This Melbourne MicroCert provides a warrant for the recipient's development of knowledge, skills and abilities related to personal-professional boundaries in workplace settings. This Melbourne MicroCert has been endorsed by The Starlight Foundation - https://starlight.org.au/
The recipient of this Melbourne MicroCert met the following criteria: 1. Demonstrated professional judgement/s through a changed awareness of their behaviour, the behaviour of others and how they interact 2. Used safe, productive and authentic communication techniques 3. Applied and appropriately reflected upon relevant policy and standards and/or principles and protocols related to fairness, inclusivity, personal safety and interaction with others, associated with workplace settings 4. Participated in an engaged and authentic manner, considerate of their own behaviours while collaborating productively with others. Course version 1, course completed October 2021
This Melbourne MicroCert provides a warrant for the recipient’s development of knowledge, skills and attributes related to models and tools for evidence-based teaching and judgement-based assessment. Recipients apply the developmental model of learning and judgement-based assessment to create rubrics that support differentiated teaching and target diverse student needs.
Australian Institute for Teaching and School Leadership’s Australian Professional Standards for Teachers
To earn this Melbourne MicroCert, the recipient has demonstrated that their knowledge, skills and abilities align at the minimum of 'proficient' level (or career stage) standards of the Australian Professional Standards for Teachers. level. The course curriculum mapping to the standard framework identify Standards 1.2, 1.5, 2.3, 3.1, 3.6, 5.1, 5.2, 5.3, 5.4, 5.5, 6.2, 6.3 and 6.4. Please follow the link above for further detail on these standards.
The Melbourne MicroCert recipient has successfully completed the following assessment tasks during the 42.5 hour course. **Assessment Task 1: Designing a Criterion Referenced Assessment Framework** The Melbourne MicroCert Learner was required to design and use criterion-referenced rubrics to assess and provide feedback on evidence of student learning from work samples created in their school context. These rubrics included curriculum and learning taxonomy-informed statements of progressive levels of performance. The evidence was collated and interpreted using a Guttman Chart, enabling the Melbourne MicroCert Learners to make judgements to inform next steps for differentiated teaching. **Assessment Task 2: Reflecting on Evidence-Based Practice** The Melbourne MicroCert Learner reflected on their experience of this professional learning, the impact upon their own evidence-based teaching practices and future implications for working with colleagues and across the school context. The recipient attained a minimum standard of at least 70% in the assessment to achieve this Melbourne MicroCert. Course version 1, course completed November 2020
This module covers treatment-resistant schizophrenia, its challenges and treatment options. It is the equivalent of 1.5 hours of CPD, subject to peer group approval. This certificate is approved by Dr Mahesh Jayaram, Senior Lecturer and Professor Christopher Davey, Head of Department, Department of Psychiatry.
This Melbourne MicroCert provides a warrant for the recipient’s knowledge and capability in applying relevant theories of change to different contexts in agriculture and in developing a planned response to a change challenge.
The learner has successfully completed the following assessment tasks during the 42.5 hour course. **Assessment Task 1: Analysing a practice change challenge** The learner developed an outline and analysis of a practice change challenge in the form of a video presentation, annotated flow chart or written report. **Assessment Task 2: Response to a practice change challenge** Building on their analysis from Assessment Task 1, the learner recommended a strategy for supporting practice change and devised a plan to operationalise the strategy. This plan included a coherent justification for the recommendations, integrating appropriate theoretical perspectives for the context. The recipient attained a minimum standard of at least 70% in the assessment to achieve this Melbourne MicroCert. Course version 1, course completed November 2020
This Melbourne MicroCert warrants the achievement of knowledge, skills and capabilities to create compelling digital stories outlining progress of ventures, research or professional projects, communicating complex ideas to stakeholders. Learners engage with the aesthetic and functional aspects of documentary-films, driving key messages through curated footage, alongside budgets and project plans.
During the 42.5 hours of coursework, the recipient of this Melbourne MicroCert met the following assessment criteria: - Demonstrated understanding of contemporary techniques and new media options for persuasive digital communications - Made aesthetic choices that reinforce key messages for specialist audiences - Applied and appropriately reflected upon data, to produce written explanations, project and business plans - Participated in an engaged and authentic manner, considerate of their own behaviours while collaborating productively with others. The recipient attained a minimum standard of at least 70% in the assessment to achieve this Melbourne MicroCert. Course version 1, course completed December 2020
This Melbourne MicroCert provides a warrant for the recipient’s development of knowledge, skills and attributes to understand and diagnose different types of negotiation situations. The recipient builds on their effective negotiation strategies and capability to design agreements that address the needs of parties to a negotiation.
During the 42.5 hours of coursework and assessment, the Melbourne MicroCert recipient has demonstrated the ability to: - Critically analyse conflict and negotiation situations in the workplace, including the mix of distributive and integrative issues and identify effective responses to them. - Generate solutions to resolve conflicts and negotiate interest-based agreements through clear and actionable principles and tactics drawn from an understanding of negotiation theory and evidence. - Develop confidence in negotiation practice and skills through experience, via case analysis, negotiation simulations and negotiation role plays. - Reflect upon theories and models to evaluate new ways to engage with superiors, peers and subordinates in ways that promote collaboration, co-operation, and enhance productivity. The recipient attained a minimum standard of at least 70% in the assessment to achieve this Melbourne MicroCert. Course version 1, course completed November 2020
This Melbourne MicroCert provides a warrant for the recipient’s development of knowledge, skills and attributes related to theory and practice of goal setting and its role to increase motivation for improving individual and team performance. The recipient develops a coaching mindset to integrate into their approach to improve workforce performance.
During the 42.5 hours of coursework and assessment, the recipient of this Melbourne MicroCert has demonstrated the ability to: - Explore the different ways in which employees are motivated, including the benefits and consequences of goal setting. - Generate actionable strategies to giving and receiving constructive feedback. - Apply major theories and models that help plan and enable the action of others, including the notion of effective coaching principles and approaches to supporting others to achieve goals. The recipient attained a minimum standard of at least 70% in the assessment to achieve this Melbourne MicroCert. Course version 1, course completed March 2021
This Melbourne MicroCert provides a warrant for the recipient’s professional knowledge of statutory heritage. It covers municipal, state, federal and international heritage law and policy as applicable to Australian built and urban environments.
During the 42.5 hours of coursework, the recipient of this Melbourne MicroCert met the following assessment criteria: - Demonstrated understanding of Australian statutory heritage regimes - Demonstrated understanding of heritage law and policy at local, state and national levels - Recognise and activate statutory regulation, law and policy applied to a range of heritage contexts - Participate in an engaged and authentic manner, considerate of own behaviours while collaborating productively with others. The recipient attained a minimum standard of at least 70% in the assessment to achieve this Melbourne MicroCert. Course version 1, course completed December 2020
This Melbourne MicroCert provides a warrant for the recipient's development of knowledge and skills related to crafting resonant and engaging leadership communication, and to tailoring communication practices to different audiences, communication channel and settings.
During the 42.5 hours of coursework and assessment, the recipient of this Melbourne MicroCert has demonstrated the ability to: - Analyse and explain the effectiveness of written, verbal and non-verbal leadership communication, based on theories and evidence on cognitive processing, social identity formation and social learning - Evaluate suitable leadership communication practices to influence followers and other stakeholders in a variety of settings and communication channels - Formulate and justify a plan for integrating evidence-based leadership communication practices in the workplace. The recipient attained a minimum standard of at least 70% in the assessment to achieve this Melbourne MicroCert. Course version 1, course completed December 2020
This Melbourne MicroCert warrants the achievement of knowledge, skills and capabilities to diagnose and manage challenging team dynamics, and to foster team psychological safety and shared Leadership.
During the 42.5 hours of coursework and assessment, the recipient of this Melbourne MicroCert has demonstrated the ability to: - Analyse and explain causes and consequences of challenging team dynamics, drawing on theories and evidence on psychological safety and shared leadership - Evaluate suitable team leadership practices based on considerations of team task, member characteristics and cultural context - Formulate and justify a plan for integrating evidence-based team leadership practices in the workplace. The recipient attained a minimum standard of at least 70% in the assessment to achieve this Melbourne MicroCert. Course version 1, course completed December 2020
This Melbourne MicroCert warrants the achievement of knowledge, skills and capabilities that are necessary to determine the Bushfire Attack Level and corresponding construction requirements using Method 1 outlined in 'Construction of buildings in bushfire-prone areas' Australian Standard 3959:2018.
Construction of buildings in bushfire-prone areas Australian Standard
This Melbourne MicroCert is aligned with the Australian Standard 3959:2018 Construction of buildings in bushfire-prone areas. Therefore, this Melbourne MicroCert is valid until there is a significant update to using Method 1 in the Australian Standard 3959:2018.
During the 42.5 hours of coursework and assessment, the recipient of this Melbourne MicroCert has demonstrated the ability to: - Successfully apply a basic property assessment using the Australian Standard AS3959:2018 - Provide recommendations for a residential building based on the AS3959 assessment. The recipient attained a minimum standard of at least 70% in the assessment to achieve this Melbourne MicroCert. Course version 1, course completed December 2020
This Melbourne MicroCert provides a warrant for the recipient's professional knowledge of research-based theoretical approaches to clinical mindfulness interventions and assessed skills in the successful application of evidence-based techniques to support mental health.
During the 42.5 hours of coursework, the recipient of this Melbourne MicroCert has met the following assessment criteria: - An understanding of the theoretical context of clinical mindfulness and the research evidence-based potential benefits justifying the use of appropriate clinical mindfulness techniques - Appropriate professional judgement and competence in selecting, planning and administering clinical mindfulness techniques in professional and other psychological support settings - An understanding of the relationship between clinical mindfulness theory and practice and clients' self-knowledge, well-being and behaviour change. The recipient attained a minimum standard of at least 70% in the assessment to achieve this Melbourne MicroCert. Course version 1, course completed December 2020
This Melbourne MicroCert provides the foundation for recipients to develop knowledge, skills and attributes to understand how artificial intelligence and automation will impact the future of work with particular focus on women and the demands for emerging skills.
The recipient completed successfully the following assessment tasks during the 42.5 hour course: **Assessment task 1: Quiz** The Melbourne MicroCert learner was required to complete a quiz to demonstrate knowledge of the current technological landscape in relation to the workplace. This assessment required participants to effectively compare and contrast the main concepts around artificial intelligence and automation. **Assessment task 2: Opinion article** The Melbourne MicroCert learner reflected on the gendered composition of the workforce and the predicted impacts of technology on different industries, jobs and tasks. The recipient attained a minimum standard of at least 70% in the assessment to achieve this Melbourne MicroCert. Course version 1, course completed March 2021.
Endorsed by Belong, this Melbourne MicroCert provides a warrant for the recipient's development of knowledge and skills related to crafting resonant and engaging leadership communication, and to tailoring communication practices to different audiences, communication channel and settings.
During the 42.5 hours of coursework and assessment, the recipient of this Melbourne MicroCert has demonstrated the ability to: - Analyse and explain the effectiveness of written, verbal and non-verbal leadership communication, based on theories and evidence on cognitive processing, social identity formation and social learning - Evaluate suitable leadership communication practices to influence followers and other stakeholders in a variety of settings and communication channels - Formulate and justify a plan for integrating evidence-based leadership communication practices in the workplace. The recipient attained a minimum standard of at least 70% in the assessment to achieve this Melbourne MicroCert. Course completed December 2020
Endorsed by Belong, this Melbourne MicroCert provides a warrant for the recipient’s development of knowledge, skills and attributes to understand and diagnose different types of negotiation situations. The recipient builds on their effective negotiation strategies and capability to design agreements that address the needs of parties to a negotiation.
During the 42.5 hours of coursework and assessment, the Melbourne MicroCert recipient has demonstrated the ability to: - Critically analyse conflict and negotiation situations in the workplace, including the mix of distributive and integrative issues and identify effective responses to them. - Generate solutions to resolve conflicts and negotiate interest-based agreements through clear and actionable principles and tactics drawn from an understanding of negotiation theory and evidence. - Develop confidence in negotiation practice and skills through experience, via case analysis, negotiation simulations and negotiation role plays. - Reflect upon theories and models to evaluate new ways to engage with superiors, peers and subordinates in ways that promote collaboration, co-operation, and enhance productivity. The recipient attained a minimum standard of at least 70% in the assessment to achieve this Melbourne MicroCert. Course version 1.1, course completed March 2021
Endorsed by Belong, this Melbourne MicroCert warrants the achievement of knowledge, skills and capabilities to diagnose and manage challenging team dynamics, and to foster team psychological safety and shared Leadership.
During the 42.5 hours of coursework and assessment, the recipient of this Melbourne MicroCert has demonstrated the ability to: - Analyse and explain causes and consequences of challenging team dynamics, drawing on theories and evidence on psychological safety and shared leadership - Evaluate suitable team leadership practices based on considerations of team task, member characteristics and cultural context - Formulate and justify a plan for integrating evidence-based team leadership practices in the workplace. The recipient attained a minimum standard of at least 70% in the assessment to achieve this Melbourne MicroCert. Course version 1.1, course completed February 2021
This Melbourne MicroCert provides a warrant for the recipient’s: (i) professional knowledge of theoretical approaches to clinical behaviour change interventions and (ii) assessed skills in the successful application of evidence-based behaviour change techniques to support physical and psychological wellbeing. This Melbourne MicoCert has been endorsed by the Australasian Society of Lifestyle Medicine https://www.liefstylemedicine.org.au
The recipient successfully completed the following assessment tasks during the 42.5-hour course. **Assessment task 1: Integrated multiple choice questions** These questions were designed to test deep theoretical understanding of behaviour change and its key principles. The recipient answered ten questions in total. **Assessment task 2: A structured one-page clinical behaviour change practice written protocol** This assessment was designed to: (i) test deep theoretical understanding of behaviour change and its key principles; and (ii) assess the recipient’s skills to design and implement behaviour change interventions. The recipient prepared a behaviour change intervention plan that involved setting the clinical scene, describing the behaviour to be changed and behaviour change challenge, detailing the behaviour change intervention they planned on implementing, justifying the appropriateness of this intervention with evidence from the research literature, and detailing their plan for measuring treatment success. **Assessment task 3: A 5-minute clinical practice video** This assessment was designed to assess the recipient’s: (i) skills to design and implement behaviour change interventions; and (ii) professional competency in core behaviour change techniques, including increasing motivation, developing SMART goals, if-then planning, self-monitoring and self-evaluation, and habit formation. The recipient recorded a video of themselves conducting part of a behaviour change session with an actor playing the role of their client. In this video, the recipient set the clinical scene and discussed with their client the techniques they had chosen to address the behaviour change challenge identified in assessment task 2. This involved providing the client with a rationale for using the technique and information on its effectiveness. The recipient attained a minimum standard of at least 70% in the assessment to earn this Melbourne MicroCert. Course version 1, course completed June 2021.
Leading Learning for Quality Improvement
This Melbourne MicroCert provides a warrant for the recipients development of knowledge, skills and capabilities in research-informed models and frameworks of educational leadership and strategies. Learners work with these models and frameworks to apply them to improve quality in programs and practices of early childhood education and care settings.
Australian Professional Standards for Teachers
To earn this Melbourne MicroCert, the recipient has demonstrated that their knowledge, skills and abilities align at the minimum of ‘Highly Accomplished’ level (or career stage) standards of the Australian Professional Standards for Teachers. The course curriculum mapping to the standards framework identify demonstration of standards 2.3, 3.2, 3.6, 5.4 and 6.3. Please follow the link above for further detail on these standards.
The recipient has successfully completed the following assessment tasks during the 42.5-hour course and is taught at the equivalent level of the Australian Qualification Framework at Level 8. **Assessment task 1: Critical assessment of two leadership strategies** [50% weighting] The learner produced a Venn diagram and reflective synopsis that highlighted the similarities and differences of two leadership strategies. In doing so, the learner: - justified the significance of their selection of two leadership strategies from professional experience and learning - critically compared and examined the research and policy-informed understandings that underpin the models and strategies of educational leadership and quality improvement in early childhood education and care settings - reflected on their professional learning to inform their future planning and actions as an educational leader **Assessment task 2: Developing a plan and rationale for leading learning within an early childhood education and care service** [50% weighting] The learner created a response to one element of the Quality Improvement Plan (QIP) used in the early childhood education and care settings. In doing so, the learner: - justified the plan and its proposed implementation for their workplace context - critically reflected on the selection of appropriate evidence-based strategies to improve educational program and practice outcomes within a quality improvement plan. - reflected on their professional learning to inform workplace practices. The recipient attained a minimum standard of at least 70% in the assessment to achieve this Melbourne MicroCert. Course version 1, course completed June 2021.
This Melbourne MicroCert provides a warrant for the recipient’s development of knowledge, skills and attributes related to the social and ethical implications of artificial intelligence. The course highlights the important role of policy design and implementation in a particular workplace setting.
The recipient successfully completed the following assessment tasks during the 42.5-hour course. **Assessment task 1: Social and ethical artificial intelligence concerns and the role of policy** [30% weighting] Using the discussion board tool, the learner was required to: - critically discuss social and ethical issues with peers related to artificial intelligence policy and implementation. - support their argument with relevant and appropriate theoretical reasoning or framework. **Assessment task 2: Policy analysis for improvement in your industry** [70% weighting] The learner wrote a report that incorporated: - critical analysis of an artificial intelligence related policy framework - use of their analysis to assess and reflect on the effectiveness of the application of the policy framework in a workplace context. The recipient attained a minimum standard of at least 70% to achieve this Melbourne MicroCert. Course version 1, course completed June 2021
This Melbourne MicroCert warrants the achievement of knowledge, skills and capabilities to develop teaching skills in using innovative learning spaces well. Drawing on local and global perspectives, it helps learners understand the use of physical learning space as a pedagogic tool that can maximise student learning outcomes and improve their schooling experiences.
Australian Institute for Teaching and School Leadership (AITSL) Australian Professional Standards for Teachers
By earning this Melbourne MicroCert, the recipient has demonstrated that their knowledge, skills and abilities align with at least the ‘Highly Accomplished’ level (or career stage) standards of the Australian Professional Standards for Teachers. The course curriculum mapping to the standard framework identify alignment with standards: 1.1, 3.2, 3.3, 6.3, and 6.4. Please follow the link above for further detail on these standards.
The recipient has successfully completed the following assessment tasks during the 42.5-hour course. **Assessment task 1: Discussion board commentary** [30% weighting] The learner was required to actively participate in the discussion board activity with peers to: - apply and appropriately reflect upon national and global perspectives of learning environments for schools - reflect on the key drivers behind aligning pedagogy with learning environments - participate in an engaged and authentic manner, considerate of their own behaviours while collaborating productively with others. **Assessment task 2: Developing and evaluating an action plan** [70% weighting] The learner was required to develop an action plan and then evaluate a peer’s action plan. Within the parameters of this assessment task, each learner was assessed on their capabilities to: - use leadership skills and attributes through teaching practices in specific learning environments - work with colleagues to review, modify and expand their repertoire of teaching strategies. The recipient attained a minimum standard of at least 70% in the assessment to achieve this Melbourne MicroCert. Course version 1, course completed June 2021
This Melbourne MicroCert provides a warrant for the achievement of professional knowledge of the values-based approach to heritage management. The learner has knowledge in the Burra Charter and in its application via the preparation of a Statement of Significance for a heritage place.
The recipient successfully completed the following assessment tasks during the 37.5-hour course **Assessment task 1: workshop participation** [5% weighting] The learner attended and actively participated in at least 70% of timetabled synchronous classes. **Assessment task 2: responses to prompt questions** [5% weighting] The learner completed a series of online, self-directed learning tasks. These tasks involved reviewing and responding to short prompts related to cultural heritage values from real-life scenarios. **Assessment task 3: presentation** [20% weighting] The learner presented on a heritage place and introduced its cultural heritage values to their peers. **Assessment task 4: statement of significance** [70% weighting] Using desktop research, the learner prepared a Statement of Significance that identified and assessed the cultural significance of a place using values based heritage principles. The recipient attained a minimum standard of at least 70% in the assessment to achieve this Melbourne MicroCert. Course version 1, course completed May 2021.
During the 42.5 hours of coursework, the recipient of this Melbourne MicroCert has met the following assessment criteria: - An understanding of the theoretical context of clinical mindfulness and the research evidence-based potential benefits justifying the use of appropriate clinical mindfulness techniques - Appropriate professional judgement and competence in selecting, planning and administering clinical mindfulness techniques in professional and other psychological support settings - An understanding of the relationship between clinical mindfulness theory and practice and clients' self-knowledge, well-being and behaviour change. The recipient attained a minimum standard of at least 70% in the assessment to achieve this Melbourne MicroCert. Course version 1, course completed June 2021
The learner has successfully completed the following assessment tasks during the 42.5 hour course. **Assessment Task 1: Analysing a practice change challenge** The learner developed an outline and analysis of a practice change challenge in the form of a video presentation, annotated flow chart or written report. **Assessment Task 2: Response to a practice change challenge** Building on their analysis from Assessment Task 1, the learner recommended a strategy for supporting practice change and devised a plan to operationalise the strategy. This plan included a coherent justification for the recommendations, integrating appropriate theoretical perspectives for the context. The recipient attained a minimum standard of at least 70% in the assessment to achieve this Melbourne MicroCert. Course version 1, course completed August 2021
This Melbourne MicroCert warrants the recipient’s development of knowledge, skills and attributes related to theory and practice of goal setting and its role to increase motivation for improving individual and team performance. The recipient develops a coaching mindset to integrate into their approach to improve workforce performance.
During the 42.5 hours of coursework and assessment, the recipient of this Melbourne MicroCert has demonstrated the ability to: • Explore the different ways in which employees are motivated, including the benefits and consequences of goal setting. • Generate actionable strategies to giving and receiving constructive feedback. • Apply major theories and models that help plan and enable the action of others, including the notion of effective coaching principles and approaches to supporting others to achieve goals. The recipient attained a minimum standard of at least 70% in the assessment to achieve this Melbourne MicroCert. Course version 1.1, course completed May 2021
The earner of this Melbourne MicroCert has demonstrated they can adopt sustainable leadership practices and effectively manage their own time, resources and personal responses in the workplace. By completing this Melbourne MicroCert, they have developed the following skills: critical self-reflection, time and resource management, self-care and stress management, resilience and sustainable leadership. This Melbourne MicroCert comprised 42.5 hours of coursework and assessment tasks.
The earner of this Melbourne MicroCert: - Explained how personal leadership impacts organisational performance, both positively and adversely - Identified leadership challenges and evaluated personal response strategies to overcome these challenges within their teams and organisations - Appraised opportunities to effectively manage limited time and resources, including personal resources (psychological wellbeing, resilience, cognitive load) to enable them to engage in sustainable and effective leadership. Course version 1.1, course completed August 2021
Foundations of Social and Sustainable Procurement
The earner of this Melbourne MicroCert has gained knowledge, skills and capabilities in the emerging area of social procurement and how to apply it within the Australian policy and workplace contexts. By completing this Melbourne MicroCert, the earner has demonstrated the following skills: policy evaluation, research and critical thinking. This Melbourne MicroCert comprised 42.5 hours of coursework and assessment tasks.
Victorian Government Social Procurement Framework (Australia)
Commonwealth Government Indigenous Procurement Policy (Australia)
The earner of this Melbourne MicroCert: • Critically assessed the rationale of social procurement and explained why governments and organisations choose to participate in social procurement • Identified the key participants in the Australian social procurement sphere, and discussed how they intersect • Assessed and critiqued policies and legislative frameworks relevant to social procurement. To achieve this Melbourne MicroCert, the earner completed the following assessment tasks: ### Assessment Task 1: Conceptualising social procurement [30%] The Melbourne MicroCert learner actively participated in peer discussions on three social procurement topics. The topics allowed the learner to explore how stakeholders, including government, achieve social justice aims and stimulate job creation. ### Assessment task 2: Case study [70%] The Melbourne MicroCert learner nominated either a social procurement policy, initiative, or program as a case study. The learner examined the case's purpose and stakeholders and analysed key social procurement issues before making justified recommendations to improve or change the approach into the future. The earner attained a minimum standard of at least 70% in the assessment to achieve this Melbourne MicroCert. Percentages in parentheses indicate the contribution of each assessment to the overall mark for the Melbourne MicroCert. Course version 1, completed September 2021.
The earner of this Melbourne MicroCert, which was co-designed with Telstra, has developed skills, knowledge and capabilities to facilitate intrapreneurship and innovation projects in large organisations. The earner of this Melbourne MicroCert demonstrated the following skills: narrative creation and iteration, stakeholder mapping, research and value proposition development and self-reflection. This Melbourne MicroCert comprised 42 hours of coursework and assessment tasks.
The earner of this Melbourne MicroCert: - Created and iterated a narrative that demonstrated understanding of the overall innovation and intrapreneurship process, and key steps involved, including ascertaining whether an idea is feasible, viable and desirable - Established a practice of self-reflection to facilitate the development of innovative mindsets and behaviours. The earner of this Melbourne MicroCert completed the following assessment tasks: ### Assessment task 1: Reflection on building innovation capabilities [20%] The learner created a video or audio reflection on how to build innovation capabilities within an organisation. ### Assessment task 2: Business case narrative [80%] The learner was an active member of a project team that collaboratively completed a narrative outlining the key research, value proposition, and stakeholder mapping of their selected industry project. Percentages in parentheses indicate the contribution of each assessment to the overall mark for the Melbourne MicroCert. The learner attained a minimum standard of at least 70% in the assessment to achieve this Melbourne MicroCert. Course version 1, completed August 2021.
The earner of this Melbourne MicroCert has demonstrated their ability to create and present a meaningful and culturally respectful Acknowledgement of Country. By completing this Melbourne MicroCert, they have developed the following skills and knowledge: deeper cultural literacy and awareness, confidence in Acknowledgement of Country presentation and creative practice and reflection. This Melbourne MicroCert comprised 42.5 hours of coursework and assessment tasks.
The earner of this Melbourne MicroCert: • Reflected on diverse Indigenous creative and cultural practices and relationship to place • Followed cultural protocols and identified materials and traditional Indigenous technologies from Country • Respectfully and responsibly applied principles of cultural safety and responded to shared knowledges. To achieve this Melbourne MicroCert, the earner completed the following assessment tasks: ### Assessment task 1: Acknowledgement of Country (50%) The learner researched, reflected on, and respectfully applied Indigenous cultural protocols to craft and present an Acknowledgement of Country via video or alternative digital presentation. ### Assessment task 2: Making practice (50%) The learner participated in a making practice and developed a digital folio of photographs and short texts, which were drawn upon to create the Acknowledgement of Country. Percentages in parentheses indicate the contribution of each assessment to the overall mark for the Melbourne MicroCert. The learner attained a minimum standard of at least 70% in the assessment to achieve this Melbourne MicroCert. Course version 1, completed September 2021.
Adaptability for Artificial Intelligence
The earner of this Melbourne MicroCert has developed knowledge, skills and capabilities that will enhance their ability to adapt to technological disruption and the future workplace. By completing this Melbourne MicroCert, they have demonstrated the following skills: • Workplace adaptability • Agile learning mindset • Critical self-reflection. This Melbourne MicroCert comprised 42 hours of coursework and assessment tasks.
The earner of this Melbourne MicroCert: - Critically reflected on individual adaptability with reference to relevant theories - Demonstrated the capacity to apply the theories of adaptability to the future workplace. To achieve this Melbourne MicroCert, the earner completed the following assessment tasks: ### Assessment task 1: critical reflection on theoretical frameworks [30%] The learner applied theoretical frameworks and critically reflected on their own adaptability within workplace contexts. ### Assessment task 2: workplace adaptability action plan [70%] The learner identified how components of adaptability (individual and career) are applicable to the disruptions in their selected industry. Using this knowledge, they generated an action plan to reach personal and professional goals. Percentages in parentheses indicate the contribution to each assessment to the overall mark for the Melbourne MicroCert. The learner attained a minimum standard of at least 70% in the assessment to achieve this Melbourne MicroCert. Course version 1, completed October 2021.
The earner of this Melbourne MicroCert has demonstrated they can make ethical, evidence-based decisions in multiple contexts including virtual workplace environments. By completing this Melbourne MicroCert, the earner demonstrated the following skills: capacity to reflect on personal values and ethics; ability to recognise, evaluate and overcome possible personal and group biases; and ethical decision making on contentious issues. This Melbourne MicroCert comprised 42.5 hours of coursework and assessment tasks.
The earner of this Melbourne MicroCert: • Inquired into and evaluated sources of workplace pressure that impede ethical judgement and decision making • Interpreted how personal values and societal perspectives influence ethical judgement and decision making • Applied a comprehensive framework incorporating alternative approaches to ethical decision making. The earner of this Melbourne MicroCert completed the following assessment tasks: ### Assessment task 1: analysis of ethical theories and evidence (30%) In short answer and multiple-choice questions, the learner explained, critically analysed, synthesised, and applied theories and evidence for awareness of both personal and organisational ethics. ### Assessment task 2: reflection on professional experience (10%) In discussion forums and webinars, the learner reflected on and shared their professional experience, as well as independently investigated, interpreted, and shared theories and/or evidence for setting priorities and resilience strategies. ### Assessment task 3: integrative leadership development activity (60%) The learner put their decision-making into practice by first summarising their own values and mapping them against their organisation’s purpose and position. They then developed strategies for making ethical judgements and decisions on contentious issues, reflecting on how contention might be overcome, and how to deploy practices that are more ethically robust. The percentages in parentheses indicate the contribution of each assessment to the overall mark for the Melbourne MicroCert. The learner attained a minimum standard of at least 70% in the assessment to achieve this Melbourne MicroCert. Course version 1, completed September 2021
The earner of this Melbourne MicroCert has gained knowledge, skills, and capabilities to extend their teaching and leadership practices and maximise student outcomes within modern learning spaces. By completing this Melbourne MicroCert, they developed the following skills: leadership; critical analysis and reflection; approaches to student learning; learning environment design. This Melbourne MicroCert comprised 42 hours of coursework and assessment tasks.
