Ref: F68756
20 April 2015
MEMBERS
Pro Vice-Chancellor (Education Innovation), Professor Gilly Salmon - Chair
Dean of Coursework Studies, Professor Grady Venville
Chair of the Academic Board, Associate Professor Cara MacNish
Chief Information Officer; Ms Assine George
Associate Dean (Teaching and Learning/Education) of each Faculty, or nominee of the Dean;
Faculty of Architecture, Landscape and Visual Arts, (Ms Sophie Giles)
Faculty of Arts, (Associate Professor Helene Jaccomard)
UWA Business School, (Professor Philip Hancock)
Faculty of Education, (Associate Professor Grace Oakley)
Faculty of Engineering, Computing and Mathematics, (Dr Nicole Jones)
Faculty of Law, (Ms Meredith Blake)
Faculty of Medicine, Dentistry and Health Sciences, (Professor Sandra Carr)
Faculty of Science (Associate Professor Peter Hammond)
Nominee of the Dean of the School of Indigenous Studies, (Mr Grant Revell)
Director, UWA Student Residences, Mr Chris Massey
Associate Director, Student Support Services, Dr Judy Skene
University Librarian, Ms Jill Benn
President of the Guild of Undergraduates, Ms Elizabeth O’Shea
Nominee of the President of the Postgraduate Students’ Association, Ms Jelena Rakovic Coopted member; Professor Helen Wildy
Executive Officer, Ms Sally Jackson
BY INVITATION
Ms Grant Godfrey, Assistant Director, Projects and Performance, Policy and Planning (Business
Information and Technology Services), Project Manager, Project Black Swan - Item 1
Ms Rosalind Howard, Assistant Director, Centre for Education Futures - Item 1
Mr Andrew Hu, Manager (eLearning Systems), Centre for Education Futures - Item 1
Dr Lisa Cluett, Associate Director, Student Communications and Engagement, Student Services Item 1
Ms Lucinda Thomson, Manager, Education Futures Partnerships, Centre for Education Futures –
Items 1 and 2
OBSERVOR
Dr Kabilan Krishnasamy, Academic Secretary, Academic Policy Services
th
EDUCATION FUTURES STRATEGY GROUP MEETING – MONDAY 27 APRIL 2015
This is to confirm that the next meeting of the Education Futures Strategy Group will be held on
th
Monday 27 April, 10am-12pm in the Senate Room.
Members are advised that this agenda has been formatted to be ‘electronic device friendly’ by including
bookmarks to provide easier navigation throughout the document. Click here for details.
Ms Sally Jackson
Executive Officer
1
AGENDA
WELCOME
The Chair will welcome all members and invitees to the meeting.
APOLOGIES
The Chair will record any apologies. Members are reminded that apologies should be forwarded to
the Executive Officer prior to the meeting. Members representing the faculties are reminded that if
unable to attend a meeting, an alternative attendee from the Faculty Teaching and Learning
Committee or by nomination of the Dean should be organised prior to the meeting.
Members are also reminded that the meetings are usually scheduled for two hours (10-12pm), if
members are unable to attend for the whole meeting would they please advise the Executive Officer
prior as this may have an impact on the Group proceeding inquorate.
DECLARATIONS OF POTENTIAL FOR CONFLICT OR PERCEIVED CONFLICTS OF INTEREST
The Chair will invite members to declare potential for conflict or perceived conflicts of interest, if
applicable, with regard to items on the agenda.
PART 1 – ITEMS FOR COMMUNICATION TO BE DEALT WITH EN BLOC
No items
PART 2 – ITEMS FOR DECISION TO BE DEALT WITH EN BLOC
No items
PART 3 – ITEMS FOR DISCUSSION AND DECISION
1. PROJECT BLACK SWAN – PROGRESS REPORT - REF: F70456
Members will be aware of the University’s decision to move from the Moodle Learning Management
System (LMS) to the Blackboard Learn LMS and that the transition project has been labelled ‘Project
Black Swan’ (PBS) .The transition will support the University’s strategic plans which recognise the
importance of the quality of online teaching and highlights the key role of the Learning Management
System (LMS) in the student experience at UWA.
At its February meeting, members of the Education Futures Strategy Group were provided with an
update on PBS which focused on developments to date and future implementation strategies. Matters
regarding governance of the project were also discussed and following the meeting the Group was
advised that further discussions had taken place between the Projects’ Sponsor, Owner, Manager
and the University Executive regarding the Project’s management and governance. These
discussions confirmed that a small reference group, drawn from the members of the Education
Futures Strategy Group and chaired by Professor Dawn Freshwater would be convened in order to
provide support and guidance at the operational level to the Project Owner; (Pro-Vice Chancellor –
Education Innovation; Professor Gilly Salmon and Project Manager (Business Information Technology
Services –Mr Grant Godfrey). Further information regarding the management and governance of PBS
is attached for the Group’s information (ATTACHMENT A)
In addition to the reference group it was agreed by the Education Futures Strategy Group at its
February meeting that Project Black Swan would become a standing item on its agenda and that the
Group would receive reports against key milestones and success factors from the Project Manager.
To this end, please find attached a report from the Project Manager (PBS), Mr Grant Godfrey and the
Pro Vice-Chancellor (Education Innovation). (ATTACHMENT B). The Chair will invite Mr Godfrey to
speak to his report.
For discussion and referral of the report to the Education Committee for its information.
2
2. EDUCATION FUTURES STRATEGIC PRIORITIES FOR 2015, FUTURES OBSERVATORYREF: F45719
The Education Futures Vision and education innovation are crucial components of the University’s
strategic priorities and goals. The Chair of the Education Futures Strategy Group; Professor Gilly
Salmon utilised the Group’s inaugural meeting in February to brief the meeting on the strategic focus
for the Centre for Education Futures during 2015 and how this focus addressed the University’s
priorities and goals. During this presentation, one of the key result areas was identified as;

Innovation and Scholarship
o Learning Futures Lab: Global awareness, 10 technology partners,
institutional engagement
o Scholarship of Learning and Teaching including OLT: new processes established
and integrated: 100% increase in funding and awards
o Awareness raising across the world of UWA’s education leadership position,
publishing, keynotes, awards, recognition.
Progress towards the learning futures laboratory is well under way and will be known as the Futures
Observatory. The Futures Observatory will be an integral component of the Centre for Education
Futures and will support and enable the principles and implementation of the Education Futures
initiatives.
The Pro Vice-Chancellor (Education Innovation), Professor Gilly Salmon is pleased to advise that Ms
Lucinda Thomson has been appointed as Manager, Education Futures Partnerships within the Centre
for Education Futures. As part of her responsibilities Lucinda will also manage the Futures
Observatory, and has been invited to the meeting for discussion of this item.
The Futures Observatory will be developed in Hackett Hall as a central location for staff. The aim will
be to provide a fun and innovative space filled with the latest technologies and future learning ideas.
UWA staff will be able to engage with ways of enhancing their teaching and scholarship and be
inspired to imagine and pilot their teaching for the future. The Futures Observatory will also be used
for both informal ‘play’ where staff can try the tools and technologies available, as well as participate
in events such as seminars, workshops and presentations which will showcase the use of technology
in teaching and learning. Another key aspect of developing the Futures Observatory will be attracting
internal and external partners to explore a wide range of practical and creative future thinking.
The Futures Observatory will be prepared from August.
Attached is a concept document for consultation and feedback prepared by Professor Gilly Salmon
and Ms Lucinda Thomson; (ATTACHMENT C) which addresses the following key points relating the
to the Futures Observatory;







