Designing quality curricula

Designing and developing (and managing) LiWC activities is easier in some courses of study than others. Courses which feature placements such as teaching and some medical and allied health fields have had a long history of applied learning but other courses are new to the requirement of having a significant proportion of the learning activities and assessments dedicated to LiWC. In these courses more creativity may be required to develop suitable approaches.

It is well recognised in Australia that LiWC is most effective as an integral part of the curriculum not bolted on as an extra (see the WIL report). This requires consideration of the whole course and how LiWC can add value to the student experience. In some courses LiWC may be able to be enhanced by the addition or reframing of some units whereas in other courses a complete redesign may be necessary to ensure the full benefits of LiWC are realised.

Designing LiWC approaches

Developing quality curricula begins at the course level (and perhaps School/ Department level prior to that) where the overall course learning outcomes are identified. LiWC becomes one means of delivering these outcomes.

Deciding which units or competencies and which activities might be the best vehicles through which to deliver LiWC is best done as a collaborative effort by course and unit coordinators/program managers and teachers. It is likely that some parts of the course which are highly theoretical or technical are not the best fit for LiWC. The aim of VU's LiWC policy is to provide a range of engaging and relevant LiWC activities and assessments for students throughout their course.

Related FAQs: How are LiWC activities mapped across a course?
Related FAQs: I'm a course coordinator/program manager: what do I have to do?
Related FAQs: I'm a unit/subject coordinator: what do I have to do?

Embedding graduate capabilities/employability skills

LiWC learning activities offer a prime opportunity for students to enhance their graduate capabilities and employability skills. Real live work and community environments and authentic interactions with professionals and communities provide situations to students where they can acquire and develop generic industry relevant skills. These skills/capabilities need to be explicit for students in the learning outcomes, learning activities and assessment. Building reflection into the assessment is a key way of achieving this (see assessing LiWC).

Related FAQs: How do I embed graduate capabilities/employability skills into the LiWC curriculum?

Graduate capabilities policy
Download this policy from the Central Policy Register

Ensuring mutual benefit for industry and community partners

Unlike other teaching and learning strategies, LiWC involves external parties. The research on LiWC is unequivocal on this issue, LiWC needs to be mutually beneficial for all stakeholders. If industry or community partners perceive there to be no benefits, it is not likely to be sustainable. It is vital then that when developing new LiWC approaches some form of consultation is undertaken with potential industry and community partners to gauge the feasibility of different approaches. Mutual benefit needs to be goal which underpins the design of LiWC activities. For assistance with developing new contacts see the support and resources page.

Indicators for quality

High quality LiWC curricula can only be achieved by taking a course wide approach to LiWC. Taking a course-wide approach to LiWC promotes the design of sustainable, integrated and cohesive experiences for students.

The indicators for a high quality LiWC in a course contained in the FAQs may serve as a guide for good practice.

Related FAQs: What does a high quality LiWC course/unit look like?
 

The existing VU resources listed below might also be helpful in designing course guides and writing learning objectives.

VU's policy on learning and teaching
Download the policy from the Central Policy Register

The sections What is LiWC, assessing LiWC and preparing students for LiWC on this website can also be drawn upon for guidance.

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