Includes resources:
- A guide to using team management systems (tms) for learning and teaching quality improvement in health care teams
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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...
Results may be sorted filtered by keywords.
16 resources found for ‘teaching team’.
Using team management systems to identify and build leadership for quality learning in clinical health care teams
The University of Adelaide
2011
Flinders University, University of South Australia
Business education in the 21st century: Examining the antecedents and consequences of student team virtuality
University of Southern Queensland
2012
This project investigated the need to train students to be able to work effectively in teams, particularly virtual teams. The project was both research-driven and experience-based and considered the concept of ‘virtuality’ in teaching and learning at university. Virtuality for the purpose of this project refered to online collaboration by team members without the constraints of time and the necessity to be in the same place. The project sought to establish how to:
- design online resources to facilitate implementation of virtual student teams
- select appropriate technologies to support virtual student team activities
- provide online training for staff and students to assess readiness
- enhance the effectiveness of virtual teamwork
- evaluate virtual student team projects in the Australian business education context.
The University of Melbourne, The University of Western Australia
Subject coordinators: Leading professional development for sessional staff
University of Wollongong
2011
Australian Catholic University, University of Technology, Sydney, University of Western Sydney
Subject coordinators: Leading professional development for sessional staff
University of Wollongong
2011
Australian Catholic University, University of Technology, Sydney, University of Western Sydney
Developing and sustaining pedagogical leadership in early childhood education and care professionals
Griffith University
2011
The project team sought to devise a professional development strategy to support Early Childhood Education and Care (ECEC) professionals to develop their leadership capacity, thereby increasing their confidence about how their own knowledge, understandings and skills might contribute to the design and implementation of integrated services in ECEC. Integrated practice in the early years occurs in practice settings where disciplines of early childhood education and health care and community services, work together to support children and families.
Deakin University, Queensland Health, The Salvation Army
Improving university teaching and staff development - national teaching development grants (individuals), national teaching development grants (organisational) and staff development grants 1999
This document provides information about the Committee for University Teaching and Staff Development and the grants that the organisation funded in 1999. The grants are divided into three categories: National Teaching Development Grants for individuals and organisations and staff development grants. The projects in each funding category are detailed and information about the project teams and institutions is included.
Moderation for fair assessment in transnational learning and teaching
University of South Australia
2011
The project has documented moderation approaches that are potentially examples of good practice: structured and frequent communication, continuity in staffing to build relationships, use of marking guides, and the development of shared understandings around assessment. The TNE Assessment Moderation Toolkit, designed for involving the whole teaching team including partner organisation staff in assessment moderation practices, is available at the project website.
Curtin University of Technology, Southern Cross University, Taylor’s University College (Malaysia)
Assessing group work in media and communications
University of Canberra
2008
In Media and Communications, authentic tasks are the basis of learning through assessment. Media production in the real world is almost always a collaborative process. Hence, authentic assessment tasks require student to collaborate in groups. Collaborative group work effectively fosters both discipline-specific and generic professional attributes if carefully devised and managed. The project team identified common target areas for improvement, constructed and tested a range of practical tools and techniques for improving assessment in these areas, disseminated results and the products to the Media and Communication teaching community and are providing an online forum for on-going evolution, discussion, testing and feedback by the teaching community.
