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.

14 resources found for ‘paradigmatic case studies’.

Engaging industry: embedding professional learning in the business curriculum

Theo Papadopoulos, Tracy Taylor, Eveline Fallshaw, Michael Zanko
Victoria University
2011
Victoria University
RMIT University, University of Technology, Sydney, University of Wollongong
Final Report Download Document (1.29 MB)

Navigating a pathway to outcomes-focused thinking in higher education: A case study in engineering

Wageeh Boles
Queensland University of Technology
2013
Queensland University of Technology
Final report Download Document (2.18 MB)

A state-wide systems approach to embedding the learning and teaching of sustainability in teacher education

Robert Stevenson, Julie Davis, Jo-Anne Ferreira, Neus (Snowy) Evans
James Cook University
2014
James Cook University
Griffith University, Queensland University of Technology
Final report Download Document (2.43 MB)
Guide Download Document (469.84 KB)
Case studies Download Document (2.04 MB)

createED Strengthening learning and teaching leadership in the creative arts

Barbara de la Harpe, Thembi Mason
RMIT University
2014
RMIT University
Charles Sturt University, CQUniversity, Curtin University, Queensland University of Technology, The University of New South Wales, The University of Newcastle, University of Tasmania
Final report Download Document (10.5 MB)
Evaluation Download Document (126.96 KB)
Viability Case Studies Download Document (1.73 MB)
Case Study Download Document (1.86 MB)

Multiple Modes of Delivery

Andy Smith, Doug Hill, Peter Ling, Charles Sturt University
Charles Sturt University
2005
Charles Sturt University
This is a 2005 final report of the project, 'Multitudes Modes of Delivery' funded by the Australian Universities Teaching Committee. The report details the project and presents the findings of a survey and case studies of universities.
Final report Download Document (847.03 KB)

Shaping a Desired Future for Australian Business Education

Patrick Boyle, Q Associates
The University of Sydney
2008
The University of Sydney
Case Study Download Document (50.11 KB)

Beyond numbers: valuing quality teaching in business education

Jenny Kent, Fiona Rohde, Marie Kavanagh, Graeme Mitchell, Beth Tennent, Chris Horton
Charles Sturt University
2011
Charles Sturt University
CQUniversity, The University of Queensland, University of Southern Queensland, University of Western Sydney
Final Report Download Document (1.35 MB)
Case Studies Download Document (1.17 MB)

Embedding the development and grading of generic skills across the business curriculum

Tori Vu, Brendan Rigby, Glyn Mather
Macquarie University
2011
Macquarie University

This practical resource focuses on a subset of business graduate skills: team work, critical thinking, ethical practice and sustainability . Provided are comprehensive literature reviews, real work case studies, lesson plans, suggested teaching methods, and a standards of achievement framework including guides on how to create learning outcomes and assessment rubrics from the standards. All resources are housed at this website.

Australian Catholic University, Edith Cowan University, La Trobe University, University of Canberra, University of Southern Queensland, University of Tasmania

Leading Excellence – application of the Engaging Leadership Framework (ELF) to new higher education sites and contexts

Lorraine Bennett, Kay Hempsall
Monash University
2010
Monash University

The Engaging Leadership Framework tool and artefacts were developed to support the effective leadership of change and to build leadership capacity in institutions. The report notes that the framework’s value was particularly evident when leadership projects were linked to active learning and the authentic issues of the participants. Artefacts include workshop activities, site case studies, journal notes and reflections, planning and evaluation templates, and ELF game prototypes.

ECU, UB, UNE
Final Report Download Document (37.82 MB)

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)

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)

Leading rich media implementation collaboratively: mobilising international, national and business expertise

Dr Robyn Smyth, Dr Deborah Vale
University of New England
2011
University of New England

This project provides frameworks for decision-making about the use of rich media technologies in learning, teaching, administration and research. The project website contains advice for professional development, information about rich media technologies, case studies, references and publications.

The University of Queensland, University of Wollongong
Final Report Download Document (1.87 MB)

Building capacity among emerging occupational therapy academic leaders in curriculum renewal and evaluation at UQ and nationally

Sylvia Rodger
The University of Queensland
2011
The University of Queensland

The Good Practice Guides serve as a quick reference guide for those undertaking curriculum design, renewal, review, and evaluation activities. Although developed for use within occupational therapy, the key principles described in the Guides have relevance for other health professions and curriculum development and renewal more broadly. Cases accompany many of these Good Practice Guides.

Compilation of all Fellowship Good Practice Guides & Cases Download Document (1.51 MB)
Guide 1: Role of the Curriculum Convenor or Programme Director Download Document (193.78 KB)
Guide 2: Whole of Program Curriculum Design Download Document (262.83 KB)
Guide 3: Principles of Curriculum Renewal and Change Download Document (297.82 KB)
Guide 4: Curriculum Leadership and Occupational Therapy Download Document (335.83 KB)
Guide 5: Developing a Community of Practice to Support Curriculum Reform Download Document (251.53 KB)
Guide 6: Managing Yourself as a Curriculum Leader and Change Agent and Managing Your Team Download Document (416.77 KB)
Guide 7: Developing Your Team’s Curriculum Vision Download Document (291.05 KB)
Guide 8: Developing your Team’s Educational Philosophy Download Document (351.35 KB)
Guide 9: Developing your Occupational Philosophy Download Document (367.86 KB)
Guide 10: Using Social Networking Tools to Support Communities of Practice Download Document (271.71 KB)
Guide 11: Curriculum Drivers in the Occupational Therapy Higher Education Context Download Document (370.3 KB)
Guide 12: Engaging with Stakeholders Download Document (322.39 KB)
Guide 13: Engaging Consumers as Stakeholders in Curriculum Design and Reform Download Document (383.01 KB)
Guide 14: Determining Curriculum Content Download Document (407.76 KB)
Guide 15: Curriculum Sequences from Gateways to Capstones Download Document (327.78 KB)
Guide 16: Transition Curriculum - Important Considerations for First Year Curriculum Download Document (345.51 KB)
Guide 17: Evaluating and Reflecting on the Impact of Curriculum Changes Download Document (390.44 KB)

Articulating a transition pedagogy to scaffold and to enhance the first year student learning experience in Australian higher education

Sally Kift
Queensland University of Technology
2009
Queensland University of Technology

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.

Final Report Download Document (713.31 KB)

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.