Ken Purnell

• Encouraged class discussions by building discussions into lessons, actively soliciting input, asking open-ended questions and using techniques to track student participation.
• Shifted between informal and formal teaching methods to create a multi-layered web of learning incorporating practical activities, discussions, and projects.
• I used various learning modalities and support materials to lead the learning process and accentuate presentations.
• Developed curriculum and assessments to meet regulatory standards such as AITSL and support student learning.
• Conducted ongoing course and unit assessment, enrollment and retention tracking.
• Use strong interpersonal and communication skills, resulting in excellent rapport with students.
• I use different learning modes and types of technology to engage students in maximising their learning.
• I create a dynamic learning environment that values student interactions and contributions to their learning (neurological change and brain synchronicity).
• Provide students with constructive, encouraging and corrective feedback using voice and audiovisual methods such as Loom for Education.
• Identify student research opportunities, assisting with gathering data and drawing conclusions for projects at the undergraduate and postgraduate levels, including PhD.
• Designed and implemented various educational activities and programs to meet student needs.
• Evaluated and supervised student activities and performance levels to provide reports on academic progress.
• Incorporate instructional technologies in unit delivery for both in-class and online environments.
• Assessed students' progress and provided feedback to enhance learning.
• Review course materials and coordinate updates to keep materials relevant and accurate.
• Grade responses to assessments to provide students with timely academic progress information and feedback.
• Create materials and exercises to get students to apply course concepts in their workplace or intended workplace.
• Applied innovative teaching methods to maximise student achievements and well-being.

• Queensland Studies Authority (QSA) K-12 Curriculum Committee representing Queensland universities from 2005 to 2014 and directly impacting Queensland’s 850,000 students and 60,000 teachers each year, including Kindergarten from 2012 (total of about 2.5 million Queenslanders)
• QSA combined meetings of the Curriculum Committee with the Assessment and Moderation Committee from 2005 to 2014
• QSA (from July 2014 ‘QCAA’) State Review Panel for Economics from 1997 to 2018, including A/Chair for a year
• Expert consultant for QCAA Senior Assessment 1995 to present, affecting the approximate 100,000 Year 11 and 12 students in Queensland annually
• QCAA Senior Curriculum and Assessment Working Group 2015
• QCAA Learning Area Reference Group 2016 – 2018 for new senior syllabuses and assessments that commenced with Year 11 in 2019
• Member of the Governing Authority, Queensland Board of Senior Secondary School Studies - now QCAA. Appointed by the Minister of Education to represent Queensland universities 1992 to 1995. Work included establishing the OP system, SAIs, QCS Test, developing VET in schools, Subjects, assessments and Certification processes that two million Queenslanders have completed since in Years 11 & 12.
• Member of the Queensland Moderation Committee 1992 to 1995, overseeing all matters of the Queensland Years 11 & 12 system
• Evaluator for the delegation from VETEC to the Board of Senior Secondary School Studies for vocational education and training
• Chief Evaluator for the State of the Studies of Society and Environment, Geography, History, and Civics and Citizenship syllabuses, Sourcebook modules, Sourcebook guidelines and Initial in-service materials

Published several articles in top journals with Professor John Sweller (cognitive load theory world expert) and Professor Robert Solman.

Graduated with the highest possible GPA.

Won the Geographical Society of NSW Prize for the most outstanding academic record.