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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.

Materials identified as good practice are indentified. Read more...

Results may be sorted filtered by keywords.

136 resources found.

Enhancing the student experience: transition from vocational education

Janice Catterall, Janelle Davis
University of Western Sydney
2012
University of Western Sydney
Charles Sturt University
Final Report Download Document (1.87 MB)

Coalface subject coordinators – the missing link to building leadership capacities in the academic supply chain

Judy Nagy
Deakin University
2011
Deakin University
Edith Cowan University, University of New England, University of Southern Queensland
Final Report Download Document (1.58 MB)
www.deakin.edu.au/herg/altc-coalface

Good Practice Report: Curriculum renewal

Bhuva Narayan, Sylvia Edwards
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 curriculum renewal. 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 (990.05 KB)

Spaces for knowledge generation: a framework for designing student learning environments for the future

Kay Souter, Matthew Riddle, Warren Sellers, Mike Keppell
La Trobe University
2011
La Trobe University
Apple University Consortium (AUC), Charles Sturt University, Kneeler Design
Final report Download Document (1.19 MB)
http://www.skgproject.com

Where are our doctoral candidates coming from and why?

Margeret Kiley
The Australian National University
2011
The Australian National University
Edith Cowan University, James Cook University, Queensland University of Technology, The University of New South Wales
Final Report Download Document (538.32 KB)

Practice-based education: enhancing practice and pedagogy

Joy Higgs
Charles Sturt University
2011
Charles Sturt University
Practice-based education: enhancing practice and pedagogy Download Document (1.39 MB)
http://csusap.csu.edu.au/~jhiggs/altc.htm

Articulating a transition pedagogy to scaffold and to enhance the first year student learning experience in Australian higher education: Final Report

Sally Kift
Queensland University of Technology
2009
Queensland University of Technology

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.

Final report Download Document (713.31 KB)
http://www.fyhe.qut.edu.au/transitionpedagogy

Zen and the art of transdisciplinary postgraduate studies: Workshop facilitator slides

Cynthia Mitchell
University of Technology, Sydney
2009
University of Technology, Sydney
Workshop Facilitator Slides Download Document (3.21 MB)

goodpractice

 

This document is one of the outcomes resulting from a project focused on developing high quality outcomes and quality evaluation processes in transdisciplinary/ interdisciplinary research for use by students and supervisors. The project resulted in several outcomes that can be used together or independently including: a summary report; identification of quality criteria; and a toolbox of ideas for good practice. 

This resource provides PowerPoint presentation materials to be used with the workshop resource in transdisciplinary/interdisciplinary research supervision training. The PowerPoint materials provide the background and sequence materials for the Workshop activities in the accompanying resource. They provide a structured pathway through the project outcomes, workshop activities and times for reflection and evaluation of outcomes. They can be followed exactly as provided to run professional development within a university department or across university departments. Facilitation skills are then more necessary for the workshop leader than previous expertise in effective pedagogy for transdisciplinary/interdisciplinary research supervision. 

The evaluation of the Workshop activities noted that considerable time is allocated to revisiting the overall issue of transdisciplinary/interdisciplinary research with 20 minutes for initial individual reflection on the quality criteria. If participants gain familiarity with the main project outcome documents and complete their initial individual reflections prior to the workshop, less time would be needed and more joint discussion could be the focus. 

Some university staff may not feel comfortable using a PowerPoint presentation prepared by another person. An option would be to work more directly from the substantial resource documents of the project (quality criteria; ideas for practice) to prepare a tailored workshop activity. The provided workshop and PowerPoint materials could provide thought-starters. The origins of the materials would still need appropriate academic acknowledgement.

1st December 2010

Zen and the art of transdisciplinary postgraduate studies: Workshop Resources

Cynthia Mitchell
University of Technology, Sydney
2009
University of Technology, Sydney
Workshop Resources Download Document (434.24 KB)

goodpractice

 

This document is one of the outcomes resulting from a project focused on developing high quality outcomes and quality evaluation processes in transdisciplinary/ interdisciplinary research for use by students and supervisors. 

The project resulted in several outcomes that can be used together or independently including: a summary report; identification of quality criteria; a toolbox of ideas for practice. This resource provides workshop materials that can be used by supervisors or supervisor trainers (at any level) to develop improved understanding and practices in transdisciplinary/interdisciplinary research supervision. A companion resource provides a PowerPoint presentation that can be used with the workshop material. 

