 And basically what I'm going to walk you through is a process that I've done with a lot of institutions around Australia, both at K-12, VET and higher ed, and pretty much the approach, as we'll demonstrate shortly, is fairly easy to replicate with various institutions. And the example that I'll be using today is some work I did with TAFE SA in Adelaide last week, and basically building on that process. So essentially when I go into environments, this is usually what you hit with, where it's, you know, we have all this technology available, but teams are excited about using it, but unfortunately on the other end, you've got users that just aren't quite ready to accept that challenge. And so there's a bit of a bridge or a gap that we've got to try and overcome there to make that happen. And one of the key areas that we can start to focus on, and the easiest one, is around assessment. And so in terms of reimagining assessment, what I want to walk through is what can you do when you're working with academics or teachers or lecturers, all of who are really good subject matter experts, but don't necessarily have the background knowledge or education to know the most effective method to teach that. And so what I'm going to show you is one approach that I've taken that seems to be really well received that helps contribute to the success of getting those people on board and getting them reimagining actually what can they do to help bring in technology to make it all happen. And for me, one of the key focuses is on this idea of what's in it for me. That could be the academic, the lecturer, or it could be the student perspective. And I think when you're dealing with these types of people, you need to keep this in mind. And so this is the work I did with Cheryl Cox at TAFE SA last week in which we've enrolled in one of these subjects, which I taught many years ago having looked at the content. So pretty much all it is focus around assessment. Thing is, what can we do to change that up, to focus on those assessment tasks to make it more engaging? So the approach I take is based on some re-principles, which simply stands for re-engineering assessment practice. And there's some information about it there. But it's really simple to implement, a bit old school, but it works really, really well. And by old school, which is just a couple of cards, well, a few more than a couple, nicely color-coded. But it's amazing how well it works because when you're dealing with academics, you're trying to work with them to discover what is it that they're trying to do. And as you're talking to them about that, you can capture that using these cards. So for example, if I lay the mouse here and I say to an academic, which I often do, let's just focus on what key assessment principles do you think you need to start addressing in Weeks 1 and 2 of your course? So we say in Weeks 1 and 2, here are nine principles, do you think it's important to let the students know in Weeks 1 and 2 that you need to clarify good performance? And they go, yeah, actually that's something that I'd really like to do. Make sure students understand what the assessment tasks are that they need to do. So I say to an academic, do you need to deliver high-quality feedback in Weeks 1 and 2? They're going, well, actually I haven't even given out the assessment, so I don't really need to do that one. So we take that one off the table. We then say, well, if you don't deliver high-quality feedback, what's the likelihood that you need to provide opportunities to act on feedback? If they're not delivering it, students don't need to act on it, so we can take that one off at that point. Given the TAFE environment is competency-based, a lot of the assessment tasks that are available are fairly well set, so unfortunately in terms of giving assessment choice is also off the table. But when we look at the other things around getting students to start reflecting on, you're in this new course, what are you going to do? What are the competencies you've got to cover? What do you need to do to get through the course? How are you going to encourage them to work with each other or to encourage time on task? We then look at this and then say to the academic, well, what tools are available to you to make these things happen? And so, usually I use Post-it Notes, I'm a big Post-it Note fan. You go through, can anyone suggest what would you use to clarify good performance? What would you use to clarify good performance, just picking a Moodle tool? Rubrik? Excellent. What do you think you would do to encourage interaction and dialogue in Moodle? What tools could you use? Oh, now we're talking, you guys must be designers. So you just literally go through that, put all the options on the table. My Post-it Notes and Writing don't look as neat as this, but essentially you literally walk through and identify what tools you think are available that will work well in this case. And so we go through, you identify the tools and then say, well, there's the tools there. As a learning designer, you think into yourself, have I seen this sequence of events or activities before? If so, have I already got some of these things developed in the template that I can just import into the course? And if not, we'll say, well, that's what we need to do. Now how do we translate that into the Moodle course? And so we say to the academic, what skills do you already have? What tools do you feel comfortable with? Is that too many to start with? Do we've got to, maybe that's the end game and where we work. Usually that process I can have mapped out with academics in about 20 minutes, because it's so easy. And for them, what it's doing is it's getting them to think about the way they're teaching and no focus yet, really, until we put those post-it notes on in terms of what tools are available for them to use. So what does the outcome of that look like? Well, when you sit down and we get our consultants in and to work with learning designers to make that happen, essentially they'll come up with something like this. So that course you saw before has now been redesigned based on that pedagogical approach that we just showed you with those cards. So we identified that tracking was important, so we can do that in a number of ways, using the progress bar. Students are aware that hey, in weeks one or two, I've already done a heck of a lot in terms of just short activities, but actually when I look at the progress bar, I'm really starting to cruise through this course. What they don't realise, I haven't put all the other things up yet. So it looks as though they're doing quite nicely. There's calendar events reminding them of