The seven insights in this document,and the longer companion report,aim to provide guidance to support leaders in consolidating a systemic approach to improving the quality of learning and teaching within their institution and more broadly.
Resource Library
The Resource Library contains a collection of higher education learning and teaching materials flowing from projects funded by the Commonwealth of Australia including those from the Australian Learning and Teaching Council.
Results may be sorted filtered by keywords.
777 resources found.
2011 Grants Programs: Projects Funded
Australian Learning and Teaching Council Limited
2011
Developing a Systematic, Cross-Faculty Approach to Teaching and Assessing Reflecton in Higher Education
Queensland University of Technology
2012
Leading Sustainable Improvement in University Teaching and Learning: Lessons from the Sector
Deakin University
2012
Murdoch University, Queensland University of Technology, Swinburne University of Technology, Victoria University
Good Practice Report: Revitalising the Academic Workforce
Australian Learning and Teaching Council Limited
2012
This good practice report, commissioned by the ALTC, provides a summative evaluation of useful outcomes and good practices from ALTC projects and fellowships on revitalising the academic workforce. The report contains:
- a summative evaluation of the good practices and key outcomes for teaching and learning from completed ALTC projects and fellowships
- a literature review of the good practices and key outcomes for teaching and learning from national and international research
- the proposed outcomes and resources for teaching and learning which will be produced by current incomplete ALTC projects and fellowships
- identifies areas in which further work or development are appropriate.
Evaluation of Teaching and Learning Delivery Modes in Arts
Monash University
2009
Good Practice Report: Learning and Teaching Across Cultures
Australian Learning and Teaching Council Limited
2011
This good practice report, commissioned by the ALTC, provides a summative evaluation of useful outcomes and good practices from ALTC projects and fellowships on Learning and Teaching Across Cultures. The report contains:
- a summative evaluation of the good practices and key outcomes for teaching and learning from completed ALTC projects and fellowships
- a literature review of the good practices and key outcomes for teaching and learning from national and international research
- the proposed outcomes and resources for teaching and learning which will be produced by current incomplete ALTC projects and fellowships
- identifies areas in which further work or development are appropriate.
Lessons Learnt: Identifying Synergies in Distributed Leadership Projects
RMIT University
2012
Australian Catholic University, Macquarie University, University of Wollongong
Good Practice Report: Blended Learning
Australian Learning and Teaching Council Limited
2011
This good practice report, commissioned by the ALTC, provides a summative evaluation of useful outcomes and good practices from ALTC projects and fellowships on blended learning. The report contains:
- a summative evaluation of the good practices and key outcomes for teaching and learning from completed ALTC projects and fellowships
- a literature review of the good practices and key outcomes for teaching and learning from national and international research
- the proposed outcomes and resources for teaching and learning which will be produced by current incomplete ALTC projects and fellowships
- identifies areas in which further work or development are appropriate.
The eOSCE: Advancing Technology to Improve Student Learning and Assessment Reliability
The University of Newcastle
2013
The University of Queensland
The National Graduate Attributes Project: Integration and Assessment of Graduate Attributes in Curriculum
The University of Sydney
2009
Griffith University, The University of Queensland
Introductory Commentary
- The National Graduate Attributes Project Issues papers
- Role of Graduate Attributes in Emerging Institutional Quality Assurance Processes video
- Graduate attributes statements database
The National Graduate Attributes Project Issues papers: http://www.itl.usyd.edu.au/projects/nationalgap/resources/discussionpapers.htm
This is a collection of eight issues to consider in the renewal of learning and teaching experiences.
The National Graduate Attributes Project (GAP), a national scoping study of Australian Universities' recent activities in relation to the development of graduate attributes underpins the project.
The papers provide an introduction to each of the key elements identified as being important for universities to consider when engaging in curriculum renewal to achieve graduate attributes. Each paper is short and points to additional references. The eight elements of the institutional framework are not independent and recommended by the authors to be read in sequence. The papers are presented as starting points for reflection.
The eight papers focus on (1) Conceptualisation, (2) Stakeholders, (3) Implementation, (4) Curriculum, (5) Assessment, (6) Quality Assurance, (7) Staff Development, and (8) Student Centred. They are most helpful to those involved in considering whole of institution (or faculty) approaches to Graduate Attributes implementation. They make a good starting point and are easily downloadable separately or as one PDF document.
Role of Graduate Attributes in Emerging Institutional Quality Assurance Processes video: http://www.itl.usyd.edu.au/projects/nationalgap/resources/videos.htm
This 13-minute video is titled "Role of Graduate Attributes in Emerging Institutional Quality Assurance Processes" by Dr Jeanette Baird, Australian Universities Quality Agency, and produced as part of the National Graduate Attributes Project (2007-08) which explores curriculum renewal strategies to achieve graduate attributes in Australian universities.
The video provides a quality assurance perspective on how universities (and higher education institutions, HEIs) implement Graduate Attributes. Dr Baird suggests there are two overall questions that HEIs should ask: "How do you know that graduates achieve the Graduate Attributes?" and "What improvements to students' learning outcomes have resulted from these Graduate Attributes?". Evidence is required to support HEIs' claims about Graduate Attributes.
Dr Baird then goes on to three specific areas: (1) alignment between Graduate Attributes and HEI's institutional objectives; (2) curriculum review and implementation through mapping and contextualisation; and (3) internationalisation. Other topics include (briefly): employer feedback; CEQ Generic Skills results as a proxy for Graduate Attribute achievement; curriculum mapping and the reflection required in relation to assessment; the challenges of internationalisation and Australian HEIs; consistency of the student experience across campus. Underlying this approach is the OADRI framework (Objectives, Approach, Deploy, Review and Improve).
