Spaces and places for authentic learning

This presentation showcases a collaboration between the Podiatry team in the School of Allied Health, Exercise and Sports Sciences (SAHESS) and Albury-Wodonga Aboriginal Health Service (AWAHS). The development of this inter-cultural relationship has enhanced the authenticity of assessment in POD318 - Podiatry for Chronic Disease Management and emphasises the importance of academic integrity for students and educators. The design of the learning experience and related assessment task reduces the risk of students engaging with generative AI to create a submission. The students’ learning experience in Module 4: Empowering chronic disease management in health care, was designed to include online, on-campus, and community spaces. Blended learning using hybrid teaching environments increases student engagement and produces improved learning outcomes.

To commence work for this module, students engaged with online learning resources to map their home location. Reflections on this task highlighted that students have individual experience to inform different contributions and affirmed that everyone is at a different place in their learning about culturally responsive practice. A face-to-face class provided the space to review prior learning about cultural safety and evaluate the NATSIHWA Cultural Safety Framework. This provided important preparation for a visit to AWAHS where students participated in a yarning group with First Nations health practitioners. A post-visit online session enabled time for debrief on the AWAHS experience as preparation for the assessment task - a 300-word written reflection and an A4 size infographic.

Student feedback illustrates the value of blended learning in POD318: ‘Good engagement with local Indigenous health care at AWAHS’. ‘The assessment tasks were fun and engaging and as a student I wanted to complete them’. Staff highlighted the empowering impact of learning together and creating meaningful engagement with students, which extended their understanding of culturally responsive practice through an authentic blended learning experience.