| Title | Year | Files | Folder |
| Having the Hard Conversations : Strengthening pedagogical effectiveness by working with student and institutional resistance to Indigenous health curriculum : final report. Lead Institution: Flinders University
| 2020 |
|
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Title: Having the Hard Conversations : Strengthening pedagogical effectiveness by working with student and institutional resistance to Indigenous health curriculum : final report.
Author(s): McDermott, Dennis | Sjoberg, Dave | Lawless, Angela | Mackean, Tamara | Ward, Cheryl | Harding, Laurie | Paul, David | Lavallee, Barry | Tervalon, Melanie | Jones, Rhys | Bond, Chelsea | Pitama, Suzanne | Kamaka, Martina | Kaholokula, Joseph Keawe'aimoku | Australia. Dept of Education | Children’s Hospital Oakland (California) | Flinders University | Provincial Health Services Authority of British Columbia | University of Hawaii | University of Manitoba | University of Notre Dame | University of Otago | University of Queensland
Published: Canberra : Australia. Dept of Education : 2020
ISBN: 9781760519100 (PDF)
<b>ISBN:</b> 9781760519117 (DOCX) | 9781760519124 (print ed)<br />Abstract: This fellowship proposed a coherent program of activities, developed in partnership with existing national and international collaborators, to clarify and work through these barriers. The fellowship generated and refined a framework of educational strategies to aid the emergence of self-reflective, culturally safe practitioners. ‘Closing the Gap’ requires health professionals not only able to embrace the complexity inherent within Australian Indigenous health presentations, but with the capability, further, to respond successfully and to work well with Aboriginal and Torres Strait Islander peoples. Dissemination measures, including a major symposium and roundtable, a national series of workshops, and the production and release of a range of online resources, aimed to weave good practice through the national pedagogical repertoire. In this fellowship we wanted to go further. We wanted to ensure dissemination activities and briefings informed a wider health system and community discourse and, where possible, were also targeted to major health professional course accreditation bodies. It was considered important to conduct this secondary set of tasks collaboratively with Indigenous health professional bodies, building on strong, existing relationships. Engaging regulatory audiences was seen as a profound way to embed the outcomes of this fellowship within the education system responsible for training the health workforce, as well as the health care delivery system itself. As such, generating and embedding strategies for institutional change—within both systems—was seen to be a major, desired outcome of this fellowship, one critical to ensuring effective course content, culturally safe faculty or health care environments, and locked-in institutional support. Apart from a range of appendices, which include specific resource outcomes of the fellowship, along with an external evaluator’s report, the body of this report is organised into five chapters. These establish the rationale for the fellowship, move through the evidence-gathering stage to begin the process of identifying, and assembling, good practice, develop and refine initial frameworks into a coherent Guide to Good Practice, outline the range of subsequent dissemination activities, and describe the resources produced and their future utilisation. [Executive summary, ed]
URL (open access) : https://ltr.edu.au/resources/FS14-0209_Flinders_McDermott_FinalReport_2020.pdf
Record No: 365942 from LTR
Title: Having the Hard Conversations : Strengthening pedagogical effectiveness by working with student and institutional resistance to Indigenous health curriculum : final report.
Author(s): McDermott, Dennis | Sjoberg, Dave | Lawless, Angela | Mackean, Tamara | Ward, Cheryl | Harding, Laurie | Paul, David | Lavallee, Barry | Tervalon, Melanie | Jones, Rhys | Bond, Chelsea | Pitama, Suzanne | Kamaka, Martina | Kaholokula, Joseph Keawe'aimoku | Australia. Dept of Education | Children’s Hospital Oakland (California) | Flinders University | Provincial Health Services Authority of British Columbia | University of Hawaii | University of Manitoba | University of Notre Dame | University of Otago | University of Queensland
Published: Canberra : Australia. Dept of Education : 2020
ISBN: 9781760519100 (PDF)
<b>ISBN:</b> 9781760519117 (DOCX) | 9781760519124 (print ed)<br />Abstract: This fellowship proposed a coherent program of activities, developed in partnership with existing national and international collaborators, to clarify and work through these barriers. The fellowship generated and refined a framework of educational strategies to aid the emergence of self-reflective, culturally safe practitioners. ‘Closing the Gap’ requires health professionals not only able to embrace the complexity inherent within Australian Indigenous health presentations, but with the capability, further, to respond successfully and to work well with Aboriginal and Torres Strait Islander peoples. Dissemination measures, including a major symposium and roundtable, a national series of workshops, and the production and release of a range of online resources, aimed to weave good practice through the national pedagogical repertoire. In this fellowship we wanted to go further. We wanted to ensure dissemination activities and briefings informed a wider health system and community discourse and, where possible, were also targeted to major health professional course accreditation bodies. It was considered important to conduct this secondary set of tasks collaboratively with Indigenous health professional bodies, building on strong, existing relationships. Engaging regulatory audiences was seen as a profound way to embed the outcomes of this fellowship within the education system responsible for training the health workforce, as well as the health care delivery system itself. As such, generating and embedding strategies for institutional change—within both systems—was seen to be a major, desired outcome of this fellowship, one critical to ensuring effective course content, culturally safe faculty or health care environments, and locked-in institutional support. Apart from a range of appendices, which include specific resource outcomes of the fellowship, along with an external evaluator’s report, the body of this report is organised into five chapters. These establish the rationale for the fellowship, move through the evidence-gathering stage to begin the process of identifying, and assembling, good practice, develop and refine initial frameworks into a coherent Guide to Good Practice, outline the range of subsequent dissemination activities, and describe the resources produced and their future utilisation. [Executive summary, ed]
URL (open access) : https://ltr.edu.au/resources/FS14-0209_McDermott_AchievementsStatement_2020.pdf
Record No: 365942 from LTR
|
| Virtual work integrated learning for engineering students : final report. Lead Institution: University of Western Australia
| 2019 |
|
Add
Title: Virtual work integrated learning for engineering students : final report.
Author(s): Male, Sally | Valentine, Andrew | Australia. Dept of Education | Australian Council of Engineering Deans | Curtin University | Engineers Australia | Murdoch University | University of Queensland | University of Western Australia
Published: Canberra : Australia. Dept of Education : 2019
ISBN: 9781760518455 (PDF)
<b>ISBN:</b> 9781760518462 (DOCX) | 9781760518479 (Print ed)<br />Abstract: Engineers Australia accredits engineering education programs in Australia. Employability skills for engineering practice have been identified in the Stage 1 Competency Standards (Engineers Australia Accreditation Centre, 2018) which are stipulated by Engineers Australia as standards that must be met by graduates of accredited formative engineering degree programs. ‘Exposure to practice’ has long been recognised by Engineers Australia as a necessary element of engineering education (Bradley, 2008, p. 17), especially for the development of employability skills that have often been identified as deficient such as communication and leadership (Cameron, 2009; Male, 2010; Male, Bush, & Chapman, 2010; Male & King, 2019; Nair, Patil, & Mertova, 2009). In 2014, 12 weeks of engineering work experience were mandatory in the majority of engineering programs in Australia (Male & King, 2019). Work experience had two significant limitations as the predominant approach to developing employability. First, the quality of the experience was unreliable. Second, not all students could secure work experience and consequently there were students who completed their coursework but could not graduate. Other weaknesses included the limited breadth of experience offered from a single employer, and the limited opportunities for work experience before the final years of coursework. The here-reported project was a study of virtual work integrated learning (VWIL) — work integrated learning in which the work has been created for the purpose of learning rather than any true work for an employer or client. The aims were to: design, develop, and test VWIL examples to complement traditional opportunities for engineering students to achieve employability; integrate VWIL in curricula; and prepare a guide for educators on developing and implementing VWIL modules. In VWIL, students undertake learning activities that involve industry but are not true employment (paid or unpaid). Students complete authentic tasks, using authentic tools and/or processes, and engage face-to-face or electronically with real or simulated workplaces and/or practitioners. At all stages, the VWIL Project involved consultation with engineers, students, and educators. [Executive summary, ed]
URL (open access) : https://ltr.edu.au/resources/ID15-4951_Male_Final_Report_2019.pdf
Record No: 365941 from LTR
|
| Engaging students as partners in global learning : final report. Lead Institution: University of Tasmania
| 2019 |
|
Add
Title: Engaging students as partners in global learning : final report.
Author(s): Green, Wendy | Australia. Dept of Education | University of Tasmania
Published: Canberra : Australia. Dept of Education : 2019
ISBN: 9781760518233 (PDF)
<b>ISBN:</b> 9781760518240 (DOCX) | 9781760518257 (print ed)<br />Abstract: University ideally prepares graduates who can live, work and continue to learn effectively and ethically in the interconnected, interdependent world of the 21st century. For all graduates, whether they remain in an increasingly pluralist Australia or move abroad, development of these capabilities is vital. This Australian Learning and Teaching Fellowship (ALTF) program addressed this gap by engaging students and staff as partners in the process of global learning. Activities linked students, academic and professional staff, university management and peak national and international associations in order to plan, enact, evaluate and disseminate innovative global learning in the formal and co-curriculum, at home universities and abroad. The program of activities began in January 2017. Initially, the fellowship program was projected to conclude in December 2017 but was extended to December 2018. The first activities focussed on developing and supporting a network of interested Australian academics, professional staff, alumni and students. Analysis of surveys and narrative interviews conducted during the Fellowship highlighted the following four themes: enhanced agency of students and staff, enhanced global learning, motivations, and challenges. [Executive summary, ed]
URL (open access) : https://ltr.edu.au/resources/FS16-0280_FinalReport_Engagingstudents_Green_2019.pdf
Record No: 365940 from LTR
Title: Engaging students as partners in global learning : final report.
