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.

9 resources found for ‘reflective practice’.

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)

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)

Teaching and Assessing Meta-attributes in Engineering: identifying, developing and disseminating good practice

Anna Carew, Sandrine Therese, Simon Barrie, Alan Bradley, Paul Cooper, John Currie, Roger Hadgraft, Timothy McCarthy, Sharon Nightingale, David Radcliffe
University of Wollongong
2009
University of Wollongong
Melbourne, Sydney, UQ, UTAS
Final report Download Document (818.98 KB)

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)

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

This excellent resource provides a summary of current thinking on the Teaching-Research Nexus (TRN) for academics, university staff, policy makers and students. The benefits of the TRN for students is presented and is supported with a large number of links to examples of TRN practice by discipline and year levels which should prove to be particularly useful for academics designing or revising existing courses or units. Links to strategy and policy making are also included. The site provides a framework for developing curricula that links teaching and research and is a useful collection of curriculum design ideas for academics. Nineteen concrete examples are presented. The resource may be used to aid the development or review of policies that promote (or hinder) the teaching-research nexus.  There are materials supporting all levels of policy makers including government policy makers, those developing university wide policies at Deputy Vice-Chancellor level, and other policy leaders such as heads of departments or schools.  In a short commentary the authors give advice to those academics early in their career or wanting to build their career.  The main focus is on the advantages of being conscious of the RTN in their work as an academic.  This is very much a personal view from the authors and contains only one reference.

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)

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)