+ “We spend our time responding rationally to a world which we understand and recognise, but which no longer exists.” Eddie Obeng
Nurturing Learners for Success
In an era of rapid change, where knowledge and professional practices evolve at an unprecedented pace, educational institutions face a critical challenge: preparing students for a largely unknown future. As a higher education institute specialising in art, design and enterprise education, LCI Melbourne recognises this reality and has developed a comprehensive document titled "Designing Standards for Academic Performance." This document acknowledges the need to equip students with the skills and mindset required to navigate the dynamic landscape that lies ahead.
At LCI Melbourne we follow the three stages of Understanding By Design (UbD) for all curriculum design because it always starts with the end in mind:
Stage 1: Desired Results - What is the Learning?
At the heart of any effective education system lies a clear understanding of desired learning outcomes. LCI Melbourne's Developing Standards of Academic Performance places a strong emphasis on articulating graduate attributes and learning outcomes. These are the essential qualities and knowledge that students should possess upon completion of their education.
One of the key intentions of Stage 1 is to equip students with clarity about their learning priorities. By explicitly defining graduate attributes and learning outcomes, students gain a deep understanding of their discipline, its principles, and its practices. Furthermore, they develop the ability to apply their knowledge in a global context, embracing diverse perspectives and cultural nuances.
Stage 2: Assessment Evidence - How will you know they have learned?
To truly assess the attainment of desired graduate attributes and learning outcomes, an effective and robust assessment process is crucial. LCI Melbourne recognises the importance of empowering students to provide evidence of their knowledge, skills, and application. Assessment strategies should be designed to evaluate not only factual recall but also critical thinking, problem-solving abilities, and the capacity to apply their learning in real-world contexts.
The provocative question at this stage is: "How will you know they have learned?" By posing this question, educators are prompted to rethink traditional assessment approaches and explore innovative methods that capture the multifaceted nature of learning. Through thoughtful assessment, students are encouraged to demonstrate their competence in addressing complex challenges and to develop the essential skills needed for success in their discipline.
Stage 3: Learning Plan - How will they Learn?
The final stage of the Understanding by Design (UbD) framework focuses on designing the most appropriate sequence of lessons, learning activities, and assessment tasks. At this stage, educators are responsible for creating an engaging and transformative learning experience that empowers students to achieve the desired graduate attributes and learning outcomes.
The learning intention of Stage 3 is to enable students to demonstrate proficiency in their desired graduate attributes and learning outcomes. By designing a comprehensive learning plan, educators can foster independent and collaborative learning opportunities, promoting skills such as effective communication, problem-solving, and information literacy.
LCI Melbourne's Graduate Attributes: Nurturing Holistic Growth
Embedded within the process of designing academic performance standards is the development of LCI Melbourne's Graduate Attributes. These attributes form the foundation for student success and are interwoven with disciplinary content and effective communication:
Knowledge of a discipline: Graduates possess a deep understanding of their field, its history, theories, and practices. They apply this knowledge within a global context, embracing diverse perspectives.
Communication skills: Graduates can effectively convey their ideas and information to various audiences using different mediums. They adapt their communication style to lead and collaborate in different contexts.
Problem-solving skills: Graduates apply logical, critical, and creative thinking to identify, analyse, and solve discipline-related problems. They consider the social, ethical, economic, and environmental impacts of their decisions.
Information literacy: Graduates identify information needs, evaluate sources, and effectively utilize information from diverse sources. They ethically manage and organize information using technology.
Ethical conduct and social responsibility: Graduates reflect on the social, cultural, and ethical implications of their work. They make informed decisions that consider the impact of their work on individuals, communities, and the environment.
Lifelong learning: Graduates embrace ongoing personal and professional development. They reflect on their learning, seek improvement, and actively pursue opportunities for growth.
Independence and collaboration: Graduates work independently and collaboratively to achieve individual and collective goals. They take initiative, manage their time effectively, and hold themselves accountable for their learning and work. They value and respect the perspectives of others.
Motivation to Learn: The Key to Unlocking Potential
When designing assessment tasks and learning experiences, it is imperative to address the factors that influence student motivation (Marzano, 1992). LCI Melbourne recognises that students are more likely to invest effort when three essential factors are present:
Task Clarity: Students need a clear understanding of the desired results, including graduate attributes and learning outcomes. They should know how their learning will be evaluated and assessed by academic staff.
Relevance: Students are motivated when they perceive the sequence of lessons, learning activities, and assessment tasks as meaningful and aligned with desired outcomes. Connecting these experiences to real-world and industry contexts enhances their engagement.
Potential for Success: Students thrive when they believe they can successfully learn and meet evaluation expectations. Learning should be designed to accommodate individual starting points and provide opportunities for growth and accomplishment.
Preparing Learners for an Unknown Future
In his spirted Ted Talk Business Educator Eddie Obeng said,
"We spend our time responding rationally to a world which we understand and recognise, but which no longer exists.”
LCI Melbourne's commitment to student success aligns with our unique Student Success Strategy framework, emphasising student voice, agency, and advocacy. By amplifying these essential qualities, LCI Melbourne creates an environment where students can explore their passions, discover new possibilities, and craft their own success stories. Through the meticulous design of academic performance standards, LCI Melbourne ensures that students are equipped with the knowledge, skills, dispositions, and habits necessary to thrive in an ever-evolving world that people like Obeng describe. By nurturing the development of graduate attributes, fostering motivation to learn, and aligning assessments with desired outcomes, LCI Melbourne empowers students to become adaptable, creative, and responsible contributors in their chosen career and throughout life.
As merchants of creativity and innovation, LCI Melbourne recognises that in a world dominated by AI, machine learning, and increased automation, our inherent humanness becomes our greatest commodity. It is our capacity to think creatively, to innovate, and to bring fresh perspectives that sets us apart. Therefore, there is no better time than now to embark on an art and design degree—an educational journey specifically crafted to amplify our creativity and foster innovation, unleashing the full potential of your inherent humanness. LCI Melbourne's commitment to distinctive excellence ensures that you receive the highest quality education, preparing you to thrive in an ever-evolving landscape where creative thinking and innovation are in high demand.
Within our boutique campus in Melbourne’s creative hub Collingwood, you'll find a vibrant community of like-minded individuals, eager to push boundaries and explore the depths of their creative souls. Our expert mentors are more than educators; they are catalysts for your growth, guiding you on a transformative journey of self-discovery.
We believe in the power of a personalised education. At LCI Melbourne, we recognise that each student is a universe of untapped potential waiting to be unleashed. Through hands-on projects, real-world industry experiences, and tailored guidance, we foster an environment where your ideas are nurtured and your artistic voice flourishes.
It is through the distinctive excellence of intentional educational practices that we can unlock the potential of each learner and shape a brighter future for all.
Marzano, R. (1992). A different kind of classroom: Teaching with dimensions of learning. Alexandria, VA: ASCD.
Oliver, B. (2015). Assuring graduate capabilities: evidencing levels of achievement for graduate employability (2011 ALTC National Teaching Fellowship, Final report). Australian Government Office for Learning and Teaching. Deakin University.
Obeng, E. (2014). Smart Failure for a Fast-Changing World. Ted Talk. Reviewed on 18 June 2023: https://youtu.be/EjSuaeVfE9I
Wiggins, G., & McTighe, J. (2011). The Understanding by Design guide to creating high-quality units. Alexandria, VA: ASCD.
Adriano Di Prato is a best-selling author, broadcaster and the Academic Operations Manager at LCI Melbourne, a progressive art + design private higher education institute.