Author(s): Green, Wendy | Australia. Dept of Education | University of Tasmania
Published: Canberra : Australia. Dept of Education : 2019
ISBN: 9781760518233 (PDF)
<b>ISBN:</b> 9781760518240 (DOCX) | 9781760518257 (print ed)<br />Abstract: University ideally prepares graduates who can live, work and continue to learn effectively and ethically in the interconnected, interdependent world of the 21st century. For all graduates, whether they remain in an increasingly pluralist Australia or move abroad, development of these capabilities is vital. This Australian Learning and Teaching Fellowship (ALTF) program addressed this gap by engaging students and staff as partners in the process of global learning. Activities linked students, academic and professional staff, university management and peak national and international associations in order to plan, enact, evaluate and disseminate innovative global learning in the formal and co-curriculum, at home universities and abroad. The program of activities began in January 2017. Initially, the fellowship program was projected to conclude in December 2017 but was extended to December 2018. The first activities focussed on developing and supporting a network of interested Australian academics, professional staff, alumni and students. Analysis of surveys and narrative interviews conducted during the Fellowship highlighted the following four themes: enhanced agency of students and staff, enhanced global learning, motivations, and challenges. [Executive summary, ed]
URL (open access) : https://ltr.edu.au/resources/FS16-0280_AchievementStatement_Green_2019.pdf
Record No: 365940 from LTR
|
| Partnering with alumni for student and graduate success : final report. Lead Institution: Griffith University
| 2019 |
|
Add
Title: Partnering with alumni for student and graduate success : final report.
Author(s): Vanderlelie, Jessica | Australia. Dept of Education | Griffith University
Published: Canberra : Australia. Dept of Education : 2019
ISBN: 9781760517267 (PDF)
<b>ISBN:</b> 9781760517250 (print ed) | 9781760517274 (DOCX)<br />Abstract: Every year thousands of students cross the graduation stage and make the transition to the world of work. As Australian universities and their staff beam with pride and reflect on a job well done, they hand responsibility for maintaining connection to each year’s 250,000 new graduates (QILT, 2018) to the able hands of our Alumni professionals. However, despite the latter’s best efforts, only 20% of graduates remain actively connected to their university. This National Learning and Teaching Fellowship supported universities to enhance student employability and graduate success in ways not previously explored in Australian or international Higher Education. The Fellowship matured from its original proposal, as the Fellow gained a deeper understanding of the political landscape of alumni engagement within the Australian and international context. The relationship the Fellow fostered with members of the Australian University Alumni Professionals Group (AUAPG) was invaluable, and was instrumental in broadening the Fellowship’s approach to improve its generalisability and maximise its impact and uptake by the sector. Importantly, the Fellowship deepened to consider alumni engagement across all disciplines, made explicit the role of alumni in supporting employability and addressed the tension between academic and alumni professionals working to engage alumni. During the Fellowship, Professor Vanderlelie connected deeply with the sector and engaged over 1900 individuals from 28 Australian and 27 international universities through research activities, presentations and workshops. The recommendations and frameworks developed during the Fellowship were informed through insights gathered from a strong research foundation that developed across the course of the Fellowship. The Fellow undertook a suite of semi-structured interviews (n=115) and focus groups (n=164 participants) with participants from 11 Australian and 27 international universities and surveys of students (n=288), Health Science academics (n=40) and Alumni professionals (n=23). Through these activities the Fellow explored the value that academic staff, students and Alumni professionals see in engaging graduates and identified the key challenges academic staff and Alumni professionals experience when working together and maintaining alumni communities. [Executive summary, ed]
URL (open access) : https://ltr.edu.au/resources/FS15-0251_FinalReport_Partnering_with_alumni_Vanderlelie_2019.pdf
Record No: 365938 from LTR
Title: Partnering with alumni for student and graduate success : final report.
Author(s): Vanderlelie, Jessica | Australia. Dept of Education | Griffith University
Published: Canberra : Australia. Dept of Education : 2019
ISBN: 9781760517267 (PDF)
<b>ISBN:</b> 9781760517250 (print ed) | 9781760517274 (DOCX)<br />Abstract: Every year thousands of students cross the graduation stage and make the transition to the world of work. As Australian universities and their staff beam with pride and reflect on a job well done, they hand responsibility for maintaining connection to each year’s 250,000 new graduates (QILT, 2018) to the able hands of our Alumni professionals. However, despite the latter’s best efforts, only 20% of graduates remain actively connected to their university. This National Learning and Teaching Fellowship supported universities to enhance student employability and graduate success in ways not previously explored in Australian or international Higher Education. The Fellowship matured from its original proposal, as the Fellow gained a deeper understanding of the political landscape of alumni engagement within the Australian and international context. The relationship the Fellow fostered with members of the Australian University Alumni Professionals Group (AUAPG) was invaluable, and was instrumental in broadening the Fellowship’s approach to improve its generalisability and maximise its impact and uptake by the sector. Importantly, the Fellowship deepened to consider alumni engagement across all disciplines, made explicit the role of alumni in supporting employability and addressed the tension between academic and alumni professionals working to engage alumni. During the Fellowship, Professor Vanderlelie connected deeply with the sector and engaged over 1900 individuals from 28 Australian and 27 international universities through research activities, presentations and workshops. The recommendations and frameworks developed during the Fellowship were informed through insights gathered from a strong research foundation that developed across the course of the Fellowship. The Fellow undertook a suite of semi-structured interviews (n=115) and focus groups (n=164 participants) with participants from 11 Australian and 27 international universities and surveys of students (n=288), Health Science academics (n=40) and Alumni professionals (n=23). Through these activities the Fellow explored the value that academic staff, students and Alumni professionals see in engaging graduates and identified the key challenges academic staff and Alumni professionals experience when working together and maintaining alumni communities. [Executive summary, ed]
URL (open access) : https://ltr.edu.au/resources/FS15-0251_Achievement_Statement_Vanderlelie_2019.pdf
Record No: 365938 from LTR
Title: Partnering with alumni for student and graduate success : final report.
Author(s): Vanderlelie, Jessica | Australia. Dept of Education | Griffith University
Published: Canberra : Australia. Dept of Education : 2019
ISBN: 9781760517267 (PDF)
<b>ISBN:</b> 9781760517250 (print ed) | 9781760517274 (DOCX)<br />Abstract: Every year thousands of students cross the graduation stage and make the transition to the world of work. As Australian universities and their staff beam with pride and reflect on a job well done, they hand responsibility for maintaining connection to each year’s 250,000 new graduates (QILT, 2018) to the able hands of our Alumni professionals. However, despite the latter’s best efforts, only 20% of graduates remain actively connected to their university. This National Learning and Teaching Fellowship supported universities to enhance student employability and graduate success in ways not previously explored in Australian or international Higher Education. The Fellowship matured from its original proposal, as the Fellow gained a deeper understanding of the political landscape of alumni engagement within the Australian and international context. The relationship the Fellow fostered with members of the Australian University Alumni Professionals Group (AUAPG) was invaluable, and was instrumental in broadening the Fellowship’s approach to improve its generalisability and maximise its impact and uptake by the sector. Importantly, the Fellowship deepened to consider alumni engagement across all disciplines, made explicit the role of alumni in supporting employability and addressed the tension between academic and alumni professionals working to engage alumni. During the Fellowship, Professor Vanderlelie connected deeply with the sector and engaged over 1900 individuals from 28 Australian and 27 international universities through research activities, presentations and workshops. The recommendations and frameworks developed during the Fellowship were informed through insights gathered from a strong research foundation that developed across the course of the Fellowship. The Fellow undertook a suite of semi-structured interviews (n=115) and focus groups (n=164 participants) with participants from 11 Australian and 27 international universities and surveys of students (n=288), Health Science academics (n=40) and Alumni professionals (n=23). Through these activities the Fellow explored the value that academic staff, students and Alumni professionals see in engaging graduates and identified the key challenges academic staff and Alumni professionals experience when working together and maintaining alumni communities. [Executive summary, ed]
URL (open access) : https://ltr.edu.au/resources/FS15-0251_Engaging_Alumni_Good_Practice_Guide_Vanderlelie_2019.pdf
Record No: 365938 from LTR
|
| Preparing accounting students for WIL success through a collaborative SME-supported model. Lead Institution: University of Canberra
| 2019 |
|
Add
Title: Preparing accounting students for WIL success through a collaborative SME-supported model.
Author(s):
Published: Canberra : Australia. Dept of Education : 2019
ISBN: 9781760517762 [PDF]
<b>ISBN:</b> 9781760517779 [DOCX] | 9781760517786 [PRINT]<br />Abstract: This seed project described in this report aimed to better prepare accounting students for internship placements by improving their professional skills. The project involved the development and implementation of a campus-based Pre-Internship Placement Program (PIPP) for accounting students at the University of Canberra in 2016. A literature review of the literature confirmed longstanding, Australia-wide concerns of graduate quality, and also suggested that very few Australian firms offered internship placements. Discussions with small or medium enterprise (SME) accounting firms revealed that internships were regarded as high risk and costly; the skills gap in interns was perceived as too great. The project worked with key stakeholder groups to identify specific examples of common skill weaknesses in accounting graduates. This included a poor understanding of appropriate generic skills including dress code; body language; and the ability to interact, seek advice and communicate appropriately. A list of technical accounting skills was endorsed by employers and turned into a formal practice set which was then used in the PIPP. To be eligible to participate in the PIPP, students had to have completed a technical accounting subject. A notification letter was emailed to all eligible students informing them that a three-week long PIPP would run during the university’s winter term break and that, following interviews with accounting firms, internships would be offered to select students at the conclusion of the PIPP. Students were advised they had to commit to attending all sessions, and also had to commit to dressing in a manner suitable for a professional services firm. To enable the introduction of strict dress code and attendance requirements, the PIPP was designed to run as a free extra-curricular activity, rather than a formal university subject in which case such requirements could not be imposed. Thirty (24 international and six local) applied to participate in the inaugural PIPP offering in June 2016 and all were accepted. Each PIPP day began with a presentation by professional accountants, followed by morning tea. This was designed to give the students a chance to develop their networking skills and build confidence when speaking with professionals. Following morning tea, the students either attended presentations or undertook activities such as public speaking, negotiating, interviews and job application writing. Activities relating to technical skills included working with spreadsheets, using Internet resources to develop proficiency in an accounting package, and completing practice exercises. Some activities required students to combine technical and professional skills. At the conclusion of the PIPP, students undertook ‘speed dating’ interviews with representatives from nine SME accounting firms. These interviews resulted in 13 students (10 international and three local) being offered internships. As of March 2017, nine of these (six international and three local) have been offered ongoing employment. To gauge the success of the PIPP, managers and/or supervisors of the interns were interviewed at the conclusion of their internships. The feedback was positive and accompanied with expressions of further support for the PIPP in the future. The 2017 offering of the PIPP indicates a positive upward trend in participation rates, with 15 firms volunteering to participate – up from nine firms in 2016. Similarly, 35 students have been accepted – up from 30 in 2016. This is encouraging and bodes well for the future of the PIPP.
