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 project's objectives, design, delivery and outcomes and provides justification and educational rationale for its development.
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.
75 resources found for ‘problem based learning’.
Designing a diverse, future-orientated vision for undergraduate psychology in Australia
The University of New South Wales
2008
ECU, Sydney
This impressive resource, developed following extensive consultations with key stakeholders, presents a comprehensive list of key attributes psychology students can develop during their undergraduate studies. By extending the principles of the scientist-practitioner model, there is no doubt that it will become a valuable research-led resource for both students and teachers of psychology.
This resource clearly delineates what will be learned, how it will be learned, what the learning outcomes will be, and how these apply in both the traditional psychology laboratory and in real world settings. This juxtaposition of laboratory and real world learning applications provides added value by challenging students to think more widely. In doing so, it enhances the identity of psychology. Accordingly, the resource is also relevant to students and teachers in Psychiatry and the allied health disciplines.
It may be necessary, however, to make explicit the academic background required for using this resource. For example, it may be essential to flag that empirical skills are a pre-requisite given that Research Methods in Psychology (Attribute 2) are traditionally quantitative. That undergraduate students are becoming interested in qualitative research approaches raises the question of why this is not included in Attribute 2. This is even more questionable given the learning outcome of describing and applying the different research methods used by psychologists and demonstrating practical skills in laboratory-based and other psychological research.
The theoretical orientation and attributes reflect the resource's orientation to a specific cohort of students, which in this discipline is not necessarily a bad thing.
Exploring problem-based learning pedagogy as transformative education in Indigenous Australian studies
The University of Queensland
2012
Charles Darwin University, Monash University, The University of New South Wales, The University of Newcastle, University of Technology, Sydney
Development and evaluation of a problem-based course in epidemiology
The University of Western Australia
1997
Demonstrating distributed leadership through cross-disciplinary peer networks: responding to climate change complexity
University of Tasmania
2011
Murdoch University, The University of New South Wales, University of Wollongong
Renewing the curriculum to more effectively accommodate clinical rotation
Macquarie University
2012
La Trobe University, The University of Melbourne, The University of Sydney, The University of Western Australia
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
Taking clinical psychology postgraduate training into the next decade: aligning competencies to the curriculum
Swinburne University of Technology
2011
The University of Queensland
eDST: Decision support tools for multi-disciplinary applications in higher education
University of New England
2011
Teaching scientific inquiry skills: a handbook for bioscience educators in Australian universities
The University of Melbourne
2010
Twenty-six cases of current teaching practices are identified and described using a framework based on the degree of inquiry inherent in student tasks; the independence expected of students in performing tasks; the tasks’ learning objectives; and the learning environment. Six innovative learning designs incorporating educational technologies are presented in the Hand book. Recommendations are made about evaluating student learning of scientific inquiry skills. A website presents project findings.
La Trobe, Monash, UQ
Inquiry-oriented learning in science: transforming practice through forging new partnerships and perspectives
University of Technology, Sydney
2013
Practice-based education: enhancing practice and pedagogy
Charles Sturt University
2011
Design based curriculum reform within engineering education
The University of New South Wales
2011
Queensland University of Technology, The University of Melbourne, The University of Queensland, The University of Sydney
An integrated system for online clinical assessment of practical skills (eCAPS) for web-based courses
The University of Queensland
2011
The University of British Columbia (Canada), The University of Melbourne
Assessing and improving spatial ability for design-based disciplines utilising online systems
The University of Newcastle
2011
An online psychometric test of spatial ability (the 3D Ability test) was developed specifically for design-based disciplines. A series of online interactive 3D learning tasks designed to improve spatial skills are also provided. The learning tasks include remediation options for poor performers and purpose-designed gender neutral activities to address the gender bias in spatial performance. The test and 3D learning tasks are available on the project website.
Outcomes-based planning, graduated descriptors and quality indicators for pharmacy experiential placements
University of South Australia
2011
Outcomes from the project include: seventeen experiential learning and assessment tasks published within an online central repository website, the development and trialling of a competency graduated descriptors tool, and a quality indicators framework indicating stakeholder responsibilities and pre-placement during placement and post placement aspects. The online repository is available at the project website.
The University of Queensland, The University of Sydney
Heads of School leadership - effective relationships as the cornerstone for teaching and learning improvement
Charles Darwin University
2011
University of South Australia
Implementing effective learning designs
Macquarie University
2011
Australian Catholic University, Charles Darwin University, Edith Cowan University, Griffith University, La Trobe University, University of Technology, Sydney
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
Indigenous teaching and learning at Australian universities: developing research-based exemplars for good practice
The University of Melbourne
2011
This Fellowship aimed to provide practitioners in the field of Indigenous teaching with a set of ‘research-based, practical exemplars for good practice’. Fifteen suggested approaches to indigenous teaching are provided on the fellowship website which also includes a comprehensive resources section.
Rewarding and recognising quality teaching in higher education through systemic implementation of indicators and metrics on teaching and teacher effectiveness
Australian Learning and Teaching Council Limited
2010
The reports and outcomes from the Teaching Quality Indicators (TQI) project.
- The following substantial reports were released from this this project.
- Eight universities conducted pilot projects and the reports which are available here.
Deakin University, Griffith University, Macquarie University, RMIT University, The University of Queensland, The University of Western Australia, University of Tasmania
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