Mackay-Ireland, Lynette, and Errington, Ed (2011) Realising cultural diversity. Teaching and Learning Development, James Cook University.

	Video (MPEG) (Smaller file size) - Published Version Download (101MB)
	Video (MPEG) (Larger file size) - Published Version Download (381MB)

Abstract

The session was undertaken in three parts. The first was a teaching component contextualising the promotion of cultural diversity as 'valuing the differences' within workplace environments. The second engaged students as middle-management organisational representatives attending Cultural Diversity workshop at a Training Academy. The scenario-based learning experience offered a safe setting whereby students could literally 'become' someone else. The difference between the two is that all students, even those only peripherally engaged, were animated in the scenario and 'owned' their representations. The third part involved a debriefing on the explicit connectivity between purpose, scenario, intended outcomes and extended learning beyond University.

Research Statement

Research Background	Rationale for the Project A recent survey of over 500 employers showed that one of the most valuable commodities a graduate can have is work experience. An obvious way to gain this would be through placement in a work environment. However, work placements may not, in themselves provide sufficient scope or time to develop the attributes needed by graduates to prepare and sustain them for the professions. The cross-curricula project team at JCU, asserted that scenario-based learning (SBL) provided one useful stratagem for embedding graduate attributes within students, as would-be professionals. Research aims were fourfold: (1) To establish the extent of work-based learning practice that encompass SBL within four discipline areas of the FAESS. (2) To enhance current work-based offerings designed to embed graduate attributes via the use of scenario-based learning processes. (3) To generate support materials/identify SBL champions (4) To disseminate the project/engaging and enhancing staff input within/across the four discipline areas
Research Contribution	The combination of peer review processes among the team linked to the trialing of four different kinds of scenarios - making this a unique educational research contribution to scenario-based learning and the attainment of graduate attributes.
Research Significance	The research significance of the project outcomes lies in the revelations afforded by employing different kinds of scenario approaches - all based on situated learning principles - to achieve particular educational intentions.
Item ID:	17583
Item Type:	Other
Media of Output:	Video
Keywords:	scenario-based learning; cultural diversity; reflections
Additional Information:	This video was produced as an exemplar of sound scenario-based learning practice within the context of Indigenous Australian Studies.
Funders:	WIL@JCU
Projects and Grants:	WIL PROJECT
Date Deposited:	29 Aug 2011 01:18
FoR Codes:	13 EDUCATION > 1302 Curriculum and Pedagogy > 130299 Curriculum and Pedagogy not elsewhere classified @ 100%
SEO Codes:	93 EDUCATION AND TRAINING > 9399 Other Education and Training > 939902 Education and Training Theory and Methodology @ 100%
Downloads:	Total: 30 Last 12 Months: 6
	More Statistics