URL (open access) : https://ltr.edu.au/resources/SD15-5126_Hughes_FinalReport_2019.pdf
Record No: 365937 from LTR
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|
| Developing tailored study plans for the new higher education environment : letting go of control : final report. Lead Institution: Flinders University
| 2019 |
|
Add
Title: Developing tailored study plans for the new higher education environment : letting go of control : final report.
Author(s): Houston, Don | Koeper, Ingo | Shapter, Joe | Australia. Dept of Education | Flinders University
Published: Canberra : Australia. Dept of Education : 2019
ISBN: 9781760517793 (PDF)
<b>ISBN:</b> 9781760517809 (DOCX) | 9781760517816 (print ed)<br />Abstract: The higher education sector of the education system is at a crossroads. The approaches used for the better part of the last thousand years are no longer working or engaging students, and the problem is only likely to get worse not better. Given this, it is timely that the higher education sector examines paths forward to address and indeed engage in the new environment in which it will work in the future. This fellowship explored two approaches to engage students more deeply in their education. The first approach is generally termed ‘interdisciplinary studies’ where students define their own program of study; the second approach focuses on topic structure where students are given a wide range of choice and in effect can build a topic that suits their interests. An interdisciplinary studies degree essentially gives students the chance to customise their program of study. Although most university programs feature required topics that must be taken, the reality is students feel that many topics do not relate to what they want to study or, even more concerning, what they want to do with their degree. Added to this concern is the fact that skills being developed in degrees are likely not those that will be required in the workforce. The university system should be concentrating on delivering thought leaders and students who have progressed through restrictive content-heavy programs. The program of work explored the systems of delivering these programs in the United States. The framework of developing an interdisciplinary study plan is student driven and in fact very strict and well developed. Although students are given significant support, they are also expected to undertake considerable work in defining their program. In effect, students can propose a program that contains any package of topics within the confines of still meeting prerequisites and finishing with a program that leads to a degree. Most interestingly, these degrees are most often taken by ‘struggling’ students. These students use the program to define a degree program that is of interest to them. They are far more engaged and there are some great success stories. Finally, many institutions use these programs as test cases for programs they might introduce into their mainstream offerings in the future. The second aspect of the program explored the impact of delivering a topic with no lectures, a variety of activity choice and assessment largely through discussion. This first year topic, Modern Chemistry was first delivered at Flinders University in 2016 and has been delivered three times. There is little doubt in the rise of the fraction of students who successfully complete the topic, but this certainly comes at the cost of the extra resourcing. Many students are apprehensive at the start of the topic given it is a complete unknown. However, exit interviews of students show an understanding of the value of the approach and many feel far better prepared for future study. [Executive summary, ed]
URL (open access) : https://ltr.edu.au/resources/FS14-0213_Final_Report_19.pdf
Record No: 365936 from LTR
Title: Developing tailored study plans for the new higher education environment : letting go of control : final report.
Author(s): Houston, Don | Koeper, Ingo | Shapter, Joe | Australia. Dept of Education | Flinders University
Published: Canberra : Australia. Dept of Education : 2019
ISBN: 9781760517793 (PDF)
<b>ISBN:</b> 9781760517809 (DOCX) | 9781760517816 (print ed)<br />Abstract: The higher education sector of the education system is at a crossroads. The approaches used for the better part of the last thousand years are no longer working or engaging students, and the problem is only likely to get worse not better. Given this, it is timely that the higher education sector examines paths forward to address and indeed engage in the new environment in which it will work in the future. This fellowship explored two approaches to engage students more deeply in their education. The first approach is generally termed ‘interdisciplinary studies’ where students define their own program of study; the second approach focuses on topic structure where students are given a wide range of choice and in effect can build a topic that suits their interests. An interdisciplinary studies degree essentially gives students the chance to customise their program of study. Although most university programs feature required topics that must be taken, the reality is students feel that many topics do not relate to what they want to study or, even more concerning, what they want to do with their degree. Added to this concern is the fact that skills being developed in degrees are likely not those that will be required in the workforce. The university system should be concentrating on delivering thought leaders and students who have progressed through restrictive content-heavy programs. The program of work explored the systems of delivering these programs in the United States. The framework of developing an interdisciplinary study plan is student driven and in fact very strict and well developed. Although students are given significant support, they are also expected to undertake considerable work in defining their program. In effect, students can propose a program that contains any package of topics within the confines of still meeting prerequisites and finishing with a program that leads to a degree. Most interestingly, these degrees are most often taken by ‘struggling’ students. These students use the program to define a degree program that is of interest to them. They are far more engaged and there are some great success stories. Finally, many institutions use these programs as test cases for programs they might introduce into their mainstream offerings in the future. The second aspect of the program explored the impact of delivering a topic with no lectures, a variety of activity choice and assessment largely through discussion. This first year topic, Modern Chemistry was first delivered at Flinders University in 2016 and has been delivered three times. There is little doubt in the rise of the fraction of students who successfully complete the topic, but this certainly comes at the cost of the extra resourcing. Many students are apprehensive at the start of the topic given it is a complete unknown. However, exit interviews of students show an understanding of the value of the approach and many feel far better prepared for future study. [Executive summary, ed]
URL (open access) : https://ltr.edu.au/resources/FS14-0213_Achievmentsstatement_19.pdf
Record No: 365936 from LTR
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| Transforming engineering students into student engineers : improving learning outcomes and employability : final report. Lead Institution: University of Adelaide
| 2019 |
|
Add
Title: Transforming engineering students into student engineers : improving learning outcomes and employability : final report.
Author(s): Foley, Bernadette | Gill, Tiffany | Martinez-Marroquin, Elisa | Palmer, Edward | Senadji, Bouchra | Australia. Dept of Education | Queensland Institute of Technology | University of Adelaide | University of Canberra
Published: Canberra : Australia. Dept of Education : 2019
ISBN: 9781760517823 (PDF)
<b>ISBN:</b> 9781760517830 (DOCX) | 9781760517847 (print ed)<br />Abstract: In the past 10 years, there has been an increasing need and emphasis on ensuring that curricula prepares graduates for successful careers. The present project builds on the Australian Government’s Office for Learning and Teaching seed project (SD13-2878) entitled ‘Promoting student engagement and continual improvement: integrating professional quality management practices into engineering curricula’. The seed project conceptualised the Management System for Engineering Education (MaSEE) as a framework under which engineering students would be provided with a suite of resources that would enable them to approach their studies as student engineers, rather than engineering students, and aid them in their transition to the profession. The approach used by professional engineers is informed by management system frameworks that set out consistent protocols and processes for use. The ability to appreciate and work in accordance with these protocols and processes provides transferable skills that are directly related to the employability of graduates and engineers. The MaSEE concept is predicated on similarities between industry management system processes, effective learning and teaching strategies and the development of employment capabilities. For example, adapted industry design verification protocols can be embedded into learning activities as a form of peer-generated cyclical feedback. This provides student engineers with the opportunity to use an adapted industry process and enables them to benefit from peer feedback in their learning. The project team engaged with industry members and educators to review the MaSEE concept and develop a modular and flexible suite of processes that could be used by individual educators or scaffolded throughout a program. Six processes – design verification, design review, project minutes, document control, risk assessment and project planning were initially proposed and were later confirmed as appropriate processes by industry members through this project. [Executive summary, ed]
URL (open access) : https://ltr.edu.au/resources/ID16-5400_Final_Report_19.pdf
Record No: 365935 from LTR
Title: Transforming engineering students into student engineers : improving learning outcomes and employability : final report.
Author(s): Foley, Bernadette | Gill, Tiffany | Martinez-Marroquin, Elisa | Palmer, Edward | Senadji, Bouchra | Australia. Dept of Education | Queensland Institute of Technology | University of Adelaide | University of Canberra
Published: Canberra : Australia. Dept of Education : 2019
ISBN: 9781760517823 (PDF)
<b>ISBN:</b> 9781760517830 (DOCX) | 9781760517847 (print ed)<br />Abstract: In the past 10 years, there has been an increasing need and emphasis on ensuring that curricula prepares graduates for successful careers. The present project builds on the Australian Government’s Office for Learning and Teaching seed project (SD13-2878) entitled ‘Promoting student engagement and continual improvement: integrating professional quality management practices into engineering curricula’. The seed project conceptualised the Management System for Engineering Education (MaSEE) as a framework under which engineering students would be provided with a suite of resources that would enable them to approach their studies as student engineers, rather than engineering students, and aid them in their transition to the profession. The approach used by professional engineers is informed by management system frameworks that set out consistent protocols and processes for use. The ability to appreciate and work in accordance with these protocols and processes provides transferable skills that are directly related to the employability of graduates and engineers. The MaSEE concept is predicated on similarities between industry management system processes, effective learning and teaching strategies and the development of employment capabilities. For example, adapted industry design verification protocols can be embedded into learning activities as a form of peer-generated cyclical feedback. This provides student engineers with the opportunity to use an adapted industry process and enables them to benefit from peer feedback in their learning. The project team engaged with industry members and educators to review the MaSEE concept and develop a modular and flexible suite of processes that could be used by individual educators or scaffolded throughout a program. Six processes – design verification, design review, project minutes, document control, risk assessment and project planning were initially proposed and were later confirmed as appropriate processes by industry members through this project. [Executive summary, ed]
URL (open access) : https://ltr.edu.au/resources/ID16-5400MaSEEAchievementsStatementFINALv1.pdf
Record No: 365935 from LTR
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| The contribution of becoming reflective on the employability of teachers and social workers. Lead Institution: University of Sydney
| 2019 |
|
Add
Title: The contribution of becoming reflective on the employability of teachers and social workers.
