The learning outcome statements developed describe the minimum or threshold learning outcomes that all graduates of an Australian bachelor award in building and construction are expected to have met or exceeded. These standards were developed as part of a demonstration project funded by the Australian Government in 2010-11 and facilitated by the Australian Learning and Teaching Council. Academic institutions and teachers, professional bodies, accreditation bodies, employers and graduates participated in the development of minimum threshold learning outcomes for the discipline. The Building and Construction Academic Standards Statement covers the key themes of: knowledge, judgement, self-development, communication, innovation and engagement.
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...
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476 resources found.
Building and Construction Learning and Teaching Academic Standards Statement
Peer Assisted Teaching Scheme
The aim of the fellowship was to achieve a consistent university-wide strategy to assist academics in improving units perceived by students as needing critical attention. This was accomplished by introducing a Peer Assisted Teaching Scheme (PATS).
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.
Facilitating work integrated learning (WIL) through skills-enabled e-portfolios in construction and nursing
Good Practice Report: Assessment of science, technology, engineering and mathematics (STEM) students
This good practice report, commissioned by the ALTC, provides a summative evaluation of useful outcomes and good practices from ALTC projects and fellowships on the assessment of science, technology, engineering and mathematics (STEM) students. 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.
Good practice report: Technology-enhanced learning and teaching
This good practice report, commissioned by the ALTC, provides a summative evaluation of useful outcomes and good practices from ALTC projects and fellowships on technology-enhanced learning and teaching. 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.
Assessing creativity: strategies and tools to support teaching and learning in architecture and design
Sustainable leadership of teaching and learning initiatives: lessons from the promoting excellence initiative
The seven insights in this document,and the longer companion report,aim to provide guidance to support leaders in consolidating a systemic approach to improving the quality of learning and teaching within their institution and more broadly.
Heads of School leadership - effective relationships as the cornerstone for teaching and learning improvement
IS-IT learning? Online interdisciplinary scenario-inquiry tasks for active learning in large, first year STEM courses
Re-conceptualising and re-positioning Australian library and information science education for the twenty-first century
Rethinking assessment in the participatory digital world – Assessment 2.0
Advancing science by enhancing learning in the laboratory (ASELL)
e-Teaching leadership: planning and implementing a benefits-oriented costs model for technology enhanced learning
Demonstrating distributed leadership through cross-disciplinary peer networks: responding to climate change complexity
Subject coordinators: Leading professional development for sessional staff
Subject coordinators: Leading professional development for sessional staff
Enhancing the student experience: transition from vocational education
Using team management systems to identify and build leadership for quality learning in clinical health care teams
Includes resources:
- A guide to using team management systems (tms) for learning and teaching quality improvement in health care teams
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Coalface subject coordinators – the missing link to building leadership capacities in the academic supply chain
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