This resource includes a number of Word files containing worksheets that can be printed for use. The files include: a Presenter’s outline, including timing and a running sheet, and expected learning outcomes; Discussion Guides/Worksheets for participants; and a Feedback and Evaluation Form. 

The workshop requires participants to have undertaken an hour of preparation with the two key outcome documents from the project, the quality criteria document and the ideas for good practice document. These documents therefore also need to be provided to participants prior to a workshop. The workshop template provides guidance on the questions and discussion points that engage participants with the outcomes documents as student supervision. It provides guidance for reflection, group discussions, and effective sharing of ideas. 

These materials are very usable and draw on the substantial outcomes of the project. The workshop facilitator needs to be effective at managing the workshop but does not need greater expertise than the other participants. It could be run as a joint professional development session. 

The workshop takes 3 hours. This is not an overlong time for supervision training. However, a considerable period at the start revisits the issues of transdisciplinary/ interdisciplinary research and participants spend 20 minutes working individually reflecting on the quality criteria developed in the project. If participants do make themselves familiar with the materials, they could complete the initial individual reflection (20 minutes) prior to the workshop, allowing more focus on shared discussion.

1st December 2010

Zen and the art of transdisciplinary postgraduate studies: Ideas for good practice

Cynthia Mitchell
University of Technology, Sydney
2009
University of Technology, Sydney
Ideas for Good Practice Download Document (643.88 KB)

goodpractice

 

This document is one of the outcomes resulting from a project focused on developing high quality outcomes and quality evaluation processes in transdisciplinary/interdisciplinary research for use by students and supervisors. Experienced supervisors and students participated in workshop discussions on transdisciplinary/interdisciplinary research. Research literature on effective supervision was also examined. 

The project identified seven criteria to evaluate quality transdisciplinary/interdisciplinary research outcomes. This resource presents practical ideas to support quality research supervision. The intended reader is the research supervisor aiming to guide student research development. Students could also work from the ideas directly. 

Ideas for Practice presents 48 ideas or tools aligned into seven sections: Building Supervision Relationships; Positioning Yourself; Deepening Reflection; Engaging with Literature; Increasing External/Critical Engagement; Clarifying Research Question/ Research Focus; Distilling & Communicating Your Claims; and Structuring a Coherent Argument. The discussion relates each of the ideas to the quality criteria for transciplinary/interdisciplinary research study. 

Every idea is presented on a single page with very simple statements addressing the same key points: What's the big idea; Why is this such a good idea; Which criteria does this address; When might this be useful; What would it take to make this work; What resources might help. The ideas range from very specific, eg, Elevator Pitches (p. 49) to more general, eg, Write as a Student-Supervisor Team (p. 5). However, general ideas provide specific guidance on implementation. As Cynthia Mitchell notes, the document can be read from cover to cover or dipped into for ideas on specific issues. 

This resource can constitute a standalone professional development resource for supervisors to work through with their students. While suitable for experienced supervisors, it is likely to be of particular value to new supervisors looking for advice to assist their students.  

A very useful summary of activities to enhance student completion of quality research work in a timely manner is provided. While some aspects are specifically tied to transciplinary/interdisciplinary research studies, the ideas have generic applicability. The author also asks for feedback on the usefulness of the ideas and additional suggestions for resources or modifications.

1st December 2010

Zen and the art of transdisciplinary postgraduate studies: Quality Criteria

Cynthia Mitchell
University of Technology, Sydney
2009
University of Technology, Sydney
Quality Criteria Download Document (525.49 KB)

goodpractice

 

This document is one of a suite of resources from a project focused on developing appropriate evaluation quality criteria for transdisciplinary/interdisciplinary doctoral research for use by students, supervisors and others. The goal was to provide a frame that is consistent across different discipline areas, as different disciplines judge quality in different ways, but specifically addressing implications for transdisciplinary/ interdisciplinary research. 

This resource provides the identified quality criteria for evaluating transdisciplinary/ interdisciplinary research theses. It provides analyses of: the nature of transdisciplinary/interdisciplinary research; difficulties associated with judging its quality; pedagogy in the area; and a literature review on the topic. It culminates in a set of criteria developed through the project and literature-based analyses. The criteria also emerge from practice and workshop discussions involving experienced transdisciplinary/interdisciplinary supervisors. 