Context and Strategic Underpinnings
Purpose
Measures of Success
Objectives and Deliverables
Selection of Partnerships
Education Futures Seed Funding and Scholarship Program (Appendices 1 and 2)
Leading Universities around the world that are directly addressing Futures Work in Education
(Appendix 3)
The Education Futures Strategy Group is asked to;


discuss and give feedback on the concept of the Futures Observatory, a more detailed plan
will then be brought to the next EFSG,
note the future requirement to formulate an Education Futures Scholarships Selection Group
to (in accordance with the EFSG Constitution – Delegations) to develop Seed Funding and
Secondment opportunities.
3
3. REVIEW OF ASSESSMENT – REF: F70940
Assessment of student learning performance and feedback on progress are pivotal and important
processes in the University’s learning and teaching. Assessment inevitably shapes the learning that
takes place; that is, what students learn and how they learn it should reflect closely the purposes and
aims of the course of study.
Attached (ATTACHMENT D) for members’ information is a proposal, approved by the Dean of
Coursework Studies, to review the University’s assessment policy, practices and related activities.
This review, which aims to ensure internationally benchmarked assessment practices are meeting the
needs of domestic and international students, is an important component of the evaluation of the
success of NC2012 and the roll-out of the Education Futures Vision, with a particular focus on
transformative teaching.
Members are advised that a Review of Assessment Working Group has been established and that its
inaugural meeting has been scheduled for late April.
The Chair will invite the Dean of Coursework Studies, Professor Grady Venville to discuss the current
status and scope of the Review.
For discussion
4. NEXT MEETING
nd
The next meeting of the Education Futures Strategy Group will be held on Monday 22 June at
10am in the Senate Room. The cut-off date for submission of items for the Committee’s agenda is
th
Monday 8 June. Please refer issues for discussion to the Executive Officer, Ms Sally Jackson
(sally.jackson@uwa.edu.au).
4
Proposed Management and Governance - Project Black Swan
Key Officers – Project Black Swan
Position
Project Sponsor
Project Owner
Project Manager
Incumbent
Deputy Vice-Chancellor (Education) – Alec Cameron
Pro Vice-Chancellor (Education Innovation) – Gilly Salmon
Business Information Technology Services (BITS) – Grant Godfrey
Management and Governance
The LMS transition to Blackboard has been labelled ‘Project Black Swan’. In addition to the above
key officers, a range of structures have been put in place to manage and govern the project:
a) A UWA project implementation team has been assembled to support and guide the whole UWA
community during the transition period and to maximise the benefits of the LMS. The team
incorporates the following functions: technical workstream, learning design, faculties, resources,
communications, conferences and students.
b) A similar Blackboard implementation team has been established, overseen by the Project
Director, to work alongside the UWA implementation team.
c) An informal reference group will be established, with membership drawn from the Education
Futures Strategy Group, to provide support and guidance at the operational level to the Project
Owner and Project Manager. The reference group will communicate via a discussion board on
the Project Black Swan sharepoint site and will meet, if and when required, and will convened by
the Senior Deputy Vice-Chancellor.
d) The Education Futures Strategy Group, a standing committee of the University’s Education
Committee, will receive regular progress reports from the Project Manager and will provide
advice and feedback on the Project’s objectives, deliverables and risk management and, as
required, policy/strategic direction.
e) The Education Futures Strategy Group will report every quarter to the Education Committee,
which is chaired by the Project Sponsor, the Deputy Vice-Chancellor (Education). The DVC(E) will
report to the University Executive as required.
A diagrammatic representation of the Project Black Swan management and governance is attached.
Documentation in support of Project Black Swan includes:
 Blackboard Learn – Project Initiation Document for UWA
 UWA Learning Management System – Business Case November 2014 – Endorsed by the
Vice-Chancellor in accordance with SITIMC Resolution 15/14
 Blackboard Contract – signed 17 December 2014
 Black Swan Project Plan – approved by DVC(E) – 27 February 2015
Project Success Factors
Project objectives and deliverables should be monitored against the following:
(i) Success Factors
Short Term
Longer Term
 Timely delivery of the specified digital
 Improved student satisfaction.
environment.
 Improved student retention and achievement.
 A flexible and responsive LMS to
 Enhanced UWA reputation for education innovation
accommodate future pedagogies,
and futures.
technologies and markets.
 High acceptance and uptake by Staff.
 Forward-looking and student centred
teaching units.
1
File Ref: F70456
11/03/2015
A1
Project Success Factors cont……
(ii) Key Milestones
Timeline
2014:
30/11
17/12
23/12
2015:
28/01
11/02
27/02
08/03
01/04
20/04
22/04
23/04
30/04
08/05
04/06
20/07
31/07
Progress as at
1 March 2015
Milestone
Business Case Signed Off
Contract signed
Project Team assigned
Completed
Completed
Completed
Project Kick off Meeting
Conference 1 Complete
Project Plan Approved
Pilot Collaborate Live
BB Environment Technically Ready
(Includes SSO and SIS)
Conference 2 complete
Faculty Day Complete
Faculty Day Complete
Content Migrated from Moodle to BB
Early Adopter (MBA) Live
Conference 3 complete
Learn Module GO LIVE
Decommission Moodle Complete
Completed
Completed
Completed
Project Risk Factors
Project objectives and deliverables should be monitored against the following risk factors:
Short Term
Longer Term
 Changes in the political, technological, consumer or
 Delay in target launch dates
global external environment undermines the
 Insufficient resources to manage
objectives of Project Black Swan;
project in a timely fashion
 Changes in student expectations, needs and
 Key resources lost mid-project
preferences;
 Lack of adoption by staff
 Long term commitment to the partnership with
 Lack of adoption by students
Blackboard fails to deliver or becomes unresponsive
 BITS staff has conflicting priorities and
to changing circumstances.
are unable to provide sufficient
support
Proposed Membership – Project Black Swan Reference Group
Provision of advice to:
Pro Vice-Chancellor (Education Innovation) and Project Owner - Gilly Salmon
Black Swan Project Manager – Grant Godfrey
Members:
Professor Dawn Freshwater, Senior Deputy Vice-Chancellor - Convener
Membership to be finalised in consultation with the SDVC and PVC(EI).
Source:
Outcome from meeting between Project Owner and Project Manager – 25th February 2015.
Updated by PVC(EI) – email of 11 March 2015 to SDVC and DVC(E).
2
File Ref: F70456
11/03/2015
A2
Project Black Swan
Executive
Report against
Black Swan
Project Plan as
required
Strategic Information
Technology and Information
Management Committee
(Advisory Committee to VC)
Chair – DVCE
GOVERNANCE
Approved
business
plan
Education Committee
Chair – DVCE
(Project Sponsor)
Report against
Black Swan
Project Plan
every quarter
Advice / feedback as
required
Education Futures Strategy Group
Chair – PVC(EI)
(Project Owner)
Report against
Black Swan
Project Plan
every 2 months
Project Owner
Gilly Salmon
(PVC(EI))
MANAGEMENT
Project Manager
Grant Godfrey
(BITS)
Project Black
Swan Informal
Reference Group
Implementation
Team
UWA
Implementation
Team
Blackboard
UWA Community
3
File Ref: F70456
11/03/2015
A3
UWA BLACK SWAN PROJECT
TRIM FILE REFERENCE: F70456
DOCUMENT STATUS
Draft
Ready for Review
X Final
DOCUMENT MODIFICATION HISTORY
Primary Author(s)
Version
Number
0.1
(name and position)
Professor Gilly Salmon,
Pro Vice-Chancellor
(Education and
Innovation) Mr Grant
Godfrey, Assistant
Director, Policy and
Planning (Business
Information and
Technology Services)
Description of Version
Progress Report for
discussion
Date
Completed
Provided
To
15/04/2015
Education
Futures Strategy
Group
DOCUMENT APPROVAL
Approved By
(name/position of approver)
14 April 2015
Signature
Date
Page | 1
B1
UWA BLACK SWAN PROJECT
Update for EFSG – 27th April
Authors:
1.
Prof Gilly Salmon, Pro Vice-Chancellor (Education Innovation)
Grant Godfrey, Assistant Director (Projects and Performance)
Context
The project to migrate the UWA LMS to the Blackboard platform is termed ‘Black Swan’ and is one of
the key deliverables in the Education Futures Strategy at UWA. The contract for Blackboard is for 5
years commencing in January 2015 with aims for progressive adoption over the whole of that period.
The scope of this report is the initiation phase of the project over the first 18 months (January 2015
to June 2016). Below is a highly summarised view of the Black Swan Project highlighting milestones,
dates and progress at the reporting date of 14 April 2015.
2.
Project Deliverables
During the migration phase of the project, a number of key outcomes will be delivered and
monitored:





3.
Establishment of the Blackboard LMS platform
Progressive creation and conversion of digital learning content to the new LMS platform
Demonstrated growth in utilisation of constructive effective deployment of digital learning
technologies across UWA
Promotion of blended learning and student engagement across UWA
Demonstrable enhancement in the student learning experience
Project Governance





Reports formally through to the Education Futures Strategy Group (Chaired by PVC
(Education Innovation))
Fortnightly review by the Black Swan Steering Committee (established by the DVC
(Education)- 13/04/2015)
Reports on technical progress and risks delivered to and discussed by SITIM Committee
(Chaired by DVC (Education))
Informal reference group and advice from SDVC
Weekly project meetings, weekly Blackboard partner meetings
14 April 2015
Page | 2
B2
4.
High Level (Technical) Outline
Timeline/
Deadline
Milestone
2014:
Stage 1
30/11
17/12
23/12
2015:
28/01
11/02
27/02
08/03
16/04
17/04
17/04
20/04
21/04
22/04
23/04
24/04
30/04
30/04
30/04
05/05
11/05
04/06
17/06
20/07
2015:
31/07
01/08
01/09
30/09
01/10
15/10
15/11
30/11
01/12
01/12
2016:
01/02
01/02
01/02
30/06
14 April 2015
Business Case Signed Off
Contract signed
Project Team assigned
Progress at
14 April 2015
Completed
Completed
Completed
Stage 2
Project Kick off Meeting
Conference 1
Project Plan Approved
Pilot Collaborate Live
BB Staging Environment Ready
Phased Release of Sem 2, 2015 Units for testing
Confirm end dates for small number of continuing Moodle Units
Conference 2
Faculty Day (Arts, ALVA)
Faculty Day (Education, ECM)
Faculty Day (Science, Business)
Faculty Day (Medicine, Dentistry, Health Sciences)
BB Full integration with Single Sign On and SIS
Negotiate commercial continuity terms with Moodle
Final Sem 2 Units released for testing
Faculty Day (Law, Indigenous Studies)
Early Adopter (MBA) Live
Conference 3
Create and convert Sem 2 Units to Production Environment Learn
Learn Module GO LIVE
Completed
Completed
Completed
Completed
Stage 3 (Dates tentative)
Archiving of legacy Moodle content
Progressive decommissioning of Moodle Units
Evaluate the support and training exercises for Semester 2
Revisit initial creation and conversion phase for lessons learned
Create and convert Sem 1, 2016 Units
Digital / Online Assessment and Outcomes tool “technical”
implementation
Digital / Online Assessment and Outcomes support materials
Learn Analytics module technical implementation and set up
Learn Analytics support materials
Sem 1, 2016 Units on Learn
Stage 4 (Dates tentative)
Learn Analytics go live
Digital and On-line assessment go live
Blackboard Outcomes go live
Project Closure and Benefits Realisation Reporting
Page | 3
B3
5.
Communication, Engagement and Support
Communication, engagement and support are critical success factors for the Black Swan Project.
Additional Learning technologists and Technical Support Staff are being employed to assist.
Specific initiatives are as follows:
Academic Support and Engagement – staff
Communication
 Fortnightly Project Black Swan Newsletters – 7 now delivered
 Presentations at Board and Committees (e.g. Presentation to Academic Board – 18/03/15)
 Informal ‘needs analysis’ and extensive all Faculty meetings by Black Swan Team
Training and development
 Work flow and communication pattern developed informing staff when units are ready,
support resources, people, help, with sign-off at each stage – just starting
 Staff and student online support materials collated and presented – complete
 Faculty Training Days and hands on from 21st April and ongoing
 Digital resources in LMS for staff – available
 Learning Technologists supporting special or challenging Units or activities- started
 Transition and migration support for Unit Co-ordinators