To earn this Melbourne MicroCert, the learner has demonstrated that their knowledge, skills and abilities align with at least the ‘Highly Accomplished’ level (or career stage) standards of the Australian Professional Standards for Teachers. The course curriculum mapping to the standard framework identify alignment with standards: 1.1, 1.2, 2.2, 3.2, 3.3, 3.4, 4.1, 4.2, 6.3, and 6.4. Please follow the link above for further detail on these standards.
The earner of this Melbourne MicroCert: - Demonstrated knowledge of different approaches to student learning - Demonstrated leadership in the development of teaching and learning practices that improve student learning in innovative learning environments. The earner of this Melbourne MicroCert completed the following assessment tasks: ### Assessment task 1: impacts of learning environments (30%): The learner actively participated in online discussions with peers sharing commentary and reflections about innovative learning environments and their impacts on learners. ### Assessment task 2: model learning environment design (70%): The learner created a model innovative learning environment that aims to enhance 21st century student learning. This digitally captured model was supported by a narrative that critically analysed the opportunities the learning environment presented for teaching and learning. Percentages in parentheses indicate the contribution of each assessment to the overall mark for the Melbourne MicroCert. The learner attained a minimum standard of at least 70% in the assessment to achieve this Melbourne MicroCert. Course version 1
The earner of this Melbourne MicroCert has demonstrated they have a critical understanding of the role treaties have played, and could play, in relations between Indigenous peoples and contemporary settler societies. By completing this Melbourne MicroCert, the earner demonstrated the following skills: critical analyses of treaty and other forms of agreement-making; critical reflection on historical and international examples of treaty; understanding of the underlying principles that should inform contemporary treaty design. This Melbourne MicroCert comprised 42 hours of coursework and assessment tasks.
The earner of this Melbourne MicroCert: - Compared similarities and differences between treaty and other forms of agreement-making. - Critically analysed and reflected on different approaches to agreement-making and treaty settlements historically and internationally. \ The earner of this Melbourne MicroCert completed the following assessment tasks: \ **Assessment task 1: ‘why treaty?’ comparative analysis (40%):** The learner produced a table or Venn diagram outlining the similarities and differences between treaty and another approach for addressing aspects of Indigenous–settler relations (e.g., constitutional recognition, reconciliation, Native Title). In addition, the learner prepared a brief reflective statement that outlined the key insights or findings from the comparative analysis. \ **Assessment task 2: critical reflection on making treaty today (60%):** The learner critically analysed an international or historical example of treaty, and recommended improvements that could inform a treaty in Victoria today. This was presented as either a slide deck, annotated mind map, report, or infographic. By completing this assessment, the learner critically assessed and reflected on the underlying principles that should inform the design of contemporary treaties. \ Percentages in parentheses indicate the contribution of each assessment to the overall mark for the Melbourne MicroCert. \ The learner attained a minimum standard of at least 70% in the assessment to achieve this Melbourne MicroCert. \ Course version 1
The earner of this Melbourne MicroCert has demonstrated that they can provide bushfire assessments and recommendations to build fire-resilient properties. By completing this Melbourne MicroCert, the earner demonstrated their ability to: conduct desktop research; undertake assessment of vegetation type and effective slope to determine Bushfire Attack Level; recommend alternative building approaches to address issues raised in the bushfire assessment. This Melbourne MicroCert comprised 42.5 hours of coursework and assessment tasks.
The earner of this Melbourne MicroCert has demonstrated that their knowledge, skills and abilities align with Australian Standard AS3959:2018 “Construction of buildings in bushfire-prone areas.” Therefore, this Melbourne MicroCert is valid until there is a significant update to using Method 1 in the Australian Standard 3959:2018.
The earner of this Melbourne MicroCert: - Successfully applied a basic property assessment using the Australian Standard AS3959:2018. - Provided recommendations for a residential building based on a bushfire assessment that used the Australian Standard AS3959:2018. ### Assessment task 1: Bushfire assessment of three properties (70%) The learner demonstrated their ability to apply Method 1 (simplified procedure) to three residential properties using the Australian Standard AS3959:2018 and completed these desktop assessments of the Bushfire Attack Level at a standard suitable for employers or clients. ### Assessment task 2: Recommendations on alternative building approaches (30%) The learner provided recommendations on alternative building approaches based on a bushfire assessment and prepared a report as would be required for employers or clients. The percentages in parentheses indicate the contribution of each assessment to the overall mark for the Melbourne MicroCert. The learner attained a minimum standard of at least 70% in the assessment to achieve this Melbourne MicroCert. Course version 1
The earner of this Melbourne MicroCert has demonstrated knowledge, skills, and capabilities in creating compelling digital stories. By completing this Melbourne MicroCert, the earner has attained the following skills: communicating complex ideas to stakeholders; engaging with the aesthetic and functional aspects of documentary, films or short series; driving key messages through curated footage; and creating business and project plans for production of a digital story for a specialist audience. This Melbourne MicroCert comprised 42 hours of coursework and assessment tasks.
The earner of this Melbourne MicroCert: - Clearly articulated a story-arc and story-world including key messages for a specialist audience - Outlined creative and contemporary aesthetic choices through script, sketches and storyboards, music compositions and soundscapes that reinforced key messages demonstrated through a range of genre - Demonstrated an understanding of technologies and new media used for documentaries, films or short series - Demonstrated the capacity to prepare a project plan and budget for a documentary, films or short series. \ \ The earner of this Melbourne MicroCert completed the following assessment tasks: \ **Assessment task 1: Story-world including story-arc [30%]** \ \ This assessment required the learner to research, conceptualise, curate and draft a story-world that a digital story will inhabit. The learner generated a story-arc which outlines key ‘characters’ and reflects industry/business/or practice contexts. \ \ **Assessment task 2: Storyboard [30%]** \ \ Learners explored new skills and approaches through practice-oriented experiments using a range of genre, which included experimenting with scripts, text, sketches, mood boards, storyboards, ‘characters’, avatars, still and moving images, data visualisations, objects, forms, prototypes, archival footage, records, and testimonials. From this, learners created a storyboard framework incorporating the new findings. \ \ **Assessment task 3: Project plan [30%]** \ \ Learners crafted a project plan for the production of a digital story for a specialist audience. This included a written explanation of the project rationale and aims, roles and responsibilities of a creative network, and draft budget, using artful communications to outline a pitch to a specialist audience. \ \ **Assessment task 4: Participation [10%]** \ \ Learners participated dynamically and productively in the online workshop setting, demonstrating openness to new ideas, authenticity and respect for others. \ \ Percentages in parentheses indicate the contribution of each assessment to the overall mark of the Melbourne MicroCert. \ \ The learner attained a minimum standard of at least 70% in the assessment to achieve this Melbourne MicroCert. \ \ Course version 1
The earner of this Melbourne MicroCert, which is endorsed by the Australasian Society of Lifestyle Medicine, has demonstrated that they can design and apply behaviour change interventions to improve the physical and psychological health of their patients or clients. By completing this Melbourne MicroCert, the earner demonstrated the following skills: professional knowledge of theoretical approaches to clinical behaviour change interventions; and an ability to implement evidence-based behaviour change techniques that support physical and psychological wellbeing. This Melbourne MicroCert comprised 42 hours of coursework and assessment tasks.
The earner of this Melbourne MicroCert: - Demonstrated a theoretical and practical understanding of behaviour change science and its key principles - Designed and implemented behaviour change interventions, thus enhancing their clinical practice and meeting guidelines for continuing professional development - Demonstrated professional competency in core behaviour change techniques, including increasing motivation, developing SMART goals, if-then planning, self-monitoring and self-evaluation, and habit formation. The earner of this Melbourne MicroCert completed the following assessment tasks: ### Assessment task 1: Theoretical understanding of behaviour change (25%): The learner demonstrated a deep theoretical understanding of behaviour change and its key principles via their responses to integrated multiple choice questions. ### Assessment task 2: Clinical behaviour change practice protocol (40%): The learner prepared a one-page behaviour change intervention plan, which included setting the clinical scene, describing the behaviour to be changed and behaviour change challenge, detailing the behaviour change intervention they planned on implementing, justifying the appropriateness of this intervention with evidence from the research literature, and detailing their plan for measuring treatment success. ### Assessment task 3: Clinical practice video (35%): The learner recorded a five-minute video of themselves conducting part of a behaviour change session with an actor playing the role of their client. In this video, the recipient set the clinical scene and discussed with their client the techniques they had chosen to address the behaviour change challenge identified in assessment task two. This included providing the client with a rationale for using the technique and information on its effectiveness. Percentages in parentheses indicate the contribution of each assessment to the overall mark for the Melbourne MicroCert. The learner attained a minimum standard of at least 70% in the assessment to achieve this Melbourne MicroCert. Course version 1
The earner of this Melbourne MicroCert, has demonstrated that they can understand and diagnose different types of negotiation situations, and design agreements that address the needs of different parties. By completing this Melbourne MicroCert, the earner demonstrated the following skills: conflict resolution; negotiation planning; interest-based deal design; confident negotiation and communication. This Melbourne MicroCert comprised 42 hours of coursework and assessment tasks.
The earner of this Melbourne MicroCert: - Critically analysed conflict and negotiation situations in the workplace, including the mix of distributive and integrative issues, and identified effective responses to them - Generated solutions to resolve conflicts and negotiate interest-based agreements through clear and actionable principles and tactics drawn from an understanding of negotiation theory and evidence - Developed confidence in negotiation practice and skills through experience via case analysis, negotiation simulations and negotiation role plays - Reflected upon theories and models to evaluate new ways to engage with superiors, peers and subordinates in ways that promote collaboration, co-operation, and enhanced productivity The earner of this Melbourne MicroCert completed the following assessment tasks: ### Assessment task 1: analysis of negotiation theories and evidence (30%): The learner explained, critically analysed, synthesised, and applied theories and evidence on negotiation dynamics via short answer and/or multiple-choice questions. ### Assessment task 2: discussion participation and reflection (10%): The learner independently researched, interpreted, and shared theories and/or evidence for strategies to improve their negotiation and conflict resolution skills, and reflected on and shared their professional experience via discussions and webinars. ### Assessment task 3: development of a negotiation plan (60%): The learner drew on theory and principles of negotiation to critically analyse a negotiation case study/simulation. They identified aspects likely to shape negotiation strategies and agreement design. They then developed a plan for executing negotiations that intend to create value for both parties, meet underlying interests, and overcome potential barriers to agreement. ### Percentages in parentheses indicate the contribution of each assessment to the overall mark for the Melbourne MicroCert. ### The learner attained a minimum standard of at least 70% in the assessment to achieve this Melbourne MicroCert. ### Course version 1
The earner of this Melbourne MicroCert, which was co-designed with Telstra, has developed skills, knowledge and capabilities to facilitate intrapreneurship and innovation projects in large organisations. The earner of this MicroCert demonstrated the following skills: narrative creation and iteration, stakeholder mapping, research and value proposition development, and self-reflection. This Melbourne MicroCert comprised 42 hours of coursework and assessment tasks.
The earner of this Melbourne MicroCert: - Created and iterated a narrative that demonstrated understanding of the overall innovation and intrapreneurship process, and key steps involved, including ascertaining whether an idea is feasible, viable and desirable - Established a practice of self-reflection to facilitate the development of innovative mindsets and behaviours. The earner of this Melbourne MicroCert completed the following assessment tasks: ### Assessment task 1: business case narrative (80%): The learner was an active member of a project team that collaboratively completed a narrative outlining the key research, value proposition, and stakeholder mapping of their selected industry project. ### Assessment task 2: reflection on building innovation capabilities (20%): The learner created a video or audio reflection on how to build innovation capabilities within an organisation. ### Percentages in parentheses indicate the contribution of each assessment to the overall mark for the Melbourne MicroCert. ### The learner attained a minimum standard of at least 70% in the assessment to achieve this Melbourne MicroCert. ### Course version 1
Strategic Social and Sustainable Procurement
The earner of this Melbourne MicroCert has demonstrated that they understand and can apply multiple types of procurement to support social and environmental initiatives in government, organisational or supplier contexts. By completing this Melbourne MicroCert, the earner attained the following skills: an understanding of procurement best practices, theories and frameworks and how to apply them; and an ability to confidently critique different procurement approaches. This Melbourne MicroCert comprised 42 hours of coursework and assessment tasks.
The earner of this Melbourne MicroCert has demonstrated that their knowledge, skills and abilities align with: • Victoria’s Social Procurement Framework
The earner of this Melbourne MicroCert has demonstrated that their knowledge, skills and abilities align with: • Indigenous Procurement Policy (Cth)
The earner of this Melbourne MicroCert has demonstrated that their knowledge, skills and abilities align with: • Modern Slavery Act 2018 (Cth)
The earner of this Melbourne MicroCert: - Recognised and critiqued different approaches to social procurement in the Australian context - Applied social procurement in an organisational context to improve outcomes from a community, environmental and socio-economic perspective. The earner of this Melbourne MicroCert completed the following assessment tasks: **Assessment task 1: reflection and debate on procurement practices (35%):** In an online discussion, the learner debated the rationale for different types of social and sustainable procurement, drawing on regulatory frameworks and considering the impacts on their own professional context. **Assessment task 2: pitch for new social procurement venture (65%):** The learner developed a pitch for a new social or sustainable procurement initiative, creatively applying their new knowledge of social and sustainable procurements practices. Depending on their context, the pitch was based on government policy change, a procurement initiative for an organisation, or addressing procurement requirements as a supplier. Percentages in parentheses indicate the contribution of each assessment to the overall mark for the Melbourne MicroCert. The learner attained a minimum standard of at least 70% in the assessment to achieve this Melbourne MicroCert. Course version 1
The earner of this Melbourne MicroCert, which was co-designed with Belong, has demonstrated that they can use design thinking strategies to promote creative problem-solving at the individual, team and organisation levels. By completing this Melbourne MicroCert, the earner demonstrated the following skills: design thinking, creative problem-solving and leadership strategies for whole-of-firm innovation. This Melbourne MicroCert comprised 42 hours of coursework and assessment tasks.
The earner of this Melbourne MicroCert: - Demonstrated an understanding of the differences between individual- and team-level creativity processes, the organisational attributes that support innovation activity, and the role of leadership in supporting creativity and innovation - Critically evaluated models of creativity and innovation and the contexts in which they might be applied to generate sources of competitive advantage - Generated actionable strategies to promote a culture of problem-solving and creativity at the individual and team levels, which support innovation at the organisation level The earner of this Melbourne MicroCert completed the following assessment tasks: ### Assessment task 1: critical analysis of the customer experience (30%): The learner critically analysed and applied theories of creativity and innovation methods to a problem from the perspective of the customer and then reflected on the process. ### Assessment task 2: creativity and innovation strategies and priorities (10%): In discussion forums and webinars, the learner reflected on their own professional experience and researched theories on setting priorities and developing strategies for creativity and innovation. ### Assessment task 3: whole-of-firm innovation activity (60%): Considering ‘triple bottom-line' thinking, the learner developed processes and activities to inspire whole-of-firm innovative outcomes, as well as strategies to promote lateral thinking. ### Percentages in parentheses indicate the contribution of each assessment to the overall mark for the Melbourne MicroCert. ### The learner attained a minimum standard of at least 70% in the assessment to achieve this Melbourne MicroCert. ### Course version 1
Schools’ Transition to Innovative Spaces
The earner of this Melbourne MicroCert has demonstrated that they can effectively lead a school’s transition into innovative learning environments. By completing this Melbourne MicroCert, they developed the following skills: • An ability to lead change and guide colleagues • Critical analysis, reflection and problem-solving • An understanding of different approaches to schools’ transition to innovative spaces. This Melbourne MicroCert comprised 42 hours of coursework and assessment tasks.
AITSL Australian Professional Standards for Teachers
To earn this Melbourne MicroCert, the learner has demonstrated that their knowledge, skills and abilities align with at least the ‘Highly Accomplished’ level of the Australian Professional Standards for Teachers. The mapping of the course curriculum to the standards framework aligns with the following teaching standards: 1.5, 2.2, 3.2, 3.3, 3.4, 3.6, 4.1, 4.2, 6.2, 6.3, and 6.4. Please follow the link above for further detail on these standards.
The earner of this Melbourne MicroCert: - Critically examined the successful characteristics of the transition into innovative learning environments - Generated appropriate knowledge of strategies and tools to help teachers transition into innovative learning environments. \ The earner of this Melbourne MicroCert completed the following assessment tasks: \ **Assessment task 1: discussion of successful transition to innovative learning environments (30%):** The learner participated in discussion board commentary to build understanding of the elements in a school ecosystem that can support schools and teachers to successfully transition into innovative learning environments. \ **Assessment task 2: development and evaluation of a School Transition Framework (70%):** **Part A:** The learner developed a School Transition Framework to support their colleagues and students to transition in innovative learning environments. This included rationale, timelines, resources required, and desired outcomes. \ **Part B:** Using a set of criteria provided, the learner prepared an evaluation of the School Transition Framework for one of their peers and provided any needed recommendations for improvement. \ Percentages in parentheses indicate the contribution of each assessment to the overall mark for the Melbourne MicroCert. \ The learner attained a minimum standard of at least 70% in the assessment to achieve this Melbourne MicroCert. \ Course version 1
Experience Design for Emerging Technologies
The earner of this Melbourne MicroCert, which was developed in collaboration with MAKE Studios, has demonstrated they can apply human-centred design processes and emerging interactive technologies to conceptualise inventive and user-friendly products. By completing this Melbourne MicroCert, the earner demonstrated that they have the following skills: engage with a broad range of ideas involving technologies to design a novel interactive system; use of designs and prototyping employing an iterative approach; ability to seek user and stakeholder feedback; and ability to creatively apply a novel technology and clearly present ideas. This Melbourne MicroCert comprised 42 hours of coursework and assessment tasks.
The earner of this Melbourne MicroCert: - Adapted human-centred design processes to incorporate technology-oriented perspectives - Applied prototyping techniques to help stakeholders envision uncertain futures. The earner of this Melbourne MicroCert completed the following assessment tasks: ### Assessment task 1: conceptual design of a novel interactive system (100%): The learner applied an emerging technology to design an interactive system that addresses a societal need, market gap, or new technological opportunity. They iterated upon their initial low-fidelity sketches, advancing to a high-fidelity mockup that illustrated how the product or service will work. The learner chose the form of their final mockup to best suit their technology (for example, a short video or physical 3D-printed prototype). ### Percentages in parentheses indicate the contribution of each assessment to the overall mark for the Melbourne MicroCert. ### The learner attained a minimum standard of at least 70% in the assessment to achieve this Melbourne MicroCert. ### Course version 1
The earner of this Melbourne MicroCert, which is endorsed by Belong, has demonstrated they have the skills and strategies to effectively lead through organisational change. By completing this Melbourne MicroCert, the earner demonstrated the following skills: an understanding of models of change and leadership and how to apply them; effective communication with employees and other diverse stakeholders; the ability to undertake a workplace culture diagnosis; and the ability to model a positive workplace culture. This Melbourne MicroCert comprised 42 hours of coursework and assessment tasks.
The earner of this Melbourne MicroCert: - Explored models of leadership that support individuals and teams to adapt routines and behaviours that align with anticipated change outcomes - Critically evaluated models of change and their implications for planning and implementing effective change processes - Applied approaches of analysing organisational systems and capabilities to generate interventions that support organisational change and transformation - Reflected upon strategies that may assist in overcoming barriers to internal organisational change, including leading and managing through disruptive events and crises. The earner of this Melbourne MicroCert completed the following assessment tasks: ### Assessment task 1: analysis of change management theories (30%): In short answer and multiple-choice questions, the learner critically analysed and applied theories and models for effective change management and stakeholder engagement. ### Assessment task 2: reflection on engagement strategies (10%): Via webinars and discussion forums, learners researched, interpreted and shared strategies that can improve their whole-of-firm engagement practices. ### Assessment task 3: workplace culture diagnosis (60%): The learner conducted a review of their own workplace using key frameworks and tools for evaluating organisational culture. They developed actionable strategies for leading a proposed whole-of-organisation community change, which can be proposed as recommendations to their own leadership team. ### Percentages in parentheses indicate the contribution of each assessment to the overall mark for the Melbourne MicroCert. ### The learner attained a minimum standard of at least 70% in the assessment to achieve this Melbourne MicroCert. ### Course version 1
The earner of this Melbourne MicroCert has gained knowledge, skills and capabilities in the emerging area of social procurement and how to apply it within the Australian policy and workplace contexts. By completing this Melbourne MicroCert, the earner has demonstrated the following skills: policy evaluation; research; and critical thinking. This Melbourne MicroCert comprised 42 hours of coursework and assessment tasks.
United Nations Sustainable Development Goals
The earner of this Melbourne MicroCert: • Critically assessed the rationale of social procurement and explained why governments and organisations choose to participate in social procurement • Identified the key participants in the Australian social procurement sphere, and discussed how they intersect • Assessed and critiqued policies and legislative frameworks relevant to social procurement. The earner of this Melbourne MicroCert completed the following assessment tasks: **Assessment task 1: Conceptualising social procurement (30%)** The Melbourne MicroCert learner actively participated in peer discussions on three topics through the course discussion board. The topics allowed the learner to explore how various stakeholders, including government, achieve social justice aims and stimulate job creation. **Assessment task 2: Case study (70%)** The Melbourne MicroCert learner nominated either a social procurement policy, initiative, or program as a case study. The learner examined the case’s purpose and stakeholders and analysed key social procurement issues before making justified recommendations to improve or change the approach into the future. Percentages in parentheses indicate the contribution of each assessment to the overall mark for the Melbourne MicroCert. The learner attained a minimum standard of at least 70% in the assessment to achieve this Melbourne MicroCert. Course version 1
New Approaches for Heritage Significance
The earner of this Melbourne MicroCert has demonstrated that they can apply innovative methods for managing the significance of heritage places. By completing this Melbourne MicroCert, the earner demonstrated the following skills: · An understanding the importance of methods for heritage management · An ability to select and apply appropriate methods to a heritage place · An understanding of Australia’s Burra Charter (2013) and values-based heritage management. This Melbourne MicroCert comprised 42 hours of coursework and assessment tasks.
The earner of this Melbourne MicroCert: - Demonstrated an understanding of the research methods and evidence-types applicable to heritage places - Selected and applied methods appropriate to a range of heritage places - Participated in an engaged and authentic manner, considerate of own behaviours while collaborating productively with others. The earner of this Melbourne MicroCert completed the following assessment tasks: **Assessment task 1: participation (5%)** The learner actively participated in workshop discussions to gain a deep understanding of innovative heritage methods. **Assessment task 2: learning exercises (5%)** The learner completed a series of virtual fieldtrips to heritage places and responded to short prompts reflecting on them. **Assessment task 3: individual report (60%)** The learner contributed to a group project that prepared an innovative approach for assessing the cultural significance of a heritage place. **Assessment task 4: project and presentation (20%)** The learner contributed to a collaborative group presentation, sharing an innovative approach for assessing the cultural significance of a heritage place. Percentages in parentheses indicate the contribution of each assessment to the overall mark for the Melbourne MicroCert. The learner attained a minimum standard of at least 70% in the assessment to achieve this Melbourne MicroCert. Course version 1
The earner of this Melbourne MicroCert has demonstrated that they can apply evidence-based clinical mindfulness interventions that support the mental health and wellbeing of their clients. By completing this Melbourne MicroCert, the earner demonstrated the following skills: an understanding of theory and evidence underpinning clinical mindfulness; an ability to assess the needs of a client; and an ability to plan, recommend and administer clinical mindfulness techniques. This Melbourne MicroCert comprised 42 hours of coursework and assessment tasks.
Australian Psychological Society’s Code of Ethics
The earner of this Melbourne MicroCert has demonstrated that their knowledge, skills and attributes align with the relevant industry standards and registration frameworks. For the Australian Psychological Society’s Code of Ethics, the particular standards that this Melbourne MicroCert aligns to are described in B13, Psychological Assessments.
Australian Clinical Psychology Association’s Code of Professional Ethics
The earner of this Melbourne MicroCert has demonstrated that their knowledge, skills and attributes align with the relevant industry standards and registration frameworks. For the Australian Clinical Psychology Association’s Code of Professional Ethics, the particular standards that this Melbourne MicroCert aligns to are described in A. General Principles.
The earner of this Melbourne MicroCert: - Demonstrated an integrated understanding of theoretical and practical aspects of mindfulness, its benefits, appropriate applications and relationship to research evidence - Demonstrated integrated understanding about how clinical mindfulness relates to client self-knowledge, wellbeing and behaviour change - Selected and applied clinical mindfulness techniques based on underlying theory. The earner of this Melbourne MicroCert completed the following assessment tasks: ### Assessment task 1: theoretical understanding of mindfulness techniques (35%): In integrated multiple-choice quizzes, the learner demonstrated a deep theoretical understanding of mindfulness techniques and interventions. ### Assessment task 2: clinical mindfulness practice protocol (25%): The learner produced a structured, one-page clinical mindfulness practice protocol, which demonstrated their ability to assess the needs of a client and determine the appropriate mindfulness techniques to recommend. ### Assessment task 3: clinical mindfulness practice video (40%): The learner produced a five-minute video that demonstrated their mastery of clinical mindfulness by using a clinical mindfulness technique with a person acting in the role of a patient or client. Percentages in parentheses indicate the contribution of each assessment to the overall mark for the Melbourne MicroCert. The learner attained a minimum standard of at least 70% in the assessment to achieve this Melbourne MicroCert. Course version 1
The earner of this Melbourne MicroCert has demonstrated that they understand principles of cultural safety and can respectfully engage with Indigenous knowledges and creative practices. By completing this Melbourne MicroCert, the earner demonstrated the following skills: • Cultural literacy within Indigenous contexts • An ability to apply and reflect on cultural safety protocols for sharing Indigenous knowledges and technologies. This Melbourne MicroCert comprised 42 hours of coursework and assessment tasks.
The earner of this Melbourne MicroCert: - Described and reflected on the context of place and Indigenous cultures and creative practices in the diverse history of practice in Australia - Followed cultural protocols, used materials and traditional Indigenous technologies from Country - Respectfully and responsibly applied and enacted principles of cultural safety and responded to shared knowledges. The earner of this Melbourne MicroCert completed the following assessment tasks: **Assessment task 1: making practice and reflection (100%):** **Part A:** In a short video, the learner drew on oral histories and cultural knowledges, and used Indigenous materials, tools and techniques to engage in fishing net making. **Part B:** In a short video, the learner documented their material collection, preparation and skill development, and included short descriptive texts and photographs reflecting on an aspect of Indigenous knowledges. Percentages in parentheses indicate the contribution of each assessment to the overall mark for the Melbourne MicroCert. The recipient attained a minimum standard of at least 70% in the assessment to achieve this Melbourne MicroCert. Course version 1.
The earner of this Melbourne MicroCert has demonstrated an understanding of intellectual property within Indigenous creative and cultural practices. They have focused on how to safely source information for and with Indigenous communities. By completing this Melbourne MicroCert, the earner demonstrated they have the following skills: · An ability to reflect on unconscious bias within cultural management · An understanding of safe keeping, and issues and protocols related to access · An ability to respectfully engage with Indigenous knowledges, creative arts and music practice and practitioners. This Melbourne MicroCert comprised 42.5 hours of coursework and assessment tasks.
The earner of this Melbourne MicroCert: - Responded to the significance of Country in the continuation, reclamation and revitalisation of Indigenous cultural and creative practices in Australia - Followed cultural protocols, and demonstrated an understanding of how to use materials and traditional Indigenous technologies from Country - Critically reflected on and recognised the role of unconscious bias embedded in structural privilege while enacting principles of cultural safety. The earner of this Melbourne MicroCert completed the following assessment tasks: **Assessment task 1: digital portfolio applying principles of cultural safety to cultural management (100%):** The learner created a two-part digital portfolio that demonstrated their understanding of how to respectfully engage with Indigenous knowledges and cultural management. Part A was a creative outcome that used weaving to explore Indigenous making practices. In a short video presentation, the learner documented the collection and preparation of weaving material, skill development of weaving techniques, and their reflection on the making practice. Part B comprised research into aspects of cultural management. In a short video, the learner reflected on an aspect of Indigenous cultures and creative practices, applied principles of cultural safety, and responded to the continuation, reclamation and revitalisation of culture and cultural management. The learner attained a minimum standard of at least 70% in the assessment to achieve this Melbourne MicroCert. Course version 1
The earner of this Melbourne MicroCert has demonstrated that they can understand and apply the concept and practice of Indigenous sovereignty within treaty negotiations. By completing this Melbourne MicroCert, the earner demonstrated the following skills: Critical understanding of Indigenous sovereignty; Analysis of expression of Indigenous sovereignty in contemporary documents relating to advancing treaty. This Melbourne MicroCert comprised 42 hours of coursework and assessment tasks.