Author(s): Bowles, Wendy | Chambers, Belinda | Ewing, Robyn | Fleming, Josephine | Kervin, Lisa | Mantei, Jessica | Morely, Christine | O'Mara, Joanne | Waugh, Fran | Smith, David | Charles Sturt University | Deakin University | Queensland University of Technology | University of Wollongong
Published: Canberra : Australia. Department of Education : 2019
ISBN: 9781760517748 (PDF)
<b>ISBN:</b> 9781760517731 (print) | 9781760517755 (docx)<br />Abstract: Employability and reflective capacities are key outcomes of higher education. This inter-disciplinary project built upon earlier OLT projects and fellowships on reflection, employability and work integrated learning (WIL). The project aimed to: contribute towards rethinking reflective teaching/learning practices across all aspects of the pre-service social work and education curricula; integrate these with workplace-based needs for professional development; develop creative learning experiences and resources to enable pre-service teachers and social workers across five universities to develop reflective capacities that had been identified as essential by employers; and investigate how reflective capacities impacted graduates’ employability. The key stakeholders included: students in pre-service teacher education and social work programs; university staff engaged in teaching reflection and/or practice education; practice educators in schools and human service agencies; employers from schools and human service organisations who will benefit from employees with stronger reflection skills; and relevant professional associations and accrediting bodies. The project proceeded in three stages. Stage 1: an audit of reflective practice; Stage 2: a multi site case study research focused on the phenomenon of reflective practice; and Stage 3 the development, refinement and implementation of a suite of online and multimedia resources made available on the website for the research project. The analysis of key documents revealed that, while critical reflection is a key criterion of the AASW Practice Standards, The Australian Professional Standards for Teachers include only one reference to reflection: the teaching standards, ‘provide a framework by which teachers can judge the success of their learning and assist self-reflection and self-assessment (p. 3); references to critical thinking were also considered relevant.
URL (open access) : https://ltr.edu.au/resources/ID16-5349_Waugh_FinalReport_2019.pdf
Record No: 365934 from LTR
Title: The contribution of becoming reflective on the employability of teachers and social workers.
Author(s): Bowles, Wendy | Chambers, Belinda | Ewing, Robyn | Fleming, Josephine | Kervin, Lisa | Mantei, Jessica | Morely, Christine | O'Mara, Joanne | Waugh, Fran | Smith, David | Charles Sturt University | Deakin University | Queensland University of Technology | University of Wollongong
Published: Canberra : Australia. Department of Education : 2019
ISBN: 9781760517748 (PDF)
<b>ISBN:</b> 9781760517731 (print) | 9781760517755 (docx)<br />Abstract: Employability and reflective capacities are key outcomes of higher education. This inter-disciplinary project built upon earlier OLT projects and fellowships on reflection, employability and work integrated learning (WIL). The project aimed to: contribute towards rethinking reflective teaching/learning practices across all aspects of the pre-service social work and education curricula; integrate these with workplace-based needs for professional development; develop creative learning experiences and resources to enable pre-service teachers and social workers across five universities to develop reflective capacities that had been identified as essential by employers; and investigate how reflective capacities impacted graduates’ employability. The key stakeholders included: students in pre-service teacher education and social work programs; university staff engaged in teaching reflection and/or practice education; practice educators in schools and human service agencies; employers from schools and human service organisations who will benefit from employees with stronger reflection skills; and relevant professional associations and accrediting bodies. The project proceeded in three stages. Stage 1: an audit of reflective practice; Stage 2: a multi site case study research focused on the phenomenon of reflective practice; and Stage 3 the development, refinement and implementation of a suite of online and multimedia resources made available on the website for the research project. The analysis of key documents revealed that, while critical reflection is a key criterion of the AASW Practice Standards, The Australian Professional Standards for Teachers include only one reference to reflection: the teaching standards, ‘provide a framework by which teachers can judge the success of their learning and assist self-reflection and self-assessment (p. 3); references to critical thinking were also considered relevant.
URL (open access) : https://ltr.edu.au/resources/ID16-5349_Waugh_AchievementStatement_2019.pdf
Record No: 365934 from LTR
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| The changing nature of the academic role in science. Lead Institution: University of Sydney
| 2019 |
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Title: The changing nature of the academic role in science.
Author(s): Ross, Pauline | Australian Council of Deans of Science | University of Sydney | Western Sydney University
Published: Canberra : Australia. Department of Education : 2019
ISBN: 9781760517717 (PDF)
<b>ISBN:</b> 978760517700 (print) | 9781760517724 (docx)<br />Abstract: This fellowship report aims to reconceptualise the academic role in the sciences, create a dialogue between academic groups from senior leaders in disciplinary researches and the learning and teaching community to define the current and future shape of an academic role in science. It also presents an evaluation framework to evaluate academic teaching in the sciences. It describes the fellowship outputs including an analysis of the academic role as described in data from the Department of Education and Training, a summary of the description of academic roles as set out in the enterprise bargaining agreements and what is valued as evidence of quality in the education- or teaching-focused academic role as outlined in promotion criteria and the learning and teaching community. Interviews, insights and understandings on the education/teaching focused role in science were conducted with a range of academics across a range of institutions. This included interviews with senior leaders in disciplinary research and the learning and teaching community. An evaluative framework (professional development framework) and a set of enabling tools to empower education/teaching focused academics to make an impact in their career and more explicitly enable early- to mid-career academics in education- or teaching-focused roles to evidence their impact and create a career trajectory in science. Ten major themes of concerns emerged about the differentiating academic role in science. These were categorised as value, expertise, scholarship, reputation, funding, progress and promotion, research, community and connections, view of students, and metrics and merit. The challenge for an education/teaching focused academic is to retain research currency. To address many of the challenges facing the academic workforce in science, among other solutions a productive partnership between education/teaching focused academics and disciplinary and education researchers was proposed.
URL (open access) : https://ltr.edu.au/resources/FS14-0232_Ross_FinalReport_2019.pdf
Record No: 365933 from LTR
Title: The changing nature of the academic role in science.
Author(s): Ross, Pauline | Australian Council of Deans of Science | University of Sydney | Western Sydney University
Published: Canberra : Australia. Department of Education : 2019
ISBN: 9781760517717 (PDF)
<b>ISBN:</b> 978760517700 (print) | 9781760517724 (docx)<br />Abstract: This fellowship report aims to reconceptualise the academic role in the sciences, create a dialogue between academic groups from senior leaders in disciplinary researches and the learning and teaching community to define the current and future shape of an academic role in science. It also presents an evaluation framework to evaluate academic teaching in the sciences. It describes the fellowship outputs including an analysis of the academic role as described in data from the Department of Education and Training, a summary of the description of academic roles as set out in the enterprise bargaining agreements and what is valued as evidence of quality in the education- or teaching-focused academic role as outlined in promotion criteria and the learning and teaching community. Interviews, insights and understandings on the education/teaching focused role in science were conducted with a range of academics across a range of institutions. This included interviews with senior leaders in disciplinary research and the learning and teaching community. An evaluative framework (professional development framework) and a set of enabling tools to empower education/teaching focused academics to make an impact in their career and more explicitly enable early- to mid-career academics in education- or teaching-focused roles to evidence their impact and create a career trajectory in science. Ten major themes of concerns emerged about the differentiating academic role in science. These were categorised as value, expertise, scholarship, reputation, funding, progress and promotion, research, community and connections, view of students, and metrics and merit. The challenge for an education/teaching focused academic is to retain research currency. To address many of the challenges facing the academic workforce in science, among other solutions a productive partnership between education/teaching focused academics and disciplinary and education researchers was proposed.
URL (open access) : https://ltr.edu.au/resources/FS14-0232_Ross_AchievementsStatement_2019.pdf
Record No: 365933 from LTR
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| VetSet2Go : a collaborative outcomes and assessment framework building employability, resilience and veterinary graduate success. Final report 2019. Lead Institution: Murdoch University
| 2019 |
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Title: VetSet2Go : a collaborative outcomes and assessment framework building employability, resilience and veterinary graduate success. Final report 2019.
Author(s): Cake, Martin | Bell, Melinda | Cobb, Kate | Feakes, Adele | Hamood, Wendy | Hughes, Kirsty | King, Eva | King, Laura | Mansfield, Caroline | McArthur, Michelle | Matthew, Susan | Mossop, Liz | Rhind, Susan | Schull, Daniel | Zaki, Sanaa |
Published: Canberra, Australia : Australia. Dept of Education : July 2019
ISBN: 9781760517670 [PDF]
<b>ISBN:</b> 9781760517687 [docx]; 9781760517694 [print]<br />Abstract: VetSet2Go was a three-year project that ran from September 2015 through to August 2018. It aimed to explore what employability means in the veterinary context; develop an evidence-based, multi-stakeholder framework of the capabilities most important for employability and success in the veterinary profession; and create aligned assessment tools and resources to build these capabilities, in order to improve veterinary graduate employability, resilience in transition to practice, and professional satisfaction and success. Scoping reviews and research subprojects converged to inform a Delphi consensus process and an inaugural Veterinary Employability Forum held in February 2017. The project initiated a body of new research from multiple stakeholder perspectives, which was distilled to inform an evidence-based framework. The VetSet2Go framework consists of 18 capabilities within five broad, overlapping domains: psychological resources (for the self), effective relationships (for others), veterinary capabilities (for the task), professional commitment (for the mission) and self-awareness (for the central process).
URL (open access) : https://ltr.edu.au/resources/ID15-4930_Cake_FinalReport_2019.pdf
Record No: 365932 from LTR
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| A national, open access Learning and Teaching Induction Program (LTIP) for staff new to teaching. Lead Institution: Swinburne University of Technology
| 2019 |
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Title: A national, open access Learning and Teaching Induction Program (LTIP) for staff new to teaching.
