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.
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.
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53 resources found.
Assessment Futures
University of Technology, Sydney
2010
The web site is a rich source of information and inspiration for those setting, designing or redesigning, assessment tasks. It indicates the purpose for the materials, making it clear that the content is relevant for experienced teachers and educational developers and that the site is not designed for those seeking an introduction to assessment. The site contains only minimal information on items such as rubrics and marking schemes. This is not a deficiency; rather it is a reinforcement of the purpose of the site which is to facilitate change in the emphasis on assessment of current learning to assessment that values self-directed, self-managed and self-evaluated learners.
The web site is organised around the key principles of engaging students, setting authentic activities, scaffolding students in designing some assessments, setting integrative tasks, fostering learning and judgement, modelling and practice, working with peers, as well as giving and receiving feedback. Each section succinctly describes a principle, provides a brief articulation of how it could be implemented and then has a link to discipline examples.
The section titled "Towards informed judgement" is a particularly useful one and worth reading. The range of discipline examples for assessment for future learning is limited because only a few teachers are engaging with this issue. There are highly relevant literature references on assessment practices for future learning attributes.
The reader should also download the well-written synthesis of where assessment practices should be heading over the coming years, "Assessment 2020: Seven propositions for assessment reform in higher education".
The National Graduate Attributes Project Issues papers
The University of Sydney
2009
Introductory Commentary
This resource forms part of a larger collection. It is recommended that readers refer also to:
1. http://www.itl.usyd.edu.au/projects/nationalgap/resources/gamap/introduction.htm
and
2. http://www.itl.usyd.edu.au/projects/nationalgap/resources/videos.htm
This is a collection of eight issues to consider in the renewal of learning and teaching experiences.
The National Graduate Attributes Project (GAP), a national scoping study of Australian Universities' recent activities in relation to the development of graduate attributes underpins the project.
The papers provide an introduction to each of the key elements identified as being important for universities to consider when engaging in curriculum renewal to achieve graduate attributes. Each paper is short and points to additional references. The eight elements of the institutional framework are not independent and recommended by the authors to be read in sequence. The papers are presented as starting points for reflection.
The eight papers focus on (1) Conceptualisation, (2) Stakeholders, (3) Implementation, (4) Curriculum, (5) Assessment, (6) Quality Assurance, (7) Staff Development, and (8) Student Centred. They are most helpful to those involved in considering whole of institution (or faculty) approaches to Graduate Attributes implementation. They make a good starting point and are easily downloadable separately or as one PDF document.
Articulating a transition pedagogy to scaffold and to enhance the first year student learning experience in Australian higher education: Final Report
Queensland University of Technology
2009
Teaching Fellowship: Benchmarking Partnerships for Graduate Employability
Curtin University of Technology
2010
Finding Common Ground: enhancing interaction between domestic and international students
The University of Melbourne
2010
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.
RMIT, VU
Building academic staff capacity for using eSimulations in professional education for experience transfer
Deakin University
2010
E-simulations are capable of immersing learners in ‘authentic’ e-learning environments, providing innovative and valid teaching and assessment that is seamlessly interwoven in the process of skill acquisition and experience transfer. The Resource Guide contributes to the development of the capacities required by educational institutions to design, develop, implement, evaluate and research the impacts of e-Simulations. The project website provides additional supporting documents and useful links.
CSU, RMIT
Production of a prototype online leadership learning tool and system for Australia’s universities
University of Western Sydney
2010
This project provides a university-specific option for systematically and proactively addressing the leadership succession crisis faced by Australian and international universities. It shows how the active, situated, experiential, 'just-in-time' and 'just-for-me' approaches to learning, development and support (known to optimise university student engagement and retention), can be applied to the selection and support if its leaders. The Online Leadership Learning System (OLLS) allows access to practical strategies which experienced leaders in different roles have found helped them to perform effectively.
Enhancing undergraduate engagement through research and enquiry
Macquarie University
2010
Making research skill development explicit in coursework
The University of Adelaide
2010
Macquarie, Melbourne, Monash, UniSA
GCTE: A national graduate certificate in tertiary education
CQU, ECU, Flinders, Murdoch, UB, UoN
Supporting student peer assessment and review in large groupwork projects
University of Technology, Sydney
2009
The project’s purpose is to further the educational design and dissemination of an online tool to support and facilitate self-and-peer assessment of individual contributions in large group work projects. The online tool supports group work processes through facilitating self-and-peer assessment by providing quantitative and qualitative feedback, evaluation, reflection and review opportunities.
CUT, Griffith, QUT
Teaching, technology and educational design: the architecture of productive learning environments
The University of Sydney
2010
Teaching from Country
Charles Darwin University
2010
Strategic leadership for institutional teaching and learning centres: developing a model for the 21st century
Deakin University
2010
Macquarie, Monash, RMIT, UNE, UoN
Computer aided feedback and assessment system
University of South Australia
2010
ePortfolio use by university students in Australia: developing a sustainable community of practice
Queensland University of Technology
2009
This report documents Stage Two of the Australian ePortfolio Project (AeP2), which explored the current scope of national and international ePortfolio communities of practice in order to identify the factors that have contributed to their success and sustainability. A toolkit of six concept guides, targeted at the various stakeholders involved in ePortfolio use and providing information on managing privacy, is provided in Appendix 1. The project website provides additional resources.
Investigating the efficacy of culturally specific academic literacy and academic honesty resources for Chinese students
Victoria University
2010
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.
The seamless integration of Web3D technologies with university curricula to engage the changing student cohort
University of Southern Queensland
2010
Enhancing frameworks for assuring the quality of learning and teaching in university offshore education programs
The University of Western Australia
2010
Articulating a transition pedagogy to scaffold and to enhance the first year student learning experience in Australian higher education
Queensland University of Technology
2009
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.
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