The earner of this Melbourne MicroCert: - Actively engaged with, reflected on, and synthesised Indigenous sovereignty as both a concept and a social movement - Examined and applied the ways that Indigenous sovereignty will shape and inform contemporary treaty negotiations. The earner of this Melbourne MicroCert completed the following assessment tasks: **Assessment task 1: understanding Indigenous sovereignty today (40%):** In online discussion boards, the learner critically engaged with examples of Indigenous peoples exercising sovereignty and discussed the similarities and differences between these expressions of sovereignty and other forms of political sovereignty. They drew on these discussions to develop a concept map that synthesised and demonstrated their understanding of Indigenous sovereignty. **Assessment task 2: analysis of sovereignty in treaty negotiations (60%):** The learner analysed and critiqued expressions of Indigenous sovereignty found in documents advancing contemporary/emerging treaty processes in Australian jurisdictions. They wrote a summary statement on the ideal place of Indigenous sovereignty in contemporary treaty negotiations, and an accompanying critique of the understanding of sovereignty discernible in a contemporary text from either Victoria, Queensland, or the Northern Territory. Percentages in parentheses indicate the contribution of each assessment to the overall mark for the Melbourne MicroCert. The learner attained a minimum standard of at least 70% in the assessment to achieve this Melbourne MicroCert. Course version 1
The earner of this Melbourne MicroCert has demonstrated knowledge, skills and abilities related to adoption and change in farming, along with the factors associated with their success and risks. By completing this Melbourne MicroCert, the earner developed the following skills: change management and communication; and strategic and risk analysis. This Melbourne MicroCert comprised 42 hours of coursework and assessment tasks.
The earner of this Melbourne MicroCert: - Demonstrated understanding of delivery strategies for farm practice change and how they interact - Provided expert analysis of strategies and the relevant success and risk factors for a specified farm practice change - Applied strategies to a variety of farm change contexts. The earner of this Melbourne MicroCert completed the following assessment tasks: ### Assessment task 1: examining practice interventions (30%): The learner conducted and digitally recorded a peer interview to share real-world examples of farm practice change interventions in different contexts. They critically assessed the strengths, weaknesses, success factors and risks associated with the choice of different change strategies. ### Assessment task 2: farm practice change proposal (70%): The learner prepared a farm practice change plan or proposal that critically analysed the context for farm practice change and justified recommendations for appropriate change strategies. Percentages in parentheses indicate the contribution of each assessment to the overall mark for the Melbourne MicroCert. The learner attained a minimum standard of at least 70% in the assessment to achieve this Melbourne MicroCert. Course version 1
The earner of this Melbourne MicroCert has demonstrated that they can comprehend and explain government budgets, including how they are used for decision-making in the public sector. By completing this Melbourne MicroCert, the learner demonstrated the following skills: an understanding of budget cycles; knowledge of tools and frameworks to manage expenditure; and the ability to identify issues and develop recommendations for operational practice changes. This Melbourne MicroCert comprised 42 hours of coursework and assessment tasks.
The earner of this Melbourne MicroCert: - Analysed how budget cycles, government financing and microeconomic frameworks underpin public policy and service delivery. - Evaluated the influence of accountability, bureaucratic/ departmental and political processes shaping government budgets to generate justified, well-supported recommendations that solve policy development/ implementation or service delivery. The earner of this Melbourne MicroCert completed the following assessment tasks: **Assessment task 1: analysing the budget cycle:** The learner developed their understanding of how government is financed and how the budget cycle functions. They demonstrated their learning by analysing the budget cycle across two activities: - Assessment task 1A – analysed a budget paper - Assessment Task 1B - discussed the policy cycle and the government budget. **Assessment task 2: policy brief:** The learner created a policy brief that analysed the context for a policy proposal or initiative that considered the government budget context. The leaner evaluated relevant risk or success factors and made recommendations for their policy proposal or initiative within the government budget context. The learner attained a minimum standard of at least 70% in the assessment to achieve this Melbourne MicroCert. Course version 1
Lawful Relations with Indigenous Peoples
The earner of this Melbourne MicroCert has demonstrated that they understand the concept of lawful relations between Indigenous peoples and settler states. By completing this Melbourne MicroCert, the learner attained the following skills: an understanding of lawful vs unlawful relations and international treaty frameworks; and how to apply this knowledge to treaty negotiations in Australian jurisdictions. This Melbourne MicroCert comprised 42 hours of coursework and assessment tasks.
The earner of this Melbourne MicroCert: - Compared the key differences between lawful and unlawful relations between Indigenous peoples and settler states - Analysed and applied knowledge of the relationship between international legal frameworks and the emerging treaty processes in Victoria and other Australian jurisdictions. The earner of this Melbourne MicroCert completed the following assessment tasks: **Assessment task 1: lawful vs unlawful relations (30%):** Learners produced a table or a Venn diagram comparing the key differences between lawful and unlawful relations between Indigenous peoples and settler states, accompanied by a statement outlining the implications of this analysis. **Assessment task 2: international law and treaty (70%):** Learners analysed how the concept of self-determination or free, prior and informed consent, as outlined in the United National Declaration on the Rights of Indigenous Peoples, might shape and inform contemporary treaty negotiations. They wrote a summary statement demonstrating their understanding of their chosen concept and an accompanying outline of how this concept should shape both the content and process of contemporary treaty negotiations. The percentages in parentheses indicate the contribution of each assessment to the overall mark for the Melbourne MicroCert. The learner attained a minimum standard of at least 70% in the assessment to achieve this Melbourne MicroCert. Course version 1
The earner of this Melbourne MicroCert, which was co-designed with Grace Papers, has demonstrated that they can examine gender bias in data used in workplaces. By completing this Melbourne MicroCert, the learner attained the following skills: data analysis; ethical understanding of data usage; and how to use data to inform decision-making and policy. This Melbourne MicroCert comprised 42 hours of coursework and assessment tasks.
The earner of this Melbourne MicroCert: - Critically evaluated gender bias and discrimination in artificial intelligence and data use in workplace contexts - Critically analysed ethical implications arising with the use of data - Identified and evaluated diverse data used in various workplace contexts. The earner of this Melbourne MicroCert completed the following assessment tasks: **Assessment task 1: understanding data (30%):** In answers to a quiz, the learner demonstrated their capability to examine data for inherent bias and their understanding of how data influences decision-making. **Assessment task 2: evaluating data and methods to identify gender bias (70%):** The learner identified a problem in their workplace and determined the data sources required to make critical future decisions. The learner evaluated the data framework and reflected on how gender bias may influence these data. The percentages in parentheses indicate the contribution of each assessment to the overall mark for the Melbourne MicroCert. The learner attained a minimum standard of at least 70% in the assessment to achieve this Melbourne MicroCert. Course version 1
The earner of this Melbourne MicroCert has gained knowledge, skills, and capabilities to extend their teaching and leadership practices and maximise student outcomes within flexible learning spaces. By completing this Melbourne MicroCert, they developed the following skills: leadership; critical analysis and reflection; approaches to student learning; and learning environment design. This Melbourne MicroCert comprised 42 hours of coursework and assessment tasks.
The earner of this Melbourne MicroCert: - Demonstrated knowledge of different approaches to student learning - Demonstrated leadership in the development of teaching and learning practices that improve student learning in innovative learning environments. The earner of this Melbourne MicroCert completed the following assessment tasks: **Assessment task 1: impacts of learning environments (30%):** The learner actively participated in online discussions with peers sharing commentary and reflections about innovative learning environments and their impacts on students. **Assessment task 2: designing a model learning environment (70%):** The learner designed a model innovative learning environment that aims to enhance 21st century student learning. This digitally captured model was supported by a narrative that critically analysed the opportunities the learning environment presented for teaching and learning. Percentages in parentheses indicate the contribution of each assessment to the overall mark for the Melbourne MicroCert. The learner attained a minimum standard of at least 70% in the assessment to achieve this Melbourne MicroCert. Course version 1
The earner of this Melbourne MicroCert has demonstrated they have a critical understanding of the role treaties have played, and could play, in relations between Indigenous peoples and contemporary settler societies. By completing this Melbourne MicroCert, the earner demonstrated the following skills: critical analyses of treaty and other forms of agreement-making; critical reflection on historical and international examples of treaty; and understanding of the underlying principles that should inform contemporary treaty design. This Melbourne MicroCert comprised 42 hours of coursework and assessment tasks.
The earner of this Melbourne MicroCert has demonstrated that they can understand and apply the concept and practice of Indigenous sovereignty within treaty negotiations. By completing this Melbourne MicroCert, the earner demonstrated the following skills: critical understanding of Indigenous sovereignty; and analysis of expression of Indigenous sovereignty in contemporary documents relating to advancing treaty. This Melbourne MicroCert comprised 42 hours of coursework and assessment tasks.
The earner of this Melbourne MicroCert, which is endorsed by Belong, has demonstrated that they can use evidence-based techniques to communicate effectively and persuasively as a leader. By completing this Melbourne MicroCert, the learner attained the following skills: an understanding of evidence-based communication practices; the ability to tailor communication for different audiences, channels and settings; and the capability to implement these practices in their workplace. This Melbourne MicroCert comprised 42 hours of coursework and assessment tasks.
The earner of this Melbourne MicroCert: - Analysed and explained the effectiveness of written, verbal, and non-verbal leadership communication, based on theories and evidence on cognitive processing, social identity formation, and social learning - Evaluated suitable leadership communication practices to influence followers and other stakeholders, in a variety of settings and communication channels - Formulated and justified a plan for integrating evidence-based leadership communication practices in the workplace. The earner of this Melbourne MicroCert completed the following assessment tasks: ### Assessment task 1: leadership communication discussion (10%): The learner researched and interpreted effective leadership communication practices and shared their learning with peers in online discussion activities and interactive webinars. ### Assessment task 2: analysis and application of persuasive communication techniques (15%): In this assessment, the learner critically analysed and applied theoretical perspectives to one of a set of scenarios, which demonstrated how authenticity can be developed in real-life situations. ### Assessment task 3: self-presentation and presence in communication (15%): In this assessment, the learner applied theoretical concepts related to self-presentation and presences to explain how we connect and engage with others. ### Assessment task 4: workplace challenge pitch (60%) The learner presented a pitch for a project or initiative within their own work context, and applied evidence-based communication principles and practices. They identified a suitable workplace challenge and demonstrated how they would persuade or mobilise their audience. They then analysed and reflected on their pitch and its effectiveness. The percentages in parentheses indicate the contribution of each assessment to the overall mark for the Melbourne MicroCert. The learner attained a minimum standard of at least 70% in the assessment to achieve this Melbourne MicroCert. Course version 1
The earner of this Melbourne MicroCert, which was co-designed with the Victorian Comprehensive Cancer Centre (VCCC) Alliance, has demonstrated that they have the knowledge needed to develop and implement a clinical trial. By completing this Melbourne MicroCert, the learner demonstrated they have the following skills: protocol design for clinical trials; writing plain language statements used in the ethics process; and an understanding of the ethics, regulatory requirements and logistical considerations involved in trial design. This Melbourne MicroCert comprised 42 hours of coursework and assessment tasks.
The earner of this Melbourne MicroCert: - Articulated the importance of a clinical trial protocol in advancing scientific understanding within a particular field - Developed a clinical trial protocol. The earner of this Melbourne MicroCert completed the following assessment tasks: ### Assessment task 1: plain language statement (30%): The learner selected a study and created an appropriate plain language statement (PLS) that was written in an easy-to-understand, layperson language format. ### Assessment task 2: protocol synopsis (70%): The learner used the knowledge they gained about each aspect of the clinical trial pathway to select a study and develop a protocol synopsis. The percentages in parentheses indicate the contribution of each assessment to the overall mark for the Melbourne MicroCert. The learner attained a minimum standard of at least 70% in the assessment to achieve this Melbourne MicroCert. Course version 1
The earner of this Melbourne MicroCert, which was co-designed with the Victorian Comprehensive Cancer Centre (VCCC) Alliance, has demonstrated that they have the knowledge needed to take a product from lab bench to market. By completing this Melbourne MicroCert, the learner attained the following skills: understanding of the commercial pipeline and drug development economics; an ability to identify strategic alliances; grant proposal writing; and the ability to create a pitch to industry or funding body. This Melbourne MicroCert comprised 42 hours of coursework and assessment tasks.
The earner of this Melbourne MicroCert: - Identified the various economic, intellectual property and strategic alliance considerations involved in embarking on commercial partnerships - Explained the steps involved, from identifying a candidate to commercialisation of a product through a commercial drug venture pitch. The earner of this Melbourne MicroCert completed the following assessment tasks: ### Assessment task 1: grant proposal (50%): The learner developed a one-page grant proposal taking into consideration all the elements a company or funding body would need to know to endorse an idea. ### Assessment task 2: venture pitch (50%): The learner developed a video-based pitch to a hypothetical company or funding body that gave the idea the strongest chance of funding success. The percentages in parentheses indicate the contribution of each assessment to the overall mark for the Melbourne MicroCert. The learner attained a minimum standard of at least 70% in the assessment to achieve this Melbourne MicroCert. Course version 1
The recipient completed successfully the following assessment tasks during the 42.5 hour course: **Assessment task 1: Quiz** The Melbourne MicroCert learner was required to complete a quiz to demonstrate knowledge of the current technological landscape in relation to the workplace. This assessment required participants to effectively compare and contrast the main concepts around AI and automation. **Assessment task 2: Opinion article** The Melbourne MicroCert learner reflected on the gendered composition of the workforce and the predicted impacts of technology on different industries, jobs and tasks. The recipient attained a minimum standard of at least 70% in the assessment to achieve this Melbourne MicroCert. Course version 1, course completed March 2021.
The earner of this Melbourne MicroCert: - Analysed how budget cycles, government financing and microeconomic frameworks underpin public policy and service delivery. - Evaluated the influence of accountability, bureaucratic/ departmental and political processes shaping government budgets to generate justified, well-supported recommendations that solve policy development/ implementation or service delivery. The earner of this Melbourne MicroCert completed the following assessment tasks: **Assessment task 1: Analysing the Budget Cycle:** The learner developed their understanding of how government is financed and how the budget cycle functions. They demonstrated their learning by analysing the budget cycle across two activities: - Assessment task 1A – analysed a budget paper - Assessment Task 1B - discussed the policy cycle and the government budget. **Assessment task 2: Policy Brief:** The learner created a policy brief that analysed the context for a policy proposal or initiative that considered the government budget context. The leaner evaluated relevant risk or success factors and made recommendations for their policy proposal or initiative within the government budget context. The learner attained a minimum standard of at least 70% in the assessment to achieve this Melbourne MicroCert. Course version 1
The earner of this Melbourne MicroCert has demonstrated an advanced understanding of and ability to apply the concepts of recognition, reconciliation and refusal to the relations between Indigenous peoples and settler states in emerging treaty processes. By completing this Melbourne MicroCert, the earner demonstrated the following skills: an understanding of the three key concepts of recognition, reconciliation and refusal in relations between Indigenous peoples and settler states; critical analysis of the strengths and weaknesses of these three key concepts as portrayed in social media to transform Indigenous-settler relations; the ability to identify opportunities for justice; restitution and decolonisation presented by these concepts; and the relationship these three key concepts have in the processes of emerging treaty within Victoria and other Australian jurisdictions. This Melbourne MicroCert comprised 42 hours of coursework and assessment tasks.
The earner of this Melbourne MicroCert: - Critically examined the concepts of recognition, reconciliation and refusal in Indigenous-settler relations - Applied the concepts of recognition, reconciliation and refusal to the emerging treaty processes in Victoria and other Australian jurisdictions. **Assessment task 1: case study analysis (30%):** The learner researched and interpreted the portrayal of recognition, reconciliation, or refusal in contemporary Indigenous-settler relations within the contexts of news media and social media. Through this research, the learner identified two examples that demonstrated the recognition, reconciliation or refusal in contemporary Indigenous-settler relations to produce a brief blog post, which explained and critically assessed the strengths and weaknesses of these three key concepts to transform Indigenous-settler relations. Concurrently, learners reviewed their peers’ blog posts and devised two questions and then engaged in discussion raised by these questions to deepen thinking. **Assessment task 2: concept evaluation and analysis (70%):** The learner selected and researched one of the recognition, reconciliation, or refusal - concepts and composed a brief summary of the concept. Then the learner prepared an analysis supported by their research that discussed how the concept might strengthen or weaken the emerging treaty processes. The percentages in parentheses indicate the contribution of each assessment to the overall mark for the Melbourne MicroCert. The learner attained a minimum standard of at least 70% in the assessment to achieve this Melbourne Microcert. Course version 1
Transforming Workspace Design Using Evaluation
The earner of this Melbourne MicroCert has demonstrated the ability to effectively evaluate existing and future workspace design choices. The earner engaged with three interconnected evaluation stages: planning, conducting, and using evaluation that are essential to lead workspace policy development, commission workspace design, and evaluate workspace change enablement. By completing this Melbourne MicroCert, the learner demonstrated they have the following skills: the ability to plan and conduct evaluations; and the ability to use these evaluations for workspace design decision making. The Melbourne MicroCert was co-designed with industry partners: Hassell, Lendlease, and Schiavello. This Melbourne MicroCert comprised 42 hours of coursework and assessment tasks.
The earner of this Melbourne MicroCert: - Defined and discussed the multiple purposes, challenges and benefits of evaluation for existing and future workspace design to optimise productivity, connectivity, and wellbeing of employees - Critically reviewed alignment between workspace design evaluation questions, approaches, and methods - Applied evaluation approaches and methods to inform future workspace design to optimise productivity, connectivity and wellbeing of employees. ### Assessment task 1: quiz (20%): The learner recalled, defined, and discussed key concepts associated with evaluation purposes, challenges, and benefits through a series of short answer and multiple-choice questions. ### Assessment task 2: expression of interest (20%): The learner selected an imagined client, such as a health care facility, corporate, government or community organisation, and proposed an evaluation of the workspace design. Their evaluation proposal was created as a presentation that served as an expression of interest for an appropriate workspace design to their selected imagined client’s context. Their presentation demonstrated alignment between evaluation purposes and methods. ### Assessment task 3: evaluation plan (60%): The learner developed a workspace design evaluation plan for a self-selected workspace setting. They applied relevant theoretical perspectives of evaluation planning and data collection and analysis evaluation methods that informed the development of the workspace change enablement strategy and optimised use of the workspace. The percentages in parentheses indicate the contribution of each assessment to the overall mark for the Melbourne MicroCert. The learner attained a minimum standard of at least 70% in the assessment to achieve this Melbourne MicroCert. Course version 1
The earner of this Melbourne MicroCert applied design thinking methods and practical techniques to shape resilient and innovative solutions to complex problems. By completing this Melbourne MicroCert, the learner demonstrated they have the following skills: the ability to generate ideas, concepts and processes for applications within scenarios; reflective practice; effective collaboration skills for empathic work with others; and productive presentation skills to generate compelling arguments. This Melbourne MicroCert comprised 42 hours of coursework and assessment tasks.
The earner of this Melbourne MicroCert: - Used design thinking methods to collaborate across a range of disciplines to explore problems and create object, spatial or system transformations, embracing unpredictability and change - Critically reflected on applications of design thinking processes that created tangible solutions - Presented compelling arguments and solutions using appropriate design nomenclature and visual communications. **Assessment task 1: design evaluation presentation (70%)**: Using design thinking methods and collaboration, the learner identified, defined, and transformed a complex problem or scenario relevant to their industry by experimenting with a series of potential solutions. This involved critical analysis, peer feedback, and reflection. The learner then produced a designed artefact as a production-prototype to evaluate the potential implications and consequences of the idea to address the complex problem. A compelling narrative supported the prototype idea, evaluation and diverse use of design processes. **Assessment task 2: design process portfolio (30%)**: The learner generated an e-portfolio of design artefacts and documented their design process approach from their first assessment task. Their e-portfolio incorporated collaborative peer feedback and reflective practices that informed the learner’s generation of their critical reflection and insights of their problem presented as an engaging narrative. The percentages in parentheses indicate the contribution of each assessment to the overall mark for the Melbourne MicroCert. The learner attained a minimum standard of at least 70% in the assessment to achieve this Melbourne MicroCert. Course version 1.
The earner of this Melbourne MicroCert, which is endorsed by Belong, has demonstrated the development of knowledge and skills related to diagnosing and managing challenging team dynamics. In doing so, the learner focused on fostering team psychological safety and shared leadership. By completing this Melbourne MicroCert, the learner demonstrated they have the following skills: understanding team culture, the ability to address team dynamics and conflict, and the use of shared leadership to increase trust. This Melbourne MicroCert comprised 42 hours of coursework and assessment tasks.
The earner of this Melbourne MicroCert: - Analysed and explained the causes and consequences of challenging team dynamics, drawing on theories and evidence on physical safety and shared leadership - Evaluated suitable team leadership practices based on considerations of team tasks, members’ characteristics, and cultural context - Formulated and justified a plan for integrating evidence-based team leadership practices in the workplace. **Assessment task 1 - part a: application of psychological safety (15%):** The learner completed short answer and multiple-choice questions that demonstrated their ability to explain, critically analyse, synthesise and apply theories and evidence in effectively managing psychological safety in teams. **Assessment task 1 – part b: application of shared leadership (15%):** The learner completed short answer and multiple-choice questions that demonstrated their ability to explain, critically analyse, synthesise and apply theories and evidence in effectively managing shared leadership in teams. **Assessment task 2: sharing learning and reflections with peers (10%):** Through online discussion forums and webinars, the learner contributed to peer discussions and reflected on how to apply relevant theory to analyse real-world situations and guide practice changes. **Assessment task 3: leadership development (60%):** Drawing from both their own work experiences of a team environment and theoretical perspectives learnt in the course, the learner constructed their own Team Dynamics Diagnostic Survey. Having used the diagnostic to evaluate a team or work group they currently work with and produced a summative report that included a justification for an action to improve team dynamics and support shared leadership in that team or work group. The percentages in parentheses indicate the contribution of each assessment to the overall mark for the Melbourne MicroCert. The learner attained a minimum standard of at least 70% in the assessment to achieve this Melbourne MicroCert. Course version 1.
Using Genomic Data for Personalised Care
The earner of this Melbourne MicroCert has demonstrated they can analyse and interpret patient genomic data to help develop appropriate treatment strategies. By completing this Melbourne MicroCert, the earner demonstrated that they have the following skills: an understanding of precision medicine techniques; the ability to analyse a genomic report; and the ability to provide recommendations for personalised care based on a patient's genomic profile. The Melbourne MicroCert has been developed in collaboration with the Victorian Comprehensive Cancer Centre (VCCC) Alliance and the Melbourne Genomics Health Alliance. This Melbourne MicroCert comprised 42 hours of coursework and assessment tasks.
The earner of this Melbourne MicroCert: - Described the current and emerging techniques and applications used in precision medicine - Analysed and interpreted reports and provided recommendations for personalised care based on a patient’s genomic profile. The earner of this Melbourne MicroCert completed the following assessment tasks: **Assessment task 1: patient case analysis (30%)**: After analysing an authentic yet de-identified patient case through a synchronous webinar, the learner selected an appropriate test to examine genomic variations that may influence the patient's treatment options and prognosis. The learner then produced a report explaining the various pros and cons of the test and its influences on treatment options and prognosis to inform the patient for their decision-making. **Assessment task 2: interpretation of genomic report (70%)**: The learner interpreted a patient’s genomic report and presented their key findings to a medical colleague, who is not an expert in cancer and needs to know the mechanisms of causation. The letter included defining key variants, phenotypic expression, disease signs and symptoms, the quality of the evidence, the limitations and considerations of testing, and recommendations for the next steps in patient care. The percentages in parentheses indicate the contribution of each assessment to the overall mark for the Melbourne MicroCert. The learner attained a minimum standard of at least 70% in the assessment to achieve this Melbourne MicroCert. Course version 1.
The earner of this Melbourne MicroCert has demonstrated they can recognise, assess, and counter disinformation in the digital ecosystem using current best practice. In completing this Melbourne MicroCert, the learner demonstrated the following skills: the ability to identify and analyse contemporary global disinformation; the ability to use open-source tools and techniques to detect and counter disinformation; and the application of strategies to counter disinformation within organisations. This Melbourne MicroCert comprised 42 hours of coursework and assessment tasks.
The earner of this Melbourne MicroCert: - Assessed disinformation and its impact using best open-source intelligence analysis practices - Used awareness of strategies and techniques used to persuade audiences to counter disinformation in the new information technology ecosystem. **Assessment task 1: part a – contextualising disinformation (80%)**: Using a case study, the learner identified an area of disinformation, pinpointing specific misleading or false information/narratives, and made recommendations for a campaign to counter the disinformation. **Assessment task 1: part b – sourcing quality information (20%)**: The learner developed an annotated bibliography that supported the previous assessment task and demonstrated their ability to source and summarise relevant quality information. The percentages in parentheses indicate the contribution of each assessment to the overall mark for the Melbourne MicroCert. The learner attained a minimum standard of at least 70% in the assessment to achieve this Melbourne MicroCert. Course version 1.
The earner of this Melbourne MicroCert, which was co-designed with Telstra, has developed skills, knowledge and capabilities to facilitate intrapreneurship and innovation projects in large organisations. By completing this Melbourne MicroCert, the earner attained the following skills: narrative creation and iteration; stakeholder mapping; research and value proposition development; and self-reflection. This Melbourne MicroCert comprised of 42 hours of coursework and assessment tasks.
The earner of this Melbourne MicroCert: - Created and iterated a narrative that demonstrated understanding of the overall innovation and intrapreneurship process, and key steps involved, including ascertaining whether an idea is feasible - Established a practice of self-reflection to facilitate the development of innovative mindsets and behaviours. The earner of this Melbourne MicroCert completed the following assessment tasks: **Assessment task 1: reflection on building innovation capabilities (20%)**: The learner created a video or audio reflection on how to build innovation capabilities within an organisation. **Assessment task 2: business case narrative (80%)**: The learner was an active member of a project team that collaboratively completed a narrative outlining the key research, value proposition, and stakeholder mapping of their selected industry project. Percentages in parentheses indicate the contribution of each assessment to the overall mark for the Melbourne MicroCert. The learner attained a minimum standard of at least 70% in the assessment to achieve this Melbourne MicroCert.
Microbial Genomics: Bioinformatic Analysis Basics
The earner of this Melbourne MicroCert, which was co-designed with the Doherty Institute and endorsed by Galaxy Australia, has demonstrated they can apply bioinformatic concepts and approaches to the investigation of microbial sequence data. By completing this Melbourne MicroCert, the earner demonstrated the following skills: genome assembly and annotation approaches; sequence data mapping and variant calling approaches; an understanding of phylogenetics and population structure; and best-practice approaches to genome characterisation. This Melbourne MicroCert comprised 40 hours of coursework and assessment tasks.
The earner of this Melbourne MicroCert: - Explained bioinformatics theory as applied to microbial genomics with a focus on high-level concepts, quality control and impact on data analysis, and use of pipelines - Explained and undertook genome assembly, annotation, and genome characterisation analyses, which focused on the use of these approaches in identifying and investigating genes and genomic structures, speciation and use of databases - Explained and undertook sequence read mapping and variant calling analyses focusing on the identification and investigation of antimicrobial resistance mutations - Explained and undertook basic phylogenic analysis focusing on the use of this application in outbreak investigation. The earner of this Melbourne MicroCert completed the following assessment tasks: **Assessment task 1: application of bioinformatic analysis approaches to diverse scenarios (40%):** In response to different scenarios, the learner demonstrated and explained their thinking about how to appropriately select a DNA sequencing technology and approach. **Assessment task 2: independent analysis of pathogen genomic data (60%):** The learner received a previously unseen scenario with a sequence dataset. They analysed the data (in the Galaxy Australia platform) and selected the appropriate set of analyses for the given data. They then completed a series of short prompts and questions, demonstrating their analysis choices and ability to interpret the results. The percentages in parentheses indicate the contribution of each assessment to the overall mark for the Melbourne MicroCert. The learner attained a minimum standard of at least 70% in the assessment to achieve this Melbourne MicroCert. Course version 1.
The earner of this Melbourne MicroCert has demonstrated that they can provide bushfire assessments and recommendations to build fire-resilient properties. By completing this Melbourne MicroCert, the earner demonstrated their ability to: conduct desktop research; undertake assessment of vegetation type and effective slope to determine Bushfire Attack Level; recommend alternative building approaches to address issues raised in the bushfire assessment. This Melbourne MicroCert comprised 42 hours of coursework and assessment tasks.
The earner of this Melbourne MicroCert: - Successfully applied a basic property assessment using the Australian Standard AS3959:2018 - Provided recommendations for a residential building based on a bushfire assessment that used the Australian Standard AS3959:2018. The earner of this Melbourne MicroCert completed the following assessment tasks: **Assessment task 1: bushfire assessment of three properties [70%]** The learner demonstrated their ability to apply Method 1 (simplified procedure) to three residential properties using the Australian Standard AS3959:2018 and completed these desktop assessments of the Bushfire Attack Level at a standard suitable for employers or clients. **Assessment task 2: recommendations on alternative building approaches [30%]** The learner provided recommendations on alternative building approaches based on a bushfire assessment and prepared a report as would be required for employers or clients. The percentages in parentheses indicate the contribution of each assessment to the overall mark for the Melbourne MicroCert. The learner attained a minimum standard of at least 70% in the assessment to achieve this Melbourne MicroCert. Course version 1
The earner of this Melbourne MicroCert has demonstrated they can effectively apply persuasive communication techniques to gain buy-in from key decision-makers and stakeholders in a policymaking setting and the public sector environment. By completing this Melbourne MicroCert, the earner demonstrated the following skills: an understanding of models and frameworks that underpin the art of persuasion; the ability to craft persuasive policy briefs, submissions, and presentations; and effective storytelling and narrative techniques. This Melbourne MicroCert comprised 42 hours of coursework and assessment tasks.
Australian Public Service Workforce Strategy 2025: Delivering for Tomorrow
This Melbourne MicroCert is aligned with the Australian Public Service Workforce Strategy 2025: Delivering for Tomorrow.