Additional Training for Faculty Unit Administrators and a wide range of local support staff –
started and continues through to July.
 3 ‘positioning’ and training Conferences – 1 completed two more on 20 April and 4 June
 12 Library Support Staff trained on Blackboard platform – complete
 Conduct Carpe Diem Workshops including deploying Blackboard – 110 units completed,
more planned 3 per month throughout 2015
 Early adopter training & support for Collaborate (web conferencing)
Communication and Engagement: Students
Phase 1 (Dec 2014 to May 2015) – strategic communications
 A ‘stream lead’ was established at the launch of the project to liaise with key student groups
 Monthly written reports (including requests for student feedback and ideas) are provided to
the UWA Student Guild Education Council
 Key messages focus on high-level, positive themes of:
o the LMS platform is being replaced to enable UWA to make ‘a big leap’ in its digital
environment
o the LMS URL for students will stay the same
o the login information students use will stay the same
o the environment within the LMS for students will have the same features
 In addition, the Black Swan Project Owner provides monthly in-person updates to Student
Guild Leaders (Guild President, Ed Council President and Faculty Society Presidents) via the
Education Portfolio’s Student Consultative Meeting. Students ask questions and engage in
ongoing dialogue about the project
14 April 2015
Page | 4
B4



An audit of existing student support resources is underway with comparable resources in
Blackboard completed and training of library staff in progress
Student leaders are being invited to test the Blackboard environment and review support
resources during Phase 1
A message will be placed in the final edition of Guild Weekly of Semester 1 (release date 25th
May 2015) to foreshadow the planned migration
Phase 2 – (June to Dec 2015) – tactical communications
 Multiple channels will be used to move from strategic communications to tactical
communications at the end of Semester 1, 2015. The channels proposed for this project
include:
o The LMS
o askUWA (official FAQ database)
o student email (official UWA channel)
o Current Students website (official UWA channel)
o Guild Weekly (Student Guild weekly e-newsletter)
o Social media channels, digital screens (unofficial but high-traffic channels)
 A message to students will be posted within the LMS at the start of the pre-exam study
break (note - messages to students enrolled in non-standard teaching periods will be
managed separately)
 Students will be reassured that:
o Migration will occur after all Sem 1 exam activity has ended (information for
students who may sit supplementary and deferred exams is being managed
separately)
o Support options are equivalent or better than previously available and they will be
clearly promoted
o Teaching staff are being highly supported during/following migration in order to
deliver a high quality student experience
 In-person communication with student leaders via the Education Portfolio’s Student
Consultative Meeting and the UWA Student Guild Education Council will continue
throughout Phase 2
 Mechanisms for student feedback are under discussion
14 April 2015
Page | 5
B5
6.
Project Risks and Mitigation Strategy
The following risks and mitigation strategies have been identified:
Risks
Short Term
Mitigation








Delay in target launch dates
Insufficient resources to manage
project in a timely fashion
Key resources lost mid-project
Lack of adoption by staff
Lack of adoption by students
BITS staff have conflicting priorities and
are unable to provide sufficient
support




Additional project resources recruited
Dedicated resources made available by CEF, BITS
and the Library
A Project Steering Group established to regularly
review support, resources and planning required
Regular Events and Conference Days arranged to
engage the University community in Black Swan
Communication Plan established to ensure
ongoing engagement with staff and student body
Active support by senior University Executives
Long Term



Changes in the political, technological,
consumer or global external
environment undermines the
objectives of Project Black Swan
Changes in student expectations, needs
and preferences
Long term commitment to the
partnership with Blackboard fails to
deliver or becomes unresponsive to
changing circumstances
7.
Success Factors- KRAs







