Blake Seufert

Looking for quicker ways to find your notes at a glance? This #MIEExpert tip suggests using emojis to organise your pages in #OneNote. To that we say: 🥳📚✨ Microsoft Education ANZ #MicrosoftEdu https://t.co/moxS5xTJ9A

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Instructional designers play a vital role in shaping effective learning experiences by analyzing educational needs, designing curriculum structures, and integrating EdTech to enhance engagement. Their expertise spans developing programs, courses, and/or assessments in collaboration with subject matter experts, safeguarding assurance of learning and constructive alignment. #InstructionalDesign #LearningAndDevelopment #eLearning #EdTech #AssuranceOfLearning #ConstructiveAlignment #TeachingMethods #HigherEducation #LearningFacilitation

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Dear Parents and Carers, We appreciate your ongoing support for your child's participation in Codekids' weekend classes and after-school coding clubs. It's truly inspiring to witness the impressive programming skills some students have developed, reaching a level comparable to that of second-year university students. Amidst discussions about AI potentially reshaping job landscapes, leaders like Sam Altman, the founder of OpenAI, stress the significance of coding as an important skill in the AI era. Influential figures such as Sam Altman, Bill Gates, Elon Musk, and Mark Zuckerberg advocate for children learning coding from an early age. Learning coding and computer science is immensely rewarding. Among top-paying companies, Meta, Amazon, Google, Apple, and Microsoft offer very lucrative compensation for senior-level engineers. Commencing coding at a young age goes beyond grooming future software engineers. There are numerous practical, real-world benefits for children. Computer coding and programming nurture problem-solving skills that are valuable across all areas of life. We believe you've made an excellent decision in introducing your children to coding at this crucial stage of their development. We've received email from parent, wondering why their child should remain in the beginner level class if they've completed a full term already, and seeking details about the progression structure of our after-school coding club. Firstly, we'd like to extend our gratitude for your questions and support. Our Scratch, MakeCode, and Minecraft education coding clubs focus on imparting fundamental programming concepts—variables, loops, boolean logic, control flow, parallelism, event-based programming, and program state. These clubs also nurture computational thinking, system design, and creative problem-solving abilities, and foster a lifelong love of programming that can motivate them to push themselves further. Studying programming is a journey that demands long-term consistency and commitment. Acquiring a software engineering degree is a process that involves a minimum of 4 years full time study. Advanced students in our classes, still in junior high school, have achieved feats that would not be expected of university students until the 3rd or 4th years of a software engineering degree. Studying programming requires commitment and consistency but it also deeply rewards those who can live up to the challenge. If your children keep programming they will achieve things they never knew were possible.

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Looking for quicker ways to find your notes at a glance? This #MIEExpert tip suggests using emojis to organise your pages in #OneNote. To that we say: 🥳📚✨ Microsoft Education ANZ #MicrosoftEdu

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How will science classrooms change in 2025? Check out IT Brief’s coverage of our latest webinar, where Kelly Hollis and Shane Smith discuss the future of science education and EdTech 🌐 Read here TechDay Australia #scienceeducation #EdTech

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#EduTECH 2024 has come and gone - here are some reflections... https://lnkd.in/gaDFzz4V 🌟 Connection is the true highlight of every event. 🌟 I had the pleasure of attending another fantastic Microsoft MIEE Day, connecting with like-minded educators and tech enthusiasts! Huge thanks to Amanda Frampton and Andrew Balzer for hosting such an insightful event. It was packed with tools, skills, and plenty of mindset shifts! A few standouts for me: 🚀 Copilot Studio https://lnkd.in/ggBW3Mby 📚 New Learning Accelerators https://lnkd.in/gMAqAC-N One key theme at EduTECH was AI, which generated a lot of discussion. While AI presents endless possibilities, we must be mindful of the productive struggle that learning requires. Outsourcing too much of students' thinking to AI can undermine the grit and resilience that true learning demands. This feels reminiscent of the early days of Google—when knowledge suddenly became instantly accessible. As we navigate this AI-powered world, we need to rethink how we assess students. Just as “Google-able” questions became obsolete, we must ensure that our assessments challenge students in meaningful ways, rather than simply handing over tasks to AI. Ultimately, innovation is crucial, but the human element—our relationships and connections—remains at the core of what can make education truly transformative. Technology should enhance, not replace or dilute, the essence of learning. #MicrosoftEDU #MIEE #AIinEducation #EdTech #InnovativeTeaching #LearningAccelerators #TeachingWithTech

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As much as we agree with Kimberley Martin’s summary, we think the impact of recent policy changes, are far more fundamental & in fact threaten #university autonomy! By capping international student numbers it limits the ability of a #university to be financially self sufficient, at the same time as governments seem less willing to fund #highered. This leaves institutions suck between a rock & a hard place! - “The student voice must not be lost,” we would go further & say it must be heard & amplified by the sector.