The earner of this Melbourne MicroCert: - Analysed theories of persuasion and assessed the effectiveness of different persuasive techniques on different audiences across government and the public - Developed effective strategies and skills to craft and present persuasive communication. The earner of this Melbourne MicroCert completed the following assessment tasks: **Assessment task 1: persuasive case analysis (30%)**: The learner analysed a real-world example of persuasion in public policy or government, such as a public information campaign, speech, op-ed or image. The analysis identified the target audience, the overall message and the persuasive appeals and premises used within the case. **Assessment task 2: applying persuasive techniques (70%)**: The learner used a case study to develop a storyboard for a presentation that recommended an alternative persuasive approach. They completed independent research, drew on theories and frameworks of persuasion, and utilised the persuasive techniques most appropriate for the case. The percentages in parentheses indicate the contribution of each assessment to the overall mark for the Melbourne MicroCert. The learner attained a minimum standard of at least 70% in the assessment to achieve this Melbourne MicroCert. Course version 2.
The earner of this Melbourne MicroCert, which was co-designed with Telstra, has demonstrated that they can articulate an organisation’s strategic intent and use performance metrics to measure and drive operational excellence. By completing this Melbourne MicroCert, the earner demonstrated the following skills: financial and non-financial performance metric analysis; understanding of the balanced scorecard/dashboard framework; understanding of strategy maps and ability to articulate strategic intent. This Melbourne MicroCert comprised 42 hours of coursework and assessment tasks.
The earner of this Melbourne MicroCert: - Articulated an organisation’s strategic intent and evaluated its successful execution using adequately developed performance metrics across work-units and operational levels of organisations - Evaluated financial and non-financial performance metrics, organised through a balanced scorecard/dashboard framework, for their suitability in measuring the success and achievement of the intended strategy. The earner of this Melbourne MicroCert completed the following assessment tasks: **Assessment task 1: analysis of strategic intent to performance metrics (40%):** Using a case scenario, the learner identified the strategic intent of the organisation/work unit, described suitable and unsuitable performance metrics, and articulated the role of the strategy map in developing performance metrics and process improvements. They applied the knowledge gained from this case analysis to their own work setting. **Assessment task 2: evaluation of performance metrics using a balanced scoresheet/dashboard (60%):** Building on the first assessment, the learner evaluated a set of metrics within a balanced scorecard/dashboard framework, to drive business process improvement. Demonstrating their understanding of performance and behavioural effects of performance metrics and the impact of target settings, applying this learning to their own work setting. The percentages in parentheses indicate the contribution of each assessment to the overall mark for the Melbourne MicroCert. The learner attained a minimum standard of at least 70% in the assessment to achieve this Melbourne MicroCert. Course version 1
The earner of this Melbourne MicroCert has demonstrated that they can effectively lead a school’s transition into innovative learning environments. By completing this Melbourne MicroCert, the learner demonstrated the following skills: an ability to critically analyse; reflect and problem solve; capability in leading change and guiding colleagues; and an understanding of different approaches to schools’ transitions to innovative spaces. This Melbourne MicroCert comprised 42 hours of coursework and assessment tasks.
The earner of this Melbourne MicroCert: - Critically examined the successful characteristics of the transition into innovative learning environments - Generated appropriate knowledge of strategies and tools to help teachers transition into innovative learning environments. The earner of this Melbourne MicroCert completed the following assessment tasks: **Assessment task 1: discussion of successful transition to innovative learning environments (30%):** The learner participated in discussion board commentary to build understanding of the elements in a school ecosystem that can support schools and teachers to successfully transition into innovative learning environments. **Assessment task 2: development and evaluation of a School Transition Framework (70%):** **Part A:** The learner developed a School Transition Framework to support their colleagues and students to transition in innovative learning environments. This included rationale, timelines, resources required, and desired outcomes. **Part B:** Using a set of criteria provided, the learner prepared an evaluation of the School Transition Framework for one of their peers and provided any needed recommendations for improvement. Percentages in parentheses indicate the contribution of each assessment to the overall mark for the Melbourne MicroCert. The learner attained a minimum standard of at least 70% in the assessment to achieve this Melbourne MicroCert. Course version 2
The earner of this Melbourne MicroCert completed the following assessment tasks: **Assessment task 1: peer commentary on learning environments and innovation [30%]**: The learner actively and collaboratively participated in a discussion board activity with peers to apply and reflect on national and global perspectives of school learning environments. With peers, they also reflected on the key drivers behind aligning pedagogy with learning environments. **Assessment task 2: developing and evaluating an action plan [70%]**: The learner developed an action plan for one spatial strategy and then evaluated a peer’s action plan. Within the parameters of this assessment task, each learner was assessed on their capabilities to: use leadership skills and attributes through teaching practices in specific learning environments; and work with colleagues to review, modify and expand their repertoire of teaching strategies. The learner attained a minimum standard of at least 70% in the assessment to achieve this Melbourne MicroCert. Course version 1
The earner of this Melbourne MicroCert has gained knowledge, skills and capabilities in research-informed models and frameworks of educational leadership and strategies. By completing this Melbourne MicroCert, they developed their awareness of these models and frameworks; and applied them to improve quality in programs and practices of early childhood education and care settings. This Melbourne MicroCert comprised of 42 hours of coursework and assessment tasks.
The earner of this Melbourne MicroCert: - Used a range of models and research evidence to explore the relationship between educational leadership and quality improvement in Early Childhood Education and Care settings - Created a response to the Quality Improvement Plan that uses a range of leadership practices that assist educators to reflect on the impact of effectiveness of their educational prgrams and practices on young children's learning and development. **Assessment task 1: critical assessment of two leadership strategies [50%]:** The learner produced a Venn diagram and reflective synopsis that highlighted the similarities and differences of two leadership strategies. In doing so, the learner: - Justified the significance of their selection of two leadership strategies from professional experience and learning - Critically compared and examined the research and policy-informed understandings that underpin the models and strategies of educational leadership and quality improvement in early childhood education and care settings - Reflected on their professional learning to inform their future planning and actions as an educational leader. **Assessment task 2: developing a plan and rationale for leading learning within an early childhood education and care service [50%]:** The learner created a response to one element of the Quality Improvement Plan (QIP) used in the early childhood education and care settings. In doing so, the learner: - Justified the plan and its proposed implementation for their workplace context - Critically reflected on the selection of appropriate evidence-based strategies to improve educational program and practice outcomes within a quality improvement plan - Reflected on their professional learning to inform workplace practices. The learner attained a minimum standard of at least 70% in the assessment to achieve this Melbourne MicroCert. Course version 1.
The earner of this Melbourne MicroCert, which is endorsed by Belong, has demonstrated that they can understand and diagnose different types of negotiation situations, and design agreements that address the needs of different parties. By completing this Melbourne MicroCert, the earner demonstrated the following skills: conflict resolution; negotiation planning; interest-based deal design; and confident negotiation and communication. This Melbourne MicroCert comprised 42 hours of coursework and assessment tasks.
The earner of this Melbourne MicroCert: - Critically analysed conflict and negotiation situations in the workplace, including the mix of distributive and integrative issues, and identified effective responses to them - Generated solutions to resolve conflicts and negotiate interest-based agreements through clear and actionable principles and tactics drawn from an understanding of negotiation theory and evidence - Developed confidence in negotiation practice and skills through experience via case analysis, negotiation simulations and negotiation role plays - Reflected upon theories and models to evaluate new ways to engage with superiors, peers and subordinates in ways that promote collaboration, co-operation, and enhanced productivity. The earner of this Melbourne MicroCert completed the following assessment tasks: **Assessment task 1: analysis of negotiation theories and evidence (30%):** Using a case-study, the learner created a negotiation plan by analysing conflict within a workplace and generating interest-based agreements through clear and actionable leadership principles and tactics. The learner then presented their findings in the form of a role-play during a live webinar and with peer feedback reflected on the effectiveness of their negotiation plan. **Assessment task 2: discussion participation and reflection (10%):** The learner independently researched, interpreted, and shared theories and/or evidence for strategies to improve their negotiation and conflict resolution skills, and reflected on and shared their professional experience via discussions and webinars. **Assessment task 3: development of a negotiation plan (60%):** Reflecting on their two previous assessments, learners created a Personal Development Plan (PDP) focusing on the development of negotiation skills within the learner's own workplace. Percentages in parentheses indicate the contribution of each assessment to the overall mark for the Melbourne MicroCert. The learner attained a minimum standard of at least 70% in the assessment to achieve this Melbourne MicroCert. Course version 2.
The earner of this Melbourne MicroCert: - Demonstrated a theoretical and practical understanding of behaviour change science and its key principles - Designed and implemented behaviour change interventions, thus enhancing their clinical practice and meeting guidelines for continuing professional development - Demonstrated professional competency in core behaviour change techniques, including increasing motivation, developing SMART goals, if-then planning, self-monitoring and self-evaluation, and habit formation. The earner of this Melbourne MicroCert completed the following assessment tasks: **Assessment task 1: theoretical understanding of behaviour change (25%)**: The learner demonstrated a deep theoretical understanding of behaviour change and its key principles via their responses to integrated multiple choice questions. **Assessment task 2: clinical behaviour change practice protocol (40%)**: The learner prepared a one-page behaviour change intervention plan, which included setting the clinical scene, describing the behaviour to be changed and behaviour change challenge, detailing the behaviour change intervention they planned on implementing, justifying the appropriateness of this intervention with evidence from the research literature, and detailing their plan for measuring treatment success. **Assessment task 3: clinical practice video (35%)**: The learner recorded a five-minute video of themselves conducting part of a behaviour change session with an actor playing the role of their client. In this video, the Melbourne MicroCert learner set the clinical scene and discussed with their client the techniques they had chosen to address the behaviour change challenge identified in assessment task two. This included providing the client with a rationale for using the technique and information on its effectiveness. Percentages in parentheses indicate the contribution of each assessment to the overall mark for the Melbourne MicroCert. The learner attained a minimum standard of at least 70% in the assessment to achieve this Melbourne MicroCert. Course version 1
The earner of this Melbourne MicroCert has demonstrated that they can understand and examine concepts of Indigenous nation (re)building and self-determination. By completing this Melbourne MicroCert, the earner demonstrated the following skills: analysis of Indigenous nation (re)building; critical reflection on self-determination; ability to apply this knowledge to the community services sector. This Melbourne MicroCert comprised 42 hours of coursework and assessment tasks.
The earner of this Melbourne MicroCert: - Actively engaged with the ideas and practices of Indigenous nationhood and building - Critically analysed and reflected on the implications of self- determination for the community services sector. The earner of this Melbourne MicroCert completed the following assessment tasks: **Assessment task 1: defining Indigenous nation building (40%)**: The learner developed a SWOT analysis articulating the strengths, weaknesses, opportunities and threats of Indigenous nation (re)building in the Australian context. **Assessment task 2: taking self- determination seriously (60%)**: The learner prepared a critical reflection on the implications of Indigenous self- determination for the community services sector. The percentages in parentheses indicate the contribution of each assessment to the overall mark for the Melbourne MicroCert. The learner attained a minimum standard of at least 70% in the assessment to achieve this Melbourne MicroCert. Course version 1
Strategic Contract Drafting and Negotiation
The earner of this Melbourne MicroCert has demonstrated that they can engage in strategic contract drafting to achieve commercial objectives and add value for a client, including in cross-border contexts. By completing this Melbourne MicroCert, the learner demonstrated the following skills: strategic drafting; contract issue and value-adding identification; and effective negotiation. This Melbourne MicroCert comprised 42 hours of coursework and assessment tasks.
The earner of this Melbourne MicroCert: - Examined how contract drafters add value through the drafting process - Identified and applied good practices when taking instructions and achieving a client's commercial needs - Evaluated the strategic value of drafting during contract negotiations. The earner of this Melbourne MicroCert completed the following assessment tasks: **Assessment task 1: issue and value-adding identification (30%)**: The learner identified opportunities for value-added and strategic drafting across a broad range of contractual provisions. **Assessment task 2: drafting and negotiation strategy (70%)**: In response to a set of client instructions, the learner formulated a drafting and negotiation strategy to support the commercial instructions; drafted a complex contractual provision to reflect the commercial needs; and identified and resolved negotiation challenges in order to achieve the commercial objectives. The percentages in parentheses indicate the contribution of each assessment to the overall mark for the Melbourne MicroCert. The learner attained a minimum standard of at least 70% in the assessment to earn this Melbourne MicroCert. Course version 2.
The earner of this Melbourne MicroCert, which was co-designed with SAI Platform Australia, has demonstrated that they can apply sustainable sourcing along food and fibre supply chains. By completing this Melbourne MicroCert, the earner demonstrated the following skills: ability to develop sustainable sourcing policies and practices; and the ability to identify alternative sustainable sourcing systems. This Melbourne MicroCert comprised 42 hours of coursework and assessment tasks.
The earner of this Melbourne MicroCert: - Critically reviewed sustainable sourcing systems for businesses and organisations in the agriculture and food industry - Developed sustainable sourcing policies and practices for businesses and organisations in the agriculture and food industry. The earner of this Melbourne MicroCert completed the following assessment tasks: **Assessment task 1: sustainability and sustainable sourcing (20%):** In a quiz, the learner demonstrated their knowledge of key sustainable food and fibre concepts, the international trends and drivers of sustainable sourcing, and systems for demonstrating sustainable sourcing. **Assessment task 2: proposal on sustainable sourcing policies and practices (80%):** The learner developed a proposal for sustainable sourcing policies and practices for a business or organisation, using information provided in the course or examples from their own business or organisation. The percentages in parentheses indicate the contribution of each assessment to the overall mark for the Melbourne MicroCert. The learner attained a minimum standard of at least 70% in the assessment to achieve this Melbourne MicroCert. Course version 2.
Implementation of Social and Sustainable Procurement
The earner of this Melbourne MicroCert has demonstrated that they can implement social and/or sustainable procurement practices within an organisation. By completing this Melbourne MicroCert, the earner demonstrated the following skills: application of procurement tools and frameworks; an understanding of the regulatory environment; and drafting of strategic policy or implementation plan. This Melbourne MicroCert comprised 42 hours of coursework and assessment tasks.
ISO 20400: 2017 Sustainable Procurement Guidelines
Commonwealth Indigenous Procurement Policy
United Nations Guiding Principles on Business and Human Rights
The earner of this Melbourne MicroCert: - Critically reflected upon their own work and the practices of social procurement implementation - Analysed social procurement policy and applied procedures within the contemporary regulatory environment - Analysed the implementation challenges in their own work context and considered the tools and techniques that can be applied to social procurement. The earner of this Melbourne MicroCert completed the following assessment tasks: **Assessment task 1: procurement practice challenge (35%)**: In a short video, the learner described a challenge related to social procurement within their work context and analysed it using appropriate tools and frameworks. They also reviewed other challenges presented by their peers and gave evaluative and constructive feedback. **Assessment task 2: strategic implementation in practice (65%)**: The learner developed a Strategic Policy Brief or Implementation Plan in response to their practice challenge (presented in the first assessment task), which could be applied within their own workplace or a specified organisation. The percentages in parentheses indicate the contribution of each assessment to the overall mark for the Melbourne MicroCert. The learner attained a minimum standard of at least 70% in the assessment to achieve this Melbourne MicroCert. Course version 1.
The earner of this Melbourne MicroCert: Demonstrated a theoretical and practical understanding of behaviour change science and its key principles Designed and implemented behaviour change interventions, thus enhancing their clinical practice and meeting guidelines for continuing professional development Demonstrated professional competency in core behaviour change techniques, including increasing motivation, developing SMART goals, if-then planning, self-monitoring and self-evaluation, and habit formation. The earner of this Melbourne MicroCert completed the following assessment tasks: Assessment task 1: theoretical understanding of behaviour change (25%): The learner demonstrated a deep theoretical understanding of behaviour change and its key principles via their responses to integrated multiple choice questions. Assessment task 2: clinical behaviour change practice protocol (40%): The learner prepared a one-page behaviour change intervention plan, which included setting the clinical scene, describing the behaviour to be changed and behaviour change challenge, detailing the behaviour change intervention they planned on implementing, justifying the appropriateness of this intervention with evidence from the research literature, and detailing their plan for measuring treatment success. Assessment task 3: clinical practice video (35%): The learner recorded a five-minute video of themselves conducting part of a behaviour change session with an actor playing the role of their client. In this video, the Melbourne MicroCert learner set the clinical scene and discussed with their client the techniques they had chosen to address the behaviour change challenge identified in assessment task two. This included providing the client with a rationale for using the technique and information on its effectiveness. Percentages in parentheses indicate the contribution of each assessment to the overall mark for the Melbourne MicroCert. The learner attained a minimum standard of at least 70% in the assessment to achieve this Melbourne MicroCert. Course version 1
The earner of this Melbourne MicroCert, which was co-designed with Telstra, has demonstrated that they can document and analyse business processes to solve inefficiencies and detect opportunities for continuous process improvement. By completing this Melbourne MicroCert, the earner demonstrated the following skills: qualitative and quantitative process analysis; process redesign; and an understanding of contemporary business process methodologies. This Melbourne MicroCert comprised 42 hours of coursework and assessment tasks.
The earner of this Melbourne MicroCert: - Analysed business documentation to identify, organise and model business processes at different levels of abstraction using contemporary methodologies and process modelling techniques - Applied qualitative and quantitative process analysis techniques to identify opportunities for process improvement via process redesign and justify recommendations. **Assessment task 1: document a process (30%):** Using a case study, the learner described a real-life business process. Working within a group, they documented the described process by producing the vertical and horizontal scoping of the process, the process profile, and the process model, using contemporary modelling languages and software modelling tools. **Assessment task 2: analyse and redesign a process (70%):** Reflecting on their experience of process documentation in the previous assessment task, the learner analysed the process by applying specific methods to identify and solve a major issue by redesigning the process. They worked within a group to produce a short report including their analysis and redesigned process model. The percentages in parentheses indicate the contribution of each assessment to the overall mark for the Melbourne MicroCert. The learner attained a minimum standard of at least 70% in the assessment to achieve this Melbourne MicroCert. Course version 1.
The earner of this Melbourne MicroCert, co-designed with Fire Protection Authority Australia (FPAA), has demonstrated that they understand the various mechanisms involved in house loss due to bushfire. By completing this Melbourne MicroCert, the earner demonstrated the following skills: understanding of bushfire behaviour; data gathering and analysis; assessment of local and landscape factors; understanding of relevant building standards. This Melbourne MicroCert comprised 42 hours of coursework and assessment tasks.
The earner of this Melbourne MicroCert: - Described the different mechanisms of house loss - Deconstructed the roles of landscape and local factors in determining house loss. The earner of this Melbourne MicroCert completed the following assessment tasks: **Assessment 1: exposure types and house design (30%)**: The learner prepared a short video presentation on the drivers of house loss for local residential areas, demonstrating their understanding of how fire behaviour relates to house loss. **Assessment 2: house loss report (70%)**: The learner provided a brief report on one local or landscape factor that may contribute to house loss, using evidence to demonstrate the relative importance of that factor. The percentages in parentheses indicate the contribution of each assessment to the overall mark for the Melbourne MicroCert. The learner attained a minimum standard of at least 70% in the assessment to achieve this Melbourne MicroCert. Course version 1.
The earner of this Melbourne MicroCert, which is endorsed by Belong, has demonstrated that they can apply a coaching mindset to help individuals and teams set and reach goals. By completing this Melbourne MicroCert, the earner demonstrated the following skills: effective goal setting; constructive feedback and appraisal; and coaching and mentoring to motivate others. This Melbourne MicroCert comprised 42 hours of coursework and assessment tasks.
The earner of this Melbourne MicroCert: - Explored the different ways in which employees are motivated, including the benefits and consequences of goal setting - Generated actionable strategies for giving and receiving constructive feedback - Applied major theories and models that help plan and enable the action of others, including the notion of effective coaching principles, and approaches to supporting others to achieve goals. The earner of this Melbourne MicroCert completed the following assessment tasks: **Assessment task 1: critical analysis of performance management theories (30%):** In short answer and multiple-choice questions, the learner explained, critically analysed, and applied theories and evidence for effective performance management based on their own learning styles. **Assessment task 2: coaching case scenario (10%):** The learner participated in webinars and discussion forums, researching and reflecting on coaching and mentoring practices, and applying their knowledge to case scenarios. **Assessment task 3: performance management appraisal review (60%):** The learner considered a performance management appraisal and conducted a review using best-practice principles of mentoring and coaching and strategies to overcome the potentially difficult situations that may arise when evaluating performance. The percentages in parentheses indicate the contribution of each assessment to the overall mark for the Melbourne MicroCert. The learner attained a minimum standard of at least 70% in the assessment to achieve this Melbourne MicroCert. Course version 1.
The earner of this Melbourne MicroCert, which was co-designed with the Australian Psychology Society, has demonstrated that they can apply evidence-based clinical mindfulness interventions that support the mental health and wellbeing of their clients. By completing this Melbourne MicroCert, the earner demonstrated the following skills: an understanding of theory and evidence underpinning clinical mindfulness; an ability to assess the needs of a client; and an ability to plan, recommend and administer clinical mindfulness techniques. This Melbourne MicroCert comprised 42 hours of coursework and assessment tasks.
The earner of this Melbourne MicroCert has demonstrated that their knowledge, skills and attributes align with the relevant industry standards and registration frameworks. For the Australian Psychological Society’s Code of Ethics, the particular standards that this Melbourne MicroCert aligns to are described in B13, Psychological Assessments. The Melbourne MicroCert’s assessment tasks 2 and 3 require the learner to understand and apply both identified standards.
The earner of this Melbourne MicroCert has demonstrated that their knowledge, skills and attributes align with the relevant industry standards and registration frameworks. For the Australian Clinical Psychology Association’s Code of Professional Ethics, the particular standards that this Melbourne MicroCert aligns to are described in A. General Principles. The Melbourne MicroCert’s assessment tasks 2 and 3 require the learner to understand and apply both identified standards.
The earner of this Melbourne MicroCert: - Demonstrated an integrated understanding of theoretical and practical aspects of mindfulness, its benefits, appropriate applications and relationship to research evidence - Demonstrated integrated understanding about how clinical mindfulness relates to client self-knowledge, wellbeing and behaviour change - Selected and applied clinical mindfulness techniques based on underlying theory. The earner of this Melbourne MicroCert completed the following assessment tasks: **Assessment task 1: theoretical understanding of mindfulness techniques (35%):** In integrated multiple-choice quizzes, the learner demonstrated a deep theoretical understanding of mindfulness techniques and interventions. **Assessment task 2: clinical mindfulness practice protocol (25%):** The learner produced a structured, one-page clinical mindfulness practice protocol, which demonstrated their ability to assess the needs of a client and determine the appropriate mindfulness techniques to recommend. **Assessment task 3: clinical mindfulness practice video (40%):** The learner produced a five-minute video that demonstrated their mastery of clinical mindfulness by using a clinical mindfulness technique with a person acting in the role of a patient or client. Percentages in parentheses indicate the contribution of each assessment to the overall mark for the Melbourne MicroCert. The learner attained a minimum standard of at least 70% in the assessment to achieve this Melbourne MicroCert. Course version 1
The earner of this Melbourne MicroCert, which was co-designed with Telstra, has demonstrated that they can effectively conceptualise and pitch innovation projects within a large organisation. By completing this Melbourne MicroCert, the earner demonstrated the following skills: an understanding of the innovation process and narrative pitching approaches; and self-reflection for mindset growth. This Melbourne MicroCert comprised 42 hours of coursework and assessment tasks.
The earner of this Melbourne MicroCert: - Created and iterated materials that demonstrated an understanding of the overall innovation and intrapreneurship process and the key steps involved, including ascertaining whether an idea is feasible, viable and desirable - Established a practice of self-reflection to facilitate the development of innovative mindsets and behaviours. The earner of this Melbourne MicroCert completed the following assessment tasks: **Assessment task 1: business case narrative (80%):** Working with peers, the learner produced a video pitch to sell an idea to their organisation. They also produced a supporting analysis, which considered their idea’s value proposition and discussed influence-mapping and persuasive strategies for obtaining organisational buy-in. **Assessment task 2: self-reflection on building innovation capabilities (20%):** The learner produced a short audio or video recording in which they explained an insight they had about themselves during their learning in the Melbourne MicroCert, and examined the significance and intended change to their own practice as a result of their reflection. The percentages in parentheses indicate the contribution of each assessment to the overall mark for the Melbourne MicroCert. The learner attained a minimum standard of at least 70% in the assessment to achieve this Melbourne MicroCert. Course Version 3
The earner of this Melbourne MicroCert has demonstrated the ability to understand and apply the principles of social procurement within the Australian policy context. By completing this Melbourne MicroCert, the learner demonstrated the following skills: understanding of key legislative frameworks; critical assessment of procurement practices; and the ability to apply procurement principles within a workplace. This Melbourne MicroCert comprised 42 hours of coursework and assessment tasks.
The earner of this Melbourne MicroCert has demonstrated the ability to: - Critically assess the rationale of social procurement and explain why governments and organisations choose to participate in social procurement - Identify the key participants in the Australian social procurement sphere, and discuss how they intersect - Assess and critique policies and legislative frameworks relevant to social procurement. The earner of this Melbourne MicroCert completed the following assessment tasks: **Assessment task 1: Conceptualising social procurement (30%):** The learner critically engaged in an online discussion on the rationale for various types of social procurement and the benefits and limitations of current policy frameworks. **Assessment task 2: case study assessment (70%):** The learer selected a social procurement policy or program case study (for example, a government policy, an organisation's social procurement initiative, or prospective contractor's activities to address social procurement requirements). The learner conducted an analysis of the case study and critically assessed and applied the underlying principles that should inform the design and implementation of social procurement activities and policies. Percentages in parentheses indicate the contribution of each assessment to the overall mark for the Melbourne MicroCert. The learner attained a minimum standard of at least 70% in the assessment to achieve this Melbourne MicroCert. Course version 1
The earner of this Melbourne MicroCert, which is endorsed by Belong, has demonstrated that they can use evidence-based techniques to communicate effectively and persuasively as a leader. By completing this Melbourne MicroCert, the learner attained the following skills: an understanding of evidence-based communication practices; the ability to tailor communication for different audiences, channels, and settings; and the capability to implement these practices in their workplace. This Melbourne MicroCert comprised 42 hours of coursework and assessment tasks.
The earner of this Melbourne MicroCert: - Analysed and explained the effectiveness of written, verbal, and non-verbal leadership communication, based on theories and evidence on cognitive processing, social identity formation, and social learning - Evaluated suitable leadership communication practices to influence followers and other stakeholders, in a variety of settings and communication channels - Formulated and justified a plan for integrating evidence-based leadership communication practices in the workplace. The earner of this Melbourne MicroCert completed the following assessment tasks: **Assessment task 1: leadership communication discussion (10%):** The learner researched and interpreted effective leadership communication practices and shared their learning with peers in online discussion activities and interactive webinars. **Assessment task 2: analysis and application of persuasive communication techniques (15%):** In this assessment, the learner critically analysed and applied theoretical perspectives to one of a set of scenarios, which demonstrated how authenticity can be developed in real-life situations. **Assessment task 3: self-presentation and presence in communication (15%):** In this assessment, the learner applied theoretical concepts related to self-presentation and presence to explain how we connect and engage with others. **Assessment task 4: workplace challenge pitch (60%):** The learner presented a pitch for a project or initiative within their own work context, and applied evidence-based communication principles and practices. They identified a suitable workplace challenge and demonstrated how they would persuade or mobilise their audience. They then analysed and reflected on their pitch and its effectiveness. The percentages in parentheses indicate the contribution of each assessment to the overall mark for the Melbourne MicroCert. The learner attained a minimum standard of at least 70% in the assessment to achieve this Melbourne MicroCert. Course version 1
The earner of this Melbourne MicroCert has demonstrated the ability to create and present a meaningful and culturally respectful Acknowledgement of Country. By completing this Melbourne MicroCert, the earner demonstrated the following skills: a deeper cultural literacy and awareness; confidence in Acknowledgement of Country presentation; and engagement in creative practice and reflection. This Melbourne MicroCert comprised 42 hours of coursework and assessment tasks.
The earner of this Melbourne MicroCert: - Reflected on diverse Indigenous creative and cultural practices and relationship to place - Followed cultural protocols, identified materials and traditional Indigenous technologies from Country - Respectfully and responsibly applied principles of cultural safety and responded to shared knowledges. The earner of this Melbourne MicroCert completed the following assessment tasks: **Assessment task 1: presenting an Acknowledgement of Country (50%)**: The learner researched, reflected on, and respectfully applied Indigenous cultural protocols to craft and present and Acknowledgement of Country via video or alternative digital presentation. **Assessment task 2: digital video portfolio (50%)**: The learner developed a digital portfolio presenting creative outcomes, reflective texts and video presentations detailing the process involved in string making. The percentage in parentheses indicate the contribution of each assessment to the overall mark for the Melbourne MicroCert. The learner attained a minimum standard of at least 70% in the assessment to achieve this Melbourne MicroCert. Course version 1.
Stolen Generations, Truth-Telling and Treaty
The earner of this Melbourne MicroCert has demonstrated they examined and understood how past Indigenous child removal policies impact communities today. By completing this Melbourne MicroCert, the earner has demonstrated the following skills: critical reflection on the implications of community services sector policies and practices; analysis of truth-telling and treaty processes. This Melbourne Micro Cert comprised 42 hours of coursework and assessment tasks.
The earner of this Melbourne MicroCert: - Personally reflected on their understandings of the experiences and impacts of Indigenous child removal policies and practices in Australia - Critically analysed the place of truth-telling in contemporary treaty processes and evaluated its potential to impact interactions between First Nations and the community service sectors. The earner of this Melbourne MicroCert completed the following assessment tasks: **Assessment task 1: understanding the impacts of child removal (40%):** The learner produced a first-person narrative reflection on their understanding of the impacts of Indigenous child removal policies and practices in Australia. **Assessment task 2: analysis of truth, treaty and community services (60%):** The learner critically analysed the strengths and weaknesses in truth-telling within an Australian jurisdiction, and then critically reflected upon its implications for the community services sector. The percentages in parentheses indicate the contribution of each assessment to the overall mark of the Melbourne MicroCert. The learner attained a minimum standard of at least 70% in the assessment to achieve this Melbourne MicroCert. Course version 1.
