When developing new digital teaching methodologies, digital assessment or student-led material, consider our AAA Signature Pedagogies with a digital fluency lens to enable your students to build their own digital capabilities while engaging with disciplinary knowledge.
ACTIVE
Generative and engaged with hands-on making
Our Education Plan emphasises student participation, critical thinking, problem solving and collaboration.
As educators we design and align activities to give our learners autonomy and independence to be engaged and self-motivated - students become active partners in their learning. Our focus is to promote deeper understanding, retention of knowledge and the development of practical skills by actively involving students in the learning experience.
Creating opportunities to make digital artefacts in all courses in all years supports this kind of learning
APPLIED
Playful, industry relevant & non-traditional
Our Education Plan supports pedagogies that enhance students’ employability and prepare them for the demands of the workforce. Curriculum that embeds industry-based technologies into learning activities provides opportunities for learners to engage with cutting edge research, thinking and real-world learning. The Education Plan supports exploring new ways of thinking, making and learning that includes indigenous knowledge and practices and addresses our commitment to sustainable development goals. This type of learning is often non-traditional and requires experimental and playful approaches to curriculum.
Creating engaging opportunities to apply knowledge in non-traditional ways expands our learners’ approach to discipline and industry.
AUTHENTIC
Student-led, student-stories, teachers modelling best practice
While our Education Plan supports authentic learning activities that mirror the complexities of actual professional and personal rather than relying on contrived scenarios, in this context there are additional opportunities to support students to develop their own authentic voices to tell their own stories. This may involve supporting digital outcomes that celebrates connections between disciplines and reflects the interdisciplinary nature of the world within and beyond RMIT.
Supporting staff to build digital confidence to experiment with multi-modal modes of communication enables them to model how these approaches are relevant to professional future and broader life journey.
Learners can contextualise their discipline from within current practice and then challenge these norms by authentically speaking, creating and making stories that re-define inherited narratives.