A course design and development case study.

1. School of International Studies
Graduate Certificate in Gender
Mainstreaming Policy and Analysis
A course development case study

2. The Challenge
• Leverage diversity of student body as a
learning aid rather than barrier.
• Design an active learning model that enables
students to:
– Gain understanding of underpinning
theories
– Apply knowledge to real world scenarios
– Collaborate effectively in teams
– Become work-ready graduates
• Grow enrolments

3. A Creative Solution
• Integrate student cohorts
• Scaffolded learning pathway
• Critical reflections
Role Play • Discussion & debate
• Collaborative team-based tasks
• Authentic assessment
• Scalable re-useable model

4. Blackboard / Virtual Learning Environment
IDO portal
Communications
Instruction. guidance and support
A Learning Praxis
Core task
Theory Team activities
Group proposal
Briefing Packs
Readings FLO Live
Discussions Collaborative writing
Meetings
Reflective learning activities Documentation
Presentation

5. Brainstorming a Role Play concept…

6. …Ta Da!

7. An organisational framework
creates an immersive role play
experience.
Project information assists
in the completion of tasks.

8. An organisational framework
creates an immersive role play
experience.
Organisational imparted information.
Project information assists
in the completion of tasks.

9. An organisational framework
creates an immersive role play
experience.
Memos from the CEO
outline the core project task
and sets the IDO staff
(students) on their way.
Organisational imparted information.
Project information assists
in the completion of tasks.

10. An organisational framework
creates an immersive role play
experience.
Memos from the CEO
outline the core project task
and sets the IDO staff
(students) on their way.
Organisational imparted information.
Project information assists
in the completion of tasks.
Online tools for communication
and authoring are available to
encourage collaboration between
team members.

12. Team-based discussion

13. Team Wikis

14. Synchronous team meetings and presentations

15. Being a part of the IDO was fantastic as we were able to participate in
learning as though we were part of an organisation. Often there is a
disconnect between university learning and the real life application of
learning that you need in a job.
Anonymous student evaluation
I’ve already started applying what I have learnt to my work, which is always
exciting! Last week I met with the NSW Office for Women to give them
feedback about their draft NSW Women’s Plan. I was able to use my new
found knowledge to talk to them about their plans (or lack of as the case
was!) to undertake gender mainstreaming as part of their Women’s Plan.
Edwina MacDonald, Graduate & Law Reform and Policy Coordinator Women's Legal Services NSW
The power of the learning within this course is the ongoing reflection of what
issues like inequity and discrimination mean for my daughter and
consequently for me as a father, in addition to being a male who, regardless
of having a daughter, son or neither, should seek equity and equality. …
Their [The teaching team’s] genuine commitment to a mutual respectful
partnership to gender equity, was inspiring. So much so I became a White
Ribbon Ambassador to further demonstrate my commitment to good
Practice.
Mel Dunn, Graduate & General Manager International Development UniQuest and
Conjoint Associate Professor, University of Queensland

16. • 2011 Australian Learning and Teaching Council
Citation for Outstanding Contribution to Student
Learning
• 2009 Flinders University, Faculty of Social Sciences
Award for Excellence and Innovation in Teaching
• 2007 Flinders University Teaching and Learning
Innovation Grant