The earner of this Melbourne MicroCert demonstrated that they can develop a research proposal that includes protocols for working with Indigenous communities in culturally safe ways. By completing this Melbourne MicroCert, the earner demonstrated the following skills: research proposal development; an understanding of protocols for contacting and working with community and archival materials; development of safe ways to return information to community; respectful engagement with Indigenous knowledges, creative arts and music practice and practitioners. This Melbourne MicroCert comprised 42 hours of coursework and assessment tasks.
The earner of this Melbourne MicroCert: - Critically responded to the significance of Country in relation to the communication, reclamation and revitalisation of Indigenous cultural and creative practices in Australia - Applied principles of cultural safety in complex relational, intercultural experiences to develop creative works and reflect on practice - Critically analysed their own relationship to the knowledges, technologies, places, and creative and cultural practices shared while enacting principles of cultural safety. The earner of this Melbourne MicroCert completed the following assessment tasks: **Assessment task 1: creative practice portfolio (50%)**: The learner took part in a weaving and dyeing artefact portfolio/creative project, which included a video presentation that documented and reflected upon material collection, material preparation, skill development, artefact, as well as descriptive short texts and photographs. **Assessment task 2: practice-oriented research proposal (50%)**: The learner developed a research proposal that involved community and practice as its primary focus. As part of this project, the learner included protocols for contacting and working with community with reciprocal action, finding out archival information, and safe ways to return information to community. Percentages in parentheses indicate the contribution of each assessment to the overall mark for the Melbourne MicroCert. The learner attained a minimum standard of at least 70% in the assessment to achieve this Melbourne MicroCert. Course version 1.
The earner of this Melbourne MicroCert has demonstrated that they can use evidence-based techniques to communicate effectively and persuasively as a leader. By completing this Melbourne MicroCert, the earner attained the following skills: an understanding of evidence-based communication practices; the ability to tailor communication for different audiences, channels and settings; and the capability to implement these practices in their workplace. This Melbourne MicroCert comprised 42 hours of coursework and assessment tasks.
The earner of this Melbourne MicroCert: - Analysed and explained the effectiveness of written, verbal, and non-verbal leadership communication, based on theories and evidence on cognitive processing, social identity formation, and social learning - Evaluated suitable leadership communication practices to influence followers and other stakeholders, in a variety of settings and communication channels - Formulated and justified a plan for integrating evidence-based leadership communication practices in the workplace. The earner of this Melbourne MicroCert completed the following assessment tasks: **Assessment task 1: leadership communication discussion (10%):** The learner researched and interpreted effective leadership communication practices and shared their learning with peers in online discussion activities and interactive webinars. **Assessment task 2: analysis and application of persuasive communication techniques (15%):** In this assessment, the learner critically analysed and applied theoretical perspectives to one of a set of scenarios, which demonstrated how authenticity can be developed in real-life situations. **Assessment task 3: self-presentation and presence in communication (15%):** In this assessment, the learner applied theoretical concepts related to self-presentation and presence to explain how we connect and engage with others. **Assessment task 4: workplace challenge pitch (60%)** The learner presented a pitch for a project or initiative within their own work context and applied evidence-based communication principles and practices. They identified a suitable workplace challenge and demonstrated how they would persuade or mobilise their audience. They then analysed and reflected on their pitch and its effectiveness. The percentages in parentheses indicate the contribution of each assessment to the overall mark for the Melbourne MicroCert. The learner attained a minimum standard of at least 70% in the assessment to achieve this Melbourne MicroCert. Course version 1
The earner of this Melbourne MicroCert has demonstrated knowledge, skills, and capabilities that extend their teaching and leadership practices and maximise student outcomes within modern learning spaces. By completing this Melbourne MicroCert, the earner demonstrated the following skills: leadership; critical analysis and reflection; approaches to student learning; learning environment design. This Melbourne MicroCert comprised 42 hours of coursework and assessment tasks.
The earner of this Melbourne MicroCert: - Demonstrated knowledge of different approaches to student learning - Demonstrated leadership in the development of teaching and learning practices that improve student learning in innovative learning environments. The earner of this Melbourne MicroCert completed the following assessment tasks: **Assessment task 1: impacts of learning environments (30%):** The learner actively participated in online discussions with peers sharing commentary and reflections about innovative learning environments and their impacts on learners. **Assessment task 2: designing model learning environment design (70%):** The learner created a model innovative learning environment that aims to enhance 21st century student learning. This digitally captured model was supported by a narrative that critically analysed the opportunities the learning environment presented for teaching and learning. Percentages in parentheses indicate the contribution of each assessment to the overall mark for the Melbourne MicroCert. The learner attained a minimum standard of at least 70% in the assessment to achieve this Melbourne MicroCert. Course version 2
The earner of this Melbourne MicroCert, which is endorsed by BELONG, has demonstrated they can adopt sustainable leadership practices and effectively manage their own time, resources, and personal responses in the workplace. By completing this Melbourne MicroCert, the earner has demonstrated the following skills: critical self-reflection; time and resource management; self-care and stress management; resilience; and sustainable leadership. This Melbourne MicroCert comprised 42 hours of coursework and assessment tasks.
The earner of this Melbourne MicroCert: - Explained how personal leadership impacts organisational performance, both positively and adversely - Identified leadership challenges and evaluated personal response strategies to overcome these challenges within their teams and organisations - Appraised opportunities to effectively manage limited time and resources, including personal resources (psychological wellbeing, resilience, cognitive load) to enable them to engage in suitable and effective leadership. The earner of this Melbourne MicroCert completed the following assessment tasks: **Assessment task 1: applying effective delegation principles (30%):** In short answer and multiple-choice questions, the learner explained, critically analysed, synthesised, and applied theories and evidence for effectively setting priorities and developing strategies for resilience in the workplace. **Assessment task 2: self-reflection on leadership style (10%):** The learner actively participated in online peer discussions and reflected on their own leadership style and challenges. **Assessment task 3: leadership development action plan (60%):** The learner completed a self-assessment survey and formulated actions to become more personally effective in the workplace and as a leader. Percentages in parentheses indicate the contribution of each assessment to the overall mark for the Melbourne MicroCert. The learner attained a minimum standard of at least 70% in the assessment to achieve this Melbourne MicroCert. Course version 1.
The earner of this Melbourne MicroCert has demonstrated a critical understanding of the role treaties have played, and could play, in relations between Indigenous peoples and contemporary settler societies. By completing this Melbourne MicroCert, the earner demonstrated the following skills: critical analyses of treaty and other forms of agreement-making; critical reflection on historical and international examples of treaty; understanding of the underlying principles that should inform contemporary treaty design. This Melbourne MicroCert comprised 42 hours of coursework and assessment tasks.
The earner of this Melbourne MicroCert: - Compared similarities and differences between treaty and other forms of agreement-making. - Critically analysed and reflected on different approaches to agreement-making and treaty settlements historically and internationally. The earner of this Melbourne MicroCert completed the following assessment tasks: **Assessment task 1: ‘why treaty?’ comparative analysis (40%):** The learner produced a table or Venn diagram outlining the similarities and differences between treaty and another approach for addressing aspects of Indigenous–settler relations (e.g., constitutional recognition, reconciliation, Native Title). In addition, the learner prepared a brief reflective statement that outlined the key insights or findings from the comparative analysis. **Assessment task 2: critical reflection on making treaty today (60%):** The learner critically analysed an international or historical example of treaty, and recommended improvements that could inform a treaty in Victoria today. This was presented as either a slide deck, annotated mind map, report, or infographic. By completing this assessment, the learner critically assessed and reflected on the underlying principles that should inform the design of contemporary treaties. Percentages in parentheses indicate the contribution of each assessment to the overall mark for the Melbourne MicroCert. The learner attained a minimum standard of at least 70% in the assessment to achieve this Melbourne MicroCert. Course version 1
The earner of this Melbourne MicroCert, which was co-designed with SPELD Victoria (Solutions for People Experiencing Learning Difficulties, Victoria), has demonstrated that they can confidently work with children and young people who have learning difficulties, including those students with specific learning disabilities, to improve their learning and development. By completing this Melbourne MicroCert, the earner demonstrated the following skills: the ability to describe characteristics of students who may have learning difficulties or specific learning disabilities in the learning context; the ability to analyse and apply diagnostic labels purposefully to individuals with learning difficulties; and the ability to apply appropriate strategies to keep students with learning difficulties engaged in learning. This Melbourne MicroCert comprised 42 hours of coursework and assessment tasks.
The earner of this Melbourne MicroCert has demonstrated that their knowledge, skills and abilities align to the following professional standards: Australian Professional Standards for Teachers (APST) 1.1, 1.2, 1.5, 1.5, 2.1, 2.5, 3.1, 4.1,5.1, 5.4, 7.1, 7.2 across all career phases
Professional Standards for Speech Pathologists in Australia
The earner of this Melbourne MicroCert has demonstrated that their knowledge, skills and abilities align to the following professional standards: Professional Standards for Speech Pathologists in Australia 1.1, 1.2, 1.6, 2.5, 2.6, 3.3, 3.4
International Dyslexia Association Knowledge and Practice Standards
The earner of this Melbourne MicroCert has demonstrated that their knowledge, skills and abilities align to the following professional standards: International Dyslexia Association Knowledge and Practice Standards (KPS) 1.4, 1.5, 1.6, 2.2, 2.3
The earner of this Melbourne MicroCert: - Defined key characteristics of a learner at risk of specific learning disabilities across the life span - Examined the impact of learning difficulties, including specific learning disabilities, on social, emotional and academic development - Justified the ‘next steps’ for identifying, diagnosing, and addressing learning difficulties, including specific learning disabilities. The earner of this Melbourne MicroCert completed the following assessment tasks: **Assessment task 1: case analysis of how learning difficulties impact development (40%):** Using a real or hypothetical case scenario, the learner created a concept map that visually represented the relationship between characteristics of learning difficulties and the student’s social, emotional, or academic development. **Assessment task 2: ‘next steps’ case analysis outline (60%):** Using the same scenario from the first assessment task, the learner outlined the next steps in the process for identifying, diagnosing, and addressing learning difficulties, and provided justification for their decisions. The percentages in parentheses indicate the contribution of each assessment to the overall mark for the Melbourne MicroCert. The learner attained a minimum standard of at least 70% in the assessment to achieve this Melbourne MicroCert. Course version 1
Customer Loyalty: Create and Calculate its Value
The earner of this Melbourne MicroCert, which has been endorsed by ANZ, has demonstrated they understand the role that customer loyalty plays in supporting business growth. By completing this Melbourne MicroCert, the earner has demonstrated the following skills: the ability to critically analyse workplace initiatives that support customer loyalty; an understanding of the customer experience and customer lifetime value formula; and an ability to pitch customer loyalty initiatives to senior management. This Melbourne MicroCert comprised 42 hours of coursework and assessment tasks.
The earner of this Melbourne MicroCert: - Created a business case for investing in customer loyalty and defended its importance to senior managers - Evaluated and applied the foundations of customer loyalty within a selected context. The earner of this Melbourne MicroCert completed the following assessment tasks: **Assessment task 1: calculation of customer lifetime value (60%)**: The learner created a business case using the customer lifetime value formula for investing in customer loyalty and defended its importance within an organisational context. **Assessment task 2: drivers of loyalty pitch (40%)**: The learner evaluated and applied the foundations of customer loyalty in the form of a pitch (e.g. slide deck, video, infographic, text) that effectively communicated a key driver of increasing the lifetime value of a customer. The percentages in parentheses indicate the contribution of each assessment to the overall mark of the Melbourne MicroCert. The learner attained a minimum standard of at least 70% in the assessment to achieve this Melbourne MicroCert. Course version 1
The earner of this Melbourne MicroCert, which was co-designed with the Australian Public Service Academy, has demonstrated that they can effectively evaluate regulatory processes and systems and make appropriate recommendations to improve them. By completing this Melbourne MicroCert, the earner demonstrated the following skills: critical evaluation of regulatory design, policy and practice; identification of challenges and problems; application of frameworks, concepts, and evidence to generate solutions to regulatory problems; and appropriate communication of findings and recommendations. This Melbourne MicroCert comprised 42 hours of coursework and assessment tasks.
The earner of this Melbourne MicroCert: - Recognised and critiqued different substantive justifications for regulation in real cases - Justified the application of legal democratic and ethical principles to regulatory decision-making at an institutional and in individual contexts - Critically evaluated regulatory design, policy and practice, to inform solutions to regulatory problems. The earner of this Melbourne MicroCert completed the following assessment tasks: **Assessment task 1: applications of regulatory practice (30%):** In online peer discussions, the learner critiqued real-life regulatory practices with reference to different substantive justifications for the use of regulation and appropriate legal, democratic and ethical principles. **Assessment task 2: policy brief evaluating a regulatory case or practice (70%):** The learner prepared a short policy brief evaluating a real-life regulation, policy, or practice and made appropriate recommendations based on their evaluation. Percentages in parentheses indicate the contribution of each assessment to the overall mark for the Melbourne MicroCert. The learner attained a minimum standard of at least 70% in the assessment to earn this Melbourne MicroCert. Course version 1
Australian Standard AS3959:2018 Construction of buildings in bushfire prone lands.
Microbial Genomics: DNA Sequencing Basics
The earner of this Melbourne MicroCert, which was co-designed with the Doherty Institute, has demonstrated they have a fundamental understanding of DNA sequencing and practical skills in cutting-edge pathogen genomics. By completing this Melbourne MicroCert, the earner demonstrated the following skills: knowledge of common DNA sequencing approaches, laboratory workflows; and an understanding of best practice approaches to combining DNA library preparation protocols and sequencing information. This Melbourne MicroCert comprised 42 hours of coursework and assessment tasks.
The earner of this Melbourne MicroCert: - Examined the theory of DNA sequencing and evaluated the application of different sequencing approaches, assessing the pros and cons of each when applied to different scenarios in public health and clinical microbiology - Summarised common DNA extraction and library preparation methods and designed genomic sequencing workflows for diverse samples and scenarios - Described the theory and bioinformatic processes behind quality control of genomic sequence data from different pathogens and established practical competency in implementing quality control of these datasets. The earner of this Melbourne MicroCert completed the following assessment tasks: **Assessment task 1: application of DNA sequencing (40%):** Through a series of multiple choice and short answer questions, the learner responded to different scenarios and explained their reasoning on how to appropriately select a DNA sequencing technology and sequencing approach for a given case. **Assessment task 2: pathogen genomic DNA sequence data analysis (60%):** The learner received multiple scenarios with sequence datasets. In part one of this assessment, the learner answered multiple choice questions on the process used to generate the data. In part two, the learner analysed the datasets using an online platform and critically assessed data quality, with short to medium answer questions on the interpretations and results. The percentages in parentheses indicate the contribution of each assessment to the overall mark for the Melbourne MicroCert. The learner attained a minimum standard of at least 70% in the assessment to achieve this Melboune MicroCert. Course version 1.
The earner of this Melbourne MicroCert has demonstrated they can recognise, assess, and counter disinformation in the digital ecosystem using current best practice. In completing this Melbourne MicroCert, the earner demonstrated the following skills: the ability to identify and analyse contemporary global disinformation; the ability to use open-source tools and techniques to detect and counter disinformation; and the application of strategies to counter disinformation within organisations. This Melbourne MicroCert comprised 42 hours of coursework and assessment tasks.
The earner of this Melbourne MicroCert: - Assessed disinformation and its impact using best open-source intelligence analysis practices - Used awareness of strategies and techniques used to persuade audiences to counter disinformation in the new information technology ecosystem. **Assessment task 1: part a – contextualising disinformation (80%):** Using a case study, the learner identified an area of disinformation, pinpointing specific misleading or false information/narratives, and made recommendations for a campaign to counter the disinformation. **Assessment task 1: part b – sourcing quality information (20%):** The learner developed an annotated bibliography that supported the previous assessment task and demonstrated their ability to source and summarise relevant quality information. The percentages in parentheses indicate the contribution of each assessment to the overall mark for the Melbourne MicroCert. The learner attained a minimum standard of at least 70% in the assessment to achieve this Melbourne MicroCert. Course version 1.
Introduction to the Ethics of Artificial Intelligence
The earner of this Melbourne MicroCert has demonstrated they can apply relevant ethical frameworks to the design, development and deployment of artificial intelligence (AI) systems and communicate relevant recommendations in professional settings. By completing this Melbourne MicroCert, the earner demonstrated the following skills: social and ethical analysis of AI; application of ethical frameworks; and ability to evaluate and provide recommendations for improving AI systems. This Melbourne MicroCert comprised 42 hours of coursework and assessment tasks.
SFIA 8 Skill - Emerging technology monitoring
The earner of this Melbourne MicroCert has demonstrated that their knowledge, skills and abilities align with the SFIA 8 Skill - Emerging technology monitoring at the following levels: At Level 4: • Supports monitoring of the external environment and assessment of emerging technologies. • Contributes to the creation of reports, technology roadmapping and the sharing of knowledge and insights. At Level 5: • Monitors the external environment to gather intelligence on emerging technologies. • Assesses and documents the impacts, threats and opportunities to the organisation. • Creates reports and technology roadmaps and shares knowledge and insights with others.
The earner of this Melbourne MicroCert: - Interpreted the social and ethical issues raised by the use of AI and gained the ability to articulate their importance to other technical professionals as well as the wider community - Applied ethical frameworks as tools in the design, development and deployment of AI technologies, demonstrating reasoning in social and ethical issues as a technology professional. The earner of this Melbourne MicroCert completed the following assessment tasks: **Assessment task 1: AI ethics ‘cheat sheet’ (20%):** The learner created a summary document (including diagrams and text) describing the factors and questions to consider when assessing the implications of proposed AI systems. The resulting PDF can be used when explaining their thinking to others in their own workplace or professional setting. **Assessment task 2: ethical framework case study (80%):** The learner evaluated a case study scenario and applied ethical frameworks to an artificial intelligence system. The learner then provided recommendations resulting from their evaluation, suitable for presentation to others in a professional setting. The percentages in parentheses indicate the contribution of each assessment to the overall mark for the Melbourne MicroCert. The learner attained a minimum standard of at least 70% in the assessment to achieve this Melbourne MicroCert. Course version 1
Focused Psychological Strategies Essentials
The earner of this Melbourne MicroCert has demonstrated that they can develop an effective intervention plan for clients that applies knowledge of the Better Access initiative. By completing this Melbourne MicroCert, the earner: conducted psychosocial assessments of patients or clients requiring support; supported patients or clients in activity planning and problem solving; confidently performed interview skills to motivate for behaviour change if effective online practice; and self-evaluated their own confidence and competence in the application of Focused Psychological Strategies. This Melbourne MicroCert comprised 42 hours of coursework and assessment tasks.
The earner of this Melbourne MicroCert: - Performed a psychosocial assessment of a client, using knowledge of interviewing techniques and effective assessment strategies - Developed an effective intervention plan for clients that demonstrated insights gained about the Better Access initiative and a practical knowledge of appropriate, client-centred activity planning and effective intervention strategies. The earner of this Melbourne MicroCert completed the following assessment tasks: **Assessment task 1: psychosocial assessment of a case scenario (40%):** The learner analysed a case study and prepared a psychosocial assessment of the client in the case scenario. They developed an outline and analysis of a practice change challenge in the form of a video presentation, annotated flow chart or written report. **Assessment task 2: planning an intervention for a client (60%):** Building on the first assignment, the learner used the same case study to prepare an intervention plan for the client in the case scenario. The percentage in parentheses indicate the contribution of each assessment to the overall mark for the Melbourne MicroCert. The learner attained a minimum standard of at least 70% in the assessment to achieve this Melbourne MicroCert. Course version 1.
The earner of this Melbourne MicroCert, which is endorsed by BELONG, has demonstrated they can make ethical, evidence-based decisions in multiple contexts including virtual workplace environments. By completing this Melbourne MicroCert, the earner demonstrated the following skills: capacity to reflect on personal values and ethics; ability to recognise, evaluate and overcome possible personal and group biases; and ethical decision making on contentious issues. This Melbourne MicroCert comprised 42 hours of coursework and assessment tasks.
The earner of this Melbourne MicroCert: • Inquired into and evaluated sources of workplace pressure that impede ethical judgement and decision making • Interpreted how personal values and societal perspectives influence ethical judgement and decision making • Applied a comprehensive framework incorporating alternative approaches to ethical decision making. The earner of this Melbourne MicroCert completed the following assessment tasks: ### Assessment task 1: analysis of ethical theories and evidence (30%) In short answer and multiple-choice questions, the learner explained, critically analysed, synthesised, and applied theories and evidence for awareness of both personal and organisational ethics. ### Assessment task 2: reflection on professional experience (10%) In discussion forums and webinars, the learner reflected on and shared their professional experience, as well as independently investigated, interpreted, and shared theories and/or evidence for setting priorities and resilience strategies. ### Assessment task 3: integrative leadership development activity (60%) The learner put their decision-making into practice by first summarising their own values and mapping them against their organisation’s purpose and position. They then developed strategies for making ethical judgements and decisions on contentious issues, reflecting on how contention might be overcome, and how to deploy practices that are more ethically robust. The percentages in parentheses indicate the contribution of each assessment to the overall mark for the Melbourne MicroCert. The learner attained a minimum standard of at least 70% in the assessment to achieve this Melbourne MicroCert. Course version 1
The earner of this Melbourne MicroCert has demonstrated knowledge, skills, and capabilities in creating compelling digital stories. By completing this Melbourne MicroCert, the earner has demonstrated the following skills: communicating complex ideas to stakeholders; engaging with the aesthetic and functional aspects of documentary, films or short series; driving key messages through curated footage; and creating business and project plans for production of a digital story for a specialist audience. This Melbourne MicroCert comprised 42 hours of coursework and assessment tasks.
The earner of this Melbourne MicroCert: - Clearly articulated a story-arc including key messages for a specialist audience - Outlined creative and contemporary aesthetic choices through script, sketches and storyboards, music compositions and soundscapes that reinforced key messages demonstrated through a range of genre - Demonstrated an ability to identify then select the most appropriate technology and/or new media for specialist audiences in documentary contexts - Demonstrated the capacity to prepare a project plan and budget for a documentary, film or short series. The earner of this Melbourne MicroCert completed the following assessment tasks: **Assessment task 1: story-world including story-arc [30%]:** This assessment required the learner to research, conceptualise, curate and draft a story-world that a digital story will inhabit. The learner generated a story-arc which outlines key ‘characters’ and reflects industry/business/or practice contexts. **Assessment task 2: storyboard [30%]:** Learners explored new skills and approaches through practice-oriented experiments using a range of genre, which included experimenting with scripts, text, sketches, mood boards, storyboards, ‘characters’, avatars, still and moving images, data visualisations, objects, forms, prototypes, archival footage, records, and testimonials. From this, learners created a storyboard framework incorporating the new findings. **Assessment task 3: project plan [30%]:** Learners crafted a project plan for the production of a digital story for a specialist audience. This included a written explanation of the project rationale and aims, roles and responsibilities of a creative network, and draft budget, using artful communications to outline a pitch to a specialist audience. **Assessment task 4: participation [10%]:** Learners participated dynamically and productively in the online workshop setting, demonstrating openness to new ideas, authenticity and respect for others. Percentages in parentheses indicate the contribution of each assessment to the overall mark of the Melbourne MicroCert. The learner attained a minimum standard of at least 70% in the assessment to achieve this Melbourne MicroCert. Course version 1.
The earner of this Melbourne MicroCert has demonstrated their knowledge, skills and capabilities in research-informed models and frameworks for educational leadership strategies. By completing this Melbourne MicroCert, the earner demonstrated the following skills and capabilities: an understanding of educational leadership and quality improvement in Early Childhood and Education Care (ECEC) settings; the ability to explore models and practices that address the role of educational leadership in teacher effectiveness and child learning and development outcomes; and critical analysis of key evidence-based teaching practices that support quality improvement. This Melbourne MicroCert comprised 42 hours of coursework and assessment tasks.
Australian Institute for Teaching and School Leadership (AITSL) teacher standards
To earn this Melbourne MicroCert, the learner has demonstrated that their knowledge, skills, and abilities align at the minimum of ‘Highly Accomplished’ level (or career stage) standards of the Australian Professional Standards for Teachers. The course curriculum maps to the standards framework, with alignment to the following standards of teaching 2.3, 3.2, 3.6, 5.4 and 6.3. Please follow the link above for further detail on these standards.
The earner of this Melbourne MicroCert: - Used a range of models and research evidence to explore the relationship between educational leadership and quality improvement in ECEC settings - Created a response to the Quality Improvement Plan that uses a range of leadership practices that assist educators to reflect on the impact of effectiveness of their educational programs and practices on young children’s learning and development. The learner of this Melbourne MicroCert completed the following assessment tasks: **Assessment task 1: critical assessment of two leadership strategies (50%):** Using a Venn diagram, the learner critically assessed similarities between two leadership strategies, justifying the significance and reflecting on their professional learning and future planning as educational leaders. **Assessment task 2: developing a plan and rationale for leading learning within an ECEC service (50%):** Learners completed one element of the Quality Improvement Plan (QIP) which focuses on the National Quality Standard, Quality Area 1 Educational Program and Practice for your setting. Learners then critically reflected on the roles of educational leaders in the ECEC centre and supporting the centre’s educators to further develop their skills in realising the identified goals in the QIP. The percentages in parentheses indicate the contribution of each assessment to the overall mark for the Melbourne MicroCert. The learner attained a minimum standard of at least 70% in the assessment to achieve this Melbourne MicroCert. Course version 1.
The earner of this Melbourne MicroCert: - Reflected on diverse Indigenous creative and cultural practices and relationship to place - Followed cultural protocols, identified materials and traditional Indigenous technologies from Country - Respectfully and responsibly applied principles of cultural safety and responded to shared knowledges. The earner of this Melbourne MicroCert completed the following assessment tasks: **Assessment task 1: presenting an Acknowledgement of Country (50%):** The learner researched, reflected on, and respectfully applied Indigenous cultural protocols to craft and present an Acknowledgement of Country via video or alternative digital presentation. **Assessment task 2: digital video portfolio (50%):** The learner developed a digital portfolio presenting creative outcomes, reflective texts and video presentations detailing the process involved in string making. The percentage in parentheses indicate the contribution of each assessment to the overall mark for the Melbourne MicroCert. The learner attained a minimum standard of at least 70% in the assessment to achieve this Melbourne MicroCert. Course version 1.
The earner of this Melbourne MicroCert has demonstrated that they can apply multiple types of procurements to support social and environmental initiatives within organisational or supplier contexts. By completing this Melbourne MicroCert, the earner demonstrated the following skills: an understanding of procurement best practices, theories and frameworks; the ability to confidently critique different procurement approaches; and capacity to pitch a new procurement initiative. This Melbourne MicroCert comprised 42 hours of coursework and assessment tasks.
The earner of this Melbourne MicroCert: - Recognised and critiqued different approaches to social procurement in the Australian context - Applied social procurement approaches within an organisational context to improve outcomes from a community, environmental and socio-economic perspective. The earner of this Melbourne MicroCert completed the following assessment tasks: **Assessment task 1: procurement reflective debate (35%): ** The learner critically engaged in online discussion threads with peers in which they debated on the rationale for different types of social procurement. Using multimedia and contemporary examples, the learner reflected on one or two procurement issues and discussed their learnings and the impact this will have on their own professional practice. **Assessment 2: social procurement project pitch (65%): ** The learner developed a short pitch for a new social procurement initiative. Depending on their circumstances, they chose to pitch either: a government policy change; a new social procurement initiative for an organisation; or how to address social procurement requirements as a potential supplier. The pitch was either written or verbal and included the ‘what, how, and why’ of the new social procurement initiative concluding with a clear and compelling set of recommendations. The percentages in parentheses indicate the contribution of each assessment to the overall mark of the Melbourne MicroCert. The learner attained a minimum standard of at least 70% in the assessment to achieve this Melbourne MicroCert. Course version 2
The earner of this Melbourne MicroCert has demonstrated that they can apply multiple types of procurement to support social and environmental initiatives within organisational or supplier contexts. By completing this Melbourne MicroCert, the earner demonstrated the following skills: an understanding of procurement best practices, theories and frameworks; the ability to confidently critique different procurement approaches; and capacity to pitch a new procurement initiative. This Melbourne MicroCert comprised 42 hours of coursework and assessment tasks.
The earner of this Melbourne MicroCert has demonstrated that their knowledge, skills and abilities align with: • ISO 20400: 2017 Sustainable Procurement Guidelines
The earner of this Melbourne MicroCert has demonstrated that their knowledge, skills and abilities align with: • Commonwealth Indigenous Procurement Policy
The earner of this Melbourne MicroCert has demonstrated that their knowledge, skills and abilities align with: • United Nations Guiding Principles on Business and Human Rights
The earner of this Melbourne MicroCert has demonstrated that their knowledge, skills and abilities align with: • United Nations Sustainable Development Goals
The earner of this Melbourne MicroCert: - Recognised and critiqued different approaches to social procurement in the Australian context - Applied social procurement approaches within an organisational context to improve outcomes from a community, environmental and socio-economic perspective. The earner of this Melbourne MicroCert completed the following assessment tasks: **Assessment task 1: procurement reflective debate (35%):** The learner critically engaged in online discussion threads with peers in which they debated on the rationale for different types of social procurement. Using multimedia and contemporary examples, the learner reflected on one or two procurement issues and discussed their learnings and the impact this will have on their own professional practice. **Assessment 2: social procurement project pitch (65%):** The learner developed a short pitch for a new social procurement initiative. Depending on their circumstances, they chose to pitch either: a government policy change; a new social procurement initiative for an organisation; or how to address social procurement requirements as a potential supplier. The pitch was either written or verbal and included the ‘what, how, and why’ of the new social procurement initiative concluding with a clear and compelling set of recommendations. The percentages in parentheses indicate the contribution of each assessment to the overall mark of the Melbourne MicroCert. The learner attained a minimum standard of at least 70% in the assessment to achieve this Melbourne MicroCert. Course version 2
The earner of this Melbourne MicroCert has demonstrated that they can engage with Indigenous knowledges and creative practices in respectful and culturally safe ways. By completing this Melbourne MicroCert, the earner demonstrated the following skills: cultural literacy within Indigenous contexts; and understanding of cultural safety protocols. This Melbourne MicroCert comprised 42 hours of coursework and assessment tasks.
