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MELT Stories

The following files describe the experiences of academics who have implemented the MELT in their respective disciplines. There's something here for everyone, from Dr. Thaatchaayini Kananatu's RSD-inspired marking rubric for International Trade Law, to Jason Home's mind-mapping technique for primary school music students.

  • Accounting

    Dr. Diane Mayorga: Using the Modified Version of the WSD to Design a Work Integrated Learning Course Curriculum

    I integrated professional competencies required by professional accounting bodies into the Work Skill Development (WSD) Framework and then used this modified version as a framework to design a Work Integrated Learning (WIL) course curriculum. This WIL course is taken by 2nd year commerce students. The students undertake 24 weeks of Industry Training (IT) while they are taking the course.

  • Arts/Humanities

    Hien Tran and Aniza Ahmad: Consolidating the RSD Framework

    Learning outcomes: (1) Identify the basic skills required for a research process, (2) Intro to OPS pentagon, (3) Mapping the Skills to the RSD framework.

  • Business/Law

    Dr. Thaatchaayini Kananatu: A Brief Story of IRAC & RSD: Melting Legal Problem-Solving Methods with the RSD

    I have used the RSD framework to map and construct (a) assignment questions and marking rubrics for the in-semester assessments of International Trade Law, a core law unit under the Master of International Business (MIB) program at Monash University, Malaysia; and (b) conference paper marking rubrics for an undergraduate conference called Genderworks: Dialogue and Action Across Our Differences, which involved law and non-law students from external institutions in Malaysia.

  • Engineering: Learning in the Workplace

    Roopa Howard: Using MELT Practices in Learning in the Workplace in 2018

    Learning in the Workplace (LWP) is offered to students in the Masters stream in the School of Engineering at the University of South Australia (UniSA). LWP is a Work Integrated Learning course where students put knowledge into practice through project work. Students acquire work ready skills (or transferable skills) through this project experience. These skills are essential in Australian workplaces, and relate to areas such as communication, teamwork, and problem solving.

  • Health Sciences

    Brooke Osborne, Sandhya Maranna, Nayana Parange, Jessie Childs and Kate Lamb: Postgraduate Medical Sonography programs

    • Our programs have used the RSD framework and the pentagon to develop and design assessments within each course.

    • The assessments scaffold the students through the RSD stages, align with course objectives and use rubrics which reflect the RSD framework.

    • Since the implementation of RSD in 2015, there has been consistent positive feedback from students that the assessments and tutor feedback haveassisted in their learning. There has also been a reduction in the number of requests for re-marking and grade clarification.


    Manisha Thakkar: MELT in Pathology and Clinical Science at Endeavour College of Natural Health

    Powerpoint presentation available here.

    Pathology and clinical science 2 & 3 is a second year core subject for the Bachelor of Health Science degrees in Naturopathy, Nutritional and Dietetic Medicine, Acupuncture and Myotherapy delivered at Endeavour College of Natural Health. This subject is aimed to improve students’ clinical case analysis skills that allow them to apply the knowledge of basic pathological processes, clinical features and investigation tests of various diseases in developing clinical management plans for patients. Throughout the subject, students are exposed to clinical scenarios of various diseases and asked to analyse clinical cases to develop a clinical management plan. To systematise the case analysis process and provide a scaffold for research and analysis skills, a context-specific MELT was developed. The RSD facets of inquiry were mapped to the clinical case analysis process, rephrased to employ clinical language and rearranged in the MELT pentagon to match with the natural case analysis flow.

  • MELTing at Schools

    Jason Home: MELT as a Mind Map

    When I was first introduced to Models of Engaged Learning and Teaching, I was sceptical as to how it could be used successfully in a classroom music setting. After sticking with it, experimenting and collaborating, I’ve found that MELT is the best tool in my teaching toolbox for designing research or inquiry projects. There are as many different potential applications of MELT as there are pies in a pie shop – using the 6 facets of MELT in a mind map is currently my favourite pie, because it works so well.

  • Mining Engineering

    Assoc. Prof. Ernest Baafi, Ray Tolhurst and Kevin Marston: The WSD Framework, Using Minerals Industry Employability as an Example

    As is the case in a wide range of disciplines, Mining Engineering students need to gain access to a period of professional experience during their degree program and then need to apply for graduate positions. An adapted Models of Engaged Learning and Teaching (MELT) Problem Solving Pentagon and the MELT Work Skill Development Framework are being used, together with an enhanced curriculum model, as templates to guide students through the steps required to gain mineral industries employability skills and successfully participate in recruitment processes.

  • Program/Course Coordination

    Assoc. Prof. Sylvia Tiala: Sticky Notes: Clarifying and Communicating Current Understandings

    Every day, instructors step in front of their students to facilitate learning activities for their students. Every day, students enter their classrooms to engage with assignments, discussions, and projects designed by their teachers. The reality is that some students will be more prepared than others. Some students will have more experiences and deeper levels of understanding about topics than others. Some students will have completed assigned activities helping them scaffold their learning. Others will not. Before they can embark on providing additional learning activities, instructors need to clarify what their students are thinking.

Models of Engaged Learning and Teaching
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