Author(s): Fraser, Kym | Ryan, Yoni | Bolt, Sue | Brown, Natalie | Copeman, Peter | Cottman, Caroline | Fisher, Marie | Fleming, Julie | Frayne, Tracy | Luzeckyj, Ann | Naidoo, Kogi | Tucker, Beatrice | Australian Catholic University | CQ University | Charles Sturt University | Curtin University | Flinders University | Swinburne University of Technology | The University of Western Australia | University of Canberra | University of Sunshine Coast | University of Tasmania
Published: Canberra : Australia. Dept of Education and Training (DET) : 2019
ISBN: 9781760517090 [print] |9781760517106 [PDF] |9781760517113 [docx]
Abstract: This is a Fellowship report from the Office for Learning and Teaching (OLT). Research completed across a fourteen year period from and including 2002 to 2015 has shown that approximately 25 percent of Australian universities do not provide more than a day of teaching induction professional development for new teaching staff. In 2015, desktop and phone call research as part of this project indicated that 25 per cent of Australian universities did not provide more than one day of teaching induction for staff who were new to teaching. The goal of the project was to ensure the best possible student learning experiences and outcomes, and the best possible teaching start for our higher degree research students and new teachers, including those at overseas campuses/partners. The Fellowship collaboratively developed a fully online, open access learning and teaching induction program (LTIP) specific to the Australian regulatory context. The MOOC format allowed any academic, regardless of where they teach, to access the program; any university to use the program as their teaching induction program; any university to use the program or parts of the program to complement their own teaching induction program; and resources comprising the program to be contextualised and embedded into any university’s existing teaching induction program. Thirty-four participants from 20 Australian universities and one English university, developed the MOOC content. Thirty-three reviewed the MOOC content. Pilot MOOC participants appreciated the resources, ideas, strategies and activities that could be used immediately in classes; opportunities to share with other higher education teachers; planning, design and assessment frameworks and templates that can be applied; tips for engagement, feedback and evaluation; a deeper understanding of teaching as a discipline and the scholarly work that sits behind this and can inform practice; and affirming practice or gaining confidence through engaging with relevant examples and hearing from others.
URL (open access) : https://ltr.edu.au/resources/FS16-0265_Fraser_FinalReport_2019.pdf
Record No: 365930 from LTR
Title: A national, open access Learning and Teaching Induction Program (LTIP) for staff new to teaching.
Author(s): Fraser, Kym | Ryan, Yoni | Bolt, Sue | Brown, Natalie | Copeman, Peter | Cottman, Caroline | Fisher, Marie | Fleming, Julie | Frayne, Tracy | Luzeckyj, Ann | Naidoo, Kogi | Tucker, Beatrice | Australian Catholic University | CQ University | Charles Sturt University | Curtin University | Flinders University | Swinburne University of Technology | The University of Western Australia | University of Canberra | University of Sunshine Coast | University of Tasmania
Published: Canberra : Australia. Dept of Education and Training (DET) : 2019
ISBN: 9781760517090 [print] |9781760517106 [PDF] |9781760517113 [docx]
Abstract: This is a Fellowship report from the Office for Learning and Teaching (OLT). Research completed across a fourteen year period from and including 2002 to 2015 has shown that approximately 25 percent of Australian universities do not provide more than a day of teaching induction professional development for new teaching staff. In 2015, desktop and phone call research as part of this project indicated that 25 per cent of Australian universities did not provide more than one day of teaching induction for staff who were new to teaching. The goal of the project was to ensure the best possible student learning experiences and outcomes, and the best possible teaching start for our higher degree research students and new teachers, including those at overseas campuses/partners. The Fellowship collaboratively developed a fully online, open access learning and teaching induction program (LTIP) specific to the Australian regulatory context. The MOOC format allowed any academic, regardless of where they teach, to access the program; any university to use the program as their teaching induction program; any university to use the program or parts of the program to complement their own teaching induction program; and resources comprising the program to be contextualised and embedded into any university’s existing teaching induction program. Thirty-four participants from 20 Australian universities and one English university, developed the MOOC content. Thirty-three reviewed the MOOC content. Pilot MOOC participants appreciated the resources, ideas, strategies and activities that could be used immediately in classes; opportunities to share with other higher education teachers; planning, design and assessment frameworks and templates that can be applied; tips for engagement, feedback and evaluation; a deeper understanding of teaching as a discipline and the scholarly work that sits behind this and can inform practice; and affirming practice or gaining confidence through engaging with relevant examples and hearing from others.
URL (open access) : https://ltr.edu.au/resources/FS16-0265_Fraser_AchievementsStatement_2019.pdf
Record No: 365930 from LTR
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| Transforming exams across Australia : Processes and platform for e-exams in high stakes, supervised environments. Lead Institution: Monash University
| 2019 |
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Add
Title: Transforming exams across Australia : Processes and platform for e-exams in high stakes, supervised environments.
Author(s): Hillier, Mathew | Bower, Matthew | Cowling, Michael | Fluck, Andrew | Geer, Ruth | Grant, Scott | Harris, Beth | Howah, Kenneth | Meacheam, David | McGrath, Dominic | Pagram, Jeremy | White, Bruce | Australian National University | Central Queensland University | Edith Cowan University | Macquarie University | Monash University | RMIT University | University of New South Wales. Australian Defence Force Academy | University of Queensland | University of South Australia | University of Tasmania
Published: Canberra : Australia. Dept of Education and Training (DET) : 2019
ISBN: 9781760517564 [PDF] |9781760517571 [docx] |9781760517588 [print]
Abstract: This project aimed to address a national gap in the pedagogical sophistication, relevance of assessment and knowledge of student engagement in high stakes supervised assessments. It involved development and delivery of authentic e-assessment in the supervised exam room context, in a manner that was scalable and sustainable. Findings were designed to guide teachers, assessment developers, technology support, examinations managers and institutional leadership in matters of policy, practical implementation and pedagogic design. There was recognition that web-browser-based assessment alone does not permit candidates to demonstrate skills based on sophisticated computer software applications fit for professional work. The use of a common USB booting system provides total institutional control of student-owned computers without interfering with their personal data or software. These critical ideas led the project team to design a robust e-Exam platform, which is also resilient to network breakdowns. The project team then went on to implement and verify, across a range of institutional contexts, a viable technological and procedural approach to scale authentic e-assessment. Across the four years of the project, 10 partner institutions had input, 35 e-exams were conducted with over 3000 students, teachers, and administrators participating in exam sessions, in surveys, focus group interviews, workshops and an international symposium. Key findings included: the creation of a viable, robust technology platform for e-Exams; that students accept e-Exams and find them suited to their largely preferred ways of working; logistical support and attention to detail matters in the high stakes, time-pressured exams; academic development in terms of digital literacy and digital pedagogy will be important to embedding and scaling authentic e-assessment across the curriculum; and policy is a mechanism to support change, as is managerial support.
URL (open access) : https://ltr.edu.au/resources/ID15-4747_Hillier_Final_Report_2019.pdf
Record No: 365931 from LTR
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| Embedding Indigenous perspectives into Engineering Education : final report. Lead Institution: University of Wollongong
| 2019 |
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Title: Embedding Indigenous perspectives into Engineering Education : final report.
Author(s): Goldfinch, Tom | Kennedy, Jade | Leigh, Elyssebeth | Dawes, Les | Prpic, Juliana | McCarthy, Timothy | Australia. Dept of Education and Training (DET) | Queensland University of Technology | University of Melbourne | University of Wollongong
Published: Canberra : Australia. Dept of Education and Training (DET) : 2019
ISBN: 9781760517397 (PDF)
<b>ISBN:</b> 9781760517380 (print ed) | 9781760517403 (DOCX)<br />Abstract: The project Embedding Indigenous Perspectives into Engineering Education commenced in August 2013 with the intention of developing an approach to Indigenous student support that is integrated within existing engineering curricula. The project involved three dimensions: a culturally sensitive exploration of Aboriginal values, perspectives and their meaning in engineering practice and the classroom; a constructivist approach to revising curriculum design for existing engineering subjects to accommodate different ways of perceiving and valuing ideas, objects and contexts; and, an innovative approach to course content design to introduce Aboriginal cultural appreciation for both Indigenous and non-Indigenous students. [Executive summary, ed]
URL (open access) : https://ltr.edu.au/resources/ID13-2899_FinalReportrevisedv4.pdf
Record No: 365926 from LTR
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| Enhancing student employability skills through virtual field trips in the hospitality industry : final report. Lead Institution: Griffith University
| 2019 |
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Title: Enhancing student employability skills through virtual field trips in the hospitality industry : final report.
Author(s): Patiar, Anoop | Benckendorff, Pierre | Kensbock, Sandie | Wang, Ying | Wilkins, Hugh | Robinson, Richard | Richardson, Scott | Lee, Andy | Goh, Edmund | Australia. Dept of Education and Training (DET) | Bond University | Edith Cowan University | Griffith University | Torrens University Australia | University of Queensland
Published: Canberra : Australia. Dept of Education and Training (DET) : 2019
ISBN: 9781760517366 (PDF)
<b>ISBN:</b> 9781760517359 (print ed) | 9781760517373 (DOCX)<br />Abstract: Hospitality fieldwork offers student-centred experiential learning and an opportunity to establish authentic connections between theory and practice. Ongoing reductions in the funding of universities and increasing student numbers have led to technology-enhanced solutions to provide practice-based learning experiences in hospitality management education. Virtual field trips (VFTs) are an alternative and flexible means for students to connect their classroom learning with authentic activities and assessment via structured experiences in participating hospitality businesses. In 2013, Griffith University provided seed funding to develop and trial VFTs of two hotels in Queensland. The VFTs were implemented in a core course within the Bachelor of International Tourism and Hotel Management. The course content and assessment were integrated and constructively aligned with the VFTs (Biggs, 2003) and evaluated for effectiveness using mixed methodologies. Students found the VFTs to be highly effective in reinforcing the course content and adding to their learning experience. They also found the VFTs to be relevant and useful in informing their assessment tasks. [Executive summary, ed]
URL (open access) : https://ltr.edu.au/resources/ID15-4905_VFTs_Final_Report_March_2018_Copyedited_GF_3_March_2019.pdf
Record No: 365927 from LTR
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| Making curriculum visible : engaging students in learning outcomes and career relevance through a multi-dimensional interactive map : final report. Lead Institution: Curtin University
| 2019 |
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Title: Making curriculum visible : engaging students in learning outcomes and career relevance through a multi-dimensional interactive map : final report.
