commencing convening the Clinical Practicum courses, I recognised that their design had little regard for student diversity in terms of existing knowledge/skills, degree of learning independence and psychosocial situation. Notably, students were left to undertake their clinical training at Work Integrated Learning sites with minimum contact with Academic staff to

Being Digital

Being Digital

In response to the COVID-19 pandemic in 2020, there was a call for improved assessment practices that could be delivered online. This posed a challenge the clinical assessment sphere specifically, delivering meaningful and accurate assessment of clinical skills in the realm of Exercise Physiology. As part of the Practicum Team for Exercise Physiology and in consultation with the Medicine