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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2 resources found.
Studio Teaching Toolkit
An excellent informative and helpful description of, and guide to studio practice with particular reference to art architecture and design and broader application to studio practice in dance, music and drama. The resource will be of interest to design and problem solving disciplines such as engineering and computer science.
Volume One: STP Final Report of the Studio Teaching Toolkit are particularly useful for teachers and learners, Heads of School, Deans of Faculties, Facilities Management personnel and tertiary providers considering the review or introduction of new art and/or design courses. The value of these materials lies in the descriptions of the nature and defining characteristics of studio practice, the elucidation of the conditions and modes that lead to effective learning outcomes and effective methods of assessment and feedback for studio practice.
The Studio Teaching Toolkit applies the findings contained in the three reports (Volumes1 to 3) and case studies (Volume 4) into concise and practical information arranged into six sections: Using the toolkit; What is Studio; Effective Strategies; Assessment and Feedback; Student Experience; Case Studies.
Part six of Volume One (pp 93--100) provides a succinct description of the project and the four fundamental questions the project explored. Along with the Executive Summary (pp v-ix) and Recommendations (pp x-xii) users, and in particular teachers of art and design, should refer to the Studio Teaching Toolkit http://studioteaching.org/ for practical and concise resource materials.
Contained in the Effective Strategies section of the Studio Teaching Toolkit are 10 benchmark statements for effective studio practice relating to issues of culture, mode, program and space. These ten statements are particularly useful for courses and unit/subject level review and quality assurance processes.
Forging new directions in physics education in Australian Universities
The website consists mainly of components of the final project report and some derived resources that address three priorities: service teaching, laboratory work and employment of physics graduates. These form the three strands of the project.
The report on a survey of service teaching identifies three models of service teaching and outlines differences between student expectations and experiences of service-taught units. The survey found that students' experiences are significantly at variance with their expectations. The outcomes provide very strong evidence that university service teaching physics needs to be examined and reformed. Examples of units where students' experiences matched their expectations are described in Appendix 3 of the final report.
There is also a self-efficacy survey which would be of use in unit reviews.
The strand on laboratory work for physics students consists mostly of reports on workshop meetings, from which many issues were raised but few solutions proposed. The most tangible and immediate outcome of this strand is the depository of physics higher year laboratory experiments in use in Australian universities. This resource provides experiment titles, brief outline and the contact details of their designers/authors. It could prove very valuable in the sharing of and, if engaged with critically, improving of laboratory work.
The report on graduates in the workforce outlines graduates' employment types and graduates' preparedness for work in terms of knowledge and generic attributes. The report will be of interest to physics program managers. A separate document, outlining employment destinations of physics graduates, could be used to motivate or inform potential or current physics students.