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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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94 resources found for ‘information technologies in education’.

Managing educational change in the ICT discipline at the tertiary education level: Final Report

Tony Koppi, Fazel Naghdy
University of Wollongong
2009
University of Wollongong
Monash, QUT
Final Report Download Document (1.17 MB)

goodpractice

This is an outstanding, comprehensive analysis of the state of tertiary ICT education in Australia, including the need for some change and how this should be approached. The report includes extensive survey data from the perspectives of academic staff, recent graduates and (to a lesser extent) employers of ICT graduates. It is noteworthy that these surveys have been conducted across a very representative component of the Australian sector, giving confidence about the broad relevance of the findings.

The report is a "must read" for anyone undertaking a serious review of their ICT curriculum or teaching, and indeed is worth the attention of anyone seeking a good example of such a review, irrespective of discipline. It is particularly illuminating to observe the alignment, of lack thereof, between what is taught at University and what students require in the workforce. Of course, there is an ongoing debate about how tightly Universities should aim for work-ready graduates, but the data in this report from recent ICT graduates are relevant to all tertiary programs in this area.

The report is lengthy, with a wealth of (quantitative and qualitative) data and substantial data analysis. There are nine recommendations, of which three focus on the ICT sector and its perceptions by stakeholders, and six address aspects of the curriculum and teaching; these latter recommendations are most relevant for discipline standards. The report is beautifully written and well-organised, and argues its case convincingly. The reader will benefit from either a short reading or a comprehensive analysis.

30th September 2010

Forging new directions in physics education in Australian Universities

Les Kirkup, Manjula Sharma
University of Technology, Sydney
2009
University of Technology, Sydney
Sydney
http://www.physics.usyd.edu.au/super/ALTC/

goodpractice

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.

30th September 2010

Graduate attributes statements database

Simon Barrie, Clair Hughes, Calvin Smith
The University of Sydney
2009
The University of Sydney
Griffith, UQ
http://www.itl.usyd.edu.au/projects/nationalgap/resources/gamap/introduction.htm

goodpractice

 

Introductory Commentary

This resource forms part of a larger collection.  It is recommended that readers refer also to:

1.  http://www.itl.usyd.edu.au/projects/nationalgap/resources/discussionpapers.htm
and
2. http://www.itl.usyd.edu.au/projects/nationalgap/resources/videos.htm

This is one of the outcomes of the National GAP (Graduate Attributes Project), a national scoping study of Australian universities' recent activities in relation to the development of graduate attributes. It is an aggregation of de-identified university graduate attributes statements, gathered in 2007-08. The statements were sorted into groups describing similar graduate attributes. They are presented as 'Enabling' level attributes (broader dispositions: scholarship, global citizenship, life-long learning) and 'Translation' level (more discrete, discipline-specific attributes: research and enquiry; information literacy; personal and intellectual autonomy; ethical, social and professional understanding and communication).

The boundaries between categories are artificial and some relate to more than one category.

This web resource includes a clickable visual map showing these eight subcategories. Links take the user to an aggregation of university statements of attributes -- for example, when universities include an attribute related to critical thinking, here are examples of how they phrase that statement. Even though these were gathered in 2007-08, they are unlikely to date -- the database shows the similarities and differences in statements.

This is a useful resource for those considering reviewing their attributes. It also shows the broad emphases in attributes across the sector.

30th September 2010

Assessment 2020: Seven propositions for assessment reform in higher education

David Boud
University of Technology, Sydney
2010
University of Technology, Sydney
Fellowship Final Report Download Document (581.44 KB)
Assessment 2020: seven propositions for assessment reform in higher education Download Document (156.13 KB)

goodpractice

The web site is a rich source of information and inspiration for those setting, designing or redesigning, assessment tasks. It indicates the purpose for the materials, making it clear that the content is relevant for experienced teachers and educational developers and that the site is not designed for those seeking an introduction to assessment. The site contains only minimal information on items such as rubrics and marking schemes. This is not a deficiency; rather it is a reinforcement of the purpose of the site which is to facilitate change in the emphasis on assessment of current learning to assessment that values self-directed, self-managed and self-evaluated learners.