Student satisfaction high and rising
Enabling digital environment available on time, to specification, to enable University
strategic objectives
Highly acceptable and deployed take up by academics
UWA units deploying Blackboard are forward-looking and student-centred
Student retention and achievement rising
Blackboard flexible and responsive to accommodate future pedagogies, technologies and
markets
UWA reputation growing for education innovation and futures
14 April 2015
Page | 6
B6
8.
Black Swan Project Update – Technical – 14th April
Movement of unit content – Semester 2 technical transitions
underway
Black Swan technical team is working with the Blackboard technical
people and the ‘migration’ of the content from Semester 2 Moodle units
into Semester 2 Blackboard units. During the EFSG meeting, technical
migration completion or progress will be updated.
Beyond the LMS
UWA’s Blackboard is a full suite of products. The LMS part is called 'Learn'
but there is more - including Content Management and Community
modules. So the technical team is also preparing peer support, training,
external engagement, student exchange support and internal
communications. These are currently enabled in a preparatory
environment called ‘UWA staging’. During the EFSG meeting, technical
migration completion or progress will be updated
Integration with UWA systems
Single Sign On (SSO) and integration with our student management
system, Callista (SIS), has passed its testing phase and is being
implemented on UWA production servers over the next week. Using SSO
means accessing the Blackboard system will be easy for everyone at UWA
with a Pheme account. SIS student enrolment is automatically updated
every 2 hours. The Centre for Education Futures technical team is working
here with our IT service team (BITS). During the EFSG meeting, technical
migration completion or progress will be updated
And more integrations
Secondary integrations are all in testing and will be progressing to the
staging environment shortly. LCS (Echo360 Lecture Capture), Turnitin,
McGraw Hill, and Pearsons applications are all working ‘out of the box’ and
are being fine-tuned. Links to tools on external websites such as
SparkPlus and custom SCORM packages have functioned flawlessly on the
test server. Blackboard Collaborate (Virtual Classroom/Webinar) is now
running fully integrated on our staging server with one click access from
inside a Blackboard unit. Blackboard Mobile and Grader (IOS Apps) are
also completely integrated on staging. (To note - at the moment download
from the app store and special setup is required until ‘go live’ in Semester
14 April 2015
Page | 7
B7
9. Blackboard Collaborate
With Collaborate, UWA can provide new ways of engaging with students,
for staff and students. It is a live web-based conferencing and virtual
classroom tool that allows staff and students to collaborate synchronously.
At UWA a number of 'early adopters' have taken advantage of the training
provided and have begun utilising Collaborate. Supporting resources such
as step by step guides, as well as technical specifications, for staff and
students are available.
To ensure early adopter student cohorts have easy access to Collaborate
while on campus, all Library PCs have the application installed. By
Semester 2, Collaborate will be integrated within Blackboard Learn.
9.
Support
Students
1. LMS student help in Blackboard Learn; AskUWA
2. Academic for learning needs
3. IT help in Library
Staff
1. Self-help resources
2. Centre for Education Futures Computer support:
#8190 or help-elearning@uwa.edu.au
3. Learning design (Carpe Diem workshops and follow-on support
from Carpe Diem 'pods')
14 April 2015
Page | 8
B8
Futures Observatory, Centre for Education Futures
Concept Document for Consultation and Feedback
TRIM FILE REFERENCE: F45719
DOCUMENT STATUS
X Draft
Ready for Review
Final
DOCUMENT MODIFICATION HISTORY
Version
Number
0.1
Primary Author(s)
(name and position)
Professor Gilly Salmon, Pro Vice-Chancellor
(Education and Innovation)
Ms Lucinda Thomson, Manager Education Futures &
Partnerships, Centre for Education Futures
Description of
Version
Date
Completed
Concept document for
consultation and
feedback
15/04/2015
Provided
To
Education Futures Strategy
Group
DOCUMENT APPROVAL
Approved By
(name/position of approver)
15/04/15
Signature
Date
1
C1
1. The Education Futures Strategy Group is asked to:
A. Discuss and give feedback on the concept of the Futures Observatory. A more detailed plan will then be brought to the next EFSG
B. Note the future requirement to formulate an Education Futures Scholarships Selection Group to (in accordance with the EFSG Constitution – Delegations)
to develop Seed Funding and Secondment opportunities.
This concept document has been developed to provide a brief rationale behind the creation of the Futures Observatory, the objectives that will be achieved and
the role the sponsors and partners will play.
2. Context and Strategic Underpinnings
UWA intends to become a leader in education innovation through the implementation of innovations arising from the Education Futures projects and increase in
the utilisation of educational technologies leading to increased student satisfaction and learning. The Education Futures Project has been a two year strategic
development initiative (www.education-futures.uwa.edu.au/) which involved major consultation with the UWA community and stakeholders of all kinds. The 7
principles are transformative teaching, evidence-based teaching, experiential learning, integrated research experiences, optimised learning resources, vibrant
campus and digital environments, global citizenship and leadership for students. The consultation and early projects from Education Futures resulted in
commitment from across the institution to adopt ambitious forward-looking teaching practices, reform learning environments (physical and digital), and embrace
a wide variety of approaches to enable UWA to feature as leading in global education innovation and in providing UWA students with an exceptional futureproofed world-class educational experience.
UWA has signalled and demonstrated that is it is ready to address implementation, with increasing numbers of UWA leaders and faculty believing that the
Education Futures vision and projects are necessary, desirable and achievable. Prof Salmon’s appointment as PVC Education Innovation in October 2014 and
the subsequent formation of the Centre for Education Futures in January 2015 are intended to support and realise the vision and principles.
UWA is addressing challenges to traditional methods of teaching by deploying a design based approach to incremental innovation. However, in addition, it is
important to look further into the future to consider more radical possibilities and explore them with different ways of thinking and acting, many of them enabled
and driven through new digital opportunities.
To implement the new vision requires large scale, visible and highly supportive actions to engage all members of the UWA community to capture the moment of
transformation and create sustainable momentum. The University has adopted some ambitious targets for 2015 – a new digital environment (LMS) by July
2015, the redesign of 1000 of UWA teaching units during 2015, together with innovation and scholarship projects for more radical technology-enabled learning
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through research and prototyping. Central to the achievement of the 2015 targets is the bringing together of previous disparate staff into one central space on
campus in order to change the culture of collaboration and achievement from the enablers outwards, and to send a clear message to the UWA community that
through collaboration and focus the targets can be met.
The intention of the Futures Observatory is to realise the ‘leading’ part of education futures and provide an innovation laboratory to enable the UWA community
to engage with more radical opportunities. It will ‘observe’ and surface existing innovations from across the institution and bring innovation and new educational
ideas from across the world. The Futures Observatory will also view ‘over the horizon’ technologies that can be prototyped, adapted and adopted for
pedagogical purposes and provide a dissemination approach for in-house empirical educational research.
3. UWA’s Futures Observatory: Purpose
The Futures Observatory will support and enable the principles and implementation of the Education Futures initiatives in the Centre for Education Futures, to
establish University of Western Australia as a leader in education innovation. The Futures Observatory will be an integral part of the Centre for Education
Futures (CEF) and a physical space and concept to enable CEF’s strategies and goals. It also aims to collaborate with all relevant facets of the University
community e.g. Faculties, BITS, Procurement, Information Resources, Chancellery, HR, and Student Support Services.
The Futures Observatory will enable the University of Western Australia to:




Expand on its reputation as an innovator by acting as an ‘observatory’ for the future of higher education
Examine and consider the impact of emerging technologies and disruptive trends in higher education
Observe and contribute practical systemic actions and impact within and outside the University
Extend its innovation narrative by integrating this initiative with current innovations in the wider University such as the ‘EZone’ developments in the
Faculty of Engineering, Computing and Mathematics and the proposed IQ (Innovation Quarter)
The Futures Observatory will provide to the whole UWA community:







Partnerships with technology providers to promote a ‘window’ on the horizon for education
Ability for teaching staff to try out and consider the devices and technologies
Ability for researchers to share new ideas, develop scholarship and research with others around education innovation
Future thinking events and processes
Alerts, reports and future orientated ‘white papers’ to promote discussions
Education Futures Scholarship and Seed Funding events providing opportunities for involvement in research and scholarship projects
Feed into Carpe Diem Learning Design workshops
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4. Measures
Strategic Success
Success will be measured by:



Implementation of innovations arising from Education Futures projects – Education Futures Centre and PVC (EI)
Increase in the utilisation of educational technologies – Education Futures Centre and PVC (EI)
Increase in student satisfaction ratings – DVCE with contribution from Education Futures Centre and PVC (EI)
The Critical Success Factors




Academic staff engagement
Sponsorship engagement
Evidence of UWA’s ability to continue to embrace appropriate digitalisation and integration in learning and teaching
Demonstrated contribution to future thinking across all levels of education innovation
Outcomes
The Futures Observatory will contribute to the following outcomes:




Reputation as a recognised Futures Observatory both inside and outside of the University
Increased engagement and success in grants and awards in the scholarship of learning, teaching and innovation
Industry awareness of University of Western Australia’s student capabilities regarding technology and innovation
An environment and associated events and activities that:
- Promote new ideas
- Challenge conventional approaches
- Stimulate new awareness
- Makes experimentation easy and productive
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5. Objectives & Deliverables
Objectives:




Enable academics and staff to explore and experiment with the latest technology in learning and teaching. Encourage greater use of existing
technology and inspire academics to think beyond the classroom across all faculties
Provide an open yet purposeful environment where staff can experiment with different frames of reference and be encouraged to look at new horizons in
technology and innovation
Provide academics with new, supportive and inspiring pathways to contribute to the development of learning and teaching scholarship ideas and
developments, and ultimately, research proposals and studies
Broker and enable mutually beneficial relationships with technology partners and assist with UWA’s external reputation as an education innovator
Deliverables:




Development of the Futures Observatory
Extensive digital presence and communication … web, blogs and social media
Papers and publications, especially ‘white papers’
Full ‘Education Futures’ Scholarship and rewards process
6. Selection of Partnerships
The sponsorship selection will be based on the suitable criteria such as market leader in their industry, reputation for innovation, interest and focus on the
Higher Education sector, alignment of values (e.g. innovation, achieving excellence, and community responsibility), willingness to collaborate to achieve mutual
goals, ability and willingness to support the Futures Observatory initiatives through equipment and/or services. We will need to discuss each party’s objectives in
order to explore synergies and value that each brings to the relationship, followed by regular assessments of the activities developed and creating opportunities
to collectively showcase achievements and outcomes. We expect chosen partners or sponsors to understand the University’s ethical values, to participate in
innovation events to showcase emerging trends in educational technology and to value collaboration with researchers and innovation thought leaders. We are
considering partners such as Intel, Apple, Cisco, Microsoft, Adobe, Samsung, IBM, and Telstra.
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Appendix 1
Education Futures Seed Funding and Scholarship Program 2015
The new Education Futures Seed Funding and Scholarship Program will raise the profile of evidence-based learning and teaching at UWA. The process will
influence and support scholarship of innovation and excellence in digital and blended learning, as well as enable academics to achieve external reputations and
profiles in the domain. Opportunities will be provided for academics, either individually or in teams, and from all faculties, schools and departments to conduct
studies into future learning, teaching and assessment, and the deployment of digital technologies in the service of student engagement. The aim of the program
is to achieve increased success with securing external grants and publications. The program will comprise of a variety of inspirational and practical professional
development opportunities in the area of research, publications and grant applications, with clear deliverables and outcomes.
The Education Futures Seed Funding and Scholarship Programs will provide internal funding as well as secondment opportunities to support staff in further
examination of future learning and dissemination of findings across the University. The Education Futures Seed Funding and Scholarship Program aims to
enhance the skills and successes of staff across all faculties at UWA.
The following provides an overview of the proposed program.
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UWA Shark Tank Events
The series of UWA Shark Tank events will provide academic staff with the opportunity to pitch their promising concepts – research and development ideas or
funding proposals – to a panel of experienced University staff. The pitch would include a specific amount of funds required, and the planned outcomes of the
project in terms of external funding applications and impact.
Academics will work against the clock to verbally present and pitch their concept within a five minute period. It does not require a prepared detailed written
business plan. The panellists will provide feedback, recommendations and advice on appropriate external funding opportunities to guide the individual/s prior to
the development of the written bid.
The University, through the Education Futures Seed Funding, will invite promising proposal/s to apply for funding of up to $10,000 to lead to project outputs and
increase the likelihood of obtaining external funding, or alternatively apply for an Education Futures Secondment which will offer buyout funds to enable faculty
and professional staff to work for a short or longer term placement in the Futures Observatory for research and development of their concept.
Objectives



To provide staff with the opportunity to test run
proposals and receive high-level feedback
prior to initiating the written bid.
To ensure that concepts are ‘University
endorsed’ early in the development process,
thereby reducing the number of applications
which are internally rejected prior to external
submission.
To provide feedback on pitches, and
recommend potential funding opportunities.
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Details




To encourage novel, timely, innovative and
original pitches.
To encourage pitches involving a mix of
disciplines (e.g. cross-faculty proposals), with a
strong alignment with UWA’s 2020 Plan.
To identify promising proposals for Education
Futures Seed Funding, or an Education
Futures Secondment.
To support successful pitches with the
provision of a mentor.
Frequency:
Monthly
Duration:
1 hour
Format:
4 pitches per session (15
minutes each)
Panel:
4 - 5 experienced
researchers
Open to:
Individuals and teams
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Education Futures Seed Funding
The Education Futures Seed Funding will provide internal funding to academics to raise the profile of evidence-based innovative learning and teaching, and
support further examination of future learning. Individual academics, or small collaborative teams, can apply to investigate, develop and implement innovations
in learning and teaching, and build on evidence-based learning and teaching research, through initial research, piloting and prototyping of a concept, or smallscale projects. Seed Funding will particularly focus on innovation, future learning, digital and mobile learning and the use of technologies, and lead to a higher
likelihood of obtaining external funding, such as the Office for Learning and Teaching (OLT) grants.
Objectives
Details

To enable academics to undertake initial
investigations, developments and implement
innovations in learning and teaching, future
learning and exploration of technologies in
learning and teaching.
Funding
Amounts:
Up to $10,000
Funding
Duration:
12 months
To support academics to conduct initial
research, piloting and prototyping of a concept
in the area of learning and teaching.
Assessment
Committee: TBC

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Education Futures Secondment
Education Futures Secondments will provide academics with the opportunity to further their evidence-based learning and teaching research and development. It
will enable and support innovation in teaching and learning futures, in addition to digital, mobile and blended learning and the exploration of technologies within
learning and teaching. Secondments will be based within the Futures Observatory for initial research or piloting and prototyping of a concept.
Objectives



To enable academics to investigate, develop
and implement innovations in teaching and
future learning and the exploration of
technologies.
To support academics to conduct initial
research or piloting and prototyping of a
concept in the area of future learning.
To provide academics with an environment to
undertake research and development projects.
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Details



To increase UWA’s knowledge of evidencebased learning, teaching, assessment and
digital technologies research.
To encourage and support innovation and
excellence in learning and teaching, in
particular for digital and mobile learning.
To provide academics with opportunities to
develop and participate in new technological
innovations, and disseminate findings within
UWA.
Secondment Up to three months or
Duration:
one semester
Assessment
Committee: TBC
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Deep Dive Events
Monthly events to assist all staff in understanding and embracing innovation and forward-thinking in learning, teaching, assessment and digital futures.
Objectives
Details

Frequency:
Monthly
Duration:
1 hour
Timing:
Lunchtime


To encourage academics to introduce
innovation and forwarding thinking within their
learning and teaching practices.
To encourage future thinking and radically
innovative use of technologies.
To showcase exemplars and encourage good
practice.
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Funding and Achieving Education Futures Initiatives
Workshops for academics and researchers to provide training, mentoring and support for external and internal funding, and scholarship opportunities, including
budgets, applications, submission, research recognition and dissemination.
Objectives


To support and encourage academics to apply
for external funding opportunities, including
(but not limited to) grants, citations,
fellowships, teaching awards and project
funding offered by the Office for Learning and
Teaching (OLT).
To support and encourage academics to apply
for internal funding including Faculty awards
and of the Education Futures Seed Funding
and Secondments.
Details

