Implementing and embedding an Indigenous research methodologies master class module
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.
Materials identified as good practice are indentified. Read more...
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18 resources found.
Leadership in Indigenous research capacity building
Good Practice Report: Learning and Teaching Across Cultures
This good practice report, commissioned by the ALTC, provides a summative evaluation of useful outcomes and good practices from ALTC projects and fellowships on Learning and Teaching Across Cultures. 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.
Gender inclusive curriculum in engineering and construction management
Promoting resilience and effective workplace functioning in international students in health courses
Articulating a transition pedagogy to scaffold and to enhance the first year student learning experience in Australian higher education: Final Report
This fellowship focussed on the important role of the curriculum in first year transition, success and retention. A research-based 'transition pedagogy' was articulated – a guiding philosophy for intentional first year curriculum design and support that carefully scaffolds and mediates the first year learning experience for contemporary heterogeneous cohorts. This transition pedagogy is framed around the identification of six First Year Curriculum Principles that stand out as supportive of first year learning engagement, success, and retention and is described in Appendix 1. Several discipline case studies, an extensive engaged dissemination strategy and other resources are available from the fellowship website.
Indigenous teaching and learning at Australian universities: developing research-based exemplars for good practice
This Fellowship aimed to provide practitioners in the field of Indigenous teaching with a set of ‘research-based, practical exemplars for good practice’. Fifteen suggested approaches to indigenous teaching are provided on the fellowship website which also includes a comprehensive resources section.
LiFE: Learning interactively for engagement - meeting the pedagogical needs of students from refugee backgrounds
Creating accessible teaching and support for students with disabilities
Leading Excellence – application of the Engaging Leadership Framework (ELF) to new higher education sites and contexts
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.
Development and evaluation of resources to enhance skills in higher degree research supervision in an intercultural context
This project addressed postgraduate research supervision in a cross-cultural context from the point of view of both supervisor and candidate, and from the perspective of what institutions can do to support candidates and supervisors. Based on the research data, five different types of resources were developed: ten short video clips with supporting transcripts; 17 written scenarios with key ideas and suggested discussion questions; three documents outlining strategies; a checklist to determine departmental and faculty readiness; and an annotated bibliography with over 100 entries. Resources may be found on the project website and are freely available for use by both candidates and supervisors.
Addressing the ongoing English language growth of international students
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.
Finding Common Ground: enhancing interaction between domestic and international students
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.
Investigating the efficacy of culturally specific academic literacy and academic honesty resources for Chinese students
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.
Enhancing frameworks for assuring the quality of learning and teaching in university offshore education programs
Articulating a transition pedagogy to scaffold and to enhance the first year student learning experience in Australian higher education
This fellowship focussed on the important role of the curriculum in first year transition, success and retention. A research-based 'transition pedagogy' was articulated framed around the identification of six First Year Curriculum Principles that stand out as supportive of first year learning engagement, success. These principles are Transition, Diversity, Design, Engagement, Assessment and Evaluation and monitoring. Several discipline case studies, an extensive engaged dissemination strategy and other resources are available from the fellowship website.
This online resource provides practical ideas and strategies for academic and professional practitioners responsible for designing curricula to support first year university students. It advocates for intentional first year curriculum design using six first year curriculum principles: Transition, Diversity, Design, Engagement, Assessment, Evaluation and Monitoring. The website features resources including a briefing paper on first year assessment and checklists with useful tips for first year teachers, program coordinators and institutional leaders of learning and teaching. It would be particularly useful for academic staff responsible for designing first year curricula across disciplines. Professional staff who support first year curriculum design and delivery in such areas as blended learning will also find this a very useful site. This resource raises awareness of the multidimensional nature of the first year curriculum, drawing attention to the importance of supporting student diversity through the purposeful design of fit-for-purpose learning activities and assessment tasks. As such it would be useful for academic development staff who provide institution-level support to enhance the quality of first year curricula. The focus on evaluation and monitoring is particularly important for its emphasis on the value of continuous review and improvement of first year curricula. Discipline-based case studies are another feature of the resource. Exemplars are drawn from such fields as Law and the Creative Arts, IT and Biology. Kift has sought the input of Australian and international expert commentators who review the case studies and provide input on key issues. This dimension is particularly useful as it provides an indication of the international relevance and appeal of the resource, as well as the rigour of its approach. In terms of accessibility, the website does not readily emerge from a quick Google search of the internet, so users may want to bookmark the site. Nevertheless, once you arrive, you will find the site relatively easy to navigate and resources readily downloadable using PDF-reading software. One of the challenges you may encounter is that this resource site is embedded within a larger site. If you navigate away from the ‘Transition Pedagogy’ area and follow some of the hyperlinks, it can be a little difficult to find your way back. It is important to be aware of this if you decide to pursue some of the interesting and informative links on the site.
An Institutional Leadership Paradigm: Transforming practices, structures and conditions in indigenous Higher Education
Assessing Students Unfamiliar with Assessment Practices in Australian Universities (Accounting)
Over the last 15 years, the profile of students enrolled in Australian accounting programs has changed dramatically. While professional bodies based their accreditation guidelines on the requirement of equivalency of content and assessment, it is less clear how assessment undertaken by students ensures equivalency.