# data[].attributes.body
Assess against work-ready, life-ready, challenge-ready, society-ready

# data[].attributes.body
Taken from the book Atomic Habits - students can select whether to submit quantity or quality, example provided: 100 photo's or 1 really good photo for a photography brief. The study found students who submitted 100 pics, produced better quality - due to repeated practice and experimentation.

# data[].attributes.body
Students can see a mark before they submit

# data[].attributes.body
Talk about what you’ve learned and how you’ve used it

# data[].attributes.body
Focus Groups for students would be very useful.

# data[].attributes.body
Feedback from students after job shadowing and experiential training on what they saw is happening in industry and what they feel their courseware is lacking

# data[].attributes.body
Co-creating briefs/brief deliverables with students via workshop sessions.

# data[].attributes.body
Taken from the book Atomic Habits - students can select whether to submit quantity or quality, example provided: 100 photo's or 1 really good photo for a photography brief. The study found students who submitted 100 pics, produced better quality - due to repeated practice and experimentation.

# data[].attributes.body
Co-creating briefs/brief deliverables via Workshop sessions.

# data[].attributes.body
Assess against work-ready, life-ready, challenge-ready, society-ready

# data[].attributes.body
Provide on-demand video project feedback to student questions and submissions with Loom.

# data[].attributes.body
Feedback per subject and per brief via a "red flag/green flag" system.

# data[].attributes.body
Co-creating briefs/brief deliverables with students via workshop sessions.

# data[].attributes.body
Feedback per subject and per brief via a "red flag/green flag" system.

# data[].attributes.body
Feedback per subject and per brief via logging a ticket.

# data[].attributes.body
Co-creating briefs/brief deliverables via Workshop sessions.

# data[].attributes.body
Feedback from the industry as part of Advisory Board focus groups.

# data[].attributes.body
Communicating subject/brief updates/changes to lecturers via COP (Teams team).

# data[].attributes.body
Feedback from WIL (ET/JS) hosts communicated to lecturers during sync summits.

# data[].attributes.body
Used as communication tool to give and receive feedback to and from lecturers. Should these take place once a year/every semester/every term??

# data[].attributes.body
Real time marking with real time feedback for better understanding for students

# data[].attributes.body
A quick feedback BOT in the courseware that guides the feedback to be meaningful and specific

# data[].attributes.body
A quick feedback BOT in the courseware that guides the feedback to be meaningful and specific

# data[].attributes.body
Students deliver their experiences on assignments/tasks/exercises/briefs how they experienced time management, work load with other briefs. We can receive insight on student related engagements. Things we would not know when creating briefs.

# data[].attributes.body
Students deliver their experiences on assignments/tasks/exercises/briefs how they experienced time management, work load with other briefs. We can receive insight on student related engagements. Things we would not know when creating briefs.

# data[].attributes.body
Feedback from students after job shadowing and experiential training on what they saw is happening in industry and what they feel their courseware is lacking

# data[].attributes.headline
A feature on LMS that allows for real time feedback and questions and suggestions.

# data[].attributes.subject
A feature on LMS that allows for real time feedback and questions and suggestions.

# data[].attributes.body
Focus Groups for students would be very useful.

# data[].attributes.body
Talk about what you’ve learned and how you’ve used it

# data[].attributes.body
Students reflect on the learning process and outcomes as part of assignments, indicating how they have met outcomes. Scoring themselves against graduate attributes and readiness.

# data[].attributes.headline
Students assist  with producing feedback 

# data[].attributes.subject
Students assist  with producing feedback 

# data[].attributes.body
Peers write feedback that is shared in real-time

# data[].attributes.body
Update lessons and examples to match what’s happening in the industry.

# data[].attributes.body
Active participation in curriculum development processes.

# data[].attributes.body
Check requirements in job advertisements against our own learning outcomes.

# data[].attributes.body
Students have a choice between briefs or deliverables, we could track what students choose, giving us an idea of their preferences.

# data[].attributes.headline
Be up to date with accreditation and endorsing body requirements and skills requirements

# data[].attributes.subject
Be up to date with accreditation and endorsing body requirements and skills requirements

# data[].attributes.body
Give feedback in person

# data[].attributes.body
Use a reflective process by asking students to share their outlooks on the content. This way, co-creation occurs from different perspectives and experiences.

Begin by creating structured opportunities for students to reflect on the curriculum themes, both individually and collectively. Ask guiding questions such as:

What aspects of this topic feel most relevant or meaningful to you?