- “Change is afoot,” NO S_ _T just ask the private #internationaleducation sector whose businesses & #jobs are now seriously at risk.

- “Collaboration & togetherness,” agreed & while the #Australian sector is more collaborative than for example the UK there are still significant divisions between the The Group of Eight & the rest, plus regional & city based #highereducation institutions. 
 “There’s so much uncertainty & change facing international students right now,” said Joanna Storti, IDP Education Ltd, “And they don’t really get a vote on any of it. They don’t get to vote on what’s happening in the policy space… so we really need to listen to lean in & listen. To understand the potential impacts amongst our #future students & talk about what this means for future destination #Australia.”

Students highlighted critical areas where the sector needs improvement,” primarily in the area of support to transition to successful careers in Australia & importantly back in their home countries.

“One student shared the challenge of finding employment & recalled being advised to use a more Anglo-Saxon-sounding name on applications, while another spoke openly about the impact of structural racism on her experience.” The future of #intled in #Australia will depend upon aligning its offer to international #employability both in Australia & more importantly in its major source markets for international students. For the latest International Employability Insight subscribe to: https://lnkd.in/e5c_CSE4 Asia Careers Group SDN BHD - Investing in International Futures AUIDF Australian Technology Network of Universities (ATN Universities) British Council BUILA Education New Zealand | Manapou ki te Ao Australian International Education Conference (AIEC) International Education Association of Australia (IEAA) Innovative Research Universities (IRU) Independent Tertiary Education Council Australia National Association of Graduate Careers Advisory Services (NAGCAS) Regional Universities Network The Group of Eight UCAS UKCISA Universities Australia Universities Canada Universities UK Universities UK International

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Thanks for sharing Deb Carr. This is hugely worrying. Combining both the VET and Higher Ed sectors is something I don't think would be largely supported across the existing employment and training sector. With a strong VET sector and National Training Packages that are well aligned within International taxonomies, why on earth would we create something else that we are unsure would work and is a different model to what is recognised internationally? This seems bonkers to me. Would not money be better spent working on the weak areas of the taxonomies through continuous improvement rather than trying to re-create a whole new system that might not work? It's very hard for industries and different employment sectors to align to new frameworks and taxonomies, and this can take years. Poorly managed roll-outs of fundamental change have taken years to recover from. There is a huge risk. I also can't see realistically how they are going to meet their 'expected expectations'. Some of these are so pie in the sky. It seems as though it leads to potentially more compliance to meet the greater need across a vastly larger sector. Which will be a breaking point for some training organisations. I can't agree with you more Deb. A wasteful effort to overhaul two systems that are largely recognised around the world.

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Buying low-quality training resources can cost your RTO. Do your due diligence and buy high quality resources. Here's how Compliant Learning Resources meets the requirements:  ● 𝗣𝗿𝗼𝘃𝗶𝗱𝗲𝘀 𝗮 𝘀𝗮𝗺𝗽𝗹𝗲 of a specific unit from the qualification you intend to purchase prior to the actual purchase.  ● Ensures your 𝗮𝘀𝘀𝗲𝘀𝘀𝗺𝗲𝗻𝘁 𝘁𝗼𝗼𝗹 𝘀𝗮𝗺𝗽𝗹𝗲 𝗶𝘀 𝘃𝗮𝗹𝗶𝗱𝗮𝘁𝗲𝗱. ● Guarantees that your assessment tools are accompanied by a 𝗰𝗼𝗺𝗽𝗹𝗲𝘁𝗲 𝘀𝗲𝘁 𝗼𝗳 𝗺𝗮𝗽𝗽𝗶𝗻𝗴 𝗱𝗼𝗰𝘂𝗺𝗲𝗻𝘁𝘀.  ● Verifies that the learning resources 𝘀𝘂𝗽𝗽𝗼𝗿𝘁 𝘁𝗵𝗲 𝗮𝗺𝗼𝘂𝗻𝘁 𝗼𝗳 𝘁𝗿𝗮𝗶𝗻𝗶𝗻𝗴 𝗿𝗲𝗾𝘂𝗶𝗿𝗲𝗺𝗲𝗻𝘁𝘀.  ● Confirms that the training resources include a 𝗰𝗼𝗺𝗽𝗿𝗲𝗵𝗲𝗻𝘀𝗶𝘃𝗲 𝘀𝗲𝘁 𝗼𝗳 𝗹𝗲𝗮𝗿𝗻𝗶𝗻𝗴 𝗺𝗮𝘁𝗲𝗿𝗶𝗮𝗹𝘀. These materials utilise a variety of instructional methods, including formative assessment tasks, learning guides, PowerPoints, assessment workbooks, and additional support resources.  ● Ensures the 𝗰𝗼𝗿𝗿𝗲𝗰𝘁 𝗺𝗲𝘁𝗵𝗼𝗱 𝗼𝗳 𝗮𝘀𝘀𝗲𝘀𝘀𝗺𝗲𝗻𝘁 is implemented.  ● Checks that the content is 𝗮𝗰𝗰𝘂𝗿𝗮𝘁𝗲, 𝘂𝗽-𝘁𝗼-𝗱𝗮𝘁𝗲, 𝗮𝗻𝗱 𝗰𝗼𝗺𝗽𝗿𝗲𝗵𝗲𝗻𝘀𝗶𝘃𝗲. 

