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.
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.
18 resources found for ‘academic staff’.
A national soil science curriculum in response to the needs of students, academic staff, industry, and the wider community
The University of Sydney
2012
The University of Adelaide, The University of Melbourne, The University of Queensland, The University of Western Australia
Teaching-focused academic appointments in Australian universities: recognition, specialisation, or stratification?
Office for Learning and Teaching
2013
Building academic staff capacity for using eSimulations in professional education for experience transfer
Deakin University
2010
The B factor project: understanding academic staff beliefs about graduate attributes
RMIT University
2009
Murdoch, UNSW
Leadership and the impact of academic staff development and leadership development on student learning outcomes in higher education: a review of the literature
Queensland University of Technology
2009
This report explores the existing evidence of the effect on student learning outcomes in undergraduate higher education study of:
1. Staff/professional development
2. Leadership
3. Leadership development.
As the main focus of this report is not on leadership per se but on the impact of leadership on the student learning outcomes of retention, persistence and achievement, we primarily looked at evidence for that impact rather than on leadership generally.
Raising the profile of diagnostic, formative and summative e-assessments. Providing e-assessment design principles and disciplinary examples for higher education academic staff.
The University of Adelaide
2008
Development of Academics and Higher Education Futures
Swinburne University of Technology
2009
Building leadership capacity for development and sharing of mathematics learning resources across disciplines and universities
University of Wollongong
2013
Central Queensland 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.
Curtin University of Technology
Experiential learning in sociology: the grounded assignment and tutorial system (GATS) approach
James Cook University
1997
This is a final report for a 1997-1998 National Teaching Development Grant funded by the Committee for University Teaching and Staff Development. The report details the GATS project and provides justification and educational rationale its development.
Leading for effective partnering in clinical contexts
Griffith University
2009
A programmatic approach to developing writing embedded in nursing courses
Griffith University
2011
Research to discover the ways in which writing is taught and assessed in the Bachelor of Nursing (BN) program at Griffith University, and more widely in Australia and New Zealand, was undertaken in this Fellowship. Models which best describe and guide the teaching and assessment of writing in the BN program were identified and ways of capacity development of staff, to more effectively teach and assess writing, were explored.
Enhancing the assessment of learning in Australian Higher Education: Biological Sciences
The University of Melbourne
2007
The discipline of biological science encompasses the long standing fields such as zoology, botany and anatomy, along with the more recently defined fields of biochemistry, ecology, genetics, developmental biology and others. Students often take highly general first year programs, later branching into more specialised sub fields. As the number of undergraduate students attracted to science declined steadily in the last decade, there has been a growing concern regarding the qualifications and capacity of teachers, and that of curricula to effectively prepare and enthuse young people for careers in the sciences (Harris et al., 2005). The purpose of this project was to develop and strategically disseminate resources designed to enhance the assessment of learning in the biological sciences in Australian universities. The project involved fieldwork on assessment issues, and studies of current approaches and best practice in eight Australian universities.
Sydney
Enhancing student academic writing: developing a booklet of instructional activities and strategies to support lecturers to teach writing in the context of their disciplines
Curtin University of Technology
2000
This is a final report for a 1998 National Teaching Development Grant funded by the Committee for University Teaching and Staff Development. The report summarises the project aims and outcomes and provides justification and educational rationale for its development. Evaluation of the project is discussed in detail.
Developing and implementing a flexible web-based teaching/learning environment across an entire academic organisational unit
University of Wollongong
1997
This is a final report for a 1997 National Teaching Development Grant (Organisational) funded by the Committee for University Teaching and Staff Development. The report details the School of Education project background, aims and objectives, and provides justification and educational rationale for the project's development. A website link is included for viewing resources produced during the project.
Addressing the ongoing English language growth of international students
Monash University
2010
This study investigated the relationships between academic success, language and academic learning strategies used, and affective learning variables. As a result of findings from the study, a multi-media resource providing advice on those strategies and beliefs about learning was developed for students and staff.
Deakin, ECU, Macquarie, Melbourne
Articulating lifelong learning in tourism: dialogue between humanities scholars and travel providers
The University of Western Australia
2010
The project team investigated the points of view of academic staff involved in educational tourism, the educational tourism sector and clients’ expectation of their tourism experience. Reasons for increased involvement of universities in educational tourism are presented.
The WIL (Work Integrated Learning) Report
Griffith University
2009
The aim of this large-scale scoping study of work integrated learning in higher education was to identify issues and map a broad and growing picture of WIL across Australia and to identify ways of improving the student learning experience in relation to WIL. Evidence highlighted the importance of strong partnerships between stakeholders (students, university academic and professional staff, employers, professional associations, and government) in facilitating effective learning outcomes for students. A set of recommendations (Chapter 1) and an implementation framework (Chapter 9) are project outcomes. Thirty curriculum vignettes, providing a snapshot of a broad range of practices, are available from the website.
QUT