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.

10 resources found for ‘reflective learning’.

Developing a systematic, cross-disciplinary approach to teaching and assessing reflective writing in higher education

Mary Ryan, Michael Ryan
Queensland University of Technology
2012
Queensland University of Technology
Final report Download Document (1.23 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)

Leading for effective partnering in clinical contexts

Professor Debra Creedy, Professor Amanda Henderson
Griffith University
2009
Griffith University
Final Report Download Document (1.31 MB)

The academic’s and policy-maker’s guides to the teaching-research nexus

Profesor Kerri-Lee Krause, Dr Sophie Arkoudis, Professor Richard James, Ms Ros McCulloch, Ms Claire Jennings, Dr Alison Green
Griffith University
2008
Griffith University
Final Report Download Document (752.08 KB)

A comprehensive learning space evaluation model

Nicolette Lee, Stella Tan
Swinburne University of Technology
2011
Swinburne University of Technology

Learning spaces in universities are changing often reflecting the adoption of constructivist approaches to learning. This project aimed to produce a coherent model for a full evaluation cycle of learning spaces, from conceptualisation and design, to implementation, post-occupancy, and reintegration of findings in subsequent development cycles. Challenges faced by institutions in learning spaces design and other findings are described at the project website.

Final Report Download Document (639.9 KB)

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)

Evaluation of Learning Spaces Project

Nicolette Lee, Stella Tan
Swinburne University of Technology
2011
Swinburne University of Technology

Learning spaces in universities are changing often reflecting the adoption of constructivist approaches to learning. This project aimed to produce a coherent model for a full evaluation cycle of learning spaces, from conceptualisation and design, to implementation, post-occupancy, and reintegration of findings in subsequent development cycles. Challenges faced by institutions in learning spaces design and other findings are described at the project website: http://www.swinburne.edu.au/spl/learningspacesproject/.

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)

Using threshold concepts to generate a new understanding of teaching and learning biology

Charlotte Taylor, Pauline Ross, Chris Hughes, Louise Lutze-Mann, Noel Whitaker, Vicky Tzioumis
The University of Sydney
2011
The University of Sydney

Threshold concepts are concepts central to the mastery of a specific discipline. The project team created a generic model for using these concepts to explore and reflect on student misconceptions and the teaching of troublesome knowledge for use by teachers in biology.  Student understanding of the concepts was tested and interventions designed to help improve understanding.  A biology teaching package was created along with a generic teaching model and guidelines to assist learning. Project publications and resources are available at the project website.

The University of New South Wales, University of Western Sydney
Final Report Download Document (1017.31 KB)

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)