Nineteen projects developed by Swinburne staff that support new approaches to learning and teaching have been funded under the Round 2 2022 Adobe Innovation Grants.
Part of Swinburne’s partnership, the projects represent a diverse range of teaching approaches and collaborations dedicated to improving the digital literacy of our students. Swinburne is proudly the first university in Australia to be an Adobe Creative Campus.
This round of grants has an additional category to support international students’ digital literacy and/or hyflex (hybrid and flexible) learning, made possible by funding from the Victorian Government through the Study Melbourne International Education Resilience Fund.
Winning initiatives include the use of volumetric capture technology of virtual performances by , creating accessible robotics through digital and physical prototyping, as well as decolonising and Indigenising the curriculum, led by Swinburne’s .
Deputy Vice-Chancellor (Education, Experience and Employability), Professor Sarah Maddison acknowledged the diversity and quality of innovative approaches that successfully won grants.
“These innovation grants, funded by Adobe, support academics who are leading digital transformation in their teaching practice. We’re really excited that this round includes an additional category funded by the Victorian Government’s International Education Resilience Fund, which is facilitated by Study Melbourne. This will support the digital literacy and hyflex learning for our international students who are still offshore due to the ongoing impacts of COVID-19,” says Professor Maddison.
“Congratulations to all that are involved, this was a very competitive and impressive round of grants, with 19 projects involving 38 teachers being supported. It’s great to see so many of our staff experimenting and innovating with digital literacies in their teaching, as it is such a critical 21st century skill for our graduates.”
The successful Swinburne Adobe Innovation Grants winners are:
| Kristina Turner | The importance of arts education in primary schools: An audio-visual essay assessment |
| Kate Bissett-Johnson | Designerly Identity – Your Future Professional Self |
| Emma Gavin and Andrew Gunstone | Decolonising and Indigenising the Curriculum at Swinburne: A ³Ô¹ÏÍøÕ¾ Best Practice Model |
| Emma Sherry and Benji Zorella | Bringing leadership to life online: Animating Leadership Decision Making Learning and Assessments |
| Charlie Ranscombe | Crafting Professional Identity Using Adobe Portfolio |
| Ali Al-Rubaie | Digitalising Problem-based Learning of joints movements using Adobe Premiere Rush |
| Mark Strachan and Mun Wong | Digital Digest: Capturing students’ individual learning journeys in navigating complex problem solving in unfamiliar territory |
| John McCormick, Kaleb Hawkins and Kim Vincs | Volumetric capture for creating virtual performances through collaboration between NICA and FGA students |
| Evelyn Schwab and Damian Scott | Innovative Game Development Education: Preparing Entry-Level Students for Modern Digital Visual Production |
| Eloise Ross, Vincent Giarrusso and Max Schleser | HyFlex Film and Television Studio |
| Bita Zaferanloo, Caslon Chua and Peter Marcato | International STEM Students Podcasts: A student-centered approach in communicating the learning experiences during Covid |
| Denby Weller and Julia Prendergast | In their own voices |
| Aaron Down and Thom Luke | Creating a seamless learning experience through embedded technology for students across differing locations |
| Nives Zubcevic-Basic and Tash Hobbs | Creating Networks and Interactions Through Podcasting |
| Charmaine Lloyd | Vaccines in a Pod – by the Undergrads! |
| Chamindika Weerakoon | AdobeVisualize Photographic Reflective Portfolio: Changing the approach of personal reflection in an experiential learning context |
| Carolyn Beasley, Julian Novitz and Ekaterina Pechenkina | Redesigning video-based active learning and teaching to engage students in diverse cohorts in hyflex mode |
| Chamila Perera and Chandana Hewege | Professionally Visualise Business Solutions for Industry Clients’ Problems Using Infographics |
| Billie Barton, Tracey Nguyen, Charlie Ranscombe and Gergana Rusenova | Accessible Robotics through Digital and Physical Prototyping |
Recipients receive awards of $2,000 for individuals, $5,000 for cross-unit teams, Adobe Stock allocations and are supported over a 5-month period by the Adobe Innovation Grant Program to develop innovative curriculum and be part of a global network embedding digital literacies into teaching. Recipients are also supported by the Learning Transformation Unit to communicate their findings in new formats to a global audience of education innovators via publication on Swinburne’s curated Adobe Education Exchange page that has over 1 million users world-wide.
