# data[].attributes.headline
Students lack confidence in their presentations, talking, networking (but are somewhat digital literate in terms of social media) They do not understand that there are 'professional' standards for appearance.

# data[].attributes.subject
Students lack confidence in their presentations, talking, networking (but are somewhat digital literate in terms of social media) They do not understand that there are 'professional' standards for appearance.

# data[].attributes.body
Take students for field visits into 'professional' environments that require high standards of personal presentation

Bring in professionals for mock assessment centres, mock interviews, etc.

# data[].attributes.headline
Student don't understand how to be engaged learners

# data[].attributes.subject
Student don't understand how to be engaged learners

# data[].attributes.body
More practical sessions with industry professionals who will explain the value of being informed, have networking skills, etc.

We need financial resources and we need more time to develop our own networks

# data[].attributes.body
Reward participation
Utilise technology in class
Develop action learning within modules

# data[].attributes.headline
Taking the time to plan ABL modules take a lot of time to develop

# data[].attributes.subject
Taking the time to plan ABL modules take a lot of time to develop

# data[].attributes.headline
Lecturer delivered pilot for 20 students on entrepreneurship...

# data[].attributes.subject
Lecturer delivered pilot for 20 students on entrepreneurship...

# data[].attributes.body
Completely different approach to the standard delivery module.

3 hour workshop face to face, minimal lecture content, all about activities, prototyping, getting them to develop their creating thinking... outputs were amazing - chocolate bar, t-shirts.
Engagement was through the roof.
One student was quiet at the beginning and couldn't stop talking by the end of it.
Guest lectures were visionary.

Assessment was weekly reflection that was graded.

Students would perform best under pressure, activity would be timed with an alarm. Students would move around the room.

Every week the lecturer would rank them and share her feedback with the group...

# data[].attributes.headline
Can rubrics be used to communicate the standards for presentation appearance?

# data[].attributes.subject
Can rubrics be used to communicate the standards for presentation appearance?

# data[].attributes.headline
Students lack confidence in their presentations, talking, networking (but are somewhat digital literate in terms of social media) They do not understand that there are 'professional' standards for appearance.

# data[].attributes.subject
Students lack confidence in their presentations, talking, networking (but are somewhat digital literate in terms of social media) They do not understand that there are 'professional' standards for appearance.

# data[].attributes.headline
Improve communication between different years to foster sense of community. (Networking)

# data[].attributes.subject
Improve communication between different years to foster sense of community. (Networking)

# data[].attributes.headline
Set up meeting with Learning Development

# data[].attributes.subject
Set up meeting with Learning Development

# data[].attributes.body
To explore how they could help with student engagement? (digital competencies)

# data[].attributes.headline
Personal development & ABL: Introducing 'Human centred design' (year 1) designed to make the transition from 6 form to University

# data[].attributes.subject
Personal development & ABL: Introducing 'Human centred design' (year 1) designed to make the transition from 6 form to University

# data[].attributes.body
Align to Changemaker.
Spoken to people in industry
Workshop - engaging active learning
Maybe use Collaborate
Students could do mock interviews?

# data[].attributes.headline
Students don't understand how to be 'engaged learners' and want to take short cuts to pass modules (require instant gratification) they do not understand their role in the student journey

# data[].attributes.subject
Students don't understand how to be 'engaged learners' and want to take short cuts to pass modules (require instant gratification) they do not understand their role in the student journey

# data[].attributes.headline
Student's don't understand that material learnt in the sessions will contribute to their grades

# data[].attributes.subject
Student's don't understand that material learnt in the sessions will contribute to their grades

# data[].attributes.headline
How can we encourage engagement? (if attendance can not be compulsory?)

# data[].attributes.subject
How can we encourage engagement? (if attendance can not be compulsory?)

# data[].attributes.headline
look at the approaches work best for online delivery? 

# data[].attributes.subject
look at the approaches work best for online delivery? 

# data[].attributes.body
Look at a specific example of where this isn't working?

# data[].attributes.headline
Tried 3 online sessions with students and engagement was abysmal.

# data[].attributes.subject
Tried 3 online sessions with students and engagement was abysmal.

# data[].attributes.body
We don't want to teach the same session four times.

# data[].attributes.headline
more academic modules (big cohorts) need to think about resourcing

# data[].attributes.subject
more academic modules (big cohorts) need to think about resourcing

# data[].attributes.headline
Event course - already waterside ready, 

# data[].attributes.subject
Event course - already waterside ready, 