Cultivating course-based communities of practice via Course Compass
Underpinned by the communities of practice (Wenger, 1998), reflective pedagogy (Boud, Keogh and Walker, 1985), and self-regulation theory (Bandura, 1991), Course Compass was conceptualised as an online platform to enable course directors to bring lecturers and students together to form a course-based community of practice. With the key objectives of cultivating a course-level sense of belonging, ongoing awareness of employability skills embedded in the curriculum, and an understanding of progressive assurance of learning, each Course Compass takes students on a guided journey involving sharing of experiences, engagement with lecturers from across disciplines and alumni and industry experts, etc. Within the overarching framework provided, each Course Compass is unique in how a course director chooses to manage it guided by feedback and interactive dashboards that track engagement analytics at the backend.
Co-Presenter Bios: Over 2017 to 2021 Professor Leonie Tickle has been the Associate Dean, Learning and Teaching at the Macquarie Business School. In this position, she managed teams that support the delivery of a quality learning experience for the School’s 16,000 students, across strategic initiatives in the areas of teaching innovation, online learning, internships and work-integrated learning, careers, mentoring, student engagement and experience, and staff teaching development. Leonie’s own teaching has been recognised by a national Citation for Outstanding Contributions to Student Learning from the Australian Learning and Teaching Council and two Macquarie University awards, and she has been active in national and international education committees and accreditation panels in her discipline area of actuarial studies.
Dr Shazia K Jan is the Head of Design and Innovation at Macquarie Business School. She is a Senior Fellow of the Higher Education Academy, UK. Shazia has several years of experience in online learning design and analytics, student engagement and experience. She has developed a methodological framework centred around social network analysis for exploring pedagogically grounded online learning communities. Shazia has authored several papers in high quality journals in technology enhanced learning. She is Associate Editor of Higher Education Research and Development (HERD) and a reviewer for a number of highly ranked journals in e-learning. Shazia’s research interests include online learning, learning communities, social network analysis, and educational psychology.