The earner of this Melbourne MicroCert: -Described and reflected on the context of place and Indigenous cultures and creative practices in the diverse history of practice in Australia -Followed cultural protocols, used materials and traditional Indigenous technologies from Country -Respectfully and responsibly applied and enacted principles of cultural safety and responded to shared knowledges. The earner of this Melbourne MicroCert completed the following assessment tasks: **Assessment task 1: making practice and reflection (100%):** **Part A:** In a short video, the learner drew on oral histories and cultural knowledges, and used Indigenous materials, tools and techniques to engage in fishing net making. **Part B:** In a short video, the learner documented their material collection, preparation and skill development, and included short descriptive texts and photographs reflecting on an aspect of Indigenous knowledges. Percentages in parentheses indicate the contribution of each assessment to the overall mark for the Melbourne MicroCert. The recipient attained a minimum standard of at least 70% in the assessment to achieve this Melbourne MicroCert. Course version 1.
The earner of this Melbourne MicroCert: - Critically reflected upon their own work and the practices of social procurement implementation - Analysed social procurement policy and applied procedures within the contemporary regulatory environment - Analysed the implementation challenges in their own work context and considered the tools and techniques that can be applied to social procurement. The earner of this Melbourne MicroCert completed the following assessment tasks: **Assessment task 1: procurement practice challenge (35%):** In a short video, the learner described a challenge related to social procurement within their work context and analysed it using appropriate tools and frameworks. They also reviewed other challenges presented by their peers and gave evaluative and constructive feedback. **Assessment task 2: strategic implementation in practice (65%):** The learner developed a Strategic Policy Brief or Implementation Plan in response to their practice challenge (presented in the first assessment task), which could be applied within their own workplace or a specified organisation. The percentages in parentheses indicate the contribution of each assessment to the overall mark for the Melbourne MicroCert. The learner attained a minimum standard of at least 70% in the assessment to achieve this Melbourne MicroCert. Course version 1.
The earner of this Melbourne MicroCert has demonstrated that they can effectively use innovative learning spaces to maximise student learning outcomes. By completing this Melbourne MicroCert, the earner demonstrated they have the following skills: leadership and collaboration with peers; an understanding of tools and strategies for innovative learning environments designed to maximise student learning outcomes. This Melbourne MicroCert comprised 42 hours of coursework and assessment tasks.
Australian Institute for Teaching and School Leadership (AITSL) Australian Professional Standards for Teachers.
The earner of this Melbourne MicroCert has demonstrated that their knowledge, skills, and abilities align with at least the ‘Highly Accomplished’ level (or career stage) standards of the Australian Institute for Teaching and School Leadership (AITSL) Australian Professional Standards for Teachers. The course curriculum mapping to the standards framework identifies alignment with standards: 1.1, 3.2, 3.3, 6.3, and 6.4
The earner of this Melbourne MicroCert: - Critically examined the successful characteristics of the transition into innovative learning environments - Generated appropriate knowledge of strategies and tools to help teachers and schools transition into innovative learning environments. The earner of this Melbourne MicroCert completed the following assessment tasks: **Assessment task 1: discussion of pedagogy and learning environments (30%):** The learner actively participated in the discussion board commentary with peers to apply and appropriately reflect upon national and global perspectives of school learning environments; and reflect on the key drivers behind aligning pedagogy with learning environments. **Assessment task 2: spatial strategy action plan (70%):** The learner developed an action plan to implement a spatial strategy, in addition to evaluating a peer’s action plan. They demonstrated their capacity to use leadership skills and attributes through teaching practices in specific learning environments, and worked with colleagues to review, modify, and expand their repertoire of teaching strategies. The percentages in parentheses indicate the contribution of each assessment to the overall mark for the Melbourne MicroCert. The learner attained a minimum standard of at least 70% in the assessment to achieve this Melbourne MicroCert. Course version 2.
The earner of this Melbourne MicroCert: - Explained how personal leadership impacts organisational performance, both positively and adversely - Identified leadership challenges and evaluated personal response strategies to overcome these challenges within their teams and organisations - Appraised opportunities to effectively manage limited time and resources, including personal resources (psychological wellbeing, resilience, cognitive load) to enable them to engage in suitable and effective leadership. The earner of this Melbourne MicroCert completed the following assessment tasks: **Assessment task 1: applying effective delegation principles (30%):** In short answer and multiple-choice questions, the learner explained, critically analysed, synthesised, and applied theories and evidence for effectively setting priorities and developing strategies for resilience in the workplace. **Assessment task 2: self-reflection on leadership style (10%)** The learner actively participated in online peer discussions and reflected on their own leadership style and challenges. **Assessment task 3: leadership development action plan (60%)** The learner completed a self-assessment survey and formulated actions to become more personally effective in the workplace and as a leader. Percentages in parentheses indicate the contribution of each assessment to the overall mark for the Melbourne MicroCert. The learner attained a minimum standard of at least 70% in the assessment to achieve this Melbourne MicroCert. Course version 1.
The earner of this Melbourne MicroCert has demonstrated that they can understand key principles of disaster management, including prevention, preparedness, response and recovery. By completing this Melbourne MicroCert, the earner demonstrated the following skills: understanding of key disaster health systems and terminology; understanding of the concepts of disaster command and control; and disaster management plan evaluation and case study analysis. This Melbourne MicroCert comprised 42 hours of coursework and assessment tasks.
The earner of this Melbourne MicroCert has demonstrated that their knowledge, skills and abilities align with the Australasian College for Emergency Medicine (ACEM) Curriculum Framework.
The earner of this Melbourne MicroCert has demonstrated that their knowledge, skills and abilities align with the College of Intensive Care Medicine of Australia and New Zealand (CICM) Curriculum Framework.
The earner of this Melbourne MicroCert has demonstrated that their knowledge, skills and abilities align with the Australian and New Zealand College of Anaesthetists (ANZCA) Curriculum Framework.
The earner of this Melbourne MicroCert: • Recognised and applied disaster management principles of prevention, preparedness, response and recovery, considering the different disaster health systems • Analysed the principles that are applied to prevent, manage, contain and diffuse the impact of disasters and applied these to different organisational settings. The earner of this Melbourne MicroCert completed the following assessment tasks: **Assessment task 1: Recognising and applying disaster management principles (20%):** In short answers and multiple-choice questions, the learner demonstrated their knowledge of disaster management prevention, preparedness, response, and recovery. **Assessment task 2:** **Part A: Proposed disaster analysis outline (10%):** The learner produced a one-page outline analysing a real-world disaster case study evaluating the response and recovery following the disaster in preparation for Part B. **Part B: Analysis of a disaster response (70%):** Drawing on their outline from Part A the learner evaluated the response and recovery of a real-world disaster case study. They referred to documents such as coroners’ reports, government inquiries, media reports and other literature and considered formal recommendations for strengthening a future response. The percentages in parentheses indicate the contribution of each assessment to the overall mark for the Melbourne MicroCert. The learner attained a minimum standard of at least 70% in the assessment to achieve this Melbourne MicroCert. Course version 2
The earner of this Melbourne MicroCert has demonstrated that they can effectively lead a school’s transition into innovative learning environments. By completing this Melbourne MicroCert, the earner demonstrated the following skills: an ability to critically analyse, reflect and problem solve; capability in leading change and guiding colleagues; and an understanding of different approaches to schools’ transitions to innovative spaces. This Melbourne MicroCert comprised 42 hours of coursework and assessment tasks.
AITSL standards of Professional Practice Engagement relevant for Highly Accomplished and Lead Teachers (HALT)
The earner of this Melbourne MicroCert: - Critically examined the successful characteristics of the transition into innovative learning environments - Lead in high quality professional learning of colleagues to develop effective teaching practices in innovative learning environments. The earner of this Melbourne MicroCert completed the following assessment tasks: **Assessment task 1: discussion of successful transition to innovative learning environments (30%):** The learner participated in discussion board commentary to build understanding of the elements in a school ecosystem that can support schools and teachers to successfully transition into innovative learning environments. **Assessment task 2: development and evaluation of a School Transition Framework (70%):** **Part A:** The learner developed a School Transition Framework to support their colleagues and students to transition in innovative learning environments. This included rationale, timelines, resources required, and desired outcomes. **Part B:** Using a set of criteria provided, the learner prepared an evaluation of the School Transition Framework for one of their peers and provided any needed recommendations for improvement. Percentages in parentheses indicate the contribution of each assessment to the overall mark for the Melbourne MicroCert. The learner attained a minimum standard of at least 70% in the assessment to achieve this Melbourne MicroCert. Course version 3.
The earner of this Melbourne MicroCert has demonstrated that they can apply methods including the Reasoning Stress Test (RST) to detect flaws in intelligence analysis. By completing this Melbourne MicroCert, the earner demonstrated the following skills: argument evaluation and analysis; understanding of the Reasoning Stress Test (RST); and the ability to effectively present findings. This Melbourne MicroCert is comprised 42 hours of coursework and assessment tasks.
United States of America's Intelligence Community Directive 203 – Analytic Standards
The earner of this Melbourne MicroCert has demonstrated that their knowledge, skills and attributes align with these relevant industry standards.
The earner of this Melbourne MicroCert: - Detected reasoning flaws in arguments, judgments and intelligence analysis - Analysed and evaluated reasoning in arguments in text and presentations. The earner of this Melbourne MicroCert completed the following assessment tasks: **Assessment task 1: Reasoning analysis (80%):** The learner reviewed three fictionalised national security intelligence assessments to identify any flaws present. **Assessment task 2: Reasoning tests (20%):** In short answer and multiple-choice tests, the learner identified flaws in short analytic judgements and analysis. Each test focused on the identification of certain types of reasoning flaws and how these flaws affected the argument. The percentages in parentheses indicate the contribution of each assessment to the overall mark for the Melbourne MicroCert. The learner attained a minimum standard of at least 70% in the assessment to achieve this Melbourne MicroCert. Course version 1.
The earner of this Melbourne MicroCert: - Demonstrated a theoretical and practical understanding of behaviour change science and its key principles - Designed and implemented behaviour change interventions, thus enhancing their clinical practice and meeting guidelines for continuing professional development - Demonstrated professional competency in core behaviour change techniques, including increasing motivation, developing SMART goals, if-then planning, self-monitoring and self-evaluation, and habit formation. The earner of this Melbourne MicroCert completed the following assessment tasks: **Assessment task 1: theoretical understanding of behaviour change (25%):** The learner demonstrated a deep theoretical understanding of behaviour change and its key principles via their responses to integrated multiple choice questions. **Assessment task 2: clinical behaviour change practice protocol (40%):** The learner prepared a one-page behaviour change intervention plan, which included setting the clinical scene, describing the behaviour to be changed and behaviour change challenge, detailing the behaviour change intervention they planned on implementing, justifying the appropriateness of this intervention with evidence from the research literature, and detailing their plan for measuring treatment success. **Assessment task 3: clinical practice video (35%):** The learner recorded a five-minute video of themselves conducting part of a behaviour change session with an actor playing the role of their client. In this video, the Melbourne MicroCert learner set the clinical scene and discussed with their client the techniques they had chosen to address the behaviour change challenge identified in assessment task two. This included providing the client with a rationale for using the technique and information on its effectiveness. Percentages in parentheses indicate the contribution of each assessment to the overall mark for the Melbourne MicroCert. The learner attained a minimum standard of at least 70% in the assessment to achieve this Melbourne MicroCert. Course version 1
The earner of this Melbourne MicroCert: - Articulated an organisation’s strategic intent and evaluated its successful execution using adequately developed performance metrics across work-units and operational levels of organisations - Evaluated financial and non-financial performance metrics, organised through a balanced scorecard/dashboard framework, for their suitability in measuring the success and achievement of the intended strategy. The earner of this Melbourne MicroCert completed the following assessment tasks: **Assessment task 1: analysis of strategic intent to performance metrics (40%):** Using a case scenario, the learner identified the strategic intent of the organisation/work unit, described suitable and unsuitable performance metrics, and articulated the role of the strategy map in developing performance metrics and process improvements. They applied the knowledge gained from this case analysis to their own work setting. **Assessment task 2: evaluation of performance metrics using a balanced scoresheet/dashboard (60%):** Building on the first assessment, the learner evaluated a set of metrics within a balanced scorecard/dashboard framework, to drive business process improvement. Demonstrating their understanding of performance and behavioural effects of performance metrics and the impact of target settings, applying this learning to their own work setting. The percentages in parentheses indicate the contribution of each assessment to the overall mark for the Melbourne MicroCert. The learner attained a minimum standard of at least 70% in the assessment to achieve this Melbourne MicroCert. Course version 1.
The earner of this Melbourne MicroCert has demonstrated that they can use evidence-based leadership practices to support collaborative partnerships with various educational stakeholders. By completing this Melbourne MicroCert, the earner demonstrated the following skills: research and policy analysis; local service mapping; evidence-based leadership practices; and relationship-building. This Melbourne MicroCert comprised 42 hours of coursework and assessment tasks.
The earner of this Melbourne MicroCert has demonstrated that their knowledge, skills and abilities align with at least the career stage of Highly Accomplished teachers of the AITSL standards 3.7, 7.2, 7.3, 6.3, 7.4.
The earner of this Melbourne MicroCert: - Used research, evidence and policy documents to analyse the relationship between educational leadership and collaborative partnership in ECEC settings. - Explained how collaborative partnerships enable new understandings of effective teaching and learning for children participating in a diverse range of early childhood education programs. The earner of this Melbourne MicroCert completed the following assessment tasks: **Assessment task 1: Audit of current family engagement practices (50%):** Reflecting on their own professional experience, the learner justified the use of current family engagement practices and critically assessed how these strategies support collaborative partnerships, as well as how their learning will inform their future planning and actions as an educational leader. **Assessment task 2: Map of local community children and family services (50%):** The learner mapped and summarised how local services support young children and their families. They critically assessed why collaborative partnerships would be developed with professionals within these services and reflected on their future planning and actions as an educational leader. The percentages in parentheses indicate the contribution of each assessment to the overall mark for the Melbourne MicroCert. The learner attained a minimum standard of at least 70% in the assessment to achieve this Melbourne MicroCert. Course version 1.
Developing Insights from the Online Customer Journey
The earner of this Melbourne MicroCert has demonstrated that they can use data to develop insights into the online customer journey in a digital marketing context. By completing this Melbourne MicroCert, the earner demonstrated the following skills: online automated text analysis; understanding of customer lifetime value and Shapley value; and data analysis and development of a business case. This Melbourne MicroCert comprised 42 hours of coursework and assessment tasks.
The earner of this Melbourne MicroCert: - Designed the connection between digital metrics, analytics, marketing actions, and performance of a firm - Applied automated text analysis techniques to user-generated and new secondary data, such as online product reviews, tweets and blog posts, to summarise and develop insight into consumer attitudes and sentiments - Applied the concepts of customer lifetime value and Shapley value as key performance indications of customer retention and marketing attribution in a digital marketing context. The earner of this Melbourne MicroCert completed the following assessment tasks: **Assessment task 1: data analysis presentation (40%):** The learner presented an analysis of a data set and business case, which was either provided to them or collected by them from their own workplace. **Assessment task 2: business case report (60%):** Drawing on the data in assessment task 1, the learner produced a business case and reported on how the results were obtained, the implications involved and the effectiveness of chosen techniques. Percentages in parentheses indicate the contribution of each assessment to the overall mark for the Melbourne MicroCert. The learner attained a minimum standard of at least 70% in the assessment to earn this Melbourne MicroCert. Course version 2.
The earner of this Melbourne MicroCert, which was co-designed with Belong, has demonstrated that they can use design thinking strategies to promote creative problem-solving at the individual, team and organisation levels. By completing this Melbourne MicroCert, the earner demonstrated the following skills: Design thinking; creative problem-solving and leadership strategies for whole-of-firm innovation. This Melbourne MicroCert comprised 42 hours of coursework and assessment tasks.
The earner of this Melbourne MicroCert: - Demonstrated an understanding of the differences between individual- and team-level creativity processes, the organisational attributes that support innovation activity, and the role of leadership in supporting creativity and innovation - Critically evaluated models of creativity and innovation and the contexts in which they might be applied to generate sources of competitive advantage - Generated actionable strategies to promote a culture of problem-solving and creativity at the individual and team levels, which support innovation at the organisation level. The earner of this Melbourne MicroCert completed the following assessment tasks: **Assessment task 1: critical analysis of the customer experience (30%):** The learner critically analysed and applied theories of creativity and innovation methods to a problem from the perspective of the customer and then reflected on the process. **Assessment task 2: creativity and innovation strategies and priorities (10%):** In discussion forums and webinars, the learner reflected on their own professional experience and researched theories on setting priorities and developing strategies for creativity and innovation. **Assessment task 3: whole-of-firm innovation activity (60%):** Considering ‘triple bottom-line' thinking, the learner developed processes and activities to inspire whole-of-firm innovative outcomes, as well as strategies to promote lateral thinking. Percentages in parentheses indicate the contribution of each assessment to the overall mark for the Melbourne MicroCert. The learner attained a minimum standard of at least 70% in the assessment to achieve this Melbourne MicroCert.
Australian Institute for Teaching and School Leadership (AITSL): Australian Professional Standards for Teachers
Speech Pathology Australia: Professional Standards for Speech Pathologists
International Dyslexia Association: Knowledge and Practice Standards for Teachers of Reading
The earner of this Melbourne MicroCert has demonstrated that their knowledge, skills and abilities align to the following professional standards: International Dyslexia Association Knowledge and Practice Standards 1.4, 1.5, 1.6, 2.2, 2.3
The earner of this Melbourne MicroCert has demonstrated that they can apply appropriate educational leadership strategies to support staff learning and growth in the early childhood context. By completing this Melbourne MicroCert, the earner demonstrated the following skills: understanding of contemporary leadership theories and models; analysis of different leadership perspectives; and the ability to produce an evidence-based staff development plan. This Melbourne MicroCert comprised 42 hours of coursework and assessment tasks.
The earner of this Melbourne MicroCert has demonstrated that their knowledge, skills and abilities align with: AITSL standards 6.1, 6.2, 6.3 and 2.1.
The earner of this Melbourne MicroCert: - Evaluated educational leadership perspectives in early childhood education settings - Applied contemporary educational leadership theories and models to support staff development. The earner of this Melbourne MicroCert completed the following assessment tasks: **Assessment task 1: comparison of contemporary perspectives of educational leadership (50%)** The learner selected two leadership perspectives and critically compared and examined their effectiveness. The assessment included a Venn diagram highlighting the similarities and differences of the two perspectives, which was supported by a reflective synopsis. **Assessment task 2: leadership development plan (50%)** The learner produced a summary statement and staff development plan, illustrating the proposed application of evidence-based leadership strategies in their own workplace context. The percentages in parentheses indicate the contribution of each assessment to the overall mark for the Melbourne MicroCert. The learner attained a minimum standard of at least 70% in the assessment to achieve this Melbourne MicroCert. Course version 2
The earner of this Melbourne MicroCert: - Compared the key differences between lawful and unlawful relations between Indigenous peoples and settler states - Analysed and applied knowledge of the relationship between international legal frameworks and the emerging treaty processes in Victoria and other Australian jurisdictions. The earner of this Melbourne MicroCert completed the following assessment tasks: **Assessment task 1: lawful vs unlawful relations (30%):** Learners produced a table or a Venn diagram comparing the key differences between lawful and unlawful relations between Indigenous peoples and settler states, accompanied by a statement outlining the implications of this analysis. **Assessment task 2: international law and treaty (70%):** Learners analysed how the concept of self-determination or free, prior and informed consent, as outlined in the United National Declaration on the Rights of Indigenous Peoples, might shape and inform contemporary treaty negotiations. They wrote a summary statement demonstrating their understanding of their chosen concept and an accompanying outline of how this concept should shape both the content and process of contemporary treaty negotiations. The percentages in parentheses indicate the contribution of each assessment to the overall mark for the Melbourne MicroCert. The learner attained a minimum standard of at least 70% in the assessment to achieve this Melbourne MicroCert. Course version 1.
The recipient completed successfully the following assessment tasks during the 42.5 hour course. **Assessment task 1: Quiz** The Melbourne MicroCert learner was required to complete a quiz to demonstrate knowledge of the current technological landscape in relation to the workplace. This assessment required participants to effectively compare and contrast the main concepts around AI and automation. **Assessment task 2: Opinion article** The Melbourne MicroCert learner reflected on the gendered composition of the workforce and the predicted impacts of technology on different industries, jobs and tasks. The recipient attained a minimum standard of at least 70% in the assessment to achieve this Melbourne MicroCert. Course version 1, course completed March 2021.
The earner of this Melbourne MicroCert has demonstrated they can analyse and interpret patient genomic data to help develop appropriate treatment strategies. By completing this Melbourne MicroCert, the earner demonstrated that they have the following skills: an understanding of precision medicine techniques; the ability to analyse a genomic report; and the ability to provide recommendations for personalised care based on a patient’s genomic profile. The Melbourne MicroCert has been developed in collaboration with the Victorian Comprehensive Cancer Centre (VCCC) and the Melbourne Genomics Health Alliance. This Melbourne MicroCert comprised 42 hours of coursework and assessment tasks.
The earner of this Melbourne MicroCert: - Described the current and emerging techniques and applications used in precision medicine - Analysed and interpreted reports and provided recommendations for personalised care based on a patient’s genomic profile. The earner of this Melbourne MicroCert completed the following assessment tasks: **Assessment task 1: patient case analysis (30%):** After analysing an authentic yet de-identified patient case through a synchronous webinar, the learner selected an appropriate test to examine genomic variations that may influence the patient's treatment options and prognosis. The learner then produced a report explaining the various pros and cons of the test and its influences on treatment options and prognosis to inform the patient for their decision-making. **Assessment task 2: interpretation of genomic report (70%):** The learner interpreted a patient’s genomic report and presented their key findings to a medical colleague, who is not an expert in cancer and needs to know the mechanisms of causation. The letter included defining key variants, phenotypic expression, disease signs and symptoms, the quality of the evidence, the limitations and considerations of testing, and recommendations for the next steps in patient care. The percentages in parentheses indicate the contribution of each assessment to the overall mark for the Melbourne MicroCert. The learner attained a minimum standard of at least 70% in the assessment to achieve this Melbourne MicroCert. Course version 1.
The earner of this Melbourne MicroCert: - Created and iterated materials that demonstrated an understanding of the overall innovation and intrapreneurship process and the key steps involved, including ascertaining whether an idea is feasible, viable and desirable - Established a practice of self-reflection to facilitate the development of innovative mindsets and behaviours. The earner of this Melbourne MicroCert completed the following assessment tasks: **Assessment task 1: business case narrative (80%):** Working with peers, the learner produced a video pitch to sell an idea to their organisation. They also produced a supporting analysis, which considered their idea’s value proposition and discussed influence-mapping and persuasive strategies for obtaining organisational buy-in. **Assessment task 2: self-reflection on building innovation capabilities (20%):** The learner produced a short audio or video recording in which they explained an insight they had about themselves during their learning in the Melbourne MicroCert, and examined the significance and intended change to their own practice as a result of their reflection. The percentages in parentheses indicate the contribution of each assessment to the overall mark for the Melbourne MicroCert. The learner attained a minimum standard of at least 70% in the assessment to achieve this Melbourne MicroCert. Course version 3.
The earner of this Melbourne MicroCert has demonstrated that they can apply innovative techniques to generate and sustain creative thinking within a professional context. By completing this Melbourne MicroCert, the earner demonstrated the following skills: flexible and adaptive thinking; idea generation; testing and prototyping; creative portfolio development; authentic and respectful peer feedback. This Melbourne MicroCert comprised 42 hours of coursework and assessment tasks.
The earner of this Melbourne MicroCert: - Used a range of methodologies for prompting creative thinking and creative outputs, including precinct, locale and specialised safe environments - Practiced flexible and adaptive thinking skills as demonstrated through a range of genre - Innovated through independent and shared judgement - Created a professional creative-identity to advocate new ideas and apply protocols for sustained practice through resilience and bravery. The earner of this Melbourne MicroCert completed the following assessment tasks: **Assessment task 1: personal-professional and spatial identity (30%):** The learner defined key characteristics of a focused area of practice and experimented to develop a professional identity or avatar. They then investigated spatial frameworks and collaborated to develop protocols for a productive, safe, and sustained creative practice. **Assessment task 2: creative portfolio (30%):** The learner defined a focus area and created innovative concepts using principles of ideas generation and creative abrasion. Testing and prototyping, alongside peer feedback, supported their progress, and defined areas for change and improvement. The learner produced a portfolio of samples and used them to advocate a solution to the cohort using sympathetic communication styles. **Assessment task 3: written explanation of portfolio (30%):** The learner completed a written or digital explanation of their portfolio, which articulated a position or framed an argument, drawing on reflective practice. **Assessment task 4: observed participation (10%):** The learner participated dynamically and productively in workshops, demonstrating openness to new ideas, authenticity and respect for others. The percentages in parentheses indicate the contribution of each assessment to the overall mark for the Melbourne MicroCert. The learner attained a minimum standard of at least 70% in the assessment to achieve this Melbourne MicroCert. Course version 1
The earner of this Melbourne MicroCert has demonstrated that they understand how technology – particularly artificial intelligence and automation – may impact women in the workplace. By completing this Melbourne MicroCert, the learner demonstrated the following skills: understanding of AI and automation; analysis of gender composition in the workforce; reflection on technology’s impact on their own professional role and industry. This Melbourne MicroCert comprised 42 hours of coursework and assessment tasks.
The earner of this Melbourne MicroCert: - Investigated and compared how AI and automation is represented in the workplace - Critically discussed the impact of AI and automation to their own industry, job or workplace tasks - Identified and analysed the synergy between professional skills and technologies within the workplace. The earner of this Melbourne MicroCert completed the following assessment tasks: **Assessment task 1: understanding of AI and automation (30%):** In a quiz, the learner demonstrated knowledge of the current technological landscape within workplaces and compared and contrasted the concepts of AI and automation. **Assessment task 2: reflection on gender and technology in the workplace (70%):** In an opinion article, the learner reflected on the gender composition of the workforce and considered the potential impacts of technology on different industries, jobs and tasks. The percentages in parentheses indicate the contribution of each assessment to the overall mark for the Melbourne MicroCert. The learner attained a minimum standard of at least 70% in the assessment to achieve this Melbourne MicroCert. Course version 1
The earner of this Melbourne MicroCert, which is endorsed by Belong, has demonstrated they have the skills and strategies to effectively lead through organisational change. By completing this Melbourne MicroCert, the earner demonstrated the following skills: an understanding of models of change and leadership and how to apply them; effective communication with employees and other diverse stakeholders; an ability to undertake a workplace culture diagnosis; and an ability to model a positive workplace culture. This Melbourne MicroCert comprised 42 hours of coursework and assessment tasks.
The earner of this Melbourne MicroCert: - Explored models of leadership that support individuals and teams to adapt routines and behaviours that align with anticipated change outcomes - Critically evaluated models of change and their implications for planning and implementing effective change processes - Applied approaches of analysing organisational systems and capabilities to generate interventions that support organisational change and transformation - Reflected upon strategies that may assist in overcoming barriers to internal organisational change, including leading and managing through disruptive events and crises. The earner of this Melbourne MicroCert completed the following assessment tasks: **Assessment task 1: analysis of change management theories (30%):** In short answer and multiple-choice questions, the learner critically analysed and applied theories and models for effective change management and stakeholder engagement. **Assessment task 2: reflection on engagement strategies (10%):** Via webinars and discussion forums, learners researched, interpreted and shared strategies that can improve their whole-of-firm engagement practices. **Assessment task 3: workplace culture diagnosis (60%):** The learner conducted a review of their own workplace using key frameworks and tools for evaluating organisational culture. They developed actionable strategies for leading a proposed whole-of-organisation community change, which can be proposed as recommendations to their own leadership team. Percentages in parentheses indicate the contribution of each assessment to the overall mark for the Melbourne MicroCert. The learner attained a minimum standard of at least 70% in the assessment to achieve this Melbourne MicroCert. Course version 1
The earner of this Melbourne MicroCert, which was co-designed with Belong, demonstrated the development of knowledge and skills related to diagnosing and managing challenging team dynamics. In doing so, the learner focused on fostering team psychological safety and shared leadership. By completing this Melbourne MicroCert, the learner demonstrated they have the following skills: understanding team culture, the ability to address team dynamics and conflict, and the use of shared leadership to increase trust. This Melbourne MicroCert comprised 42 hours of coursework and assessment tasks.
