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.

Architecture Learning and Teaching Academic Standards Statement

Susan Savage
Australian Learning and Teaching Council Limited
2011
Australian Learning and Teaching Council Limited

Academic standards covering programs of study for a Master of Architecture degree. These standards were developed as part of a demonstration project funded by the Australian Government in 2010-11 and facilitated by the Australian Learning and Teaching Council. Academic institutions and teachers, professional bodies, accreditation bodies, employers and graduates participated in the development of minimum threshold learning outcomes for the discipline.

ISBN: 978-1-921856-28-0

 

Architecture LTAS Statement Download Document (621.23 KB)

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

Facilitating staff and student engagement with graduate attribute development, assessment and standards in Business faculties

Tracy Taylor, Darrall Thompson, Lucille Clements, Lynette Simpson, Andrew Paltridge, Marty Fletcher, Mark Freeman, Lesley Treleaven, Romy Lawson, Fiona Rohde
University of Technology, Sydney
2009
University of Technology, Sydney
QUT, Sydney, UQ
Final report Download Document (1.54 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)

Investigating the application of IT generated data as an indicator of learning and teaching performance

Dr Shane Dawson, Professor Erica McWilliam
Queensland University of Technology
2008
Queensland University of Technology
Final Report Download Document (748.76 KB)

Embedding the development and grading of generic skills across the business curriculum: Final Report

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

This project identified and disseminated several current models of embedding graduate skills in business programs around Australia. An intensive workshop model of embedding graduates skills was developed and trialled. Practical teaching and learning resources on teamwork, critical thinking, ethical practice and sustainability were developed and may be found on the project website.

Australian Catholic University, Edith Cowan University, La Trobe University, University of Canberra, University of Southern Queensland, University of Tasmania
Final Report Download Document (1.95 MB)

Quality assessment: linking assessment tasks and teaching outcomes in the social sciences: Final Report

Jennifer Gore, James Ladwig, Wendy Elsworth, Hywel Ellis, Robert Parkes, Tom Griffiths
The University of Newcastle
2009
The University of Newcastle
Final Report Download Document (636.62 KB)

 

The report uses the concept of ‘authentic pedagogy’, which has been developed from earlier work. This purports to measure demonstration of disciplinary depth, depth of analysis, richness of communication and the extent to which problematic nature of knowledge is recognised. The report is dense but well referenced and examines correlation between assessment tasks and standards, as well as providing an ‘audit’ of the quality of assessment tasks. It suggests that it provides explicit criteria which lecturers can use to measure specific achievement in their subject area. The sample size is small and self selected; all are in social sciences, except for the odd inclusion of languages. The results are statistically analysed to ensure validity, although the variance may be questionable. 
The assessment task quality descriptors provide a useful framework for those designing assessment tasks although the meta-language criterion is, in the reviewers view, tied to the philosophical underpinnings and may confuse those unfamiliar with it or provide an issue for those who do not accept this stance. The strength of the report lies in the clarity with which the descriptors and the authentic achievement scales are described and in the examples which are included in the report. The results of the study usefully show that tasks which are intellectually challenging and engaging produce work which is consistent with broad academic standards (although these are not  defined).  The approach using a variety of inputs, including workshops, development of a tertiary assessment practice guide and scoring manual make this a much needed additional resource which could assist in improving assessment in universities in the Social Sciences. Its complexity and less obvious applicability for assessment in the humanities may make it less accessible for some academics.

Learning and Teaching Academic Standards Project Report

Australian Learning and Teaching Council Ltd.
Australian Learning and Teaching Council Limited
2011
Australian Learning and Teaching Council Limited

Final project report for the Learning and Teaching Academic Standards Project (LTAS).  This report covers the second-intake discipline groups of: Architecture, Building and Construction, Education and Science.

Final Report Download Document (3.21 MB)

Good Practice Report: Assuring Graduate Outcomes

Beverley Oliver
Australian Learning and Teaching Council Limited
2011
Australian Learning and Teaching Council Limited

This good practice report, commissioned by the ALTC, provides a summative evaluation of useful outcomes and good practices from ALTC projects and fellowships on assuring graduate outcomes. The report contains:

  • a summative evaluation of the good practices and key outcomes for teaching and learning from completed ALTC projects and fellowships
  • a literature review of the good practices and key outcomes for teaching and learning from national and international research
  • the proposed outcomes and resources for teaching and learning which will be produced by current incomplete ALTC projects and fellowships
  • identifies areas in which further work or development are appropriate.
ALTC Good Practice Report Download Document (680.59 KB)

Science Learning and Teaching Academic Standards Statement

Sue Jones, Brian Yates
Australian Learning and Teaching Council Limited
2011
Australian Learning and Teaching Council Limited

Academic standards covering programs of study for graduates of bachelor degrees in science (not specifically the Bachelor of Science). These standards were developed as part of a demonstration project funded by the Australian Government in 2010-11 and facilitated by the Australian Learning and Teaching Council. Academic institutions and teachers, professional bodies, accreditation bodies, employers and graduates participated in the development of minimum threshold learning outcomes for the discipline.  The focus of these statements is the chemistry and mathematics disciplines.

ISBN: 978-1-921856-29-7

Science LTAS Statement Download Document (1000.93 KB)
Good Practice Guide TLO1 Download Document (356.02 KB)
Good Practice Guide TLO2 Download Document (287.2 KB)
Good Practice Guide TLO3 Download Document (447.41 KB)
Good Practice Guide TLO4 Download Document (418.31 KB)
Good Practice Guide TLO5 Download Document (669.85 KB)