VIRTUAL: Applying Education
Abstract
This qualitative case study takes an ethnographic approach to report on the transdisciplinary design and implementation of an online elective subject offered across primary and secondary Initial Teacher Education [ITE] Degrees at an inner-city university. The purpose-designed subject includes creative and interactive online performance assessments submitted as constructive learning demonstrations over the course. Reflexive evaluations over three years identify critical ‘in-between’ spaces that assist learners to make connections and feel connected, resulting in higher student engagement, satisfaction and academic performance outcomes. These in-between spaces provide flexible online learning, promoting an innovative digital learning model. This model for linking performance assessment with learning is also presented for the implication of higher education designs that utilise best-practice not only to survive but thrive during unprecedented change, avoiding disruptive adaptations for pivoting delivery modes; the global COVID-19 pandemic is the most recent example.
Katherine’s career in education spans nearly 40 years including elementary and classroom teaching, specialist literacy, and senior curriculum and assessment leadership roles from schools to state and national levels. She currently works in undergraduate and postgraduate Initial Teacher Education and with teachers in service. The recent recipient of an inaugural digital teaching fellowship and a University Teaching and Learning Award at UTS evidences her recognised expertise in teaching and learning. Links to her publications: https://profiles.uts.edu.au/Katherine.Bates/publications