Macquarie, UNSW
The main focus of the resource is group assessment relevant to a range of disciplines, for example media, communication, creative arts and medical disciplines. It includes 13 case studies (of majors from four universities), explores key issues in relation to group assessment, and includes links to the research literature and keynotes by leading authorities in assessment. The resource is useful for academic staff designing units, courses and programs and who may be intending to incorporate group work. The case studies are useful for both design and assessment samples and for benchmarking purposes. Video is used to develop the key issues: a rationale for group assessment; creating and managing groups; group marks; peer assessment; technology; transparency; and feedback. The presence of both staff and student views and experiences in the video material imparts a particular level of credibility to the discussion of issues and principles. Keynote addresses, on policy, design, implementation, evaluation and learning, from leading authorities in assessment principles, and the practice of group and collaborative assessment, are also included. The case studies are of particular interest to course, unit and program designers as well as academic developers and planning and quality staff, while the issues are of interest to all staff grappling with collaborative or group assessment. The videos, for example those in relation to the rationale for team work, may also be of benefit to students. Users should be made aware of the login link to the forum, an issue which may detract from the website's currency. The resource recognises the competing demands on the user's time and the cognitive load requirements though an accessible design template (using three main and four supplementary links), the use of short videos, and the links to the research literature. The user does not require prior experience, domain-specific knowledge or specific IT requirements to use the resource. The resource deals with the problematic issue of group assessment and solves key issues in a concise and user-friendly way. It is easy to read and navigate and does not need to be read in conjunction with the project report. It is a practical, easy-to-access and use website on group assessment and team work.
Using threshold concepts to generate a new understanding of teaching and learning biology
The University of Sydney
2011
Threshold concepts are concepts central to the mastery of a specific discipline. The project team created a generic model for using these concepts to explore and reflect on student misconceptions and the teaching of troublesome knowledge for use by teachers in biology. Student understanding of the concepts was tested and interventions designed to help improve understanding. A biology teaching package was created along with a generic teaching model and guidelines to assist learning. Project publications and resources are available at the project website.
The University of New South Wales, University of Western Sydney
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
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
Development of a computer-generated digital patient for teaching and assessment in pharmacy
The University of Newcastle
2011
The project team developed and tested a computer-generated virtual patient for pharmacy students to practise and improve their communication, diagnostic and management skills for minor illnesses. The software developed allows interaction between the student and the simulated patient, and captures and analyses aspects of the interaction including the questions asked, the diagnosis and management chosen by the student. Feedback is provided to the student.
To obtain the software developed by the project, request a username and password from david.newby@newcastle.edu.au and then visit http://resweb.newcastle.edu.au/VirtualPatient/private/uploads.
Charles Sturt University, Monash University
Online Assessment Feedback as an Instument of Reflective Learning Practice in Human Biology
The University of Western Australia
2008
The project team developed an online assessment system for the improvement of evaluation of Human Biology students’ higher level learning and skill development. The project team sought to address the challenge of teaching large classes, by developing a system which will provide a more sophisticated online dialogue with students and improved individual feedback mechanisms. The assessment system extends the aspects of Human Biology that can be assessed online (including laboratory exercises); provides analytical tools (including sets of exemplars and remedial materials); administers richer, more analytical feedback; and embeds reflective practice and self-performance assessment into the feedback component of the online assessment system. The project team have collaborated with partner institutions who have implemented the online assessment tool, in an effort to share evaluation and feedback and make improvements to the system.
CUT
Peer Review of Teaching in Australian Higher Education
The University of Melbourne
2009
While there is growing interest in peer review of teaching in the Australian higher education sector, the level of awareness and expertise is variable. Some institutions have established processes in place. At other institutions involvement is variable in approach and tends to be localised to particular faculties or departments. The team believes the challenge in improving the uptake and effectiveness of peer review of teaching is largely a policy one at the level of individual institutions. This project will create a new, easy-to-use set of resources to assist institutions to effectively implement policies and programs for the peer review of teaching. A key feature of this project will be the development of a distinctive approach to peer review of teaching that embodies an Australian conception of the scholarship of teaching and that aligns with existing national initiatives for enhancing learning and teaching in higher education.
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.
Assessing group work in media and communications
University of Canberra
2008
In Media and Communications, authentic tasks are the basis of learning through assessment. Media production in the real world is almost always a collaborative process. Hence, authentic assessment tasks require student to collaborate in groups. Collaborative group work effectively fosters both discipline-specific and generic professional attributes if carefully devised and managed. The project team identified common target areas for improvement, constructed and tested a range of practical tools and techniques for improving assessment in these areas, disseminated results and the products to the Media and Communication teaching community and are providing an online forum for on-going evolution, discussion, testing and feedback by the teaching community.
Macquarie, UNSW
goodpractice