The purpose of the project is to formulate a list of achievement standards for Australian Honours graduates in Archaeology. By project end, a nationally agreed public document, developed collaboratively by all Australian university providers of Archaeology, will be produced and disseminated. The project methodology should be transferable to other disciplines.
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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32 resources found for ‘dissemination’.
By degrees: Benchmarking archaeology degrees in Australian universities
The purpose of the resource is to articulate standards of Honours degrees in archaeology at Australian universities. These benchmarks were developed by a working group of teaching academics involved in archaeology.
Driven by apparent shortcomings in archaeological training identified by employers and students, this resource would be of most use to Honours coordinators and undergraduate coordinators generally. Although it is not explicitly intended, the resource is geared primarily for those who wish to pursue a career as a consultant archaeologist (or a cultural resource manager) after four years of undergraduate training.
The most useful section of the resource is the 'Benchmarking Statements', a series of 34 dot points divided into three categories: subject knowledge and understanding; archaeology-specific skills; generic skills. These are the skills that Honours graduates would be expected to have prior to beginning a vocation in archaeology.
The rest of the resource contains fairly generic statements about archaeology, its importance, teaching and learning environments in Australian universities, and career paths.
Benchmarking archaeology degrees at Australian universities: Final Report
The purpose of the project is to formulate a list of achievement standards for Australian Honours graduates in Archaeology. By project end, a nationally agreed public document, developed collaboratively by all Australian university providers of Archaeology, will be produced and disseminated. The project methodology should be transferable to other disciplines.
ALTC Dissemination Framework
Australian Learning and Teaching Council Limited
2008
Dissemination, Adoption and Adaptation of Project Innovations in Higher Education
University of Technology, Sydney
2005
Strategies for effective dissemination of project outcomes
The University of Queensland
2005
Flinders
A Review of the Dissemination Strategies used by Projects Funded by the ALTC Grants Scheme
The University of Queensland
2011
This project investigated the effectiveness of dissemination for ALTC Grants Scheme projects in the period 2006 to 2009. The Final Report outlines a new approach to dissemination that aims to increase opportunities for achieving productive change in learning and teaching and a new dissemination framework is presented.
The practitioner focused D-Cubed Guide explores the nature and purpose of dissemination, persents a range of effective dissemination activities, and provides examples of good practice. Resources from the Guide are also presented separately.
University of Sunshine Coast
Building a network of academics who use, contribute to and disseminate, an online, cost-effective histology learning and teaching resource
The University of Western Australia
2011
Developing and disseminating team skills capacities using interactive online tools for team formation,
The University of Queensland
2011
RMIT University, The University of Melbourne, The University of Western Australia, University of Southern Queensland, University of Technology, Sydney
D-Cubed Dissemination Project InDesign Resources
The University of Queensland
2011
The following InDesign files are provided to allow project teams modify the Quick Guides and other resources produced by the project D-Cubed: A Review of Dissemination Strategies used by Projects Funded by the ALTC Grants Scheme . The InDesign program and expertise in using this application is required. The INDD file and associated Font and Links folders are provided in the .zip file.
Academic leadership development within the university sector by dissemination of a web-based 360° feedback process and related professional development workshops: Facilitator Guide
University of South Australia
2011
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
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
Advancing science by enhancing learning in the laboratory (ASELL)
The University of Sydney
2012
Curtin University of Technology, Deakin University, Flinders University, The University of Adelaide
Learning to teach online: developing high-quality video and text resources to help educators teach online
The University of New South Wales
2011
Disseminating strategies for incorporating Australian Indigenous content into psychology undergraduate programs throughout Australia
University of South Australia
2008
Teaching and Assessing Meta-attributes in Engineering: identifying, developing and disseminating good practice
University of Wollongong
2009
Melbourne, Sydney, UQ, UTAS
New Media Resources for Indigenous Researcher Training
Batchelor Institute of Indigenous Tertiary Education
2011
This fellowship stimulates Indigenous research students and their supervisors to consider how new media forms of dissemination, such as image/sound, film, exhibition and digital media, may form culturally appropriate alternatives or adjuncts to the linear, written thesis form. The website explores concepts associated with alternative dissemination and provides resources, exemplars and more ideas.
Physclips - multi-level, multi-media resources for teaching first year university physics: Final Report
The University of New South Wales
2007
Building academic staff capacity for using eSimulations in professional education for experience transfer
Deakin University
2010
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.
CSU, RMIT
Physclips - multi-level, multi-media resources for teaching first year university physics
The University of New South Wales
2007
Despite its key position as an enabling discipline, physics content in school and university curricula is decreasing at an alarming rate. There is a real need for essential physics principles to be made widely available to an increasingly diverse group of students and academics. The Physclips package provides an excellent resource that specifically fills this critical gap. This is a very visual, engaging and easy to use introductory series into major physics principles. It takes an unashamedly rigorous approach. One of the outstanding features is the links to explain in an integrated manner, the mathematical principles supporting the physics. Other key features are the use of tutorials and animations. There is a very strong pedagogical foundation. For example, the authors have taken into account cognitive load theory, the use of narration to reinforce the animation and current web design approaches to produce this very sophisticated tool. The modules go into a good level of depth and detail and are designed such that they can be done at an individual’s own pace. This resource will be of use to anyone who wants and alternative platform to learn about the basics of physics and can be used either to support physics classes or to provide refresher or learning activities. Potential users include university and later year school students as well as teacher and academics who would like to refresh their knowledge. From a pedagogical perspective, these clips also act as excellent examples of how physics can be taught in an approachable and engaging manner. This is a user friendly interface that loads quickly and is readily navigable. It is also released through Creative Commons so there are no fees associated with its use. The videos require a Flash player. The clips currently cover Mechanics, Waves and Sound, Electricity and Magnetism. It is not clear whether further modules are planned. There are many physics videos and online resources available on the internet, but these Physclips packages are of the highest standard and will retain their relevance for many years to come.
Embedding the development and grading of generic skills across the business curriculum: Final Report
Macquarie University
2011
This project identified and disseminated several current models of embedding graduate skills in business programs around Australia. An intensive workshop model of embedding graduates skills was developed and trialled. Practical teaching and learning resources on teamwork, critical thinking, ethical practice and sustainability were developed and may be found on the project website.
Australian Catholic University, Edith Cowan University, La Trobe University, University of Canberra, University of Southern Queensland, University of Tasmania
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