Author(s): Tee, Lisa B. G. | Australia. Dept of Education and Training (DET) | Curtin University
Published: Canberra : Australia. Dept of Education and Training (DET) : 2019
ISBN: 9781760517458 (PDF)
<b>ISBN:</b> 9781760517441 (print ed) | 9781760517465 (DOCX)<br />Abstract: Higher education students make study choices with a limited view of how their programs are structured. For students, inappropriate course selection bears a financial burden (Krause & Coates, 2008); for universities, it is linked to lower student engagement and retention rates (Thomas, 2012). It is essential that students understand the relevance of their units and course structure to support their engagement in their learning and successful degree completion. Communicating this information is of particular importance in a growing market-driven higher education sector with increasing degree costs. Prospective and commencing students would benefit from a holistic, programmatic approach to curricula to increase their awareness of the importance of graduate skills and capabilities to meet employability requirements and competency standards Building on from the work on curriculum mapping (Oliver, Jones, & Ferns, 2010), graduate capabilities (Oliver & Whelan, 2011), learning outcomes (Lawson, 2015; Owen, Stupans, Ryan, Woulfe, & McKauge, 2011), technology-enhanced learning (Laurillard, Oliver, Wasson, & Hoppe, 2009) and graduate employability (Dawn Bennett), the MyCourseMap tool was developed to present ‘one-stop portal’ degree information for students and staff showing the entire program with alignment to graduate attributes (GA) and learning outcomes using mobile touch technology. This fellowship allows academics and students to explore a whole-of-program, interactive map from the point of enrolment. The fellowship represents a sector-wide program of change using a unique curriculum visualisation tool — MyCourseMap. By presenting curriculum in a more student-centred and visible form, academics engage students as active participants in the negotiation of their study choices. [Executive summary, ed]
URL (open access) : https://ltr.edu.au/resources/FS16-0277_Lisa_Tee_National_Teaching_Fellowship_Final_Report_2018.pdf
Record No: 365929 from LTR
Title: Making curriculum visible : engaging students in learning outcomes and career relevance through a multi-dimensional interactive map : final report.
Author(s): Tee, Lisa B. G. | Australia. Dept of Education and Training (DET) | Curtin University
Published: Canberra : Australia. Dept of Education and Training (DET) : 2019
ISBN: 9781760517458 (PDF)
<b>ISBN:</b> 9781760517441 (print ed) | 9781760517465 (DOCX)<br />Abstract: Higher education students make study choices with a limited view of how their programs are structured. For students, inappropriate course selection bears a financial burden (Krause & Coates, 2008); for universities, it is linked to lower student engagement and retention rates (Thomas, 2012). It is essential that students understand the relevance of their units and course structure to support their engagement in their learning and successful degree completion. Communicating this information is of particular importance in a growing market-driven higher education sector with increasing degree costs. Prospective and commencing students would benefit from a holistic, programmatic approach to curricula to increase their awareness of the importance of graduate skills and capabilities to meet employability requirements and competency standards Building on from the work on curriculum mapping (Oliver, Jones, & Ferns, 2010), graduate capabilities (Oliver & Whelan, 2011), learning outcomes (Lawson, 2015; Owen, Stupans, Ryan, Woulfe, & McKauge, 2011), technology-enhanced learning (Laurillard, Oliver, Wasson, & Hoppe, 2009) and graduate employability (Dawn Bennett), the MyCourseMap tool was developed to present ‘one-stop portal’ degree information for students and staff showing the entire program with alignment to graduate attributes (GA) and learning outcomes using mobile touch technology. This fellowship allows academics and students to explore a whole-of-program, interactive map from the point of enrolment. The fellowship represents a sector-wide program of change using a unique curriculum visualisation tool — MyCourseMap. By presenting curriculum in a more student-centred and visible form, academics engage students as active participants in the negotiation of their study choices. [Executive summary, ed]
URL (open access) : https://ltr.edu.au/resources/FS16-0277_Tee_AchievementsStatement.pdf
Record No: 365929 from LTR
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| SMARTfarm learning hub : next generation technologies for agricultural education : final report. Lead Institution: University of New England
| 2019 |
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Title: SMARTfarm learning hub : next generation technologies for agricultural education : final report.
Author(s): Gregory, Sue | Whannell, Robert | Flavel, Richard | Barwick, Jamie | Swain, David | Acuna, Tina | Rawnsley, Richard | Mohammed, Caroline | Hardie, Marcus | Cullen, Brendan | Nettle, Ruth | Ingram, Lachlan | Trotter, Mark | Cosby, Amy | Australia. Dept of Education and Training (DET) | Central Queensland University | New Mexico State University | University of Melbourne | University of New England | University of Southern Queensland | University of Sydney | University of Tasmania
Published: Canberra : Australia. Dept of Education and Training (DET) : 2019
ISBN: 9781760517427 (PDF)
<b>ISBN:</b> 9781760517410 (print ed) | 9781760517434 (DOCX)<br />Abstract: In 2015–2016 there were 282,000 people employed in agriculture in Australia (Australian Bureau of Agricultural and Resource Economics and Sciences [ABARES], 2017). Despite the recognition that the modern agricultural industry is complex and demanding, it still has one of the lowest proportion of workers with post-secondary qualifications across the economy (Senate Standing Committees on Education, Employment and Workplace Relations, 2012). The SmartFarm Learning Hub project aimed to increase the employability of tertiary agricultural students by preparing them with the skills and knowledge for a successful career in an increasingly complex and highly technical industry. The SmartFarm Learning Hub is a collaboration between seven universities, both within Australia and the USA, namely the University of New England, University of Tasmania, Central Queensland University, University of Southern Queensland, The University of Melbourne, The University of Sydney, and New Mexico State University. Each of the partner universities has a SmartFarm with a diverse range of enterprises and environmental conditions represented, from the highly productive dairy systems in Tasmania to tropical beef production in Central Queensland and the arid rangelands of New Mexico (Trotter et al., 2016). Each university produced a learning module focused on inputting authentic farm data into an RITLS, which has been uploaded onto the project’s website, enabling students across the world to access and analyse data and outline the subsequent management decisions they would make to increase on-farm profitability, productivity, and sustainability. [Executive summary, ed]
URL (open access) : https://ltr.edu.au/resources/ID15-4805_Gregory_FinalReport_2018_Copyedited_GF_14_March_2019_FINAL.pdf
Record No: 365928 from LTR
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| Achieving economic sustainability for niche social profession courses in the Australian higher education sector : final report. Lead Institution: Edith Cowan University
| 2019 |
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Title: Achieving economic sustainability for niche social profession courses in the Australian higher education sector : final report.
Author(s): S | Cooper, Trudi | Brooker, Miriam Rose | Australia. Dept of Education and Training (DET) | Australian Learning and Teaching Fellows | Edith Cowan University
Published: Canberra : Australia. Dept of Education and Training (DET) : 2019
ISBN: 9781760517205 (PDF)
<b>ISBN:</b> 9781760517212 (DOCX) | 9781760517229 (print ed)<br />Abstract: The purpose of this fellowship was to develop a nationwide collaborative strategy to improve the economic sustainability and geographic availability of niche social profession courses. The niche courses in social professions examined in this program meet specialist social needs in disability services, social gerontology, and youth work. Specialist courses in social professions have limited availability across the Australian university sector and availability has declined over the last decade. This is despite a continuing need for specialist graduates, as attested by the relevant professional bodies, and by policy implementation reviews in the areas where graduates from these courses might provide stronger leadership. To improve learning opportunities for students and achieve collaboration, the program leader worked with colleagues and professional bodies nationally to analyse trend data and develop a working plan for each field of education. The program has raised awareness about the need for urgent system-wide action to support niche social professions and has developed collaborative network(s) to strengthen cross-institutional relationships between staff offering courses in niche social professions. The program has strengthened relationships with relevant state and federal professional bodies in each field and has established a network of colleagues to help resolve these challenges. In addition, the fellowship has proposed changes to support a nationwide collaborative strategy that will enable institutions to offer viable programs for the niche social professions. Dissemination has occurred to move beyond known interest groups, and staff from 16 universities and nine professional associations have been involved in discussions, consultations and planning for change. The issues and proposed strategies are outlined in this document. The working groups in each discipline will continue to collaborate to build momentum for change and to engage with colleagues at other universities to continue the work commenced by this fellowship. [Executive summary, ed]
URL (open access) : https://ltr.edu.au/resources/FS16-0260_Cooper_FinalReport_2019.pdf
Record No: 365925 from LTR
Title: Achieving economic sustainability for niche social profession courses in the Australian higher education sector : final report.
Author(s): S | Cooper, Trudi | Brooker, Miriam Rose | Australia. Dept of Education and Training (DET) | Australian Learning and Teaching Fellows | Edith Cowan University
Published: Canberra : Australia. Dept of Education and Training (DET) : 2019
ISBN: 9781760517205 (PDF)
<b>ISBN:</b> 9781760517212 (DOCX) | 9781760517229 (print ed)<br />Abstract: The purpose of this fellowship was to develop a nationwide collaborative strategy to improve the economic sustainability and geographic availability of niche social profession courses. The niche courses in social professions examined in this program meet specialist social needs in disability services, social gerontology, and youth work. Specialist courses in social professions have limited availability across the Australian university sector and availability has declined over the last decade. This is despite a continuing need for specialist graduates, as attested by the relevant professional bodies, and by policy implementation reviews in the areas where graduates from these courses might provide stronger leadership. To improve learning opportunities for students and achieve collaboration, the program leader worked with colleagues and professional bodies nationally to analyse trend data and develop a working plan for each field of education. The program has raised awareness about the need for urgent system-wide action to support niche social professions and has developed collaborative network(s) to strengthen cross-institutional relationships between staff offering courses in niche social professions. The program has strengthened relationships with relevant state and federal professional bodies in each field and has established a network of colleagues to help resolve these challenges. In addition, the fellowship has proposed changes to support a nationwide collaborative strategy that will enable institutions to offer viable programs for the niche social professions. Dissemination has occurred to move beyond known interest groups, and staff from 16 universities and nine professional associations have been involved in discussions, consultations and planning for change. The issues and proposed strategies are outlined in this document. The working groups in each discipline will continue to collaborate to build momentum for change and to engage with colleagues at other universities to continue the work commenced by this fellowship. [Executive summary, ed]
URL (open access) : https://ltr.edu.au/resources/FS16-0260_Cooper_AchievementsStatement_2019.pdf
Record No: 365925 from LTR
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| Australian Indigenous Psychology Education Project (AIPEP) : Curricular approaches to increasing cultural competence and Indigenous participation in psychology education and training : final report. Lead Institution: University of Western Australia
| 2019 |
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Title: Australian Indigenous Psychology Education Project (AIPEP) : Curricular approaches to increasing cultural competence and Indigenous participation in psychology education and training : final report.
