Twelfth International Conference on e-Learning & Innovative Pedagogies

Abstract

This paper’s focus is the redesign and re-imagining of a selection of final-year capstone units in the Bachelor of Arts program at the University of Melbourne. We describe the five principles that were our blueprint for reinterpreting the capstone as a sequence of authentic, reflective, creative, celebratory and networked experiences. Further, we view connectedness as having broader social and industrial implications beyond just purely disciplinary knowledge. Therefore, we see a need for capstone subjects to incorporate authentic experiences that emphasise creativity, social mindedness and critical awareness. We designed the Arts Capstone Experience Project through a reflective practice over time rather than in advance as a prescriptive roadmap. Our priorities are also informed by the Faculty’s strategic emphasis on active learning, critical thinking and leadership, and, more recently, student wellbeing. Capstone experiences can be the most challenging yet satisfying experiences in a degree because performance is tested not only before teaching staff and peers but also in public spheres, both familiar and newly acquired. Students reaching the capstone are expected to have a solid theoretical grasp of their chosen discipline and, ideally, to be capable of using their learning critically and creatively as they move into new realms. Sharing insights into the challenges and successes of the curriculum (re)design process, we hope to embolden other teachers and learning designers to pursue change in their own programs. We believe strongly that connected, productive and meaningful capstone experiences are vital for all students emerging into an increasingly complex and rapidly changing world.