This resource is particularly useful and relevant to those considering a whole of institution approach and deployment of Graduate Attributes implementation in the curriculum, as well as internal and external quality assurance. It is clearly presented and to the point. The video is easily accessible to most users, and plays within the web page and on most browsers.
Graduate attributes statements database: http://www.itl.usyd.edu.au/projects/nationalgap/resources/gamap/introduction.htm
This is one of the outcomes of the National GAP (Graduate Attributes Project), a national scoping study of Australian universities' recent activities in relation to the development of graduate attributes. It is an aggregation of de-identified university graduate attributes statements, gathered in 2007-08. The statements were sorted into groups describing similar graduate attributes. They are presented as 'Enabling' level attributes (broader dispositions: scholarship, global citizenship, life-long learning) and 'Translation' level (more discrete, discipline-specific attributes: research and enquiry; information literacy; personal and intellectual autonomy; ethical, social and professional understanding and communication).
The boundaries between categories are artificial and some relate to more than one category.
This web resource includes a clickable visual map showing these eight subcategories. Links take the user to an aggregation of university statements of attributes -- for example, when universities include an attribute related to critical thinking, here are examples of how they phrase that statement. Even though these were gathered in 2007-08, they are unlikely to date -- the database shows the similarities and differences in statements.
This is a useful resource for those considering reviewing their attributes. It also shows the broad emphases in attributes across the sector.
Building a Stronger Future: Balancing Professional and Liberal Education Ideals in Tourism and Hospitality Education
Southern Cross University
2012
The University of Queensland, University of South Australia, Victoria University
Creating Cultural Empathy and Challenging Attitudes Through Indigenous Narratives
Edith Cowan University
2013
The project collected stories from Indigenous people about their experiences with health care services to enhance relationships and the development of lasting empathy. A national library of multi-media narratives of Indigenous experiences was establised on the project website and is a powerful resource catering for different learning and teaching styles and addresses curriculum outcomes for a number of health disciplines.
Combined Universities Centre for Rural Health, Curtin University, Edith Cowan University, Health Consumers’ Council of Western Australia, The University of Notre Dame Australia
Curriculum Renewal in Public Health Nutrition
University of Wollongong
2013
Bond University, Curtin University, Deakin University, Flinders University, Queensland University of Technology, The University of Queensland, University of Canberra
Authentic Assessment in Practice Settings: a Participatory Design Approach
The University of Sydney
2013
Charles Sturt University, Monash University
Exploring Problem-based Learning Pedagogy as Transformative Education in Indigenous Australian Studies
The University of Queensland
2012
Charles Darwin University, Monash University, The University of New South Wales, The University of Newcastle, University of Technology, Sydney
Articulating a Transition Pedagogy to Scaffold and to Enhance the First Year Student Learning Experience in Australian Higher Education
Queensland University of Technology
2009
This fellowship focussed on the important role of the curriculum in first year transition, success and retention. A research-based 'transition pedagogy' was articulated framed around the identification of six First Year Curriculum Principles that stand out as supportive of first year learning engagement, success. These principles are Transition, Diversity, Design, Engagement, Assessment and Evaluation and monitoring. Several discipline case studies, an extensive engaged dissemination strategy and other resources are available from the fellowship website.
This online resource provides practical ideas and strategies for academic and professional practitioners responsible for designing curricula to support first year university students. It advocates for intentional first year curriculum design using six first year curriculum principles: Transition, Diversity, Design, Engagement, Assessment, Evaluation and Monitoring. The website features resources including a briefing paper on first year assessment and checklists with useful tips for first year teachers, program coordinators and institutional leaders of learning and teaching. It would be particularly useful for academic staff responsible for designing first year curricula across disciplines. Professional staff who support first year curriculum design and delivery in such areas as blended learning will also find this a very useful site. This resource raises awareness of the multidimensional nature of the first year curriculum, drawing attention to the importance of supporting student diversity through the purposeful design of fit-for-purpose learning activities and assessment tasks. As such it would be useful for academic development staff who provide institution-level support to enhance the quality of first year curricula. The focus on evaluation and monitoring is particularly important for its emphasis on the value of continuous review and improvement of first year curricula. Discipline-based case studies are another feature of the resource. Exemplars are drawn from such fields as Law and the Creative Arts, IT and Biology. Kift has sought the input of Australian and international expert commentators who review the case studies and provide input on key issues. This dimension is particularly useful as it provides an indication of the international relevance and appeal of the resource, as well as the rigour of its approach. In terms of accessibility, the website does not readily emerge from a quick Google search of the internet, so users may want to bookmark the site. Nevertheless, once you arrive, you will find the site relatively easy to navigate and resources readily downloadable using PDF-reading software. One of the challenges you may encounter is that this resource site is embedded within a larger site. If you navigate away from the ‘Transition Pedagogy’ area and follow some of the hyperlinks, it can be a little difficult to find your way back. It is important to be aware of this if you decide to pursue some of the interesting and informative links on the site.
Curriculum Renewal in Engineering Through Theory-driven Evaluation
The University of Queensland
2014
Canterbury University (NZ), Charles Darwin University, CQUniversity Australia, Curtin University, Deakin University, Queensland University of Technology, RMIT University, The Australian National University, The University of Melbourne, The University of Western Australia, University of South Australia, University of Southern Queensland
Addressing Cultural Diversity in Health Ethics Education
The University of Melbourne
2013
La Trobe University, The University of Queensland
Identification and Implementation of Indicators and Measures of Effectiveness of Teaching Preparation Programs for Academics in Higher Education
The University of Western Australia
2013
Curtin University, Edith Cowan University
Tiddas Showin' Up, Talkin' Up and Puttin' Up: Indigenous Women and Educational Leadership
Flinders University
2009
Australian Catholic University
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