AAA Pedagogy comes alive in the Bachelor of Aviation

The sky really is the limit when it comes to embedding AAA Pedagogy in the Bachelor of Aviation. Discover how Associate Professor, Nic Connelly, the Assistant Associate Dean of Aerospace Engineering & Aviation is inspiring program teams to boost active, applied, and authentic (AAA) learning throughout the program.

Background

The Design Approach

Associate Professor Nic Connelly has always been one step ahead with her course design (recognised by many teaching awards) so when RMIT’s signature active, authentic and applied (AAA) pedagogy launched in 2023, she was already familiar with creating engaging, immersive, and authentic learning experiences in her Bachelor of Aviation course, Managing the air traffic environment. Nic is now working with Program Manager, Associate Professor Chrystal Zhang, and all Aviation academics and STEM learning and teaching quality (LTQ) teams (supported by Senior Learning and Teaching Specialist, Belinda Domingo) to drive AAA pedagogy across the Bachelor of Aviation through holistic application of program wide aviation pedagogies and embracing flipped learning in courses.

Program Pedagogies

Belinda worked with the program team to identify aviation pedagogies that support active applied and authentic learning under the wider umbrella of RMIT’s AAA pedagogy. The Bachelor of Aviation identified their pedagogies as:

Problem-based learning (PBL) – students engage in authentic aviation scenarios, analyse complex problems, and develop innovative solutions.
Collaborative learning – safety is paramount, in aviation so students learn the importance of clear and concise communication, coordination, and cooperation through discussing and sharing knowledge and problem-solving.
Simulation learning – is vital in aviation education as it provides students with hands-on experience in a controlled and safe environment. Aviation simulations replicate real-world scenarios and allow students to practice and refine their skills without the risks associated with actual flight operations.
Case-based learning and reflective practice pedagogies have also been identified.

Course Design

Design meetings with STEM LTQ Learning Design & Development teams are underway to support consistent application of aviation pedagogies throughout program curriculum to ensure students have a coherent active, applied and authentic learning experience in every course in their Bachelor of Aviation degree. This requires taking a holistic review of the program’s curriculum which includes:

Mapping the topics in all courses in the program and making modifications where required to reduce duplication and strengthen alignment to course learning outcomes.
Exploring assessment and supporting learning activities that align to authentic learning outcomes, for opportunities to enhance AAA through PBL, collaborative and simulated learning, case-based learning and reflective learning.
Sharing AAA best practice in the Bachelor of Aviation courses to inspire course coordinators.
Building capability for academics to leverage education technologies to support AAA pedagogy (AR/VR to create assessments that simulate aviation incidents or using H5P to build interactive learning content)
Integrating a ‘flipped learning’ approach to engage students in pre-class learning activities that are applied further in class.
Designating O week to orient students towards ways of learning in the Bachelor of Aviation (flipped approach or others) with evidence-based examples of how they will benefit from learning in these ways.

Active, Applied and Authentic highlights

Active

Students complete interactive learning activities each week before class that prepares them to collaboratively solve real aviation problems together during class.

Applied

Students use future focused technologies such as virtual reality (VR)/ artificial reality (AR) to simulate aerodynamics and current industry systems such as flight simulators and air traffic control simulators to build digital skills for employability.

Authentic

Students solve authentic incidents in actual settings and real time using airport operational simulators. Industry speakers highlight industry challenges and innovations.

How did they AAA pedagogical design impact the student?

Although the new Bachelor of Aviation will not commence until 2024, evidence of how students have benefited from flipped learning approaches and from authentic industry engagement is clear from these qualitative comments from students who took one of the Bachelor of Aviation courses, Managing the air traffic environment, in Semester 2 2022:

“I really appreciate the effort to bring in guest lecturers I think that they really added to my understanding and helped me to engage in the course.”

“Having experts from the industry come in and talk about their experience in the industry, it gives an insight into what you cannot see just from reading textbooks.”

“Easy to follow and study the online learning materials. Interactive weekly modules are simple and engaging, much better than traditional pre-recorded lectures.”

“Guest lectures from industry was interesting, good insight to our future professional jobs.”

“The best aspect of this course is how it is planned out. It has been planned out in a manner that makes sense and gives the students sufficient time to work on their assignments and doing the pre work for the lectures…”

What technologies, space and foundational components supported this AAA snapshot?

Education technology and spaces

The program and course design included using a range of education technologies to boost active, applied and authentic learning including:

H5P to create interactive workbooks with knowledge check activities for flipped learning.
VR-AR to create simulated aviation scenarios (working with Keith Hibbert, AR/VR Simulation Developer in the STEM LTQ Development team
Lightboards -transparent ‘whiteboards’ to create instructional videos and show complex formulas whilst addressing students face to face (developing with Dr. Matthew Marino Senior Lecturer, Aerospace and Aviation Engineering)
Flipgrid for students to share ideas and discuss weekly topics via text, image or video
Adobe Express Infographics to summarise methods or present data
Pebblepad for curating students learning and goals for their ‘dream job’ into an ePortfolio
MediaPack – STEM LTQ Digital Development team created templates for videos with consistent opening and closing graphics and a style-guide for producing documents to support a consistent user experience and foster a sense of 'belonging' for students in the program.
Adobe Express and Canvas-Studios for students to create videos or interact with pre-recorded videos.

Foundational components

Note that all links require RMIT staff login.

Program and L&T teams referenced several frameworks during their AAA pedagogy design process including the following.

Curriculum Architecture
IPL Framework and (CDL Framework and IPL Typology)
RMIT Capabilities
Academic Integrity
Education Plan
Assessment Framework

Find out more

Like to know more about this practice? Contact Assistant Associate Dean of Aerospace Engineering & Aviation nic.connelly@rmit.edu.au or Senior Learning and Teaching Specialist belinda.domingo@rmit.edu.au or Program Manager chrystal.zhang@rmit.edu.au.

Return to Next in Teaching

28 February 2024

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Acknowledgement of Country

RMIT University acknowledges the people of the Woi wurrung and Boon wurrung language groups of the eastern Kulin Nation on whose unceded lands we conduct the business of the University. RMIT University respectfully acknowledges their Ancestors and Elders, past and present. RMIT also acknowledges the Traditional Custodians and their Ancestors of the lands and waters across Australia where we conduct our business - Artwork 'Sentient' by Hollie Johnson, Gunaikurnai and Monero Ngarigo.

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AAA Pedagogy comes alive in the Bachelor of Aviation