Learning Lab 2.0
Embedding academic literacies to meet global
and local learning support requirements.
The repurposing, renewal and expansion of the
RMIT Learning Lab.
Outline of presentation
Part one: Background
Learning Lab 2004 – 2010
Generic to discipline based integration of academic literacies
Part two: Drivers for a repurposing of Learning Lab
New technologies
Student demand
RMIT global requirements
Redesign -visual makeover and branding requirements
Accessibility on mobile devices
Part three: Showcase of the Learning Lab 2.0 2011 project
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Part one: Background
The development of the original Learning Lab
• Phase one (2006)
Phase two
Develop widely
applicable
(generic) resources for
use and adaptation
across RMIT both
on shore and off
shore
SLC’s academic
literacies integration
projects
Used student models
across university
Upload to course online
classrooms
Phase three
Develop discipline
specific resources
Renewal and redesign
2009 7-8 million hits
201012.5 million hits
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Learning Lab version 1
• Learning Lab
• Multi mode delivery of resources
• Web sites
– Company Law
– Global Studies- Argument Analysis
• Online presentations
–Masters of Professional Accounting - Intro to academic
writing
• Interactive PDF’s (Report writing for Logistics)
• PDF’s ( Quick tips and handouts) Research report
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A resource model for academic literacies integration
Part two: Drivers for the repurposing of the Learning
Lab in 2011
New technologies -from flat screen to web 2.0
Use Web 2.0 technologies to enable active student-to-student and
advisor-to-student interactions consistent with constructivist online
pedagogies
Smith and Caruso (2010) proposes that the integration of online technologies in
tertiary study is dynamically evolving as cloud services such as YouTube, iTunes
U, Facebook and Gmail are poised to be the next wave of applications in use in
programs.
Student demand
• Changing nature and commitments of tertiary learners as students
spend less time on campus -Digital learners expect increased flexibility
and connectivity
There is a need to cater for a new generation of students who require ’
convenience, connection and control‘ in their learning environments (Caruso &
Kvavik 2005, p. 9).
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RMIT University’s local and global requirements
• Increasing diversity of student cohort
• Total student numbers 73 904
o Higher Education (HE) 53 350 / VET 20 554
o Domestic - 44,457
o International 29, 148
o Full time 45, 646
o Part time 25 596
o Distance/ fully online 2,662
oTransnational agenda – expansion globally
• Off shore
• RMIT Vietnam
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11,590
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Statistics ( 2011)
5,708
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Learning Lab 2011 repurposing and redesign project
• 6 areas
• New Platform- web site to Drupal content management system
• Integration of new technologies
– RMIT enterprise products
– Student feedback mechanisms (social construction of content)
• Redevelopment of content and new content areas
– English language development area
– Post graduate research area
– Online services
– Getting started
• Redesign (Visual makeover)
• Multi platform delivery on mobile devices ( IPhones and IPads)
• Accessibility
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Getting started
• Entry point for the Learning Lab
•Introduction to key transition issues
(students don’t know what they don’t
know)
•Scaffolds to targeted tutorials and
resources
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Online services
Online delivery of service
•Ask a maths adviser
•Ask a learning adviser
•Elluminate workshops for
targeted cohorts
•Capacity to add blogs and
forums in the future
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English language development
•Sub project funded by university
wide intervention
•Purpose – to develop self efficacy
and motivational resources for
English as an additional language
students
•Quizzes, student to student videos
word games
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Post graduate research
• Large and growing cohort of
research students
• Significant numbers from NESB
•Supports face to face writing
circles initiative
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Sample Assessment tasks – tutorial (Essay structure)
• Redesigned to be more visual – graphics carry the load
• “Just in time” design approach – key information is fore
grounded and concise
• Based on deconstructed authentic text models
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Sample extract- essay structure tutorial
Feedback mechanisms (each tutorial)
•Student to student feedback
•Student information sharing
•Moderated and acts as an evaluation
tool
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Resources for courses
• Discipline based
repository for learning
objects for students and
staff
•Information is
categorised for easy
searchability
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Resources for courses
Architecture and
building
Design projects: the brief
Art and design
Referencing for Fashion
design
Art history essay
Art find (lib)
Fashion and textiles
Study skills for fashion
students
Fashion and textile design
toolbag (TAFE)
Community services
and social sciences
Referencing for social
science
Argument analysis
GSSSP first year essay
Social science essay
Business
Business TAFE
Referencing for business
students
College of Business:
Guidelines for referencing
and presentation of written
work
Writing a job application
Sample co-op letter
Introduction to referencing
Literature review
Introduction to report
writing
Study skills for TAFE students
Business law introduction
Business law –negligence
Business law- contract
Accounting and Law
Contract law
Negligence
Company law
How to study company
law
MPA How to write a
reflection
Economics and Finance
Risk management (report)
Information technology
Introduction to academic writing
(logistics)
Health and medical sciences
Study skills for dental assistants
Study resources for first year
Nursing students
Engineering
Maths for Civil, Aerospace,
Electrical & Chemical engineering
Applied Science
Maths for Geospatial Science
Report writing for Geospatial
Final stage
• Usability studies
• Placement
• Marketing
• Launch
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