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Team-Based Curriculum Design In Creating Continuing Professional Development For University Teaching Staff, Lisa K. Thomas, Kathryn Harden-Thew, Janine Delahunty, Bonnie Amelia Dean
Team-Based Curriculum Design In Creating Continuing Professional Development For University Teaching Staff, Lisa K. Thomas, Kathryn Harden-Thew, Janine Delahunty, Bonnie Amelia Dean
Senior Deputy Vice-Chancellor and Deputy Vice-Chancellor (Education) - Papers
Academic teaching staff are often required to complete a compulsory learning and teaching program for probation. Until recently, the University of Wollongong has offered such a course to their probationary staff which aimed to enhance teaching practice within the institution. However, there was no expectation of further development of learning and teaching practice following probation. During 2014 a new program was developed. The Continuing Professional Development for Learning and Teaching program - CPD (L&T) - is underpinned by a framework of teaching criteria emanating from an extensive review of institutional, national and international benchmarks. For CPD (L&T) certification, staff may …
Curriculum Design For Assuring Learning - Leading The Way: Final Report, Romy Lawson
Curriculum Design For Assuring Learning - Leading The Way: Final Report, Romy Lawson
Senior Deputy Vice-Chancellor and Deputy Vice-Chancellor (Education) - Papers
Executive Summary: Assuring learning is a vital element in educational practice. It is a feedback mechanism for learning and teaching practice, allowing educators to review students' achievements in relation to the expectations set for the learning experience, and to use this data to continually inform practice. All those involved in education should be engaged with assuring learning, but in the current standards-driven climate, it is regularly viewed as a compliance activity and a burden that encroaches on teaching and research time. This view needs to be dismissed: a cultural change is required to encourage mindsets that recognise that assurance of …
Representing Learning Designs - Making Design Explicit And Shareable, Grainne Conole, Sandra Wills
Representing Learning Designs - Making Design Explicit And Shareable, Grainne Conole, Sandra Wills
Senior Deputy Vice-Chancellor and Deputy Vice-Chancellor (Education) - Papers
Most teacher design practice is implicit and practice based, focusing primarily on discipline content. In recent years, a number of visual design representations have emerged that help guide teachers; design practice, enabling them to create explicit designs, which can then be shared and discussed with others. These design representations help guide the design process and help teachers to think beyond content to the learning activities the learners will be engaged with and the ultimate learner experience. The paper will describe the representations and draw on empirical evidence of their use in a range of contexts, including the Joint Information Systems …
Developing Familiarity With Learning Design Tools Through Subject Analysis, Christine A. Brown
Developing Familiarity With Learning Design Tools Through Subject Analysis, Christine A. Brown
Senior Deputy Vice-Chancellor and Deputy Vice-Chancellor (Education) - Papers
The application of quality processes to tertiary teaching can result in a more team-based approach to course curriculum planning, the instructional design of individual subjects or units, the learning support associated with subject implementation and subsequent evaluation. The "art" of teaching requires more explicit communication within and across different teams that may be involved in each stage. Learning designs provide tools for design teams to map out learning environment attributes such as resources, tasks, people and interactions. Experienced teaching academics, unfamiliar with such tools, require orientation to them to achieve their communication potential. One way to introduce learning design models …
Trialling Collaborative Tools And Processes For Teaching Graphic Design At The University Of Wollongong, Sarah Lambert, Marius Foley
Trialling Collaborative Tools And Processes For Teaching Graphic Design At The University Of Wollongong, Sarah Lambert, Marius Foley
Senior Deputy Vice-Chancellor and Deputy Vice-Chancellor (Education) - Papers
This paper reports on the work of the authors in devloping online and face-to-face collaborative processes and tools for teaching graphic design and new media studensts. A modified teaching and learning model was trialed with approx 45 undergraduate students in the subject "DESN301 commercial practice" in session one of 2003. Significant components of the teaching and learning model trialed are: I . Revised assessment centred on teams of four collaborating to produce a client project 2. New resources to support individual learning 3. New resources and online tools to support collaborativelteam learning 4. Website as a doorway to tools and …
Complementary Pedagogical Strategies For Online Design, Sandra Wills, Albert Ip, Adair Bunnett
Complementary Pedagogical Strategies For Online Design, Sandra Wills, Albert Ip, Adair Bunnett
Senior Deputy Vice-Chancellor and Deputy Vice-Chancellor (Education) - Papers
The First Fleet Convict Database has had a 20 year journey as an exemplar of educational software, published first on mainframe, then microcomputer, and now the web. We describe how the nature of the web environment has changed the nature of this educational package. Pedagogically, databases of primary source data provide students with a learning experience based on the inquiry learning model however, observations of students and teachers in the past 20 years have indicated that database searching is shallow and investigation perfunctory. Before, we could have blamed unwieldy search engines. Now that this obstacle appears to have been removed, …