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.

86 resources found for ‘online learning support’.

Supporting student peer assessment and review in large groupwork projects

Richard Raban, Andrew Litchfield, Keith Willey, Antoine Hermans, Steve Murray, David Davis, Heinz Dreher, Neil Harris, Katherine Wenham
University of Technology, Sydney
2009
University of Technology, Sydney

The project’s purpose is to further the educational design and dissemination of an online tool to support and facilitate self-and-peer assessment of individual contributions in large group work projects. The online tool supports group work processes through facilitating self-and-peer assessment by providing quantitative and qualitative feedback, evaluation, reflection and review opportunities.

CUT, Griffith, QUT
Final Report Download Document (684.2 KB)
TeCTRa Installation Guide v3.00.029 Download Document (389.46 KB)
TeCTRa Manual v3.00.029 Download Document (13.93 MB)
TeCTRa Architecture v3.00.029 Download Document (2.32 MB)
TeCTRa Ajax Interface Common Document for v3.00.029 Download Document (260.29 KB)
TeCTRa Ajax Interface Admin Document for v3.00.029 Download Document (405.29 KB)
TeCTRa Ajax Interface Member Document for v3.00.029 Download Document (383.61 KB)
TeCTRa Ajax Interface System Administration Document for v3.00.029 Download Document (285.15 KB)
TeCTRa Useability Survey Download Document (161.8 KB)

Production of a prototype online leadership learning tool and system for Australia’s universities

Professor Geoff Scott, Hamish Coates, Michelle Anderson
University of Western Sydney
2010
University of Western Sydney

This project provides a university-specific option for systematically and proactively addressing the leadership succession crisis faced by Australian and international universities. It shows how the active, situated, experiential, 'just-in-time' and 'just-for-me' approaches to learning, development and support (known to optimise university student engagement and retention), can be applied to the selection and support if its leaders. The Online Leadership Learning System (OLLS) allows access to practical strategies which experienced leaders in different roles have found helped them to perform effectively.

Final Report Download Document (231.3 KB)

Supporting Learning and Teaching at a Distance Forum November 2006

Professor Sandra Wills, Associate Professor Ian Reid, Professor Jim Taylor, Dr. Markus Bucchorn, Ms. Bernadette Savage, Dr. Richard Caladine, Associate Professor Geoff Prince, Associate Professor Ian Reid, Associate Professor Marian Tulloch, Roisin O'Reilly
University of Southern Queensland
2006
University of Southern Queensland
ANU, QUT, UniSA, UoW
Program Download Document (57.37 KB)
Professor Sandra Wills & Associate Professor Ian Reid Download Document (1.13 MB)
Strategies for online discussion Download Document (18.22 KB)
Professor Jim Taylor Presentation Download Document (2 MB)
Dr. Markus Bucchorn Download Document (52.87 KB)
Ms. Bernadette Savage Download Document (541.17 KB)
Dr. Richard Caladine Download Document (201.09 KB)
Associate Professor Geoff Prince Download Document (18.15 MB)
Associate Professor Ian Reid Download Document (107.01 KB)
Associate Professor Marian Tulloch Download Document (1.12 MB)
Ms. Roisin O'Reilly Download Document (680.56 KB)

Get Set for Success: Using online self-assessments to motivate first year engineering students to engage in and manage their learning

Lorelle Burton, David Dowling, Majella Albion
University of Technology, Sydney
2014
University of Technology, Sydney

EngCAT is an online educational resource that enables prospective engineering students to self-test their interest and motivation in engineering and make an informed choice about their career path. The EngCAT website can be used for careers advice – helping prospective students better understand their individual learning approaches, how they work in teams, and whether they have the skills and interest to pursue a career in engineering. This enhanced self-awareness will enable students to seek support where needed and better manage their learning to successfully progress through their program. EngCAT is designed to help the engineering industry attract students who have the required skill sets but may not otherwise have considered a career in engineering

The University of Newcastle, The University of Queensland, University of New England, University of Technology, Sydney
Final report Download Document (1.31 MB)

Learning to teach online: developing high-quality video and text resources to help educators teach online

Simon McIntyre
The University of New South Wales
2011
The University of New South Wales
Final Report Download Document (5.4 MB)

Peer review of online learning and teaching: online resources

University of South Australia
2008
University of South Australia
Peer review of online learning and teaching: online resources

Business education in the 21st century: Examining the antecedents and consequences of student team virtuality

Marie Kavanagh, Leisa Sargent, Donella Caspersz, Natasha Levak
University of Southern Queensland
2012
University of Southern Queensland

This project investigated the need to train students to be able to work effectively in teams, particularly virtual teams. The project was both research-driven and experience-based and considered the concept of ‘virtuality’ in teaching and learning at university. Virtuality for the purpose of this project refered to online collaboration by team members without the constraints of time and the necessity to be in the same place. The project sought to establish how to:

  • design online resources to facilitate implementation of virtual student teams
  • select appropriate technologies to support virtual student team activities
  • provide online training for staff and students to assess readiness
  • enhance the effectiveness of virtual teamwork
  • evaluate virtual student team projects in the Australian business education context.
The University of Melbourne, The University of Western Australia
Final Report Download Document (6.42 MB)

Computer aided feedback and assessment system

Martin Freney
University of South Australia
2010
University of South Australia
Final Report Download Document (2.11 MB)

Creating a student-centred online learning environment for report writing in the sciences and engineering

Helen Drury, Janet Jones
The University of Sydney
2009
The University of Sydney
UNSW
Final Report Download Document (1.68 MB)

Creating accessible teaching and support for students with disabilities

Natalie Brown, Melody West, Tony Payne
University of Tasmania
2010
University of Tasmania
ACU National, Adelaide, CQU, Flinders, La Trobe, Macquarie, Melbourne, Monash, Swinburne, UB, UNSW
Final Report Download Document (6.41 MB)

Developing and disseminating team skills capacities using interactive online tools for team formation,

Lydia Kavanagh , David Neil
The University of Queensland
2011
The University of Queensland
RMIT University, The University of Melbourne, The University of Western Australia, University of Southern Queensland, University of Technology, Sydney
Final Report Download Document (973.69 KB)

Peer review of online learning and teaching

Denise Wood, Sheila Scutter, Dale Wache
University of South Australia
2011
University of South Australia

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.


 

Final Report Download Document (1.51 MB)

A guide to supervision in social work field education

Associate Professor Wendy Bowles, Mr Mike Collingridge, Associate Professor Jennifer McKinnon, Ms Kylie Agllias, Mr Al Dawood, Professor Jude Irwin, Ms Sue Maywald, Professor Carolyn Noble, Ms Justine O’Sullivan, Dr Joanna Zubrzycki
Charles Sturt University
2011
Charles Sturt University

This guide, based on the masters level online program, is designed for those wanting to learn about the theory and practice of supervising social work students during their field education placement. Four topics cover the nature of social work field education, standards and roles, educational foundations, and phases of student supervision.  Questions, exercises and reading reflection segments support the text and other online documents.

Australian Association of Social Workers, Australian Catholic University, Flinders University, NSW Department of Community Services, The University of Newcastle, The University of Sydney, University of Western Sydney, Victoria University
Guide to Supervision Download Document (5.49 MB)

Online Assessment Feedback as an Instument of Reflective Learning Practice in Human Biology

Dr Jan Meyer, Ms G Fyfe, Associate Professor Sue Fyfe, Dr M. Ziman
The University of Western Australia
2008
The University of Western Australia

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.

CUT
Final Report 2007 Download Document (453.97 KB)

An integrated system for online clinical assessment of practical skills (eCAPS) for web-based courses

Craig Engstrom, Peter Hay, Doune Macdonald, Peter Brukner, Karim Khan
The University of Queensland
2011
The University of Queensland
The University of British Columbia (Canada), The University of Melbourne
Final Report Download Document (866.97 KB)

IS-IT learning? Online interdisciplinary scenario-inquiry tasks for active learning in large, first year STEM courses

Lawrence Gahan, Gwen Lawrie
The University of Queensland
2011
The University of Queensland
Purdue University (USA)
Final Report Download Document (1.7 MB)
Resource Handbook Download Document (21.32 MB)

Project EnROLE Blue Report: encouraging role based online learning environments

Sandra Wills, Elizabeth Rosser, Elizabeth Devonshire, Elyssebeth Leigh, Carol Russell, John Shepherd
University of Wollongong
2009
University of Wollongong
Macquarie, Sydney, UNSW, UTS
Final report Download Document (11.84 MB)

Development of distributed institutional leadership capacity in online learning and teaching project:

Associate Professor Paul Chesterton, Professor Patrick Duignan, Dr Emma Felton, Dr Karen Flowers, Associate Professor Pam Gibbons, Associate Professor Marj Horne, Associate Professor Theda Thomas, Dr Tony Koop
Australian Catholic University
2008
Australian Catholic University
Final report Download Document (115.83 KB)
Independant Report. Dr Tony Koop and Associates Download Document (141.55 KB)

Learning in Networks of Knowledge: improving student outcomes using Web 2.0 concepts and a knowledge-networking approach

Professor Matthew Allen
Curtin University
2011
Curtin University

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.

Final Report Download Document (414.11 KB)

Peer review in online and blended learning environments

Jo McKenzie, Nicola Parker
University of Technology, Sydney
2011
University of Technology, Sydney

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.

Final Report Download Document (1.03 MB)

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