Author(s): Dudgeon, Pat | Darlaston-Jones, Dawn | Cranney, Jacquelyn | Hammond, Sabine | Harris, Jillene | Herbert, Jeannie | Homewood, Judi | Newnham, Katrina | Australia. Dept of Education and Training (DET) | Australian Psychological Society | Charles Sturt University | University of New South Wales | University of Notre Dame Australia | University of Western Australia
Published: Canberra : Australia. Dept of Education and Training (DET) : 2019
ISBN: 9781760517076 (PDF)
<b>ISBN:</b> 9781760517069 (print ed) | 9781760517083 (DOCX)<br />Abstract: Australia is facing a crisis in the mental health and wellbeing of Aboriginal and Torres Strait Islander people. Aboriginal and Torres Strait Islander Australians aged 18 years or over report experiencing high to very high levels of psychological distress at a rate more than twice (and a suicide rate at least twice) that of non-Indigenous people. The severe under-representation of Aboriginal and Torres Strait Islander people in the profession of psychology, with less than 1% of all psychologists identifying as Aboriginal or Torres Strait Islander, is a contributor to this mental health gap. AIPEP, which commenced in July 2013, was led by Professor Pat Dudgeon and a collaborative team of academics, Indigenous consultants and the Australian Psychological Society (APS). A series of primary and secondary data analyses, involving a wide range of stakeholders, was undertaken using qualitative and quantitative methods. The significant findings of the Project fall under four themes. These are: Professional and student representation, Recruitment and retention of students, Curriculum and Professional capabilities.
URL (open access) : https://ltr.edu.au/resources/ID13-2681_FinalReport_AIPEP_Dudgeon_2019(003).pdf
Record No: 365922 from LTR
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| Design and Architecture practice research project : final report. Lead Institution: RMIT University
| 2019 |
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Title: Design and Architecture practice research project : final report.
Author(s): Vaughan, Laurene | Blythe, Richard | Boydell, Eleanor | Australia. Dept of Education and Training (DET) | Bond University | Charles Sturt University | Deakin University | Monash University | Queensland University of Technology | RMIT University | University of Adelaide | University of Canberra | University of New South Wales | University of Newcastle | University of South Australia | University of Tasmania | University of Technology, Sydney | University of Western Australia
Published: Canberra : Australia. Dept of Education and Training (DET) : 2019
ISBN: 9781760517137 (PDF)
<b>ISBN:</b> 9781760517120 (print ed) | 9781760517144 (DOCX)<br />Abstract: The design and architecture practice research (DAP_r) project was a two-year exploration into architecture and design PhD programs with a focus on practice, undertaken in partnership between 14 Australian schools of architecture and design. DAP_r was a strategic response to Probert's 2014 observation of the lack of professionally aligned doctoral programs, and the implications this has for integration of industry and practice within the academy. Also, the project built on research by colleagues in the creative arts (Hamilton & Carson, 2015 a,b) who have likewise explored developing discipline-relevant pedagogic models for graduate research education that meet the needs of the academy and industry. The project aimed to mobilise the adoption of a practice approach to doctoral training, by enabling Australian universities to explore the applicability of a practice research model to their contexts and develop allied, networked support resources. DAP_r built on RMIT University's work to develop a design practice research PhD that situates research inside venturous practice, and borrowed its methodology from the 2013–2016 European Architecture, Design and Art Practice Training Research (ADAPT-r) project. The DAP_r project was built on a partnership model, bringing together partner institutions with extensive track records in design education linked to professions and creative practice. The core outputs and deliverables of DAP_r are outlined below, demonstrating the project's impact in sharing models of practice research, developing supervisory networks and capacity, building links with industry, and initiating and deepening discourses about creative practice research. [Executive summary, ed]
URL (open access) : https://ltr.edu.au/resources/ID15-4972_VaughanandBlythe_FinalReport_2019.pdf
Record No: 365923 from LTR
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| Developing pedagogical solutions to linguistic and cultural barriers in design education supporting Asian architecture students : final report. Lead Institution: University of Newcastle
| 2019 |
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Title: Developing pedagogical solutions to linguistic and cultural barriers in design education supporting Asian architecture students : final report.
Author(s): Gu, Ning | Lee, JuHyun | Ostwald, Michael | Roberts, Maria | Australia. Dept of Education and Training (DET) | Deakin University | RMIT University | University of Newcastle | University of South Australia
Published: Canberra : Australia. Dept of Education and Training (DET) : 2019
ISBN: 9781760516734 (PDF)
<b>ISBN:</b> 9781760516741 (DOCX) | 9781760516758 (print ed)<br />Abstract: As international students form a large part of the student cohort in the globalised tertiary education system, design educators face complex linguistic and cultural challenges in their studios and critique systems. To advance learning and teaching in this context, this project aims to improve understanding of the needs of Asian design students, focusing on the impact of language in design, and to develop systems, protocols or information to better support international students' learning. Three main approaches were undertaken to develop a detailed understanding of the challenges faced by students and academics, which were then used to establish a Good practice guide for these groups. The formal methodologies and approaches adopted in this project could inspire and develop the foundation for future studies addressing the impact of other languages on design cognition and communication, as well as further pedagogical solutions reflecting such impact. From two sets of interview data have developed 11 themes for students and 12 themes for academics. The themes themselves may not be new points of view in education, but they address specific linguistic and cultural perceptions that contribute to improving teaching and learning in globalised (design) education. The qualitative analysis of interview data has also captured several strategies and techniques, which design educators could immediately adopt in their studio courses. [Executive summary, ed]
URL (open access) : https://ltr.edu.au/resources/ID15-4651_Gu_FinalReport_2019.pdf
Record No: 365924 from LTR
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| Owning the Rubric : student engagement in rubric design and use : final report. Lead Institution: Avondale College of Higher Education
| 2019 |
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Title: Owning the Rubric : student engagement in rubric design and use : final report.
Author(s): Northcote, Maria | Williams, Anthony | Christian, Bev | Jackson, Wendy | Joseph, Sue | Kilgour, Andrew | Kilgour, Peter | Morton, Jason | Rickett, Carolyn | Seddon, John | Australia. Dept of Education and Training (DET) | Avondale College of Higher Education | Charles Sturt University | University of Technology, Sydney
Published: Canberra : Australia. Dept of Education and Training (DET) : 2019
ISBN: 9781760516796 (PDF)
<b>ISBN:</b> 9781760516802 (DOCX) | 9781760516819 (print ed)<br />Abstract: The project focuses on collaboratively constructing and using assessment resources designed in partnership between teachers and students in higher education contexts. Traditionally, the early stages of assessment design were the domain of teachers. In recent years, many educators and researchers have called for increased levels of involvement by students during the development of assessment criteria, instructions and rubrics. By engaging students to work collaboratively with their university teachers to prepare and create assessment guidelines and rubrics, there is a greater potential for students to take ownership of and be accountable for their own learning outcomes. The aim of the project was to investigate the innovative and collaborative use of assessment rubrics, in partnership between students and academic staff, in order to develop a model of collaborative rubric practice that is applicable in higher education contexts. The context of the project was important as it was conducted across six cohorts of undergraduate students and their university teachers from five different disciplines in three higher education institutions. The varied contexts provided a range of settings, each of which represented multiple cases to explore across multiple sites. A mixture of different degree year levels was also represented. The project approach adopted a four-phase design across a two-year period. Employment of the project's methodology began in Phase 1 with team organisation, establishing project boundaries, scope and aims, and the construction of data gathering instruments required for Phase 2. Phase 2 employed the Delphi technique to establish the characteristics of effective rubric design, informed by a comprehensive literature review and advice provided by members of an expert panel. The outcome of Phase 2 was an instrument, the Effective Rubric Characteristics Inventory (ERCI) that guided the subsequent rubric co-construction processes followed by six cohorts. Also during Phase 2, a multiple case-study approach was adopted in which six cohorts of students at three institutions worked with their lecturers to co-construct a rubric that they would use in the following or same semester. The lecturers and students in each cohort were guided by a protocol including the ERCI and a set of recommendations for practice to enact when co-constructing assessment rubrics. In Phase 3, the six cohorts of students and their lecturers at three institutions used their co-constructed projects, guided by another set of protocols of practice. Data about the lecturers' and students' perceptions of these processes were gathered during Phases 2 and 3. Finally, in Phase 4, a model for rubric co-construction and use was designed. The Model for Collaborative Rubric Construction and Use is housed in the project's website which will be disseminated through workshops for members of the Australian higher education sector. [Executive summary, ed]
URL (open access) : https://ltr.edu.au/resources/ID16-5374_NorthcoteandWilliams_FinalReport_2019.pdf
Record No: 365921 from LTR
Title: Owning the Rubric : student engagement in rubric design and use : final report.