The earner of this Melbourne MicroCert: - Analysed and explained the causes and consequences of challenging team dynamics, drawing on theories and evidence on physical safety and shared leadership - Evaluated suitable team leadership practices based on considerations of team tasks, members’ characteristics, and cultural context - Formulated and justified a plan for integrating evidence-based team leadership practices in the workplace. **Assessment task 1 - part a: application of psychological safety (15%):** The learner completed short answer and multiple-choice questions that demonstrated their ability to explain, critically analyse, synthesise and apply theories and evidence in effectively managing psychological safety in teams. **Assessment task 1 – part b: application of shared leadership (15%):** The learner completed short answer and multiple-choice questions that demonstrated their ability to explain, critically analyse, synthesise and apply theories and evidence in effectively managing shared leadership in teams. **Assessment task 2: sharing learning and reflections with peers (10%):** Through online discussion forums and webinars, the learner contributed to peer discussions and reflected on how to apply relevant theory to analyse real-world situations and guide practice changes. **Assessment task 3: leadership development (60%):** Drawing from both their own work experiences of a team environment and theoretical perspectives learnt in the course, the learner constructed their own Team Dynamics Diagnostic Survey. Having used the diagnostic to evaluate a team or work group they currently work with, they produced a summative report that included a justification for an action to improve team dynamics and support shared leadership in that team or work group. The percentages in parentheses indicate the contribution of each assessment to the overall mark for the Melbourne MicroCert. The learner attained a minimum standard of at least 70% in the assessment to achieve this Melbourne MicroCert. Course version 1.
The earner of this Melbourne MicroCert has demonstrated the key competencies required of a Core Practitioner as defined by the National Disability Insurance Scheme Quality and Safeguards Commission’s Positive Behaviour Support Capability Framework in Australia. By completing this Melbourne MicroCert, the earner demonstrated the following skills: the ability to critically analyse and apply theories underpinning the Positive Behaviour Support approach to improving quality of life and environments for people with disabilities; and the ability to examine, make recommendations and report regulated restrictive practices within ethical, human rights, legal and policy requirements. This Melbourne MicroCert comprised 42 hours of coursework and assessment tasks.
National Disability Insurance Scheme (NDIS) Quality and Safeguards Commission’s Positive Behaviour Support Capability Framework
To earn this Melbourne MicroCert, the learner has demonstrated that their knowledge, skills, and abilities align with the Positive Behaviour Support Capability Framework. The Melbourne MicroCert predominately focused on validating the learner’s key capabilities at the level of Core Practitioner to facilitate behavioural analysis for individuals with disabilities through fundamental elements of a positive behaviour support approach.
The earner of this Melbourne MicroCert: - Analysed factors that precipitate and maintain behaviours of concern using knowledge of the biopsychosocial model, human rights, and capable environments - Suggested appropriate ways to monitor and promote human rights, quality of life, and capable environments using the positive behaviour support framework and knowledge of relationship between behaviours of concern and quality of life - Analysed regulated restrictive practices and recommended appropriate uses that promote human rights and are within legislative requirements. The earner of this Melbourne MicroCert completed the following assessment tasks: **Assessment task 1: application of Positive Behaviour Support approach [60%]:** The learner used a case study that included elements of good practice for a Positive Behaviour Support approach for people with disabilities with behaviours of concern living in a shared household. Through collaborative discussion and analysis with peers, the learner prepared a brief case study analysis to examine biopsychosocial factors that pre-dispose, precipitate and maintain the behaviours of concern, and reviewed the approach used from the theoretical framework of Positive Behaviour Support. The learner also reflected on their professional learning from peers and its impact on their practice. **Assessment task 2: analyse, recommend, and report regulated restrictive practices within ethical, legal and policy requirements [40%]:** The learner used either their own or a given case to examine behaviours of concern, environment and supports and to ensure the approach used towards the person with disability adhered to the human rights, legislative and policy requirements. The learner then recommended appropriate uses and processes for consent, authorisation, and reporting of regulated restrictive practices and highlighted any ethical, policy or reporting implications for any identified regulated restrictive practice. Percentages in parentheses indicate the contribution of each assessment to the overall mark for the Melbourne MicroCert. The learner attained a minimum standard of at least 70% in the assessment to earn this Melbourne MicroCert. Course version 2.
The earner of this Melbourne MicroCert: - Analysed factors that precipitate and maintain behaviours of concern using knowledge of the biopsychosocial model, human rights, and capable environments - Suggested appropriate ways to monitor and promote human rights, quality of life, and capable environments using the positive behaviour support framework and knowledge of relationship between behaviours of concern and quality of life - Analysed regulated restrictive practices and recommended appropriate uses that promote human rights and are within legislative requirements. The earner of this Melbourne MicroCert completed the following assessment tasks: **Assessment task 1: application of Positive Behaviour Support approach [60%]:** The learner used a case study that included elements of good practice for a Positive Behaviour Support approach for people with disabilities with behaviours of concern living in a shared household. Through collaborative discussion and analysis with peers, the learner prepared a brief case study analysis to examine biopsychosocial factors that pre-dispose, precipitate and maintain the behaviours of concern, and reviewed the approach used from the theoretical framework of Positive Behaviour Support. The learner also reflected on their professional learning from peers and its impact on their practice. **Assessment task 2: analyse, recommend, and report regulated restrictive practices within ethical, legal and policy requirements [40%]:** The learner used either their own or a given case to examine behaviours of concern, environment and supports and to ensure the approach used towards the person with disability adhered to the human rights, legislative and policy requirements. The learner then recommended appropriate uses and processes for consent, authorisation, and reporting of regulated restrictive practices and highlighted any ethical, policy or reporting implications for any identified regulated restrictive practice. Percentages in parentheses indicate the contribution of each assessment to the overall mark for the Melbourne MicroCert. The learner attained a minimum standard of at least 70% in the assessment to earn this Melbourne MicroCert. Course version 1.
Life-cycle Risk Management for Infrastructure Projects
The earner of this Melbourne MicroCert has demonstrated the ability to conduct advanced qualitative and quantitative risk assessments to manage the life-cycle risks of infrastructure projects, in accordance with framework AS/NZS/ISO 31000:2018 – Risk Management. By completing this Melbourne MicroCert, the earner demonstrated the following skills: appropriate use of risk assessment tools and techniques to manage life-cycle risks of infrastructure projects, due diligence, and compliance; qualitative risk assessment; development of a risk management plan; creation of a quantitative risk analysis plan; and the ability to evaluate the risk of an applied infrastructure project simulation. This Melbourne MicroCert comprised 42 hours of coursework and assessment tasks.
Risk Management Framework AS/NZS/ISO 31000: 2018 – Risk Management
The earner of this Melbourne MicroCert has demonstrated that their knowledge, skills and abilities align with the risk management framework AS/NZS/ISO 31000: 2018 – Risk Management.
The earner of this Melbourne MicroCert: - Established context of risk analysis, identified risks, critically analysed and evaluated risks, and proposed risk treatment based on the risk management framework AS/NZS/ISO 31000:2018. - Applied advanced engineering reliability methodologies and simulation techniques to maintain the sustainability of critical infrastructures. The earner of this Melbourne MicroCert completed the following assessment tasks: **Assessment task 1: risk management methodology (10%):** The learner demonstrated their understanding of risk management processes, context, and methodology in responses to multiple choice and short answer questions. **Assessment task 2: risk management of a case study (90%) :** Using a case study, the learner performed a qualitative risk assessment and developed a risk management plan based on AS/NZS/ISO 31000:2018 – Risk Management. They then applied advanced simulation tools to evaluate the risk if the case study does not comply with the required standard. The percentages in parentheses indicate the contribution of each assessment to the overall mark for the Melbourne MicroCert. The learner attained a minimum standard of at least 70% in the assessment to achieve this Melbourne MicroCert. Course version 2
The earner of this Melbourne MicroCert: - Personally reflected on their understandings of the experiences and impacts of Indigenous child removal policies and practices in Australia - Critically analysed the place of truth-telling in contemporary treaty processes and evaluated its potential to impact interactions between First Nations and the community service sectors. The earner of this Melbourne MicroCert completed the following assessment tasks: **Assessment task 1: understanding the impacts of child removal (40%):** The learner had one of two options to explore the impacts of child removal. The learner either a) produced a first-person narrative reflection on their understanding of the impacts of Indigenous child removal policies and practices in Australia; or b) reflected on their lived experience of child removal policies and practices and developed recommendations to reorient the Child Protection System to better account First Nations perspectives in the planning and case management of First Nations children. **Assessment task 2: analysis of truth, treaty and community services (60%):** The learner critically analysed the strengths and weaknesses in truth-telling within an Australian jurisdiction, and then critically reflected upon its implications for the community services sector. The percentages in parentheses indicate the contribution of each assessment to the overall mark of the Melbourne MicroCert. The learner attained a minimum standard of at least 70% in the assessment to achieve this Melbourne MicroCert. Course version 2.
Creating Value Through Public Procurement
The earner of this Melbourne MicroCert has demonstrated that they can effectively evaluate public procurement practices and identify strategies to add value. By completing this Melbourne MicroCert, the earner demonstrated the following skills: evaluation of purchasing, procurement and contract management; an understanding of ethical, policy and legal considerations; and synthesise complex information regarding the procurement lifecycle to make recommendations for innovative value creation. This Melbourne MicroCert comprised 42 hours of coursework and assessment tasks.
The earner of this Melbourne MicroCert: - Identified and examined the key elements of public procurement, focusing on impact and value creation - Reflected on their own practice and evaluated how they can manage procurement in different ways to create value - Applied tools, frameworks, and theories to synthesise complex information, and made recommendations for strategic approaches to public procurement in practice. The earner of this Melbourne MicroCert completed the following assessment tasks: **Assessment task 1: analysis of procurement practice (30%)**: In online peer discussions, the learner analysed procurement processes to define problems and identify areas for innovation. They considered the legal, policy and ethical factors that underpin public procurement processes, and elements such as risk, probity, value for money and suppliers. **Assessment task 2: policy brief evaluating a procurement process (70%)**: The learner prepared a short policy brief that evaluated a public procurement process and made recommendations based on the evaluation. Percentages in parentheses indicate the contribution to the overall mark for the Melbourne MicroCert. The learner attained a minimum standard of at least 70% in the assessment to earn this Melbourne MicroCert. Course version 1.
The earner of this Melbourne MicroCert: - Actively engaged with, reflected on, and synthesised Indigenous sovereignty as both a concept and a social movement - Examined and applied the ways that Indigenous sovereignty will shape and inform contemporary treaty negotiations. The earner of this Melbourne MicroCert completed the following assessment tasks: **Assessment task 1: understanding Indigenous sovereignty today (40%):** In online discussion boards, the learner critically engaged with examples of Indigenous peoples exercising sovereignty and discussed the similarities and differences between these expressions of sovereignty and other forms of political sovereignty. They drew on these discussions to develop a concept map that synthesised and demonstrated their understanding of Indigenous sovereignty. **Assessment task 2: analysis of sovereignty in treaty negotiations (60%):** The learner analysed and critiqued expressions of Indigenous sovereignty found in documents advancing contemporary/emerging treaty processes in Australian jurisdictions. They wrote a summary statement on the ideal place of Indigenous sovereignty in contemporary treaty negotiations, and an accompanying critique of the understanding of sovereignty discernible in a contemporary text from either Victoria, Queensland, or the Northern Territory. Percentages in parentheses indicate the contribution of each assessment to the overall mark for the Melbourne MicroCert. The learner attained a minimum standard of at least 70% in the assessment to achieve this Melbourne MicroCert. Course version 1.
The earner of this Melbourne MicroCert has demonstrated key competencies aligned with those required of a Proficient Practitioner as defined by the National Disability Insurance Scheme Quality and Safeguards Commission’s Positive Behaviour Support Capability Framework in Australia. By completing this Melbourne MicroCert, the earner demonstrated the following skills: conduct a functional behaviour assessment; plan behaviour support strategies; and develop an individualised, person-centred behaviour support plan. This Melbourne MicroCert comprised of 42 hours of coursework and assessment tasks.
To earn this Melbourne MicroCert, the learner has demonstrated that their knowledge, skills, and abilities align with the Positive Behaviour Support Capability Framework in Australia. The Melbourne MicroCert predominately focused on validating the learner’s key capabilities at the level of Proficient Practitioner to facilitate behavioural analysis for individuals with disabilities through fundamental elements of a positive behaviour support approach.
The earner of this Melbourne MicroCert: - Determined appropriate methods and tools for a values-led, human rights based, data driven functional behaviour assessment to Proficient Practitioner level - Developed an evidence-informed comprehensive behaviour support plan that improves quality of life and positively impacts behaviours of concern, consistent with the NDIS Commission expectations - Evaluated the quality of comprehensive behaviour support plans using the standards by the NDIS Commission. The earner of this Melbourne MicroCert completed the following assessment tasks: **Assessment task 1: analysed data and recommended a formulation for a functional behaviour assessment (40%):** The learner used a functional behaviour assessment case study to analyse the data and proposed a formulation for the behaviour of concern. **Assessment task 2: developed a comprehensive Behaviour Support Plan that meets the standards expected of the NDIS Commission (60%):** The learner developed a comprehensive Behaviour Support Plan and then shared it with peers to give and gain feedback on how to improve the Plan to meet the quality standards expected by the National Disability Insurance Scheme (NDIS) Commission and reflected evidence-informed positive behaviour support. Percentages in parentheses indicate the contribution of each assessment to the overall mark for the Melbourne MicroCert. The learner attained a minimum standard of at least 70% in the assessment to earn this Melbourne MicroCert. Course version 1.
The earner of this Melbourne MicroCert, which was co-designed with the Doherty Institute and endorsed by Galaxy Australia, has demonstrated they can apply bioinformatic concepts and approaches to the investigation of microbial sequence data. By completing this Melbourne MicroCert, the earner demonstrated the following skills: genome assembly and annotation approaches; sequence data mapping and variant calling approaches; an understanding of phylogenetics and population structure; and best-practice approaches to genome characterisation. This Melbourne MicroCert comprised 42 hours of coursework and assessment tasks.
The earner of this Melbourne MicroCert has demonstrated that they can critically evaluate and plan the integration and deployment of AI technologies in healthcare settings. By completing this Melbourne MicroCert, the earner demonstrated the following skills: a comprehensive understanding of the foundational concepts, transformative potentials, data privacy, security, biases, ethical implications, and regulatory frameworks related to the application of AI and machine learning in healthcare settings. This Melbourne MicroCert comprised of 42 hours of coursework and assessment tasks.
The earner of this Melbourne MicroCert: - Critically evaluated the implementation of AI solutions in healthcare in terms of transformative potentials, data privacy, security, biases, ethical implications, and regulatory frameworks related to the application of AI and machine learning in healthcare settings - Planned the integration and deployment of AI technologies in healthcare settings. The earner of this Melbourne MicroCert completed the following assessment tasks: **Assessment task 1: Evaluate an existing implementation of an AI solution in healthcare (40%):** The learner evaluated an existing AI solution implemented within a healthcare context. The analysis included various aspects, for example: suitable types of AI methodologies in this AI solution; advantages, disadvantages and risks posed by the AI solution; and opportunities for future development. **Assessment task 2: Propose an AI solution for a health care setting (60%):** Through a presentation, the learner outlined a targeted AI solution for a specific healthcare setting providing a brief description of the project overview, scope, schedule, and plans for risk management and evaluation. Percentages in parentheses indicate the contribution of each assessment to the overall mark for the Melbourne MicroCert. The learner attained a minimum standard of at least 70% in the assessment to earn this Melbourne MicroCert. Course version 1
The earner of this Melbourne MicroCert has demonstrated the creative, technical and operational skills required to collaboratively operate an LED Volume, for virtual production. By completing this Melbourne MicroCert, the earner demonstrated the following skills: technical, creative and operational proficiency using LED volume; methods and collaborative processes for teamwork; capacity to identify and deploy a range of roles and related budgets appropriate to virtual production. This Melbourne MicroCert comprised of 42 hours of coursework and assessment tasks.
The earner of this Melbourne MicroCert: - Demonstrated technical, creative and operational proficiency using LED Volume - Critically reflected upon contemporary approaches to virtual production in industry. The earner of this Melbourne MicroCert completed the following assessment tasks: **Assessment task 1: ICVFX Shot (50%):** The learner previsualised and filmed an ICVFX shot in the LED volume, drawing upon an existing screenplay, a physical set, and a prefabricated digital environment. **Assessment task 2: Critical reflection (50%):** The learner reflected on challenges and creative and collaborative practices noting implementations for positive change and connections to contemporary practices, in a presentation, using visual, verbal and written skills. Percentages in parentheses indicate the contribution of each assessment to the overall mark for the Melbourne MicroCert. The learner attained a minimum standard of at least 70% in the assessment to earn this Melbourne MicroCert. Course version 2
The earner of this Melbourne MicroCert: - Analysed and explained the effectiveness of written, verbal, and non-verbal leadership communication, based on theories and evidence on cognitive processing, social identity formation, and social learning - Evaluated suitable leadership communication practices to influence followers and other stakeholders, in a variety of settings and communication channels - Formulated and justified a plan for integrating evidence-based leadership communication practices in the workplace. The earner of this Melbourne MicroCert completed the following assessment tasks: **Assessment task 1: analysis and application of persuasive communication techniques (15%):** In this assessment, the learner critically analysed and applied theoretical perspectives to one of a set of scenarios, which demonstrated how authenticity can be developed in real-life situations. **Assessment task 2: self-presentation and presence in communication (15%):** In this assessment, the learner applied theoretical concepts related to self-presentation and presence to explain how we connect and engage with others. **Assessment task 3: leadership communication discussion (10%):** The learner researched and interpreted effective leadership communication practices and shared their learning with peers in online discussion activities and interactive webinars. **Assessment task 4: workplace challenge pitch (60%)** The learner presented a pitch for a project or initiative within their own work context and applied evidence-based communication principles and practices. They identified a suitable workplace challenge and demonstrated how they would persuade or mobilise their audience. They then analysed and reflected on their pitch and its effectiveness. The percentages in parentheses indicate the contribution of each assessment to the overall mark for the Melbourne MicroCert. The learner attained a minimum standard of at least 70% in the assessment to achieve this Melbourne MicroCert. Course version
The earner of this Melbourne MicroCert has demonstrated the creative, technical, and operational skills required to collaboratively operate an LED volume. By completing this Melbourne MicroCert, the earner demonstrated the following skills: proficiency shooting ICVFX using LED volume; effective collaboration with a team; and an understanding of the roles, responsibilities, budgets and best practices within virtual production. This Melbourne MicroCert comprised of 42 hours of coursework and assessment tasks.
The earner of this Melbourne MicroCert: - Demonstrated technical, creative, and operational proficiency using LED volume - Critically reflected upon contemporary approaches to virtual production in industry. The earner of this Melbourne MicroCert completed the following assessment tasks: **Assessment task 1: ICVFX Shot (50%):** The learner pre-visualised and filmed an ICVFX shot in the LED volume, drawing upon an existing screenplay, a physical set, and a prefabricated digital environment. **Assessment task 2: critical reflection (50%):** In a presentation using visual, verbal, and written skills, the learner reflected on creative and collaborative practices and challenges within virtual production, noting suggestions for improvement. Percentages in parentheses indicate the contribution of each assessment to the overall mark for the Melbourne MicroCert. The learner attained a minimum standard of at least 70% in the assessment to earn this Melbourne MicroCert. Course version 2
PBS: Specialist Forensic Disability Practice
The earner of this Melbourne MicroCert has demonstrated the key competencies required of a Specialist Practitioner in Forensic Disability Behaviour Support, as defined by the National Disability Insurance Scheme (NDIS) Quality and Safeguards Commission’s Positive Behaviour Support (PBS) Capability Framework. By completing this Melbourne MicroCert, the earner demonstrated the following skills: the ability to analyse data from multiple sources to inform a comprehensive case formulation; the ability to identify risk factors to make proactive decisions about individualised treatment needs; and the ability to collaborate to develop a Safety Plan for a person with forensic disability issues. This Melbourne MicroCert comprised 42 hours of coursework and assessment tasks.
To earn this Melbourne MicroCert, the learner has demonstrated that their knowledge, skills, and abilities align with the Positive Behaviour Support Capability Framework in Australia. The Melbourne MicroCert predominately focused on validating the learner’s key capabilities at the level of Specialist Practitioner to facilitate behavioural analysis for individuals with disabilities through fundamental elements of a positive behaviour support approach.
The earner of this Melbourne MicroCert: - Synthesised a range of informational sources to consolidate a holistic case formula about the person with forensic disability issues, taking into consideration risk, protective factors and needs most relevant to maximising the person’s quality of life. - Created a Safety Plan that links the identified relevant risk factors for treatment needs and risk management requirements of the person with forensic disability issues, within a community context. - Collaborated effectively across jurisdictions and with complex care teams in the development and proposed implementation of the Safety Plan. The earner of this Melbourne MicroCert completed the following assessment tasks: **Assessment task 1: case formulation (40%):** By identifying and synthesising relevant assessments and reports, the learner generated a comprehensive case formulation for a person with a disability who is at risk or in contact with the justice system. In developing the case formulation, the learner used key information to better understand the person including their behavioural presentation, identified risk factors, protective factors, and needs to maximise the person’s quality of life. **Assessment task 2: development of a Safety Plan (60%):** Applying knowledge from their first assessment, the learner created a Safety Plan for a person with a disability, linking identified relevant risk factors to the person's treatment needs and risk management requirements. The Safety Plan focused on improving quality of life, minimising harm, avoiding further contact with the criminal justice system and aligned with the Positive Behaviour Support Framework. The learner demonstrated effective collaboration with the person’s care team to gain insights to create a Safety Plan with meaningful strategies for the person and their nominated goals. Percentages in parentheses indicate the contribution of each assessment to the overall mark for the Melbourne MicroCert. The learner attained a minimum standard of at least 70% in the assessment to earn this Melbourne MicroCert. Course version 1
The earner of this Melbourne MicroCert has demonstrated the ability to design, analyse, and monitor a network. By completing this Melbourne MicroCert, the earner demonstrated the following skills: ability to monitor a network sensor array and establish baseline network activity; network monitoring architecture design; and capacity to log observed network activity. This Melbourne MicroCert comprised of 42 hours of coursework and assessment tasks.
U.S. Workforce Framework for Cybersecurity (NICE Framework)
To earn this Melbourne MicroCert, the learner has demonstrated that they have successfully acquired key knowledge and skills that underpin the tasks undertaken by Network Countermeasures personnel and is able to independently carry out these tasks.
The earner of this Melbourne MicroCert: - Explained the purpose of different sensor technologies and analysed their pros and cons for a particular context - Justified the appropriateness of a specific sensor configuration and placement within a net topology - Logged activities observed from the sensor and accurately interpreted and communicated baseline network activities from the observations. The earner of this Melbourne MicroCert completed the following assessment tasks: **Assessment task 1: network monitoring architecture quiz (35%):** Using a provided network architecture diagram and description, the learner created and justified the design of a network monitoring architecture in short responses to quiz questions. **Assessment task 2: network analysis and baseline profile report (65%):** The learner was given a network scenario to carry out network monitoring and analysis and interpretation. They established a baseline profile of the network and based on this analysis, prepared a report examining the network topology, network traffic classes and volumes, and observed regular network activity, analysed individual network packets, and suggested improvements to the monitoring setup. Percentages in parentheses indicate the contribution of each assessment to the overall mark for the Melbourne MicroCert. The learner attained a minimum standard of at least 70% in the assessment to earn this Melbourne MicroCert. Course version 1
The earner of this Melbourne MicroCert has demonstrated the ability to employ appropriate capture, detection and defence methods to accurately interpret their findings, as well as implement strategies to ensure captured network data integrity. By completing this Melbourne MicroCert, the earner demonstrated the following skills: the ability to find, capture, analyse and characterise anomalous network artefacts; analyse network data and extraction of suspicious files to obtain malware artefacts; conduct network traffic de-obfuscation and decryption; identify, track and report on adversary activity and manoeuvres; conduct operational servicing of cyberspace defensive toolsets. This Melbourne MicroCert comprised 85 hours of coursework and assessment tasks.
The earner of this Melbourne MicroCert: - Employed appropriate capture and detection methods and accurately interpreted their findings - Deployed strategies to de-obfuscate and decrypt network traffic - Analysed network data to identify and extract specific features, including malicious artefacts - Chose and implemented appropriate strategies to ensure the integrity of captured network data - Identified and explained adversarial actions including reconnaissance, exploitation, command-and-control and lateral movement - Critically analysed, deduced and implemented defences to observed adversary behaviour including via malware analysis, deploying custom signatures, vulnerability mitigations, and containment. The earner of this Melbourne MicroCert completed the following assessment tasks: **Assessment task 1: intrusion analysis report (30%):** The learner produced a written report on an investigation of a scenario, in which they analysed a simple but realistic network intrusion and suggested a network-based countermeasure. **Assessment task 2: malware analysis report (30%):** The learner prepared a written report on their analysis of an attack case study in which a malicious file is inserted into a network. They also provided their recommendations for strengthening security controls based on the malware analysis conclusions. **Assessment task 3: adversary activity analysis report (40%):** The learner produced a written report on investigations into scenarios involving intrusion against an internal machine – after the adversary has performed reconnaissance, initial exploitation and lateral movement – and recommended containment actions to be performed based on their analysis. Percentages in parentheses indicate the contribution of each assessment to the overall mark for the Melbourne MicroCert. The learner attained a minimum standard of at least 70% in each assessment to earn this Melbourne MicroCert. Course version 1
The earner of this Melbourne MicroCert has demonstrated key competencies aligned with those required of a Specialist Practitioner when working with people with Autism, as defined by the Australian National Disability Insurance Scheme (NDIS) Quality and Safeguards Commission’s Positive Behaviour Support Capability Framework. By completing this Melbourne MicroCert, the earner demonstrated the following skills: synthesis and integration of case information from multiple sources; ability to plan behaviour support strategies that are neurodiverse affirming; effective collaboration with Autistic persons; proactive decision-making in complex situations. This Melbourne MicroCert comprised 42 hours of coursework and assessment tasks.
To earn this Melbourne MicroCert, the learner has demonstrated that their knowledge, skills, and abilities align with the National Disability Insurance Scheme (NDIS) Quality and Safeguards Commission’s Positive Behaviour Support Capability Framework. The Melbourne MicroCert predominately focused on validating the learner’s key capabilities at the level of Specialist Practitioner to facilitate behavioural analysis for individuals with disabilities through fundamental elements of a positive behaviour support approach.
The earner of this Melbourne MicroCert: - Synthesised a range of informational sources, including from the Autistic person to consolidate a neurodiversity-affirming case formulation, taking into consideration the person’s personal preferences, risk, protective factors and needs most relevant to maximising the person’s quality of life. - Created a Behaviour Support Plan that is Autism affirming and demonstrates an understanding of the biopsychosocial model and socio-ecological model. The earner of this Melbourne MicroCert completed the following assessment tasks: **Assessment task 1: case formulation for an Autistic person (40%):** The learner formulated a case for an Autistic person that is neurodiversity-affirming. The case described the behaviour of concern and why the behaviour of concern is occurring. **Assessment task 2: development of a comprehensive behaviour support plan (60%):** Referencing their case formulation from the first assessment task, the learner developed a Comprehensive Behaviour Support Plan. The learner described and examined in detail the neurodiversity-affirming preventative and environmental strategies that should be used to minimise triggers and enhance quality of life for the person identified for the assessment. Percentages in parentheses indicate the contribution of each assessment to the overall mark for the Melbourne MicroCert. The learner attained a minimum standard of at least 70% in the assessment to earn this Melbourne MicroCert. Course version 1.
The earner of this Melbourne MicroCert: - Synthesised a range of informational sources to consolidate a holistic case formula about the person with forensic disability issues, taking into consideration risk, protective factors and needs most relevant to maximising the person’s quality of life. - Created a Safety Plan that links the identified relevant risk factors for treatment needs and risk management requirements of the person with forensic disability issues, within a community context. - Collaborated effectively across jurisdictions and with complex care teams in the development and proposed implementation of the Safety Plan. The earner of this Melbourne MicroCert completed the following assessment tasks: **Assessment task 1: case formulation (40%):** By identifying and synthesising relevant assessments and reports, the learner generated a comprehensive case formulation for a person with a disability who is at risk or in contact with the justice system. In developing the case formulation, the learner used key information to better understand the person including their behavioural presentation, identified risk factors, protective factors, and needs to maximise the person’s quality of life. **Assessment task 2: development of a Safety Plan (60%):** Applying knowledge from their first assessment, the learner created a Safety Plan for a person with a disability, linking identified relevant risk factors to the person's treatment needs and risk management requirements. The Safety Plan focused on improving quality of life, minimising harm, avoiding further contact with the criminal justice system and aligned with the Positive Behaviour Support Framework. The learner demonstrated effective collaboration with the person’s care team to gain insights to create a Safety Plan with meaningful strategies for the person and their nominated goals. Percentages in parentheses indicate the contribution of each assessment to the overall mark for the Melbourne MicroCert. The learner attained a minimum standard of at least 70% in the assessment to earn this Melbourne MicroCert. Course version 1.D
The learner has demonstrated the following skills and capabilities:
[Identification of relevant risk factors](https://www.openrsd.com/items/100c3c08-fab9-498d-842c-dc3bbd20c6e5/0/) - Demonstrated understanding of what critical information is relevant to the development of a case formulation. - Understands relationship between risk factors and protective factors that are most critical for the person, when managing situational risk of harm and identifying treatment needs associated with person’s problem behaviour. [Case Formulation](https://www.openrsd.com/items/f576458a-2422-49d1-b7c8-4efb956cba36/0/) - Demonstrated understanding of the causes, triggers and maintenance of the problem behaviour. [Translate risk factors into treatment](https://www.openrsd.com/items/50e8ba15-e9c8-4d6a-a064-7f2c156478c4/0/) - Identifies strategies that manage immediate safety under the least restrictions possible. [Decision making ability](https://www.openrsd.com/items/7ac4a26c-98a3-440a-ba96-54f2d5bac2da/0/) - Translates the person’s ‘areas of need’ into recommendations about the person’s environmental changes, personal supports, and the behavioural skills training required to replace their problem behaviour with pro-social behaviour goals. [Collaborate effectively with participant and systems](https://www.openrsd.com/items/95d4046d-734f-45f3-ba46-a73b495a121c/0/) - Collaborates effectively with the person’s care team and with the person whom the plan is about, in the design of the strategies and goals of safety plan.