This resource is therefore an informative document on these areas for the practice of transdisciplinary/interdisciplinary research study and supervision as well as for those conducting research in the area. Readers may want to read the whole document for the coverage of issues in the field. Alternatively, for practical purposes, they can turn to the seven identified generic criteria of research quality on pages 17 and 18 and summary of interpretations for transdisciplinary/interdisciplinary research. However, the discussion of the generic quality criteria and application for transdisciplinary/interdisciplinary research provided on pages 7-16 is very readable and well-worth reading to gain understanding of the final summary. 

The resource is valuable for supervisors and students engaging in transdisciplinary/interdisciplinary research. It could also be used by Thesis Examination Offices in higher education institutions in Australia and internationally in order to reflect on the appropriateness of current thesis examination procedures and criteria for transdisciplinary/interdisciplinary research examinations and identification of suitable examiners. 

The title of this work shows a focus on doctoral research students and supervision. However, the materials could be modified to suit transdisciplinary/interdisciplinary research outcomes for any level of higher education, undergraduate or postgraduate.

1st December 2010

The academic’s and policy-maker’s guides to the teaching-research nexus

Profesor Kerri-Lee Krause, Dr Sophie Arkoudis, Professor Richard James, Ms Ros McCulloch, Ms Claire Jennings, Dr Alison Green
Griffith University
2008
Griffith University
Final Report Download Document (752.08 KB)

Meeting the pedagogical needs of refugee students: Murdoch University Academic Modules

Dr Jenny Silburn, Associate Professor Jaya Earnest
Murdoch University
2010
Murdoch University
Charles Darwin University, Curtin University of Technology
Resource Four Download Document (1.17 MB)

Meeting the pedagogical needs of refugee students: Murdoch University Student Modules

Dr Jenny Silburn, Associate Professor Jaya Earnest
Murdoch University
2010
Murdoch University
Charles Darwin University, Curtin University of Technology
Resource Three Download Document (1.37 MB)

Meeting the pedagogical needs of refugee students: Curtin University Academic Modules

Dr Jenny Silburn, Associate Professor Jaya Earnest
Murdoch University
2010
Murdoch University
Charles Darwin University, Curtin University of Technology
Resource Two Download Document (692.12 KB)

Meeting the pedagogical needs of refugee students: Curtin University Academic Modules

Dr Jenny Silburn, Associate Professor Jaya Earnest
Murdoch University
2010
Murdoch University
Charles Darwin University, Curtin University of Technology
Resource Two Download Document (692.12 KB)

Meeting the pedagogical needs of refugee students: Curtin University Student Modules

Dr Jenny Silburn, Associate Professor Jaya Earnest
Murdoch University
2010
Murdoch University
Charles Darwin University, Curtin University of Technology
Resource One Download Document (1.22 MB)

Meeting The Pedagogical Needs Resource One

Dr Jenny Silburn, Associate Professor Jaya Earnest
Murdoch University
2010
Murdoch University
Charles Darwin University, Curtin University of Technology
Download Document (1.22 MB)

ReMarksPDF Editor - Final Report

Stephen Colbran
University of New England
2010
University of New England

ReMarksPDF Stage 2 further develops the ReMarks PDF and XML marking editors. Stage 2 involves development of an e-submission and assessment allocation system, tracking and mapping of learning outcomes, and business intelligence features. Further work will involve developing a dimensional data model and associated database to enable reporting using different business intelligence systems. A flexible model for mapping and tracking of learning outcomes will be created to cater for the development of learning outcomes through one or more levels, all mapped to unit teaching and assessment, whether formative or summative. The project will continue the development of enterprise level solutions to student assessment feedback.

Deakin University, Monash University, Open Universities of Australia, The University of Newcastle, University of Southern Queensland
Final Report Download Document (465.22 KB)

AeP Final Report

Gillian Hallam, Wendy Harper, Kim Hauville, Tracy Creagh, Lynn McAllister
Queensland University of Technology
2010
Queensland University of Technology

This report presents the findings of the AeP project survey (AeP PS). Current and emerging e-portfolio practice in post compulsory education is described, and the e-portfolio scene in late 2010 and late 2007 are compared. The critical success factors for e-portfolio use were widely acknowledged to relate to funding and staffing, as well as the need for adequate support for students in areas of pedagogy, or ‘e-portfolio learning’, and IT. Good planning processes and appropriate staff development were also significant factors.

Final Report Download Document (2.48 MB)

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