What personal or community experiences connect to this content?

etc.

# data[].attributes.body
Use Lunch and Learn and CoPs

# data[].attributes.body
Final briefs to be externally moderated live as the students are presenting their work, afterwards we could have a discussion on how the curriculum could be adjusted

# data[].attributes.body
Students can see a mark before they submit

# data[].attributes.body
Able to markup/write directly on the students’ submitted work instead of a text heavy feedback that becomes often generic.

# data[].attributes.body
Look at using Graidy for theory related briefs. This is an AI tool that marks, and lecturers can serve as the internal moderator before releasing marks.

# data[].attributes.body
Taken from the book Atomic Habits - students can select whether to submit quantity or quality, example provided: 100 photo's or 1 really good photo for a photography brief. The study found students who submitted 100 pics, produced better quality - due to repeated practice and experimentation.

# data[].attributes.body
In the HCert Fashion Design course this year, students continued to write and upload a reflection after each brief. This gave me valuable insight into which parts of the course they enjoyed and which areas I need to relook.

# data[].attributes.body
Assess against work-ready, life-ready, challenge-ready, society-ready

# data[].attributes.body
Invite industry professionals to provide guest lectures that are relevant across course platforms to increase engagement with industry.

# data[].attributes.body
If a session seems to have a lot of theory or is difficult or a lecturer has a challenge in teaching a difficult group then they could get recommendations on what to try out.

# data[].attributes.body
Each lecturer creates strategic objectives for their group of students and tracks against their achievements in real time, providing insights into what works and what doesn't - using Ai

# data[].attributes.body
Real life industry projects co-run by industry; like Project 81

# data[].attributes.body
Clearer marking rubric - CSKV is not a clear reflection of the work submitted. One single mark input that is a result of a rubric may be better

# data[].attributes.headline
Voice record function on the LMS for formative and summative feedback. 

# data[].attributes.subject
Voice record function on the LMS for formative and summative feedback. 

# data[].attributes.body
Challenge a lecturer on giving feedback in an alternative way. Instead of written feedback, verbal feedback

# data[].attributes.body
One on one meetings with students about wellbeing and holistic application of briefs within life constraints

# data[].attributes.body
Integrate class sessions and presentations across modules (like design and tech subjects) to give students a holistic insight into their design process and submission.

# data[].attributes.body
Some briefs are own lecturer assessed, some are other lecturer assessed, some are collectively assessed - feedback is collated more effectively, giving the student better insight into their progress and the own lecturer guidance into how to assist student in bettering themselves.

# data[].attributes.headline
Guest lecturing between lecturers of the same subject so that students can get feedback from a different voice. 

# data[].attributes.subject
Guest lecturing between lecturers of the same subject so that students can get feedback from a different voice. 

# data[].attributes.body
Define a real-world problem, relevant to current news / challenges, where the learning objectives are applied with the topical and current issue is solved for. AI tools assist lecturers in contextualising this in real time.

# data[].attributes.body
Provide templates of feedback generated from AI for a lecturer to choose from

# data[].attributes.headline
Academic lecturer briefings which re-visit institutional policies and approaches to the curriculum and execution of the curriculum. 

# data[].attributes.subject
Academic lecturer briefings which re-visit institutional policies and approaches to the curriculum and execution of the curriculum. 

# data[].attributes.body
Rubric lecturers can tick categories then feedback gets generated from that

# data[].attributes.body
All lecturers HAVE TO complete all the briefs in the subjects that they teach. That way, they will understand a) the time it takes b) the challenges that there are with clarity of the brief c) and they will have good examples to show students.

# data[].attributes.body
How did learning impact the student/community/group etc

# data[].attributes.body
Flag that the feedback is not easy to understand

# data[].attributes.body
Ability for a lecturer to adjust (within reason) the assessment criteria based on their specific group of students in their specific context.

Assessment criteria is often vague.

If a lecturer has the opportunity to adjust it and share with their class, it will provide clarity and better guidance to the students.

# data[].attributes.body
Complete internal marks moderation takes place after each brief, where the successes and pressure points are discussed. This includes a rating of how well the students' submitted work aligns with real-world industry expectations

# data[].attributes.body
Students simply use resubmissions as a “tool” to submit poor or low standard work. A relook at the resubmission procedure could assist lecturers.