The web site is organised around the key principles of engaging students, setting authentic activities, scaffolding students in designing some assessments, setting integrative tasks, fostering learning and judgement, modelling and practice, working with peers, as well as giving and receiving feedback. Each section succinctly describes a principle, provides a brief articulation of how it could be implemented and then has a link to discipline examples.

The section titled "Towards informed judgement" is a particularly useful one and worth reading. The range of discipline examples for assessment for future learning is limited because only a few teachers are engaging with this issue. There are highly relevant literature references on assessment practices for future learning attributes.

The reader should also download the well-written synthesis of where assessment practices should be heading over the coming years, "Assessment 2020: Seven propositions for assessment reform in higher education".

30th September 2010

Re-conceptualising and re-positioning Australian library and information science education for the twenty-first century

Helen Partridge
Queensland University of Technology
2011
Queensland University of Technology
Charles Sturt University, Curtin University of Technology, Edith Cowan University, Monash University, RMIT University, University of Canberra, University of South Australia, University of Tasmania, University of Technology, Sydney, Victoria University
Final Report Download Document (2.42 MB)
http://www.liseducation.org.au

Curriculum renewal in postgraduate information technology education: a response to growing service sector dominance

Professor Joseph Davis
The University of Sydney
2011
The University of Sydney

Themes central to the study of services were identified as: service system fundamentals, service systems management, service systems engineering, service technologies, business process modelling, knowledge management systems, customer relationship management, and modern organisations. Detailed course descriptions and some teaching materials for each of these themes were developed.

Also implemented was a Service Learning and Teaching Foundry, which provides a virtual space for students to learn important service-oriented approach/business process modelling (SOA/BPM) concepts, gain hands-on experience with service-oriented software engineering, and practise their skills using real world examples.

The University of Melbourne, The University of New South Wales, The University of Queensland
http://soc.cse.unsw.edu.au/teachingfoundry/

Addressing ICT curriculum recommendations from surveys of academics, workplace graduates and employers

Tony Koppi, Philip Ogunbona, Jocelyn Armarego, Paul Bailes, Peter Hyland, Tanya McGill, Fazel Naghdy, Golshah Naghdy, Chris Pilgrim, Madeleine Roberts
University of Wollongong
2013
University of Wollongong
Australian Council of Deans of Information and Communications Technology, Murdoch University, Swinburne University of Technology, The University of Queensland
Final Report Download Document (1.18 MB)

ePortfolio use by university students in Australia: Informing excellence in policy and practice

Gillian Hallam
Queensland University of Technology
2008
Queensland University of Technology

Stage one of the project explored the current scope of national and international ePortfolio practice in higher education in Australia. An analysis of  ePortfolio contexts identified government policy, technical standards, academic policy and learning and teaching as contexts where strategies may be employed to support effective practice. The types of ePortfolios used was documented and issues in relation to implementation identified. Additionally, innovative practice in ePortfolio use in higher education was explored and recommendations made to guide policy developments.

Melbourne, UoW
Executive Summary Download Document (1.21 MB)
Final Report Download Document (5.01 MB)

Pre-service teacher education partnerships: creating an effective practicum model for rural and regional preservice teachers

Josephine Ryan, Melitta Jones
Australian Catholic University
2012
Australian Catholic University
La Trobe University
Final Report Download Document (317.95 KB)
http://www.rrpp.edu.au

Library and information science education 2.0: guiding principles and models of best practice

Professor Helen Partridge
Queensland University of Technology
2011
Queensland University of Technology
Fellowship Final Report Download Document (496.33 KB)
http://liseduation.wordpress.com/

New technologies, new pedagogies: using mobile technologies to develop new ways of teaching and learning
University of Wollongong
2009
University of Wollongong
Final Report Download Document (5.87 MB)
http://mlearning.uow.edu.au/ http://ro.uow.edu.au/newtech/

Tribes and cultures: frameworks for shared language and intent to cost-effectively improve learning outcomes

Heinz Dreher, Stephen Quinton, Naomi Dreher, Megan LeClus, Carl Dreher, Allan Herrmann
Curtin University
2011
Curtin University

This project aims to facilitate the construction of effective electronic learning systems by investigating the domain-specific language used in their development by university lecturers, instructional designers, educationalists and IT specialists. Project outcomes include: an interactive glossary outlining the shared language and the language conflicts of the stakeholder groups; a pedagogical design framework, which specifies the communication processes between the design, implementation and user partners; an annotated bibliography; and a project website.

