824 XXXI International Mineral Processing Congress 2024 Proceedings/Washington, DC/Sep 29–Oct 3
involved planning the collection of physical samples from
the circuit and subsequent mineralogical analysis of those
samples. Although physical collection of samples was not
feasible, as far as possible, all other aspects of doing this
task were included. Students work in groups and are given
the role of a team of graduate metallurgists who have been
requested by management to audit the circuit performance
and report back with a series of recommendations. The
task supports developed include calculation templates for
sampling and mass balancing. Task resources including
an example case study and detailed information on the
operation at which they “work” (including circuit diagram
layouts, photographs of sampling points, typically daily
data from the plant process control system). The learning
resources included: sampling and sample theory, mass bal-
ancing theory, a case study and links to appropriate web-
based resources. Resource supports including formative
assessment quizzes and tutorials were incorporated into the
learning sequence. Teacher support and peer support took
place in the form of group discussion and feedback sessions
where each group reports back to the cohort on the out-
comes from their project after two key stages in the proj-
ect. This type of learning environment provides exposure
to professional practice and is a way of providing students
with the opportunity to develop graduate attributes that
will assist them in future employment.
Student feedback from the course reinforced the suc-
cess of this approach with an overall course rating of 5/5 in
university surveys and some very positive student feedback:
“This was probably the most relevant course to my
degree that I’ve ever done”
Based on the success of this experience, aspects of this
design framework have continued to be incorporated into
developing or renewing learning materials. Despite the pos-
itive experience, external factors meant that this advanced
elective ceased to exist after 2016 as shown in Figure 5.
2015–2019
Following the renewal of face-to-face learning materi-
als there was a strong drive to develop online content
targeted at professional development. The online course
was hosted on a web-based platform and allowed users to
engage with material at their own pace. Connection to the
course instructors and their peers was made asynchronously
through the discussion board on the platform. The chal-
lenge was to engage the learners with the material. To take
a deep and meaningful approach to learning, there needs to
be an appropriate mix of activities as well as structure and
leadership (Garrison and Cleveland-Innes, 2005). For the
online environment a range of interactive resources were
developed from the very simple (including quizzes and drag
and drop activities) to the more complex such as simulation
activities and Excel-based worksheets. These activities were
designed to encourage the learner to interact with the con-
tent. The success of these resources can be measured from
the online analytics and feedback from the learners. One of
the most engaging activities for the learners is a diagnostic
Figure 5. Number of learners undertaking process mineralogy courses 2013-2023
involved planning the collection of physical samples from
the circuit and subsequent mineralogical analysis of those
samples. Although physical collection of samples was not
feasible, as far as possible, all other aspects of doing this
task were included. Students work in groups and are given
the role of a team of graduate metallurgists who have been
requested by management to audit the circuit performance
and report back with a series of recommendations. The
task supports developed include calculation templates for
sampling and mass balancing. Task resources including
an example case study and detailed information on the
operation at which they “work” (including circuit diagram
layouts, photographs of sampling points, typically daily
data from the plant process control system). The learning
resources included: sampling and sample theory, mass bal-
ancing theory, a case study and links to appropriate web-
based resources. Resource supports including formative
assessment quizzes and tutorials were incorporated into the
learning sequence. Teacher support and peer support took
place in the form of group discussion and feedback sessions
where each group reports back to the cohort on the out-
comes from their project after two key stages in the proj-
ect. This type of learning environment provides exposure
to professional practice and is a way of providing students
with the opportunity to develop graduate attributes that
will assist them in future employment.
Student feedback from the course reinforced the suc-
cess of this approach with an overall course rating of 5/5 in
university surveys and some very positive student feedback:
“This was probably the most relevant course to my
degree that I’ve ever done”
Based on the success of this experience, aspects of this
design framework have continued to be incorporated into
developing or renewing learning materials. Despite the pos-
itive experience, external factors meant that this advanced
elective ceased to exist after 2016 as shown in Figure 5.
2015–2019
Following the renewal of face-to-face learning materi-
als there was a strong drive to develop online content
targeted at professional development. The online course
was hosted on a web-based platform and allowed users to
engage with material at their own pace. Connection to the
course instructors and their peers was made asynchronously
through the discussion board on the platform. The chal-
lenge was to engage the learners with the material. To take
a deep and meaningful approach to learning, there needs to
be an appropriate mix of activities as well as structure and
leadership (Garrison and Cleveland-Innes, 2005). For the
online environment a range of interactive resources were
developed from the very simple (including quizzes and drag
and drop activities) to the more complex such as simulation
activities and Excel-based worksheets. These activities were
designed to encourage the learner to interact with the con-
tent. The success of these resources can be measured from
the online analytics and feedback from the learners. One of
the most engaging activities for the learners is a diagnostic
Figure 5. Number of learners undertaking process mineralogy courses 2013-2023