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This paper reports on the Royal Melbourne Institute of Technology (RMIT) University's adoption of an approach to training packages that equally values the learning journey of its students with the training outcomes. The paper looks at the essential educational design issues, including underpinning knowledge, building generic capabilities, graded assessment, and using student-centered approaches that are responsive to student needs and aspirations. The professional development needed to support the change in teaching approach is also discussed. In addition, an overview is presented of the structural and administrative processes that have been implemented to ensure a quality approach to training packages. Appendixes include two case studies and four figures. (YLB)

Descriptors: Case Studies, Curriculum Development, Developed Nations, Foreign Countries, Instructional Design, Learner Controlled Instruction, Postsecondary Education, Professional Development, Program Implementation, Quality Control, Student Centered Curriculum, Student Evaluation, Teaching Methods

For full text: http://www.avetra.org.au/PAPERS%202001/down%20&%20Stewart.pdf.









Autor: Down, Cathy; Stewart, Jane

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=8095&id=ED456272







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