what's coming up, and so we've addressed that aspect. When we look through other aspects of the course, we obviously have the completion tracking at the various stages of the course, so students can immediately identify that hey, I've finished that section off, I can move on to the next. So for students, they're getting motivated thinking hey, as I'm cruising through here, I'm really getting through this course quite nicely. We then find that when it comes to communication, we can provide some support around the drop-in. We can use chat. If you have virtual classrooms, you can use those environments. Set up situations where you can work with your students to make sure that they're engaged and they're working through this course. Again, we're throwing the book module at this point here so they can get an appreciation of what it is they need to do in the course. We're throwing the label of the video, which what we've been able to do is, we'll have it in this case, but what I would suggest we do, is you get in other students to tell about their challenges, the way they overcome those as they went through this course as well. And so again, when you start providing real-life solutions, examples, students say, hey, if that student can get through, he had challenges, there were barriers, they were overcome, I can do the same thing. And so a lot of this is around the student getting them to see what's in it for me, getting them to buy and invest in this approach, and at the same time, they're working through all the competencies that are required. And a lot of these things are very easy to achieve. In this case here, you can see with the time limit, 10 minutes they can do a feedback, which is basically, here's a video you've got to watch. It's an example of the type of evidence you've got to provide at the end of this course, I think. I can't remember, I only created it the other day. Actually, it's not. It's a feedback around the competencies. So what we've done here is created a reflection tool for students to say, you've got these five key competency areas that you're focusing on. Where do you think you are in relation to those things at the moment? Do you know how to code? Are you familiar with a lot of the programming terms already? Are you excellent in that area or you're poor? And then you can say overall, in terms of programming, have you done it before or have you not? And in terms of the Visual Studio, is that a programming application that you've already used previously? Or do I go to provide you some additional resources to support that? And based on those answers, we can use the restrict access to release those additional resources around how the program works to those students that never encountered it before. But those there are, we don't even have to bother showing them to them. We then include our files, our rubrics, and in this scenario here, we put the rubric in a feedback form. So students can look at some examples of work, use a feedback form as a rubric and self-assess what's happening in those examples. At the end, the teacher throws up the results and that starts a discussion going which can happen in the forum. I thought that example that we saw was really, really good but there were some areas I needed to work on, that the student who submitted it needed to work on. And other students may have different opinion but that's where you can get those things happening. So after that task, students are now aware what it is they need to do in the course. They've seen some examples, they've had a look at the rubric, so they're really clear on what they need to do. And then from there, we can see that in relation to the question we had about, well, what's your experience with visual or studio like already? We can throw a badge to the student to provide quick indication for them, hey, you've already achieved something. For those that need some support with resources, once they get on top of those, they'll get this same badge as well. It may not be the same time as these more experienced ones, but that's still coming as well. And so we're giving students all these different triggers. We can throw images in forums as like little kudos to identify high quality work or forms of encouragement for students as they're working through our course as well. And basically in weeks one and two, we've now covered that whole re-imagination piece around assessment. Just basically using those cards to identify a pedagogical approach to then say, ah, now I can see why these tools might be useful. And then when the students go through and make it happen, that's when all the magic takes place. And for an academic here, they can easily track now where their students are, how they're progressing, use the messages and things as appropriately to respond, encourage the students to get through the course. Again, they can look at some of the self-reflection bits that we put into the start to get an indication that, hey, most of my students have never done programming for. I've got a lot of work to do in this course. Or similarly, when you look at all the competencies, it's going to help inform my teaching as a lecturer in terms of what areas I need to focus on more and perhaps some things I can move fairly quickly. And again, in relation to what students have and haven't achieved, I can quickly look at the badges to get a quick observation that, hey, most of my students haven't used Visual Studio. I need to run some more support sessions to help those that can't. That's it in a nutshell. So pretty quick, probably took about five hours to build that course, about an hour to work out the pedagogy. But essentially, we've done weeks one and two. That's it. By the way, I have some cards here for the first. I don't know how many are here, but there's a few sets if you want to try it. Do we have any questions? There's 20 here. There's probably 20 over there somewhere. So I don't know how many that is, 40? First come, first served. There is a URL that you can download them right back here, if you're not quick. Just down the bottom there of the post. But it works really, really good. Tomorrow I'm doing student engagement, different set of cards, but same idea in terms of how do you now? We focus on assessment. How do we get students more engaged in our courses? The beauty I find with it is academics can really relate to cards and paper. There's no wrong or right answers, and you adjust quite easily, where academics are a bit reluctant to try and tell you what it is or try and tell you the way they're trying to teach when they don't really know. And this is a good way to help trigger that conversation. Excellent. That's it from me.