Data subject Assessment preferences

Key findings Multi-modal assessments were the clear preference among students in the Business class.

How did this influence the unit choice, design and pedagogy As with real problems, students encountering ill- structured problems will not have most of the relevant information needed to solve the problem at the outset. Nor will they know exactly what actions are required for resolution (William & Shelagh, 1993). Students have the option to source, identify, gather and collate data using any means available. Providing an unspecified presentation medium allows students to work as teams, allocating different roles according to student strengths (e.g. one student designs an online survey; another interviews a successful business using Skype; another presents a suggested advertisement using a smart phone voice recording application.) An ICT-rich learning task would support the demands of these digital natives. Providing choice in interpretation and direction of the task allows for the utilization of all available resources. The open-ended-ness of the task allows students to gather and present information in ways conducive to their individual learning styles and abilities. From the data, it may be assumed that Skype and websites may be the modal presentation choice among students. By fostering a supportive and guided learning environment, students have the option to develop proficiency in tools and applications that are not so comfortable (e.g. Glogster). The task can be framed in a way so that the skills employed can be transferred property management. The importance of maintaining a

ICT resources

The learning cohort is ICT resource rich and able.

Interests

Class interests are wide and varied, however the following themes were identified: Majority of boarding students come from properties or

Engagement

stations (successful family run businesses). High participation levels in a variety of sporting endeavors. Students had strong interests in interests in health, beauty, hair and fashion. Students indicated higher engagement and participation when the task related to the real world and they were given choices.

positive image (marketing/public relations) can be applied to selfpromotion in a sporting context or in representing the School. These interests were embedded in the problem. Constructivist and authentic learning task.