To increase the knowledge and skills of
academics in relation to internal and external
funding opportunities (guidelines, criteria,
evidence and formatting requirements,
budgets).
Frequency:
As required (OLT sessions
to be aligned to OLT
deadlines)
Facilitator:
TBC
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Futures Fellow Community
The Future Fellows Community will provide staff with a supportive network to increase their knowledge, and enhance their learning and teaching research and
practices, through the exchange and exploration of ideas and innovations in a collaborative environment. Futures Fellows would be encouraged to spend a
‘sabbatical’ based in the Futures Observatory possibly combined with a trip to another institution to bring back ideas.
Objectives


To facilitate staff in establishing supportive
relationships with others around Education
Futures.
To provide staff with a forum to share ideas
and learn collaboratively.
Details

To develop collaboration between academics
in UWA for teaching and learning.
Format:
Face-to-face and online
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Appendix 2
Education Futures Seed Funding offers support to academics to enable initial investigation into innovative approaches to learning, teaching and assessment at
UWA. Funding of up to $10,000 is available to enable a pilot or prototype project.
It is recommended that applicants attend an Education Futures Scholarship Program workshop prior to submitting their application. View the Centre of
Education Futures website for workshop dates.
Priority Areas for 2015 – to be agreed by working group
Selection Criteria
Applications will be awarded based on the following criteria:





the capacity to contribute to UWA’s Education Futures Vision
the feasibility of the proposal, including a realistic timeline, budget, dissemination plan within UWA and capability of the individual/s
the potential benefit to improving student learning and/or experience
the potential for sharing and scaling findings across other departments and faculties
the potential for the project to lead to external funding and publications
Preference will be given to proposals which fit within the Priority Areas for 2015, and have not previously received funding from the Office for Learning and
Teaching (OLT), one of its predecessor organisations, or internal UWA funding.
Eligibility
1. Open to academic staff in ongoing or contract positions (0.5 FTE or greater) in Higher Education who are currently engaged in teaching, or who are
providing professional support or development focused on improving the student learning experience.
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2. Professional staff, or students, who may be involved in projects with an academic lead.
3. Individuals or teams are eligible to apply.
4. Applicants are required to seek approval from their Head of School and/or ADLT prior to submitting their application.
Futures Secondments
University of Western Australia (UWA) academics can apply for an Education Futures Secondment to conduct research or piloting and prototyping of innovative
approaches to learning, teaching and assessment at UWA. Secondments will enable academics to be released on a full or part-time basis from normal duties for
up to three months, or one semester, and will cover the cost of sessional staff time to replace their position.
Secondments are based at the Centre for Education Futures and will provide access to staff and resources within the Centre, including technologies available in
the Futures Observatory, to assist them in conducting their investigations. It is recommended that applicants attend an Education Futures Scholarship Program
workshop prior to submitting their application.
Priority Areas for 2015 … to be discussed with working party
Selection Criteria
Applications will be awarded based on the following criteria:





the capacity to contribute to UWA’s Education Futures Vision
the feasibility of the proposal, including a realistic timeline, budget, dissemination plan within UWA and capability of the individual/s
the potential benefit to improve student learning and/or experience
the potential for sharing and scaling findings across other schools and/or and faculties
the potential for the project to lead to external funding and publications
Preference will be given to proposals which fit within the Priority Areas for 2015, and have not previously received funding from the Office for Learning and
Teaching (OLT), one of its predecessor organisations, internal UWA funding, or other external funding.
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Appendix 3
University Initiatives in Innovation and Futures
Some leading universities around the world are directly addressing Futures Work in Education, others are attempting to promote more radical innovations and/or
scale up education innovation across their institutions. Others focus on the cognitive aspects of ‘thinking differently’ or more creatively and imaginatively. As our
first ‘futures observing activity’ we plan to survey these rapidly during 2015 to understand what kinds of activities have the most impact and value.
Characteristics already noted include the linking seed internal fundings and scholarships, the provision of a community and engagement space (typically
physical and digital) and the external engagement of partners. Some brief examples below.
Stanford University www.stanford2025.com/#intro
Stanford University has a 2025 vision - Learning and Living at Stanford - an exploration of the undergraduate experience in the future. The vision looks at
continued practice of traditional teaching methods, the potential disruption that online teaching will bring and the need for reinvention of the undergraduate
experience. The project titled Stanford 2025 started in 2014 to encourage an exploratory mindset staged around a time travel concept where participants
journeyed in time having the opportunity to look back retrospectively at major paradigm shifts that happened around 2025. These shifts were shared as
provocations - a subjective, student centred imaging of what could happen as the future unfolds.
The project developed 4 scenarios:



Open Loop University – Where the emphasis on students receiving a lifetime of learning opportunities, duration is 6 years to a lifetime, studies
beginning at any age, where knowledge is obtained across classroom and practical settings with students returning and bringing expert knowledge
back to the environment
Paced Education – Using three phases of varied lengths to provide personalised and adaptive over 6 years and 3 phases - calibrate, elevate and
activate
Axis Flip – Where skill development became the foundation where students master skills and competencies which in turn become building blocks that
could be rearranged and translated across a myriad of work contexts throughout their lifetimes.
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
Purpose Learning – Students declared ‘missions’ not a major and coupled their disciplinary pursuit with the purpose that fuelled it by selecting a
meaningful course of study that would provide a 10-15 year scaffold in their professional lives. This was not about career trajectory but the reasons
behind it.
The aim of the project is to provide resources and toolkits based on the four provocations that can inspire exploration of what the future of living and learning at
a university may be. The tool kit inspires academics at Stanford to Reflect, Imagine and Try.
Georgia State University http://cii.gsu.edu/
The Centre for Instructional Innovation promotes cutting-edge learning theory and practice. It supports evidence-based learning initiatives, innovative teaching
practices, and faculty who are in search of better ways to do things. It provides workshops, a speaker series, course design programs, as well as teaching
support, access to current technologies and recording studio facilities, runs a Grant and Fellowship program and other programs and resources to assist
academics to embrace innovative teaching practices.
To quote Phil Ventimiglia, Chief Innovation Officer, Georgia State University, January 20, 2015
“At Georgia State University, while we explore the future of education, we are not only rethinking how we teach but what we teach. The how focuses on
optimizing learning moments. For example, extending learning outside the classroom through chat tools that enable virtual classroom discussion or virtual office
hours. Or, going further to “flip” the classroom model, with lectures delivered via videos and other multimedia tools prior to class so that class time can be
focused on experiential activities that ensure understanding, comprehension and application of the material. The Center for Instructional Innovation is supporting
faculty in developing and testing new ways of teaching through grassroots programs such as the Digital Champions Fellowship program. The Digital Champions
Fellowship program provides support for faculty who are implementing innovative models of instruction, such as creating online or partially online courses,
experimenting with eTexts or incorporating tools for active learning during class time. In the course of my career, I have built teams and hired talent all over the
world. The biggest challenge in discovering successful talent was finding team members who were able to effectively communicate, collaborate and solve
problems digitally. Every discipline and career has been transformed through the use of technology, from engineers to doctors, and even politicians. Yet, the
traditional academic experience does not prepare young campaign managers for the tasks expected of them today, such as writing a blog or analyzing a socialnetworking initiative”.
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University of Queensland http://itali.uq.edu.au/
The new Institute for Teaching and Learning Innovation (ITaLI) will provide leadership, engagement and advocacy in educational innovation, teaching
excellence and learning analytics and aims to transform and innovate teaching, learning and creativity. ITaLI is headed by a Pro Vice-Chancellor (Teaching and
Learning) [PVC (T&L)] and will be loosely organised around two themes. The first is teaching excellence and includes digital learning. The second is Analytics
and includes UQx. ITaLI is designed to respond to projects prioritised by a governance structure that connects School and Faculty teaching and learning needs
with institutional strategic priorities. ITaLI collects and interprets data about teaching practices and emerging technologies to enhance learning and teaching
practices and anticipate future impacts and opportunities for the University of Queensland.
Some other Australian universities are setting up learning and teaching or innovation centres e.g. Charles Sturt http://www.csu.edu.au/uimagine
UImagine will bring leading international researchers and educators to brainstorm with CSU staff in Think Tanks about topics including learning design, learning
analytics, and virtual worlds, simulations and games. It will also provide digital learning innovation grants, create an online learning scholarship network and
host an online showcase of innovative teaching and learning practices as examples of CSU's future model of online learning
Think Lab – Salford, UK www.thinklab.salford.ac.uk/
Space to think.
THINKlab is a futuristic and spacious research environment with state-of-the-art facilities.
The space facilitates research related to Information and Communication Technologies, providing answers to challenges faced by industry, commerce and the
community.
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Proposed Review of Assessment
TRIM FILE REFERENCE: F70940
DOCUMENT STATUS
Draft
 Final
Ready for Review
DOCUMENT MODIFICATION HISTORY
Version
Number
Primary Author(s)
(name and position)
Description of
Version
Date
Completed
th
0.1
Sue Smurthwaite,
Director, Academic
Policy Services
Initial proposal
9 March 2015
0.2
Sue Smurthwaite,
Director, Academic
Policy Services
Amended proposal
12 March
2015
1.0
Sue Smurthwaite,
Director, Academic
Policy Services
Final proposal
17 March 2015
th
th
Provided
To
Grady Venville, Dean of
Coursework Studies,
Kabilan Krishnasamy,
Academic Secretary, Jan
Cardy, Manager,
Curriculum Management
Grady Venville, Dean of
Coursework Studies,
Kabilan Krishnasamy,
Academic Secretary, Jan
Cardy, Manager,
Curriculum Management,
Jon Stubbs, Director,
Student Services
Grady Venville, Dean of
Coursework Studies,
Alec Cameron, Deputy
Vice-Chancellor
(Education).
DOCUMENT APPROVAL
Approved By
Professor Grady Venville
Title
Dean, Coursework Studies
Date
17th March 2015
D1
Background
Assessment of student learning is an important educational function of the University with teaching
practices designed to engage, challenge and transform students throughout their courses.
Changes at the sector level and within UWA over recent years, in particular the introduction of new
courses in 2012 and the first graduating cohort in 2014, make it timely to conduct a comprehensive
review of assessment policy and practices within UWA.
Purpose
The University is committed to the systematic review and evaluation of its activities and a cyclical
review of policy is an integral part of its strategic planning and quality assurance.
The purpose of the review of assessment is to ensure internationally benchmarked assessment
practices are meeting the needs of domestic and international students. This review is an important
component of the evaluation of the success of NC2012 and the roll-out of the Education Futures
Vision, with a particular focus on transformative teaching.
Review Framework
It is proposed that a Review of Assessment Working Group be established, to work in consultation
with established groups, networks and committees, including
 Associate Deans (Teaching and Learning/Education) network
 Education Futures Strategy Group
 Faculty Teaching and Learning Committees
 Curriculum Committee
The Review of Assessment Working Group report, including proposed amendments to the University
Policy on Assessment and other related policies, will be referred to the Education Committee and
Academic Council for consideration and endorsement/approval.
Proposed Membership:
Professor Grady Venville, Dean of Coursework Studies will convene the Working Group. Membership
will be invited from across the University with expertise in a range of assessment practices and
related policy, including representation from:








Academic Board
Associate Deans (Teaching and Learning) network
Faculties
Teachers – small group, large group, first year, online/MOOCs
Student Services
Academic Policy Services
Centre for Education Futures
Student Guild
Specific Objectives





To improve the student learning experience;
To ensure high quality assessment practices at national and international levels;
To ensure consistency of approach across and within Faculties;
To review and update the University Policy on Assessment;
To review and update associated policies, including the University Policy on Assessment
Mechanism Statements and the University Policy on Supplementary Assessment.
D2
Scope












Review/audit of associated University policies and faculty/school policies;
Benchmark best practices – national and international;
Sustainability (workload, innovative practices, changing environment and technology);
Uptake of LMS for assessment purposes;
Consistent practices/penalties across faculties (exceeding word count, submission and late
submission, marking tutorial participation, etc);
Feedback practices and effectiveness/impact;
Use and application of plagiarism detection software (eg Turnitin);
Quality of assessment mechanism statements as part of Unit Outlines;
Marking (ungraded passes and fails, scaling, exam mark breakdown, grades etc);
Possible use of progressive and summative marks and grades in development of a student
retention and success model;
Exam timetables and scheduling;
Assessment at a distance (online proctoring).
Resources
Item
Establishment of a Review of Assessment Working Group
Provision of policy writing expertise and executive officer support (APS)
Research, data collection, surveys (existing and new) (Office of DCS, APS and
IRU)
Implementation and provision of assistance/training to staff with changes to
assessment via the new LMS – Blackboard (Centre for Education Futures)
Approximate Cost
Within existing
resources
Within existing
resources
Within existing
resources
Within existing
resources
Preparation and First Steps




Finalisation of Membership and agreed Terms of Reference for the Review of Assessment
Working Group;
Agree parameters for Review;
Agree tasks and areas of responsibility for each member of the Working Group;
Consider data requirements and appropriate benchmarking.
Timing
Action
Establishment of Working Group and Terms of Reference
March
Data gathering, task allocation, clarity of issues, benchmarking
March – June
Review and consultation (networks, groups, committees)
June – August
Formulation of Report and Policy, including ongoing consultation
August – October
Committee approval process:
 Education Committee
 Academic Council
Uptake by Faculties and Student Services, for practical components
in preparation for first semester 2016 examinations period
November
December
January - June 2016
Uptake by Faculties for 2017 offerings via CAIDi course
approval process
Month
January- April 2016
D3