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.

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/.

This project investigated the effectiveness of dissemination for ALTC Grants Scheme projects in the period 2006 to 2009.  The Final Report outlines a new approach to dissemination that aims to increase opportunities for achieving productive change in learning and teaching and a new dissemination framework is presented.

The practitioner focused D-Cubed Guide explores the nature and purpose of dissemination, persents a range of effective dissemination activities, and provides examples of good practice. Resources from the Guide are also presented separately.

The InDesign files are provided to allow project teams modify the Quick Guides and other resources produced by the project D-Cubed: A Review of Dissemination Strategies used by Projects Funded by the ALTC Grants Scheme . The InDesign program and expertise in using this application is required.  The INDD file and associated Font and Links folders are provided in the .zip file.

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.

Recent changes to institutional assessment policies have sought to align content, intended outcomes, pedagogies and assessment practices. This project developed a set of practical guidelines for reviewing and analysing assessment policies in Australian universities. The report focused upon assessment policy review and analysis as a process, and a framework for review of learning and teaching policy was developed.