Digital transformation is driving higher education to adopt innovative methods for digital teaching to facilitate student learning. The extant literature provides studies of how innovative teaching methods are adopted by educators in higher education, to aid in understanding human needs to produce solutions and product options using design thinking principles. A new paradigm called Education 5.0 highlights the importance of combining design thinking principles with student-oriented teaching and learning. Researchers argue that innovative methods are required to develop student-oriented curriculum that enhance empathy, critical and creative thinking in digital teaching and learning environments. Based on these perspectives, CurriDev was developed to integrate design thinking, lean startup and scrum techniques to create a digital curriculum design process that can design and deliver innovative student oriented digital curriculum to enhance digital teaching and learning in higher education. This study aims to present CurriDev in detail by illustrating all its phases and artefacts. Our findings provide perspectives regarding agile curriculum design, digital assessments, digital content creation, and implementation techniques. This study contributes to advancing knowledge of curriculum design and education training, by providing a detailed description of a tool that combines agile best practices for creating student oriented digital curriculum for Education 5.0.

The National Quality Standard (NQS) (ACECQA, 2018a) stipulates a requirement for the appointment of an Educational Leader in all prior to school settings: someone who will support, guide, and build the capacity of educators. The role of Educational Leader in ECEC is relatively new and there is a limited amount of research in this area. The aim of this research was to gain a deeper understanding of, and insight into, the day-to-day pedagogical leadership enactment and decision-making of Educational Leaders, with a view to broadening current definitions and understandings of the role. A constructionist approach that ascribes to an interpretivist theoretical perspective underlies the qualitative single-case study design adopted in this study. The research was conducted within the context of one early childhood education setting in Melbourne, Victoria, Australia.

This workshop will develop your knowledge and skills for designing education programs for falls prevention research. It will include enhancing your skills in how to critique, develop, implement, measure and report educational interventions and outcomes.

This is a presentation that was given at a VATL LIT Workshop, sharing the experiences of Holmesglen Library in setting up an Institutional Repository.