The University of New South Wales
Final Report Download Document (3.34 MB)

Services Science Management and Engineering (SSME) Learning and Teaching Project

Professor Joseph Davis
The University of Sydney
2011
The University of Sydney

Themes central to the study of services were identified as: service system fundamentals, service systems management, service systems engineering, service technologies, business process modelling, knowledge management systems, customer relationship management, and modern organisations. Detailed course descriptions and some teaching materials for each of these themes were developed.

Also implemented was a Service Learning and Teaching Foundry, which provides a virtual space for students to learn important service-oriented approach/business process modelling (SOA/BPM) concepts, gain hands-on experience with service-oriented software engineering, and practise their skills using real world examples. http://soc.cse.unsw.edu.au/teachingfoundry/

The University of Melbourne, The University of New South Wales, The University of Queensland
http://altcgrant.it.usyd.edu.au/ http://soc.cse.unsw.edu.au/teachingfoundry/

ePortfolio use by university students in Australia: developing a sustainable community of practice

Gillian Hallam, Wendy Harper, Kim Hauville, Tracy Creagh, Lynn McAllister
Queensland University of Technology
2009
Queensland University of Technology

This report documents Stage Two of the Australian ePortfolio Project (AeP2), which explored the current scope of national and international ePortfolio communities of practice in order to identify the factors that have contributed to their success and sustainability. A toolkit of six concept guides, targeted at the various stakeholders involved in ePortfolio use and providing information on managing privacy, is provided in Appendix 1.  The project website provides additional resources.
 

Australian ePortfolio Project - Part 2 Download Document (8.22 MB)
http://www.eportfoliopractice.qut.edu.au http://www.altc.edu.au/resource-eportfolio-use-qut-2008

Changing the culture of teaching and learning in ICT and engineering: facilitating research professors to be teaching and learning leaders

Sylvia Edwards, Bhuva Narayan, Judithe Sheard, Peter O’Shea, Wayne Brookes
Queensland University of Technology
2012
Queensland University of Technology
Monash University, University of Technology, Sydney
Final Report Download Document (1.31 MB)

'Seeing' networks: visualising and evaluating student learning networks

Shane Dawson , Aneesha Bakharia , Lori Lockyer , Elizabeth Heathcote
University of Wollongong
2011
University of Wollongong
Murdoch University, RMIT University, The University of British Columbia (Canada), The University of Queensland
Final Report Download Document (1.57 MB)
http://research.uow.edu.au/learningnetworks/

Educating the Net Generation - A Toolkit of Resources for Educators in Australian Universities

Kathleen Gray, Gregor Kennedy, Jenny Waycott, Barney Dalgarno, Sue Bennett, Rosemary Chang, Terry Judd, Andrea Bishop, Karl Maton, Kerri-Lee Krause
The University of Melbourne
2009
The University of Melbourne
CSU, Griffith, Sydney, UoW
Toolkit Download Document (7.87 MB)
http://www.netgen.unimelb.edu.au/

Improving learning in undergraduate physics using integrated 'studio' environments to replace traditional lectures, laboratories and tutorials

Robert D Loss
Curtin University of Technology
1997
Curtin University of Technology
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 Physics project in 'studio' environments and provides justification and educational rationale for its development.
Final report Download Document (76.04 KB)

Examining the impact of simulated patients and information and communication technology on nursing students’ clinical reasoning

Tracy Levett-Jones
The University of Newcastle
2011
The University of Newcastle
Final Report Download Document (2.38 MB)
http://www.newcastle.edu.au/project/clinical-reasoning/

Developing capacity to integrate IT into higher education teaching and learning

Stephen Marshall, Andrew Litchfield
Macquarie University
2000
Macquarie University
This is a final report for a 1997 Staff Development Grant funded by the Committee for University Teaching and Staff Development. The report details the objectives and outcomes of the project and provides justification and educational rationale for the project development. Publicised as e.learning@mq within the university.
Final report Download Document (52.27 KB)

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