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Sos: A Subject Online Survey Engine To Support Improvement In Teaching And Learning, Robert M. Corderoy, Ray Stace, A. Ip, P. Macleod
Sos: A Subject Online Survey Engine To Support Improvement In Teaching And Learning, Robert M. Corderoy, Ray Stace, A. Ip, P. Macleod
Senior Deputy Vice-Chancellor and Deputy Vice-Chancellor (Education) - Papers
Traditionally, data relating to the conduct of subjects at the University of Wollongong has been collected for academics with one main purpose in mind: to provide the academic with supporting information as to their teaching ability for the purposes of promotion. Currently this data is collected using ‘prescribed Teaching Surveys’. The process is a formal, highly regulated mechanism and is administered by the Centre for Educational Development and Interactive Resources (CEDIR) on request. The promotion process requires that the academic provide of not less than 4 and no more than 6 such survey reports in their application for promotion. These …
Sos: Supporting Teaching And Learning Through A Customisable Subject Online Survey, Robert M. Corderoy, Ray Stace, A. Ip
Sos: Supporting Teaching And Learning Through A Customisable Subject Online Survey, Robert M. Corderoy, Ray Stace, A. Ip
Senior Deputy Vice-Chancellor and Deputy Vice-Chancellor (Education) - Papers
One of the difficulties faced by many academics in their teaching is the evaluation of the teaching and learning process. The growing importance of this aspect of tertiary education has been picked up in recent years by Government in its push for quality assurance in the sector. If quality is most effectively ensured by those directly involved in the provision of a service, then tools, mechanisms and processes need to be provided so that this involvement can be facilitated. The need for evaluation of the success of teaching and learning has become even more critical as more and more in …
How Do We Know If Students Learn Online? A Case Study Of The Deep Integration Of Tertiary Literacy And Discipline-Specific Skills Into A Flexibly Delivered First Year Subject, Margaret Merten, Alisa Percy, Jan Skillen, Neil Trivett
How Do We Know If Students Learn Online? A Case Study Of The Deep Integration Of Tertiary Literacy And Discipline-Specific Skills Into A Flexibly Delivered First Year Subject, Margaret Merten, Alisa Percy, Jan Skillen, Neil Trivett
Senior Deputy Vice-Chancellor and Deputy Vice-Chancellor (Education) - Papers
As universities globally move toward the flexible delivery of subjects and courses, the issue of how students learn from these modes is increasingly important for the design of these subjects. Using an action learning approach, this paper will show that this integration of learning skills into subject curriculum results in significant improvements in students’ skills levels. The main focus of the paper is to show that the conversion of subjects into flexible delivery allows a deeper level of integration of tertiary literacy instruction than is possible in campus based subjects. To explore this, the paper will present a case-study on …
Learning About Tertiary Teaching: Placing The Lecturer At The Centre Of The Learning Experience, Maureen E. Bell
Learning About Tertiary Teaching: Placing The Lecturer At The Centre Of The Learning Experience, Maureen E. Bell
Senior Deputy Vice-Chancellor and Deputy Vice-Chancellor (Education) - Papers
The attributes of effective university teachers are well documented (Ramsden, 1992). If universities wish to improve learning and teaching they need to provide academic staff with programs through which these attributes can be developed. A wide variety of courses now exist in Australian Universities that aim to develop academic staff as effective teachers (Martin & Ramsden, 1994). Some focus on developing skills through workshops and study packages, others on developing conceptions of teaching at a theoretical level or through reflective practice.