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🚨 Exciting news! 🚨 The new standards for RTOs (SRTOs 2025) have finally been published! If you're interested in reading them, you can find the full copy here: 🔗 DEWR Standards https://lnkd.in/gDv9KuTZ Stay informed and embrace the changes!

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Discover how Australian professional high jumper, Nicola Olyslagers, uses reflection to enhance her performance. Check out the new episode of Our Classroom w/ Sarah M. Zerwin to learn how this connects to student-driven assessment.#HighJump #AthleteInsight #PerformanceImprovement #Reflection #SportsPsychology #JumpHigher #Olympics #Athletics #MindsetMatters #GoalSetting

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In maximising opportunity to learn EDUCATORS have to achieve four classroom goals: 1. Maximise productivity, and minimise wasted time 2. Apply rules, expectations and consequences for behavior clearly, explicitly and consistently 3. Prevent, anticipate and respond to potentially disruptive incidents 4. Reinforce positive student behaviours.

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All #students (and their #teachers) have the right to be #safe at #school. However, recent #PISA data show that some Australian students don't always feel safe at school, especially outside the classroom. In this article, published today by Teacher Magazine, I provide an overview of practical ways to enhance safety across the school! While PISA data can help schools identify important areas for improvement, it is important to recognise that the data don’t tell the whole story. While students reported feeling less safe in areas of the school outside of the classroom, we don’t know why. When utilising PISA data to inform a new approach, practice, initiative or program in your school setting, school-specific surveys or discussions with students to gather more information about students’ perceptions of their safety would be a valuable addition. If students report feeling unsafe, it is important to identify why and then use this information to develop contextually appropriate and culturally responsive interventions to enhance safety that address the core reasons why students feel unsafe. Teacher ACER Monash Education https://lnkd.in/g94-6_Nm

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What does AI impact look like in K-12 education? At Brisbane Catholic Education, Microsoft 365 Copilot has significantly reduced the administrative burden for educators, freeing up time to focus on what they do best—student engagement and teaching. Learn more about AI innovation in education: http://msft.it/6041Wk3XJ #Copilot #AI #education

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Data analytics can revolutionise education by providing insights into student performance and learning patterns. By leveraging data, educators can tailor instruction to meet individual student needs and improve outcomes. How do you use data in your teaching? #DataAnalytics #InnovationInEducation #Edtech

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Developing a video structured task analysis to model the Content Descriptions within the Australian Curriculum (Version 9.0) allows students to refer to the resource on a regular basis. Students can watch a segment of video, pause the vide, then complete the same task. This might help to overcome the forgetting curve for students.

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Developing a video structured task analysis to model the Content Descriptions within the Australian Curriculum (Version 9.0) allows students to refer to the resource on a regular basis. Students can watch a segment of video, pause the vide, then complete the same task. This might help to overcome the forgetting curve for students.

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Developing a video structured task analysis to model the Content Descriptions within the Australian Curriculum (Version 9.0) allows students to refer to the resource on a regular basis. Students can watch a segment of video, pause the vide, then complete the same task. This might help to overcome the forgetting curve for students.

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