Resource Library

The Final Report presents an investigation of how peer interaction can be designed and used, within the teaching and learning environment, to engage domestic and international students.  A key outcome was the development of a six-dimensional conceptual frameworkwhich underpins the resources produced for the project.  Potential obstacles to student interaction, from both teaching and learning perspectives, are identified.  A DVD, Finding Common Ground, a student flyer, and background paper are available from the project website.

This guide describes the dimensions of the Interaction for Learning Framework: planning interaction, creating environments for interaction, supporting interaction, engaging with subject knowledge, developing reflexive processes, and fostering communities of learners. The background paper, Finding common ground: Challenges and opportunities for enhancing interaction between domestic and international students, is included in the Guide.

The project team conducted research into the use of culturally specific multimedia resources to help Chinese students better understand the principles of academic literacy and plagiarism. Key theoretical concepts addressed included dealing with ideas and knowledge, transition and acculturation, critical thinking, prescriptive activities and creativity, and general academic conduct in an Australian university environment. The project website presents research and resources.

This study investigated the relationships between academic success, language and academic learning strategies used, and affective learning variables. As a result of findings from the study, a multi-media resource providing advice on those strategies and beliefs about learning was developed for students and staff.

The overall goal of this project was to develop the capacity of academic developers to build leadership capacity in their respective universities, in particular at the level of front-line staff, such as academic program directors, who often deal directly with students. This report describes the provision of leadership development opportunities for these groups during two workshops using the Integrated Competing Values Framework leadership model. As part of the action learning approach adopted, participants designed and implemented development programs for academics within their institutions. Recommendations for institutions and other resources form part of the report.

The Facilitator Guide focuses on the processes used by those developing academic leadership programs and includes information about conducting a 360° survey feedback process, conducting leadership workshops, embedding academic leadership within a university, developing Personal Action Plans, and issues that may be encountered. The Guide draws upon information developed in the projects, 'Improving the Leadership Capability of Academic Coordinators in Postgraduate and Undergraduate Programs in Business' and 'Academic Leadership: Fundamental Building Blocks'.

The project has documented moderation approaches that are potentially examples of good practice: structured and frequent communication, continuity in staffing to build relationships, use of marking guides, and the development of shared understandings around assessment. The TNE Assessment Moderation Toolkit, designed for involving the whole teaching team including partner organisation staff in assessment moderation practices, is available at the project website.

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.