Peer review of online learning and teaching: online resources
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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25 resources found.
Computer Aided Feedback & Assessment System
University of South Australia
2010
Facilitating Flexible, Enquiry-Based Experiential Learning through an Accessible, Three-Dimensional Virtual Learning Environment (3DVLE)
University of South Australia
2013
Edith Cowan University, Monash University, Queensland University of Technology, RMIT University, The University of Sheffield (UK), The University of Sydney, The University of Western Australia, University of New England
Academic Integrity Standards: Aligning Policy and Practice in Australian Universities
University of South Australia
2013
La Trobe University, The University of Adelaide, The University of Newcastle, The University of Western Australia, University of Wollongong
Collaborative Building Design Education Using Building Information Modelling
University of South Australia
2013
The University of Newcastle, University of Technology, Sydney
Peer Review of Online Learning and Teaching
University of South Australia
2008
Edith Cowan University, Griffith University, Lancaster University (UK), Monash University, Queensland University of Technology, RMIT University, University of Southern Queensland, University of Tasmania
Academic Leadership: Fundamental Building Blocks
University of South Australia
2009
Curtin University
Academic Leadership Development within the University Sector by Dissemination of a Web-based 360° Feedback Process and Related Professional Development Workshops
University of South Australia
2011
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'.
Curtin University of Technology
Moderation for Fair Assessment in Transnational Learning and Teaching
University of South Australia
2011
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.
Curtin University of Technology, Southern Cross University, Taylor’s University College (Malaysia)
Teaching and Learning: The Role Played by Academic Boards
University of South Australia
2012
Resource Sharing in Regional Tertiary Education
University of South Australia
2014
Department of Further Education, Science and Technology, Edith Cowan University, TAFE SA Regional Institute
Embedding and Extending Exemplary Academic Integrity Policy and Support Frameworks Across the Higher Education Sector
University of South Australia
2014
Griffith University, Queensland Institute of Business and Technology
Peer Review of Online Learning and Teaching
University of South Australia
2011
The project developed an open-source, web enabled peer review tool (PROTL). The PROTL system incorporates banks of standards-based criteria for use in peer review, explanations of the meaning of these criteria, exemplars, and an underlying database that can record peer review results and make them available for promotion or awards. The project website provides resources such as an online manual, detailed guides, tutorials and features of the PROTL system, case studies and publications.
Preparing Academics to Teach in Higher Education
University of South Australia
2010
Bond University, Flinders University
Gender Inclusive Curriculum in Engineering and Construction Management
University of South Australia
2012
The University of Melbourne, The University of Newcastle, University of Technology, Sydney
Enriching Student Learning Experiences through International Collaboration in Remote Laboratories
University of South Australia
2011
Blekinge Institute of Technology (Sweden), University of Porto (Portugal), University of Technology, Sydney
Experiential Placements in Pharmacy: Quality Indicators for Best Practice Approaches to Experiential Placements in Pharmacy Programs
University of South Australia
2008
Outcomes from the project include: seventeen experiential learning and assessment tasks published within an online central repository website; the development and trialling of a competency graduated descriptors tool; and a quality indicators framework indicating stakeholder responsibilities and pre-placement, during placement and post placement aspects. The online repository is available at http://peld.altc.edu.au/.
The University of Sydney
Outcomes-based Planning, Graduated Descriptors and Quality Indicators for Pharmacy Experiential Placements
University of South Australia
2011
Outcomes from the project include: seventeen experiential learning and assessment tasks published within an online central repository website, the development and trialling of a competency graduated descriptors tool, and a quality indicators framework indicating stakeholder responsibilities and pre-placement during placement and post placement aspects. The online repository is available at the project website.
The University of Queensland, The University of Sydney
Improving the Leadership Capability of Academic Coordinators in Postgraduate and Undergraduate Programs in Business
University of South Australia
2009
Developing and Teaching Indigenous Perspectives in Management
University of South Australia
1997
This is a final report for a 1997 National Teaching Development Grant funded by the Committee for University Teaching and Staff Development. The report details the project and provides justification and educational rationale for its development.
Disseminating Strategies for Incorporating Australian Indigenous Content into Psychology Undergraduate Programs throughout Australia
University of South Australia
2008
Australian Psychological Society, Charles Sturt University, Victoria University
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