The earner of this Melbourne MicroCert: - Determined appropriate methods and tools for a values-led, human rights based, data driven functional behaviour assessment to Proficient Practitioner level - Developed an evidence-informed comprehensive behaviour support plan that improves quality of life and positively impacts behaviours of concern, consistent with the NDIS Commission expectations - Evaluated the quality of comprehensive behaviour support plans using the standards by the NDIS Commission. The earner of this Melbourne MicroCert completed the following assessment tasks: **Assessment task 1: analysed data and recommended a formulation for a functional behaviour assessment (40%):** The learner used a functional behaviour assessment case study to analyse the data and proposed a formulation for the behaviour of concern. **Assessment task 2: developed a comprehensive Behaviour Support Plan that meets the standards expected of the NDIS Commission (60%):** The learner developed a comprehensive Behaviour Support Plan and then shared it with peers to give and gain feedback on how to improve the Plan to meet the quality standards expected by the National Disability Insurance Scheme (NDIS) Commission and reflected evidence-informed positive behaviour support. Percentages in parentheses indicate the contribution of each assessment to the overall mark for the Melbourne MicroCert. The learner attained a minimum standard of at least 70% in the assessment to earn this Melbourne MicroCert. Course version 1.D
[Conduct a functional behaviour assessment](https://www.openrsd.com/items/2dc4e926-2fbe-41e6-8cba-5f4506744f78/0/) - Identifies the predisposing factors, precipitating factors, perpetuating, and protective factors. - Develops a case formulation that accurately identifies plausible functions of the behaviour and demonstrates an integrated understanding of why the behaviour is occurring in the context of the person’s life and circumstance. - Writes a formulation that is a clear and succinct summary that communicates in an accessible format to the target audience. [Plan behaviour support strategies](https://www.openrsd.com/items/4b2ab086-79ad-4f2a-a3ca-6a0ee47004d9/0/) - Identify improvements to the positive behaviour support strategies to ensure they meet the standards expected by the NDIS Commission and reflect evidence-informed positive behaviour support. [Develop an individualised, person-centred behaviour support plan](https://www.openrsd.com/items/71e48f5e-e1ba-434f-bafe-d41e5ed74a60/0/) - Identify improvements to the Behaviour Support Plan to ensure it meets the standards expected by the NDIS Commission and reflect evidence-informed positive behaviour support. [Build and utilise collaborative partnerships](https://www.openrsd.com/items/ae0d694a-0b68-4cdd-be6c-6014c8214dd4/0/) - Evaluate the Behaviour Support Plan provided accurately using the tools recommended by the NDIS Commission for quality evaluation.
This Melbourne MicroCert will expire 10 years from the date of issue as particular knowledge and/or skills may need to be updated or refreshed.
The earner of this Melbourne MicroCert: - Analysed factors that precipitate and maintain behaviours of concern using knowledge of the biopsychosocial model, human rights, and capable environments - Suggested appropriate ways to monitor and promote human rights, quality of life, and capable environments using the positive behaviour support framework and knowledge of relationship between behaviours of concern and quality of life - Analysed regulated restrictive practices and recommended appropriate uses that promote human rights and are within legislative requirements. The earner of this Melbourne MicroCert completed the following assessment tasks: **Assessment task 1: application of Positive Behaviour Support approach [60%]:** The learner used a case study that included elements of good practice for a Positive Behaviour Support approach for people with disabilities with behaviours of concern living in a shared household. Through collaborative discussion and analysis with peers, the learner prepared a brief case study analysis to examine biopsychosocial factors that pre-dispose, precipitate and maintain the behaviours of concern, and reviewed the approach used from the theoretical framework of Positive Behaviour Support. The learner also reflected on their professional learning from peers and its impact on their practice. **Assessment task 2: analyse, recommend, and report regulated restrictive practices within ethical, legal and policy requirements [40%]:** The learner used either their own or a given case to examine behaviours of concern, environment and supports and to ensure the approach used towards the person with disability adhered to the human rights, legislative and policy requirements. The learner then recommended appropriate uses and processes for consent, authorisation, and reporting of regulated restrictive practices and highlighted any ethical, policy or reporting implications for any identified regulated restrictive practice. Percentages in parentheses indicate the contribution of each assessment to the overall mark for the Melbourne MicroCert. The learner attained a minimum standard of at least 70% in the assessment to earn this Melbourne MicroCert. Course version 2.D
[Improve Quality of Life](https://www.openrsd.com/items/9077b07a-b05f-4529-98f4-ab5004b7325e/1/) - Understand the relationship between biological, psychological, social and environmental factors that underpin behaviours of concern - Understand the relationship between quality of life, capable environments, and behaviours of concern [Adapt Environments and Routines](https://www.openrsd.com/items/0ac07799-b7d6-497f-a751-a9db734b5c72/1/) - Evaluation of behaviour support approach and opportunities for improvement - Evaluation of support environment and opportunities for improvement [Identify and seek authorisation for restrictive practices](https://www.openrsd.com/items/be3dd72a-e4fd-43c3-8ba1-ccf636b727ad/1/) - Accurately identify restrictive practices present in report and scenario - Recommend appropriate processes for reporting and authorisation - Identify if practices meet legislative and policy requirements for restrictive practices and recommend appropriate alternatives
[Synthesise and integrate case information from a range of sources and contexts]( https://www.openrsd.com/items/722f889e-cc74-46e7-b7d4-09f6053e83be/0/) - Integrate case study information to create an Autism affirming comprehensive case formulation, for an Autistic person who engages in behaviours of concern. [Ability to make proactive and effective decision making in complex situations]( https://www.openrsd.com/items/a716d3d6-5cda-4a38-8a41-72a79ba46f09/0/) - Identify predisposing factors, precipitating factors, perpetuating and protective factors. - Develop a case formulation that accurately identifies plausible functions of the behaviour and demonstrates an integrated understanding of why the behaviour is occurring in the context of the person’s life and circumstances. [Plan behaviour support strategies that are Autism affirming]( https://www.openrsd.com/items/955582df-a09d-40ea-bac0-7e7f8c425d42/0/) - Develop and describe a range of proactive or preventative Autism affirming strategies that will meet David's needs. [Collaborate effectively and meaningfully with the neurodivergent person and across organisational systems]( https://www.openrsd.com/items/89afd12f-66ae-4463-a9eb-14748cbe2fb3/0/) - Reflect on team collaboration experience.
The earner of this Melbourne MicroCert has demonstrated the ability to detect and investigate adversary persistence mechanisms, devise and deploy network eviction strategies, and make recommendations for updating cyber defence policies. By completing this Melbourne MicroCert, the earner demonstrated the following skills: the ability to develop network countermeasures; critically analyse the effectiveness of countermeasures; and to recommend enhanced cyber defence tactics, procedures and policies. This Melbourne MicroCert comprised 45 hours of coursework and assessment tasks.
NICE framework from United States of America
To earn this Melbourne MicroCert, the learner has demonstrated that they have successfully acquired the knowledge and skills of the role of Network Countermeasures personnel and are able to independently carry out the tasks of the role. Learning is aligned to the ADF Cyber Professional Framework which is mapped to the internationally recognised NICE framework from the USA.
The earner of this Melbourne MicroCert: - Detected and investigated adversary persistence mechanisms including backdoors - Devised and deployed network eviction strategies using cyberspace defensive toolsets in response to the adversarial actions - Critically analysed the effect of deployed network countermeasures and corresponding network eviction strategies and made recommendations for updating relevant cyber defence tactics, procedures and policies. The earner of this Melbourne MicroCert completed the following assessment tasks: **Assessment task 1: command and control disruption report (40%):** The learner was given a case study involving a Security Information and Event Management system alerting to a potentially compromised remote machine. In response to this alert, the learner investigated the machine's network behaviour to determine evidence of any adversary persistence mechanisms and devised and implemented appropriate countermeasures to disrupt adversary communications. The learner then produced a report that documented the steps they followed and justified the countermeasures they implemented. **Assessment 2: policy implementation and improvement report (60%):** Learners received a scenario detailing a potentially compromised remote machine and a playbook containing policies and procedures to follow to investigate the intrusion. They then investigated the intrusion, detected the covert APT communication and implemented immediate countermeasures. Based on the findings, the learner produced a report that documented how they followed the procedures, critically analysed evidence collected and provided recommendations for improvements to the playbook to be used in the event of future APT style intrusions. Percentages in parentheses indicate the contribution of each assessment to the overall mark for the Melbourne MicroCert. The learner attained a minimum standard of at least 70% in the assessment to earn this Melbourne MicroCert. Course version 1
**Persistence analysis** Report demonstrates that the learner was successfully able to identify and describe the persistence techniques employed by the malware. Report presents appropriate evidence and argument to justify these findings. **Countermeasure recommendations** For each persistence mechanism the report documents, the learner was able to recommend applicable countermeasures that should be employed. Report presents reasoned arguments for the applicability of each countermeasure to the corresponding persistence mechanism identified. **Countermeasure predictions** For each persistence mechanism the report documents, the learner was able to correctly identify which countermeasure tactic(s) and describe its impact on the adversary and corresponding persistence mechanism. Report presents reasoned arguments to justify predictions about the effect of each countermeasure and the countermeasure tactic(s) that correspond to each countermeasure. **Clarity and presentation** The report was clear, concise, and used appropriate evidence throughout to support conclusions. **Procedure improvement** The report shows that the procedure for extending the Python program was successfully followed: the Python program was extended as required, and the extension was correct or very close to the requirements to produce sequence diagrams containing equivalently useful information. **Intrusion procedure investigation** The report clearly and correctly indicates the nature of the intrusion and its scope, with sufficient IOCs and corresponding evidence, to derive evidence-based countermeasure recommendations. The report clearly identifies how the Python program was or was not used to aid the investigation, justifying why. **Countermeasure strategy** The report provides evidence-based countermeasure recommendations, with justifications for each, and correctly predicts the impacts of recommended countermeasures. **Countermeasure classification and risk assessment** For each countermeasure identified, the learner was able to correctly classify it according to its scope and latency, and to identify risks associated with that countermeasure or information that would be required to assess those risks. Report presents reasoned arguments to justify the countermeasure classifications and risks or why certain information is required to assess them.
Building Resilience to Disinformation and Malign Influence
The earner of this Melbourne MicroCert has demonstrated the ability to apply counterstrategies to combat malign information influence and interference. By completing this Melbourne MicroCert, the earner demonstrated the following skills: an understanding of misinformation, disinformation, and malinformation; evaluation of malign information influence and assessment of threats; and application of the Debunking Handbook process. This Melbourne MicroCert comprised 42 hours of coursework and assessment tasks.
The earner of this Melbourne MicroCert: - Distinguished between key types of misinformation, disinformation, and malinformation, influence operations, deception, hybrid threats and foreign and malign interference - Analysed and evaluated instances of malign information influence and related hybrid threats, identifying key actors and their tactics, techniques, and procedures - Identified, prioritised and applied counterstrategies and techniques to combat malign information influence and interference. The earner completed the following assessment tasks: **Assessment task 1: malign information manipulation case study (60%):** The learner identified a theme related to disinformation or malign influence, providing an overview of actors, background and techniques employed. They assessed threats, highlighting vulnerable groups, and conducted an analysis on a specific example, justifying why it qualifies as disinformation. **Assessment task 2: debunk the disinformation report (40%):** Using the Debunking Handbook process, the learner 'debunked/prebunked' the specific disinformation example identified in assessment task 1. The percentages indicate the contribution of each assessment to the overall mark. The learner attained a minimum 70% standard to achieve this MicroCert. Course version 1
Engineering Management: Risk and Economic Analysis
The earner of this Melbourne MicroCert has demonstrated the ability to conduct advanced qualitative and quantitative risk assessments to manage the life-cycle risks of infrastructure projects, in accordance with framework ISO 31000:2018 – Risk Management. By completing this Melbourne MicroCert, the earner demonstrated the following skills: appropriate use of risk assessment tools and techniques to manage life-cycle risks of infrastructure projects, due diligence, and compliance; qualitative risk assessment; development of a risk management plan; creation of a quantitative risk analysis plan; and the ability to evaluate the risk of an applied infrastructure project simulation. This Melbourne MicroCert comprised 42 hours of coursework and assessment tasks.
Risk Management Framework ISO 31000: 2018 – Risk Management
The earner of this Melbourne MicroCert has demonstrated that their knowledge, skills and abilities align with the risk management framework ISO 31000: 2018 – Risk Management.
The earner of this Melbourne MicroCert: - Established context of risk analysis, identified risks, critically analysed and evaluated risks, and proposed risk treatment based on the risk management framework ISO 31000:2018. - Applied advanced engineering reliability methodologies and simulation techniques to maintain the sustainability of critical infrastructures. The earner of this Melbourne MicroCert completed the following assessment tasks: **Assessment task 1: risk management methodology (10%):** The learner demonstrated their understanding of risk management processes, context, and methodology in responses to multiple choice and short answer questions. **Assessment task 2: risk management of a case study (90%):** Using a case study, the learner performed a qualitative risk assessment and developed a risk management plan based on ISO 31000:2018 – Risk Management. They then applied advanced simulation tools to evaluate the risk if the case study does not comply with the required standard. The percentages in parentheses indicate the contribution of each assessment to the overall mark for the Melbourne MicroCert. The learner attained a minimum standard of at least 70% in the assessment to achieve this Melbourne MicroCert. Course version 3
The learner of this Melbourne MicroCert has demonstrated the ability to deploy a local Python-based environment suitable for machine learning, applying fundamental Python programming concepts and standards, utilising Python-based libraries for machine learning tasks. By completing this Melbourne MicroCert, the learner demonstrated the following skills; ability to write Python codes and apply established Python libraries; ability to preprocess healthcare data and conduct machine learning and critical evaluation using established Python machine learning libraries in a healthcare context. This Melbourne MicroCert comprised of 42 hours of coursework and assessment tasks.
Skills Framework for the Information Age
To earn this Melbourne MicroCert, the learner has demonstrated the following skills on the Skills Framework for the Information Age framework: • Designs, codes, verifies, tests, documents, amends and refactors simple programs/scripts. • Applies agreed standards and tools to achieve a well-engineered result. • Prepares data to be used by machine learning models. • Analyses and reports on findings using algorithms implemented in standard software frameworks and tools. • Given a well-described problem and dataset, it assesses whether machine learning is likely to provide an effective solution. • Applies given machine learning techniques to data. • Advises on the effectiveness of specific techniques, based on project findings. Evaluates the outcomes and performance of machine
The learner of this Melbourne MicroCert: - Programmatically loaded, manipulated and saved healthcare data using industry-standard tools - Applied preprocessing methods to healthcare data to enable machine learning - Developed and evaluated basic machine learning pipelines for solving healthcare problems. The earner of this Melbourne MicroCert completed the following assessment tasks: **Assessment task 1: Preprocessing and evaluating healthcare data using Python (45%):** Using a provided raw healthcare data set, the learner wrote a Python program that loads and manipulates data using established Python libraries. The learner then evaluated the stability of the prepared data for machine learning through Python-based visulisations. **Assessment task 2: Problem solving with machine learning techniques using Python (55%):** Using the data set from assessment one, learners wrote a Python program that performed a simple machine learning visulisation. The learner then interpreted the results in the context of the healthcare problem provided, evaluating the performance of the machine learning techniques, justifying the approaches made and reflecting on the pros and cons of the selected technique(s). Percentages in parentheses indicate the contribution of each assessment to the overall mark of the Melbourne MicroCert. The learner attained a minimum standard of at least 70% in the assessment to earn this Melbourne MicroCert. Course version 3.
Create Healthcare Solutions from Existing AI Tools
The earner of this Melbourne MicroCert has demonstrated an understanding of key machine learning algorithms, proficiency in Python programming and ability to critically access, apply and evaluate existing (pre-trained) machine learning solutions to solve data-driven problems. By completing this Melbourne MicroCert, the earner demonstrated the following skills: applying existing machine learning techniques; evaluating system performance and effectiveness; assessing problem suitability and recommending suitable approaches; implementing and advising on algorithms; and ability to select techniques based on a thorough understanding of their strengths, weaknesses, and expected performance. This Melbourne MicroCert comprised of 42 hours of coursework and assessment tasks.
To earn this Melbourne MicroCert, the learner has demonstrated that they have successfully acquired key knowledge and skills that underpin the tasks undertaken by the Skills Framework for the Information Age and is able to independently carry out these tasks. • MLNG 2.1: Applies given machine learning techniques to data, under the guidance of technical leadership • MLNG 3.1: Applies existing machine learning techniques to new problems and data sets • MLNG 3.2: Evaluates the outcomes and performance of machine learning systems • MLNG 4.1: Given a well-described problem and dataset, assessment whether machine learning is likely to provide an effective solution • MLNG 4.2: Implements algorithms developed by others. Advises on the effectiveness of specific techniques, based on project findings and wider research • MLNG 5.2: Selects techniques based on a breadth of knowledge of the strengths, weaknesses and expected performance of different approaches.
The earner of this Melbourne MicroCert: - Applied key algorithms in machine learning, deep learning, image processing, and text processing - Applied and evaluated existing machine learning models to solve a complex real-world problem The earner of this Melbourne MicroCert completed the following assessment tasks: **Assessment task 1: Backpropagation implementation (30%):** Learners were provided with a Jupyter Notebook which contained question fields and code blocks. Using backpropagation calculations, the learner completed the Jupyter notebook then replicated this activity using a machine learning framework such as KERAS. **Assessment task 2: Training existing (pretrained) models (70%):** Using a real-world example, learners were required to apply pre-trained models to a data set or their choice justifying why this model was selected. The learner then trained a preexisting model, using Python code, evaluating its performance on the data and comparing its output to the pre-trained variant. Percentages in parentheses indicate the contribution of each assessment to the overall mark for the Melbourne MicroCert. The learner attained a minimum standard of at least 70% in the assessment to earn this Melbourne MicroCert. Course version 1.
Authorised Program Officer (APO) Professional Development
The earner of this Melbourne MicroCert has demonstrated the foundational skills required for applying to practice as an Authorised Program Officer (APO) in Australia’s National Disability Insurance Scheme (NDIS). By completing this Melbourne MicroCert, the earner demonstrated the following skills: analysis of Behaviour Support Plans within a human rights framework; and the ability to critically review Behaviour Support Plans using quality criteria. This Melbourne MicroCert comprised 25 hours of coursework and assessment tasks.
DFFH requirements for appointment of a person as an Authorised Programme Officer (APO), consistent with the Disability Act 2006
To earn this Melbourne MicroCert, the learner has demonstrated that their knowledge, skills and abilities align with the requirements and expectations of the statutory authority responsible for the oversight of behaviour support plans for people with disabilities, and particularly those subject to regulated restrictive practices. Learning is aligned with DFFH requirements for appointment of a person as an Authorised Programme Officer (APO), consistent with the Disability Act 2006.
The earner of this Melbourne MicroCert: - Examined role expectations, including legislative and administrative requirements, for the oversight of Behaviour Support Plans and strategies relating to regulated restrictive practices - Applied best practice principles to critically review and propose enhancements to Behaviour Support Plans, using a human rights informed and evidence-based approach to deliver quality behaviour support practice and positive outcomes for people with disability. The earner of this Melbourne MicroCert completed the following assessment tasks: **Assessment task 1: identifying legislative and administrative requirements for a behaviour support plan (40%):** The learner reviewed an incomplete Behaviour Support Plan in which statutory and administrative requirements needed to be entered. The learner entered the missing information and completed the plan with the correct information. **Assessment task 2: improving the quality of a behaviour support plan (60%):** Using a standardised tool designed to appraise and maximise Behaviour Support Plan quality, the learner analysed a plan and reported on the changes they would recommend, commenting on how these changes reflected their duties as an APO to improve the lives of people with disability subject to behaviour support and regulated restrictive practices. Percentages in parentheses indicate the contribution of each assessment to the overall mark for the Melbourne MicroCert. The learner attained a minimum standard of at least 70% in the assessment to earn this Melbourne MicroCert. Course version 1
The earner of this Melbourne MicroCert has demonstrated the knowledge and skills necessary to detect, analyse and respond to cyber threats and enhance the overall cyber security of an organisation. By completing this MicroCert, the earner demonstrated the following skills: host-based monitoring, security and defensive countermeasures; malware analysis; containment planning; scripting for security purposes using SIEM systems; implementing effective logging strategies; analysing malicious artifacts; developing customised countermeasures and formulating continuous improvement plans for cybersecurity. This Melbourne MicroCert comprised of 84 hours of coursework and assessment tasks.
NICE Workforce Framework for Cybersecurity (NICE Framework)
To earn this Melbourne MicroCert, the learner has demonstrated that they have successfully acquired key knowledge and skills that underpin the tasks undertaken by the S NICE Workforce Framework for Cybersecurity (NICE Framework) and is able to independently carry out these tasks. T1666: Exploit wireless computer and digital networks T1322: Capture network traffic associated with malicious activities T1676: Survey computer and digital networks T0349: Collect metrics and trending data T1065: Determine data capacity requirements T1347: Detect cybersecurity attacks and intrusions T1198: Identify data or intelligence of evidentiary value T1712: Recommend potential courses of action T1440: Assess the validity of source data T1053: Identify and characterise intrusion activities against a victim or target T1676: Survey computer and digital networks T1051: Set up a forensic workstation
The earner of this Melbourne MicroCert: - Designed and implemented host data collection and processing strategies, including the use of compiled computer languages, to establish baseline host activity - Evaluated and configured system monitoring tools to develop and implement effective security information and even aggregation strategies - Developed and customised host countermeasure methods based on cyber-threat intelligence, tailored to specific operational environments - Analysed and assessed malicious artifacts to evaluate the effectiveness of deployed countermeasures and formulated continuous improvement plans. The earner of this Melbourne MicroCert completed the following assessment tasks: **Assessment task 1: Network security monitoring and IOC detection implementation (40%):** The learner developed scripts to address specific network security needs, such as searching for Indicators of Compromise (IOCs) across or within a network. The learner identified and implemented these measures to enhance the fidelity of security logging in a networked environment or scenario. **Assessment task 2: Malware analysis and incident response report (60%):** The learner performed a detailed examination of a malware sample, extracting Indicators of Compromise (IOCs) and understanding its behaviour and potential impact. Based on their findings, the learner created new queries in a SIEM system to detect similar threats in the future. The learner then developed a containment plan to address the identified malware threat(s). The percentages in parentheses indicate the contribution of each assessment to the overall mark for the Melbourne MicroCert. The learner attained a minimum standard of at least 70% in the assessment to achieve this Melbourne MicroCert. Course version 1.
Urban Design for Bushfire-Resilient Homes
The earner of this Melbourne MicroCert, codesigned with Fire Protection Authority Australia (FPAA), has demonstrated that they understand the various mechanisms involved in house loss due to bushfire. By completing this Melbourne MicroCert, the earner demonstrated the following skills: understanding of bushfire behaviour; data gathering and analysis; assessment of local and landscape factors and an understanding of relevant building standards. This Melbourne MicroCert comprised 42 hours of coursework and assessment tasks.
The earner of this Melbourne MicroCert: - Described the different mechanisms of house loss - Deconstructed the roles of landscape and local factors in determining house loss. The earner of this Melbourne MicroCert completed the following assessment tasks: ### Assessment 1: exposure types and house design (30%): The learner prepared a short video presentation on the drivers of house loss for local residential areas, demonstrating their understanding of how fire behaviour relates to house loss. ### Assessment 2: house loss report (70%): The learner provided a brief report on one local or landscape factor that may contribute to house loss, using evidence to demonstrate the relative importance of that factor. The percentages in parentheses indicate the contribution of each assessment to the overall mark for the Melbourne MicroCert. The learner attained a minimum standard of at least 70% in the assessment to achieve this Melbourne MicroCert. Course version 2.
The earner of this Melbourne MicroCert has demonstrated the foundational skills required for applying to practice as an Authorised Program Officer. By completing this Melbourne MicroCert, the earner demonstrated the following skills: analysed Behaviour Support Plans within a human rights framework and evidence-based approaches; applied quality criteria to critically review Behaviour Support Plans. This Melbourne MicroCert comprised of 25 hours of coursework and assessment tasks.
To earn this Melbourne MicroCert, the learner has demonstrated that their knowledge, skills and abilities align with the requirements and expectations of the statutory authority responsible for the oversight of behaviour support plans for people with disabilities, and particularly those subject to regulated restrictive practices.
The earner of this Melbourne MicroCert: - Examined role expectations, including legislative and administrative requirements for the oversight of Behaviour Support Plans and strategies relating to regulated restrictive practices - Applied best practice principles to critically review and propose enhancements to Behaviour Support Plans, using a human rights informed and evidence-based approach to deliver quality behaviour support practice and positive outcomes for people with disability. The earner of this Melbourne MicroCert completed the following assessment tasks: **Assessment task 1: Identifying legislative and administrative requirements for a behaviour support plan (40% / 300 Words)** Using an online form, the learner reviewed a behaviour support plan (BSP). This document contained blank spaces in which statutory and administrative requirements were required to be entered. The learner needed to fill in the missing spaces with the correct information. **Assessment task 2: Improving the quality of a behaviour support plan (60% / 550 Words)** Using a standardised tool designed to appraise and maximise behaviour support plan (BSPs) quality, the learner analysed a BSP and reported on the changes they would recommend and commented on how these changes reflected their duties as an APO to improve the lives of people with disability subject to behaviour support and regulated restrictive practices. The learner attained a minimum standard of at least 70% in the assessment to earn this Melbourne MicroCert. Course version 1 [View External Criteria](https://study.unimelb.edu.au/study-with-us/professional-development)
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The earner of this Melbourne MicroCert has demonstrated proficiency in implementing machine learning algorithms in Python based frameworks from research papers and developing, applying and evaluating custom machine learning solutions to solve data-driven problems. By completing this Melbourne MicroCert, the earner demonstrated the following skills: applied existing machine learning techniques; evaluated system performance and effectiveness; assessed problem suitability and recommended suitable approaches; implemented and advised on algorithms; selected techniques based on a thorough understanding of their strengths, weaknesses, and expected performance; designed, implemented, and tested machine learning architectures and systems while adhering to established good practices. This Melbourne MicroCert is comprised of 42 hours of coursework and assessment tasks.
Skills Framework for the Information Age. To earn this Melbourne MicroCert, the learner has demonstrated that their knowledge, skills and abilities align with the Skills Framework for the Information Age. MLNG 3.2 MLNG 4.2 MLNG 4.3 MLNG 5.1 MLNG 5.2 MLNG 5.3
The earner of this Melbourne MicroCert has met the following learning outcomes: - Designed and implemented custom machine earning model(s) using popular Python based machine learning frameworks - Applied custom machine learning and Graphics Processing Unit (GPU) ready solution(s) to tackle a complex real-world problem. The earner of this Melbourne MicroCert completed the following assessment tasks: **Assessment task 1: Implementing machine learning models from latest research (30%):** The learner demonstrated the ability to reproduce and implement machine learning models from specifications outlined in recently published research papers using a popular framework such as PyTorch or Tensorflow/Keras. **Assessment task 2: Machine learning model design (70%):** Using a healthcare dataset, the learner designed and implemented their own custom machine learning model, including justifications for their design model. The learner then trained the model using popular Python frameworks such as Tensorflow or PyTorch and critically evaluated the model’s performance and suitability for their chosen problem. Percentages in parentheses indicate the contribution of each assessment to the overall mark for the Melbourne MicroCert. The learner attained a minimum standard of at least 70% in the assessment to earn this Melbourne MicroCert. Course version 2.
Diagnosing and Managing Youth Mental Illness in Primary Care
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The earner of this Melbourne MicroCert has demonstrated that they have specialized knowledge and skills in the provision of evidence based, best-practice approaches to youth mental health diagnosis and treatment. By completing this Melbourne MicroCert, the earner demonstrated the following skills: An understanding of best-practice psychosocial and pharmacological interventions to support young people experiencing mental ill-health; ability to identify different forms of mental ill-health in young people, including their epidemiology, symptomatology and functional impact; and the ability to prepare best-practice mental health care plans for different mental health presentations in young people that incorporate the latest evidence and clinical practice guidelines. This Melbourne MicroCert comprised of 42 hours of coursework and assessment tasks.
General Practice Mental Health Standards Collaboration (2022)
To earn this Melbourne MicroCert, the learner has demonstrated that their knowledge, skills and abilities align with the skills and knowledge needed to provide mental health services as specified by the General Practice Mental Health Standards Collaboration, as specified by the General Practice Mental Health Standards Collaboration.
Royal Australian College of General Practice, curriculum and syllabus for Australian General Practice - Mental Health (2022)
To earn this Melbourne MicroCert, the learner has demonstrated that their knowledge, skills and abilities align with the CPD provider standards of the Royal Australian College of General Practitioners.
The earner of this Melbourne MicroCert has met the following learning outcomes: - Identified and described common mental health disorders in young people, incorporating best-practice psychosocial and biological interventions for these disorders - Formulated evidence-informed mental health care plans that are tailored to the individual needs of young people experiencing mental ill-health, incorporating contemporary research, psychiatric and treatment guidelines. The earner of this Melbourne MicroCert completed the following assessment tasks: **Assessment task 1: Identifying and describing youth mental illness in Primary Care (30%):** The learner completed weekly quizzes, involving different question types, to demonstrate their understanding of the core learning materials. **Assessment task 2: Youth mental health care plan (70%):** Based on a chosen case study, the learner provided a written mental health care plan tailored to the young person’s individual needs, which incorporated evidence-based practice, best-practice interventions for their presenting mental illness. Percentages in parentheses indicate the contribution of each assessment to the overall mark for the Melbourne MicroCert. The learner attained a minimum standard of at least 70% in the assessment to earn this Melbourne MicroCert. Course version 2 .