This is a final report for a 1997 National Teaching Development Grant (Organisational) funded by the Committee for University Teaching and Staff Development. The report details the School of Education project background, aims and objectives, and provides justification and educational rationale for the project's development. A website link is included for viewing resources produced during the project.
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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227 resources found for ‘web-based teaching and learning’.
Studio Teaching Project: Four Reports
The University of New South Wales
2010
RMIT, UQ, UTAS
Studio Teaching Toolkit
The University of New South Wales
2010
RMIT, UQ, UTAS
An excellent informative and helpful description of, and guide to studio practice with particular reference to art architecture and design and broader application to studio practice in dance, music and drama. The resource will be of interest to design and problem solving disciplines such as engineering and computer science.
Volume One: STP Final Report of the Studio Teaching Toolkit are particularly useful for teachers and learners, Heads of School, Deans of Faculties, Facilities Management personnel and tertiary providers considering the review or introduction of new art and/or design courses. The value of these materials lies in the descriptions of the nature and defining characteristics of studio practice, the elucidation of the conditions and modes that lead to effective learning outcomes and effective methods of assessment and feedback for studio practice.
The Studio Teaching Toolkit applies the findings contained in the three reports (Volumes1 to 3) and case studies (Volume 4) into concise and practical information arranged into six sections: Using the toolkit; What is Studio; Effective Strategies; Assessment and Feedback; Student Experience; Case Studies.
Part six of Volume One (pp 93--100) provides a succinct description of the project and the four fundamental questions the project explored. Along with the Executive Summary (pp v-ix) and Recommendations (pp x-xii) users, and in particular teachers of art and design, should refer to the Studio Teaching Toolkit http://studioteaching.org/ for practical and concise resource materials.
Contained in the Effective Strategies section of the Studio Teaching Toolkit are 10 benchmark statements for effective studio practice relating to issues of culture, mode, program and space. These ten statements are particularly useful for courses and unit/subject level review and quality assurance processes.
Managing educational change in the ICT discipline at the tertiary education level: Final Report
University of Wollongong
2009
Monash, QUT
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.
The impact of web-based lecture technologies on current and future practices in learning and teaching
Macquarie University
2008
Developing and implementing a flexible web-based teaching/learning environment across an entire academic organisational unit
University of Wollongong
1997
Australian history world wide web project
James Cook University
1998
This is a final report for a 1996-1998 National Teaching Development Grant funded by the Committee for University Teaching and Staff Development. The report details the History project and provides justification and educational rationale for its development.
Digital learning communities: investigating the application of social software to support networked learning
University of Canberra
2009
QUT, RMIT
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
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
Hands-on simulation game for teaching electronic commerce
University of Western Sydney
1997
This is a final report for a 1996 National Teaching Development Grant funded by the Committee for Univesity Teaching and Staff Development. The report details the project and provides justification and educational rationale for its development.
Building leadership capacity for development and sharing of mathematics learning resources across disciplines and universities
University of Wollongong
2013
Central Queensland University
Developing leaders of change in the teaching of large university chemistry classes
Charles Sturt University
2012
Curtin University of Technology, Deakin University, The University of Adelaide, The University of Sydney, University of Tasmania
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
Rewarding and recognising quality teaching in higher education through systemic implementation of indicators and metrics on teaching and teacher effectiveness - Pilot reports
Australian Learning and Teaching Council Limited
2008
Pilot project reports from eight universities participating in the Teaching Quality Indicators project.
Other reports from the Teaching Quality Indicators project are available here.
Deakin University, Griffith University, Macquarie University, RMIT University, The University of Queensland, The University of Western Australia, University of South Australia, University of Tasmania
Spaces for knowledge generation: a framework for designing student learning environments for the future
La Trobe University
2011
Apple University Consortium (AUC), Charles Sturt University, Kneeler Design
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
Heads of School leadership - effective relationships as the cornerstone for teaching and learning improvement
Charles Darwin University
2011
University of South Australia
Sustainable leadership of teaching and learning initiatives: lessons from the promoting excellence initiative
Deakin University
2012
The seven insights in this document,and the longer companion report,aim to provide guidance to support leaders in consolidating a systemic approach to improving the quality of learning and teaching within their institution and more broadly.
Murdoch University, Queensland University of Technology, Swinburne University of Technology
Good Practice Report: Assessment of science, technology, engineering and mathematics (STEM) students
Australian Learning and Teaching Council Limited
2011
This good practice report, commissioned by the ALTC, provides a summative evaluation of useful outcomes and good practices from ALTC projects and fellowships on the assessment of science, technology, engineering and mathematics (STEM) students. The report contains:
- a summative evaluation of the good practices and key outcomes for teaching and learning from completed ALTC projects and fellowships
- a literature review of the good practices and key outcomes for teaching and learning from national and international research
- the proposed outcomes and resources for teaching and learning which will be produced by current incomplete ALTC projects and fellowships
- identifies areas in which further work or development are appropriate.
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