This project sought to develop, implement and evaluate a scholarly framework, processes and resources for peer review of learning and teaching in online and blended learning environments. Specific issues relating to online and blended learning environments were identified as well as the need for formative feedback and professional development. Workshop materials, case studies, and an annotated bibliography are among the resources on the project website.
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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12 resources found for ‘paradigmatic case studies’.
Engaging industry: embedding professional learning in the business curriculum
Victoria University
2011
RMIT University, University of Technology, Sydney, University of Wollongong
Beyond numbers: valuing quality teaching in business education
Charles Sturt University
2011
CQUniversity, The University of Queensland, University of Southern Queensland, University of Western Sydney
Peer review in online and blended learning environments
University of Technology, Sydney
2011
Building capacity among emerging occupational therapy academic leaders in curriculum renewal and evaluation at UQ and nationally
The University of Queensland
2011
The Good Practice Guides serve as a quick reference guide for those undertaking curriculum design, renewal, review, and evaluation activities. Although developed for use within occupational therapy, the key principles described in the Guides have relevance for other health professions and curriculum development and renewal more broadly. Cases accompany many of these Good Practice Guides.
Leading rich media implementation collaboratively: mobilising international, national and business expertise
University of New England
2011
This project provides frameworks for decision-making about the use of rich media technologies in learning, teaching, administration and research. The project website contains advice for professional development, information about rich media technologies, case studies, references and publications.
The University of Queensland, University of Wollongong
Shaping a Desired Future for Australian Business Education
The University of Sydney
2008
Peer review of online learning and teaching
University of South Australia
2011
The project developed an open-source, web enabled peer review tool (PROTL). The PROTL system incorporates banks of standards-based criteria for use in peer review, explanations of the meaning of these criteria, exemplars, and an underlying database that can record peer review results and make them available for promotion or awards. The project website provides resources such as an online manual, detailed guides, tutorials and features of the PROTL system, case studies and publications.
Embedding the development and grading of generic skills across the business curriculum
Macquarie University
2011
This practical resource focuses on a subset of business graduate skills: team work, critical thinking, ethical practice and sustainability . Provided are comprehensive literature reviews, real work case studies, lesson plans, suggested teaching methods, and a standards of achievement framework including guides on how to create learning outcomes and assessment rubrics from the standards. All resources are housed at this website.
Australian Catholic University, Edith Cowan University, La Trobe University, University of Canberra, University of Southern Queensland, University of Tasmania
Multiple Modes of Delivery
Charles Sturt University
2005
This is a 2005 final report of the project, 'Multitudes Modes of Delivery' funded by the Australian Universities Teaching Committee. The report details the project and presents the findings of a survey and case studies of universities.
Leading Excellence – application of the Engaging Leadership Framework (ELF) to new higher education sites and contexts
Monash University
2010
The Engaging Leadership Framework tool and artefacts were developed to support the effective leadership of change and to build leadership capacity in institutions. The report notes that the framework’s value was particularly evident when leadership projects were linked to active learning and the authentic issues of the participants. Artefacts include workshop activities, site case studies, journal notes and reflections, planning and evaluation templates, and ELF game prototypes.
ECU, UB, UNE
Articulating a transition pedagogy to scaffold and to enhance the first year student learning experience in Australian higher education: Final Report
Queensland University of Technology
2009
This fellowship focussed on the important role of the curriculum in first year transition, success and retention. A research-based 'transition pedagogy' was articulated – a guiding philosophy for intentional first year curriculum design and support that carefully scaffolds and mediates the first year learning experience for contemporary heterogeneous cohorts. This transition pedagogy is framed around the identification of six First Year Curriculum Principles that stand out as supportive of first year learning engagement, success, and retention and is described in Appendix 1. Several discipline case studies, an extensive engaged dissemination strategy and other resources are available from the fellowship website.
Articulating a transition pedagogy to scaffold and to enhance the first year student learning experience in Australian higher education
Queensland University of Technology
2009
This fellowship focussed on the important role of the curriculum in first year transition, success and retention. A research-based 'transition pedagogy' was articulated framed around the identification of six First Year Curriculum Principles that stand out as supportive of first year learning engagement, success. These principles are Transition, Diversity, Design, Engagement, Assessment and Evaluation and monitoring. Several discipline case studies, an extensive engaged dissemination strategy and other resources are available from the fellowship website.
This online resource provides practical ideas and strategies for academic and professional practitioners responsible for designing curricula to support first year university students. It advocates for intentional first year curriculum design using six first year curriculum principles: Transition, Diversity, Design, Engagement, Assessment, Evaluation and Monitoring. The website features resources including a briefing paper on first year assessment and checklists with useful tips for first year teachers, program coordinators and institutional leaders of learning and teaching. It would be particularly useful for academic staff responsible for designing first year curricula across disciplines. Professional staff who support first year curriculum design and delivery in such areas as blended learning will also find this a very useful site. This resource raises awareness of the multidimensional nature of the first year curriculum, drawing attention to the importance of supporting student diversity through the purposeful design of fit-for-purpose learning activities and assessment tasks. As such it would be useful for academic development staff who provide institution-level support to enhance the quality of first year curricula. The focus on evaluation and monitoring is particularly important for its emphasis on the value of continuous review and improvement of first year curricula. Discipline-based case studies are another feature of the resource. Exemplars are drawn from such fields as Law and the Creative Arts, IT and Biology. Kift has sought the input of Australian and international expert commentators who review the case studies and provide input on key issues. This dimension is particularly useful as it provides an indication of the international relevance and appeal of the resource, as well as the rigour of its approach. In terms of accessibility, the website does not readily emerge from a quick Google search of the internet, so users may want to bookmark the site. Nevertheless, once you arrive, you will find the site relatively easy to navigate and resources readily downloadable using PDF-reading software. One of the challenges you may encounter is that this resource site is embedded within a larger site. If you navigate away from the ‘Transition Pedagogy’ area and follow some of the hyperlinks, it can be a little difficult to find your way back. It is important to be aware of this if you decide to pursue some of the interesting and informative links on the site.
goodpractice