This project sought to develop, implement and evaluate a scholarly framework, processes and resources for peer review of learning and teaching in online and blended learning environments. Specific issues relating to online and blended learning environments were identified as well as the need for formative feedback and professional development. Workshop materials, case studies, and an annotated bibliography are among the resources on the project website.
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.
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62 resources found for ‘online learning environment’.
Creating a student-centred online learning environment for report writing in the sciences and engineering
Project EnROLE Blue Report: encouraging role based online learning environments
Peer review in online and blended learning environments
Developing and implementing a flexible web-based teaching/learning environment across an entire academic organisational unit
This is a final report for a 1997 National Teaching Development Grant (Organisational) funded by the Committee for University Teaching and Staff Development. The report details the School of Education project background, aims and objectives, and provides justification and educational rationale for the project's development. A website link is included for viewing resources produced during the project.
Australian history world wide web project
Learning in Networks of Knowledge: improving student outcomes using Web 2.0 concepts and a knowledge-networking approach
The Learning in Networks of Knowledge (LINK) Project explored and identified Web 2.0 applications and tools that can contributed to innovative and agile teaching and learning approaches centred on knowledge production in a networked environment. These approaches and a wide range of Web 2.0 applications were tested within an applied research setting in the Department of Internet Studies at Curtin University. Pedagogical challenges involved the development of authentic learning experiences and assessment tasks, while providing effective cognitive scaffolding within which learning could occur. The project website provides examples, guidance material, publications, tools and resources and should be read with the report.
Using cost-effective multimedia to create engaging learning experiences in law and other disciplines
This fellowship addresses the needs of (1) final year law students studying ethics and (2) law academics and other interested educators in higher education wishing to use ICT to create engaging learning environments for their students but lacking the capacity to do so. A blended learning program was developed including instruction on theoretical and philosophical underpinnings of legal ethics, together with Entry into Valhalla, an online suite of modules featuring self-test quizzes and machinima scenarios depicting legal dilemmas confronting the members of a fictional law firm. The project website includes a detailed resources manual and instructional videos.
Learning to teach online: developing high-quality video and text resources to help educators teach online
Peer review of online learning and teaching: online resources
Spaces for knowledge generation: a framework for designing student learning environments for the future
Computer aided feedback and assessment system
Developing and disseminating team skills capacities using interactive online tools for team formation,
Peer review of online learning and teaching
The project developed an open-source, web enabled peer review tool (PROTL). The PROTL system incorporates banks of standards-based criteria for use in peer review, explanations of the meaning of these criteria, exemplars, and an underlying database that can record peer review results and make them available for promotion or awards. The project website provides resources such as an online manual, detailed guides, tutorials and features of the PROTL system, case studies and publications.
Facilitating flexible, enquiry-based experiential learning through an accessible, three-dimensional virtual learning environment (3DVLE)
Improving learning in undergraduate physics using integrated 'studio' environments to replace traditional lectures, laboratories and tutorials
Online Assessment Feedback as an Instument of Reflective Learning Practice in Human Biology
The project team developed an online assessment system for the improvement of evaluation of Human Biology students’ higher level learning and skill development. The project team sought to address the challenge of teaching large classes, by developing a system which will provide a more sophisticated online dialogue with students and improved individual feedback mechanisms. The assessment system extends the aspects of Human Biology that can be assessed online (including laboratory exercises); provides analytical tools (including sets of exemplars and remedial materials); administers richer, more analytical feedback; and embeds reflective practice and self-performance assessment into the feedback component of the online assessment system. The project team have collaborated with partner institutions who have implemented the online assessment tool, in an effort to share evaluation and feedback and make improvements to the system.
An integrated system for online clinical assessment of practical skills (eCAPS) for web-based courses
IS-IT learning? Online interdisciplinary scenario-inquiry tasks for active learning in large, first year STEM courses
Development, deployment and educational assessment of advanced immersive learning environments for process engineering
Learning environments that work for tertiary music performance students and staff
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