# data[].attributes.body
Request industry professionals to attend presentations and give feedback directly to students. No more pre-recorded professionals.

# data[].attributes.body
Provide on-demand video project feedback to student questions and submissions with Loom.

# data[].attributes.body
We should be presenting these great ideas - once they are implemented - and how we did them.

# data[].attributes.body
Create a database of possible industry partners and track their paths and requirements.

# data[].attributes.body
Bring our industry players closer through awarding those who provide opportunities for students - let's do a dinner

# data[].attributes.body
Let's help them solve their projects through student research projects

# data[].attributes.headline
Collaborative research with industry partners

# data[].attributes.subject
Collaborative research with industry partners

# data[].attributes.body
Find out industry problems, research them, test them out in industry. All happening with the same company.

# data[].attributes.body
Perhaps also formalise academic boards including a % of industry representatives for current industry insight and feedback.

# data[].attributes.body
Industry masterclass sessions or lectures. Had an Uber driver ask if we hold learning sessions on topics like systems thinking.

# data[].attributes.body
Let our students loose on industry - they provide the insight

# data[].attributes.body
Let our students practice and experience what is out there with a lecturer running the firm

# data[].attributes.body
Build better relationships with our alumni, fostering mutual value axchange

# data[].attributes.body
use exhibition as an opportunity to recognize industry partners who provide ET opportunities to our student. Grant them VIP access to exhibition to view students work?

# data[].attributes.body
Introduce Lesson Plan and sharing opportunities via the LMS, with rotating roster for a set of lecturers involved in facilitating specific classes. This blends teaching styles, learning styles and fuels community of practice. Also helps onboard new lecturers, around courseware and intent, by having them engage with seasoned Inscapers.

# data[].attributes.body
We have to include additional real life challenge briefs - I have ideas! Contract readiness is a gap. More real-world stuff that prepares our students to work for real clients with unclear briefs (Make it pop!).

# data[].attributes.body
If we want the industry to use skills why not give them free training to adopt these skills

# data[].attributes.body
Align student projects and coursework with a specified industry, ensuring that each project includes real-time research, strategic development, and practical execution.

# data[].attributes.body
The less we meet the more we need to talk

# data[].attributes.body
Formalise all comms into emails, but better still in Teams channels. This will allow these comms to form part of the learning models to refine the curriculum in real-time. For external comms, emails, which also allows for that to be part of the data pool.

# data[].attributes.body
Establish a continuous three-way feedback loop between students, lecturers, and industry partners to ensure that insights from real projects directly inform curriculum updates, teaching approaches, and future industry collaborations.

# data[].attributes.body
A "You said, we heard" platform that gives feedback and outcomes on suggestions and feedback provided by students and/or lecturers previously.

# data[].attributes.body
Streamline the internal communication line to one platform only.

# data[].attributes.body
Library of topics with its communication; like a law firm

# data[].attributes.body
Recorded Teams meeting can also inform our data pool, so that digital systems can learn off these interactions and make suggestions for curriculum improvement, closing the loop from what is said, to what is highlighted, to what is done.

# data[].attributes.body
A living and public backlog of projects, systems and tasks the LCS is working on that students/lecturers/staff can see.

# data[].attributes.body
Align or condense meetings as much as possible so that the fewer meetings we have, the more active we are in applying a living curriculum

# data[].attributes.body
Students can rate a brief out of 10 with quick questions that pop up after submission

# data[].attributes.body
Have students be more involved in campus culture specifically through design as part of briefs. For example ,marketing students can have a continuous brief on marketing hub events or graphic students and marketing students collaborate on a campus magazine.

# data[].attributes.body
Hosting a conversation between the students, lecturers, and program managers to discuss which skills the students need to develop in order to prepare their brief deliverables in a timely manner.

# data[].attributes.body
Joint projects between Hubs

# data[].attributes.body
use examplars, standard rubrics to provide guidance before briefing/marking. this could be provided on the COPs as a standard practice.

during marking lecturers can provide live feedback and support to each other.

after marking quick meeting to unpack and provide shared feedback towards assessment improvement

# data[].attributes.body
Teams channel to share best practices but implement a once-a-semester (term), meeting to discuss upcoming briefs and any foreseeable problems, approaches and changes that can be implemented/changed before start of classes (so perhaps at the end of each term for the next term?). Sharing of teaching methods and engagement. So DIP02 GD the lecturer would get together with the PM and have a "strat" session for the semester.