In-Person Immersive

Learning that happens best when you're there.

In-Person Immersive courses are designed around sustained physical co-presence on campus. Learning is driven by live, face-to-face engagement, structured participation, and purposeful use of campus learning environments. This model leverages the affordances of co-presence to support active learning, peer connection, timely feedback and the development of professional capability.

This model supports students who benefit from structured campus rhythms, immersive face-to-face engagement and supervised, practice-rich learning environments that build professional capability and community connection.

In-Person Immersive Model Flyer

What distinguishes this model

This model is characterised by:

  • Learning depends on sustained physical co-presence
  • Support is embedded within the campus experience, with strong visibility of services and early intervention
  • Core learning activities require students and staff to be physically present together
  • Learning is driven by live, scheduled face-to-face engagement
  • Dialogue, collaboration and inquiry occur in person to deepen understanding
  • Campus infrastructure and specialist environments are integral to learning
  • Teaching presence is visible and embodied through facilitation, supervision and timely feedback

Learning design standards

Campus co-presence is deliberately designed into learning activities to translate physical attendance into structured engagement and active learning.

In practice:

  • Co-presence is intentionally designed into the pedagogy
  • Dialogue, collaboration and inquiry occur live and in person
  • Informal and structured interactions build trust, belonging and a cohesive learning community
  • Teaching presence is made visible through structured activities, guided discussion and timely feedback, with support from online learning spaces and technologies

Live, face-to-face learning forms the foundation of the student experience and provides predictable rhythms of engagement.

In practice:

  • Real-time, scheduled interaction is central to how learning occurs
  • Students learn through live dialogue, guided practice and collaborative problem-solving
  • Teaching adapts responsively in the moment, shaped by student interaction
  • Online components extend and reinforce learning but do not substitute the live learning experience
  • Attendance expectations and schedules are communicated in advance to support student planning

Learning is structured to leverage physical environments, facilities and supervised practice where these materially enhance capability development.

In practice:

  • Campus infrastructure is integral to learning
  • Learning relies on access to specialist facilities, equipment or environments where required
  • Students engage in supervised, hands-on practice
  • Classes are purposefully designed around facilities and immersive learning activities
  • Students typically engage within a defined home campus community to build sustained connection

Students are supported to develop the skills and behaviours required for successful participation in face-to-face learning contexts.

In practice:

  • Active participation in live settings is expected
  • Attendance, preparation and engagement are critical to success
  • Students build competencies including academic literacies, critical thinking, self-regulation, time management, communication and collaboration
  • Students are prepared for structured campus learning rhythms
  • Assessment and support expectations are clearly communicated early and reinforced throughout session

Teaching presence is immediate, visible and relational, supported through real-time facilitation, supervision and feedback.

In practice:

  • Teaching begins before classes start, with intentional course and activity design
  • Staff provide rapid feedback, supervision and support in a face-to-face environment
  • Teaching adapts responsively in real time
  • Supervision and facilitation occur through physical presence
  • Structured activities, guided discussion and timely feedback make teaching presence visible and relational

Assessment is designed to leverage co-presence and campus environments to support authentic demonstration of capability and robust evidence of learning.

In practice:

  • Course-level design aligns tasks with learning outcomes and gathers evidence across the student journey
  • Physical co-presence enables direct observation of applied skills and professional behaviours
  • Multiple assessment formats allow students to demonstrate learning in diverse ways
  • Transparent criteria and rubrics clarify expectations
  • Timely feedback and feed-forward guidance support progress and improvement
  • A balanced mix of supervised and independent assessment supports authentic demonstration of capability

Campus-based learning supports WIL readiness through supervised practice, simulation and structured industry engagement.

In practice:

  • Preparation for WIL is hands-on and campus-based before placement
  • Students practice in supervised simulations or specialist environments
  • Professional capability is developed physically before workplace exposure
  • Industry engagement is structurally embedded through on-campus activity where appropriate
  • Regional and discipline context is embedded in learning

Support is visible, accessible and integrated into the campus experience, with multiple channels available to meet diverse needs.

In practice:

  • Physical presence enhances access to support
  • Support services are available on campus, with online access also available
  • Locations, operating hours and contact information are clearly published and consistently communicated via Brightspace and campus spaces
  • Informal face-to-face engagement supports early intervention
  • Support is embedded within the campus experience

What this model is not

  • Not a model where the core learning experience can be achieved without regular campus attendance
  • Not primarily asynchronous or self-paced
  • Not campus attendance for passive content delivery alone (e.g., lecture-only patterns without active co-presence value)

You have to be there!

A connected in person learning experience where you learn face to face, build lasting friendships and professional networks, and gain real world experience that prepares you for your career - all in inspiring regional campuses and community settings.

Distinctive Characteristics

  • Require regular, predictable attendance on a primary campus, with learning delivered in face-to-face classes, labs, workshops and studios.
  • Ensure at least 75% of learning hours occur on campus.
  • Deliver core assessments on campus under supervision; online activities supporting learning but do not replace attendance.
  • Use campus-based specialist facilities and environments, including labs, clinics, studios, equipment and physical learning spaces.
  • Provide on-campus preparation for WIL placements, including labs, simulations and clinics leading into timetabled, supervised partner placements.
  • Offer a campus-based student experience with orientation, mentoring, community activities and access to physical support services.
  • Course entry preferred at pre-session 1.
  • Follow structured, on-campus progression, with key checkpoints and program milestones delivered in person.
  • Are CRICOS-compatible, with clear attendance expectations and sequencing requirements.

Model Delivery Essentials

To deliver this mode effectively, courses must:

  • Publish timetables, assessment dates and campus locations at least six months in advance.
  • Design face-to-face, activity-based learning that uses facilities, equipment and campus environments fully.
  • Provide practical and supervised assessments on campus with supervisors present.
  • Provide structured on-campus orientation for all commencing students.
  • Embed an e-portfolio to capture evidence from labs, clinics, simulations, fieldwork and placements.
  • Maintain teacher presence via drop-ins, in-class feedback and contact hours.
  • Ensure all teaching venues meet accessibility and assistive technology standards.
  • Publish technology requirements for on-campus classes and preparation activities.
  • Offer campus-based mentoring, support services, pop-ups and drop-ins aligned to the timetable.
  • Use analytics to trigger early intervention, particularly for missed practicals or attendance issues.
  • Embed campus community, recognition and professional engagement activities (events, showcases, industry visits).

Operational Standards

To ensure every in-person learning experience is delivered consistently and at scale, core operational checks occur before and throughout the session. Teaching spaces, equipment, and accessibility features are confirmed ready, assessment arrangements are published, and online preparation materials meet accessibility requirements. Support pathways on campus and online remain current, visible and aligned to availability. Campus activities scheduled to build community, collaboration and professional networks.

Operational checks include

  • Classrooms and specialist facilities inspected and ready for teaching
  • Supervisors assigned and assessment venues confirmed
  • Online resources uploaded with captions and accessibility features
  • Staff trained in active learning, assessment supervision, and engagement strategies
  • At-risk students identified through analytics and provided prompt follow-up

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