Author(s): Northcote, Maria | Williams, Anthony | Christian, Bev | Jackson, Wendy | Joseph, Sue | Kilgour, Andrew | Kilgour, Peter | Morton, Jason | Rickett, Carolyn | Seddon, John | Australia. Dept of Education and Training (DET) | Avondale College of Higher Education | Charles Sturt University | University of Technology, Sydney
Published: Canberra : Australia. Dept of Education and Training (DET) : 2019
ISBN: 9781760516796 (PDF)
<b>ISBN:</b> 9781760516802 (DOCX) | 9781760516819 (print ed)<br />Abstract: The project focuses on collaboratively constructing and using assessment resources designed in partnership between teachers and students in higher education contexts. Traditionally, the early stages of assessment design were the domain of teachers. In recent years, many educators and researchers have called for increased levels of involvement by students during the development of assessment criteria, instructions and rubrics. By engaging students to work collaboratively with their university teachers to prepare and create assessment guidelines and rubrics, there is a greater potential for students to take ownership of and be accountable for their own learning outcomes. The aim of the project was to investigate the innovative and collaborative use of assessment rubrics, in partnership between students and academic staff, in order to develop a model of collaborative rubric practice that is applicable in higher education contexts. The context of the project was important as it was conducted across six cohorts of undergraduate students and their university teachers from five different disciplines in three higher education institutions. The varied contexts provided a range of settings, each of which represented multiple cases to explore across multiple sites. A mixture of different degree year levels was also represented. The project approach adopted a four-phase design across a two-year period. Employment of the project's methodology began in Phase 1 with team organisation, establishing project boundaries, scope and aims, and the construction of data gathering instruments required for Phase 2. Phase 2 employed the Delphi technique to establish the characteristics of effective rubric design, informed by a comprehensive literature review and advice provided by members of an expert panel. The outcome of Phase 2 was an instrument, the Effective Rubric Characteristics Inventory (ERCI) that guided the subsequent rubric co-construction processes followed by six cohorts. Also during Phase 2, a multiple case-study approach was adopted in which six cohorts of students at three institutions worked with their lecturers to co-construct a rubric that they would use in the following or same semester. The lecturers and students in each cohort were guided by a protocol including the ERCI and a set of recommendations for practice to enact when co-constructing assessment rubrics. In Phase 3, the six cohorts of students and their lecturers at three institutions used their co-constructed projects, guided by another set of protocols of practice. Data about the lecturers' and students' perceptions of these processes were gathered during Phases 2 and 3. Finally, in Phase 4, a model for rubric co-construction and use was designed. The Model for Collaborative Rubric Construction and Use is housed in the project's website which will be disseminated through workshops for members of the Australian higher education sector. [Executive summary, ed]
URL (open access) : https://ltr.edu.au/resources/ID16-5374_NorthcoteandWilliams_AchievementsStatement_2019.pdf
Record No: 365921 from LTR
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|
| Improving teacher education for better Indigenous outcomes : PREEpared : partnering for remote education experience : final report. Lead Institution: Monash University
| 2019 |
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Title: Improving teacher education for better Indigenous outcomes : PREEpared : partnering for remote education experience : final report.
Author(s): Anderson, Peter | Rennie, Jennifer | White, Simone | Darling, Anna | Australia. Dept of Education and Training (DET) | Monash University
Published: Canberra : Australia. Dept of Education and Training (DET) : 2019
ISBN: 9781760516765 (PDF)
<b>ISBN:</b> 9781760516772 (DOCX) | 9781760516789 (print ed)<br />Abstract: The PREEpared – Partnering for Remote Education Experience project (formerly known as Improving Teacher Education for Better Indigenous Outcomes) was an initiative seed-funded by the Department of Education (formerly the Office of Learning and Teaching, OLT) in 2016– 2017 and conducted by a project team from Monash University. Data were collected and resources developed in collaboration with a number of teacher educators across Australia who formed a main interview pool, and several members of a diverse expert reference group, whose experience provided a vital, critical reflection on the project's deliverables. The guiding principle for this project was to respond to the staffing needs of remote Indigenous schools and ensure graduate teachers are well-equipped and expertly prepared to work and teach inclusively within and for diverse geographic communities. The project has responded to this aim by providing a central 'go to' website that houses both curriculum and professional experience resources for all initial teacher education providers to access and use. This report details the overarching, well-planned and long-term approach of the project to improve Indigenous outcomes by focusing on improving teacher education. The findings, outcomes and recommendations of this project will ultimately contribute to the employment needs of remote Indigenous schools through the provision of highly trained, confident and culturally responsive teachers. [Executive summary, ed]
URL (open access) : https://ltr.edu.au/resources/SD15-5215_FinalReport_PREEpared_Anderson_2019.pdf
Record No: 365919 from LTR
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| Research into practice : evidence-informed, best practice visualisation for a deeper understanding of science : final report. Lead Institution: Western Sydney University
| 2019 |
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Title: Research into practice : evidence-informed, best practice visualisation for a deeper understanding of science : final report.
Author(s): Tasker, Roy | Australia. Dept of Education and Training (DET) | Western Sydney University
Published: Canberra : Australia. Dept of Education and Training (DET) : 2019
ISBN: 9781760516642 (PDF)
<b>ISBN:</b> 9781760516666 (print ed) | 9781760516659 (DOCX)<br />Abstract: For most people, learning science involves imagining invisible phenomena—such as molecular-level structures and processes, force fields and energy changes—to explain observable experiences—like stickiness, magnetic repulsion and hot objects—in order to create new insights. Mental modelling of these imperceptible phenomena through visualisation is the key to making meaning from the symbolism and mathematics in science that too often alienate novice students. Only when you have useful visual mental models of these invisible phenomena can you see the power of mathematics to generalise from the specific, and meaningfully communicate about these phenomena using scientific shorthand (symbols, formulas, equations), terminology, and language. Visualisation in science is usually complex and dynamic, so it is cognitively demanding. Consequently, best-practice use of visualisation in science teaching should be informed by the latest cognitive science research on factors determining how the brain perceives, processes, stores and retrieves audiovisual information, and ways to ameliorate this load. We also need to encourage learners to communicate their visual models orally, in writing, and through storyboards (labelled drawings), to probe for misconceptions. The unique aspect of this fellowship was to stimulate strategic and embedded use of visualisation in science teaching by applying findings in learning research in three distinct disciplines—science education, multimedia education and cognitive science—whose practitioners rarely read one another's published research or attend one another's conferences. [Executive summary, ed]
URL (open access) : https://ltr.edu.au/resources/FS14-0214_FinalReport_ResearchintoPractice_Tasker_2019.pdf
Record No: 365920 from LTR
Title: Research into practice : evidence-informed, best practice visualisation for a deeper understanding of science : final report.
Author(s): Tasker, Roy | Australia. Dept of Education and Training (DET) | Western Sydney University
Published: Canberra : Australia. Dept of Education and Training (DET) : 2019
ISBN: 9781760516642 (PDF)
<b>ISBN:</b> 9781760516666 (print ed) | 9781760516659 (DOCX)<br />Abstract: For most people, learning science involves imagining invisible phenomena—such as molecular-level structures and processes, force fields and energy changes—to explain observable experiences—like stickiness, magnetic repulsion and hot objects—in order to create new insights. Mental modelling of these imperceptible phenomena through visualisation is the key to making meaning from the symbolism and mathematics in science that too often alienate novice students. Only when you have useful visual mental models of these invisible phenomena can you see the power of mathematics to generalise from the specific, and meaningfully communicate about these phenomena using scientific shorthand (symbols, formulas, equations), terminology, and language. Visualisation in science is usually complex and dynamic, so it is cognitively demanding. Consequently, best-practice use of visualisation in science teaching should be informed by the latest cognitive science research on factors determining how the brain perceives, processes, stores and retrieves audiovisual information, and ways to ameliorate this load. We also need to encourage learners to communicate their visual models orally, in writing, and through storyboards (labelled drawings), to probe for misconceptions. The unique aspect of this fellowship was to stimulate strategic and embedded use of visualisation in science teaching by applying findings in learning research in three distinct disciplines—science education, multimedia education and cognitive science—whose practitioners rarely read one another's published research or attend one another's conferences. [Executive summary, ed]
URL (open access) : https://ltr.edu.au/resources/FS14-0214_AchievementStatement_ResearchintoPractice_Tasker_FINAL_2019.pdf
Record No: 365920 from LTR
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| Academic-industry integration in health : enhancing postgraduate professional learning : final report. Lead Institution: Queensland University of Technology
| 2019 |
|
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Title: Academic-industry integration in health : enhancing postgraduate professional learning : final report.
Author(s): Theobald, Karen | McCarthy, Alexandra | Henderson, Amanda | Coyer, Fiona | Shaban, Ramon | Fox, Robyn | Thomson, Bernadette | Australia. Dept of Education and Training (DET) | Griffith University | Princess Alexandra Hospital | Queensland University of Technology | Royal Brisbane and Women's Hospital
Published: Canberra : Australia. Dept of Education and Training (DET) : 2019
ISBN: 9781760516826 (PDF)
<b>ISBN:</b> 9781760516833 (DOCX) | 9781760516840 (print ed)<br />Abstract: Nursing, paramedicine and allied health are significant players in clinical – academic settings, at the postgraduate level. Health systems depend on specialised disciplinary contribution and high - functioning, team - based approaches to patient care. In health contexts, the aim of postgraduate professional learning is to enable a clinically - educated and research - literate workforce to translate evidence into practice within regulatory frameworks and organisational expectations (Dzau et al., 2013). Billett's Australian Learning and Teaching Council Fellowship work emphasises that, when it is well - designed and delivered, work - integrated education contributes enormously to students' professional learning (Billett, 2007). Professional learning in this respect relies on the development of capabilities through teaching and learning experiences that integrate academic, discipline - specific and industry - referenced knowledge, skills and attitudes (Papadopoulos et al., 2011). Health services and faculties invest significant resources into their respective postgraduate curricula. These curricula range from practical to intensely theoretical, and from short professional development modules to Australian Qualifications Framework (AQF)-compliant units and programs. This current approach often results in duplication of both curricula and resource investment in the health and higher education sectors (Dzau et al., 2013). This project recognise d that, although industry and universities bring complementary knowledge and skills to curriculum development, each is driven by different organisational imperatives, resulting in divergent goals and approaches for curricula and different metrics to capture educational outputs (Dzau et al., 2013). In developing the shared culture of curriculum development advocated in this project, the universities and health services that deliver postgraduate education worked in a co - design partnership, striving for relevance, efficiency and agility to develop a mutually agreed framework for professional learning. [Executive summary, ed]
URL (open access) : https://ltr.edu.au/resources/SD15-5094_Theobald_FinalReport_2019.pdf
Record No: 365917 from LTR
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| Journalism capstone units : capstone units for journalism programs to facilitate the demonstration of graduate capabilities : final report. Lead Institution: Edith Cowan University
| 2019 |
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Add
Title: Journalism capstone units : capstone units for journalism programs to facilitate the demonstration of graduate capabilities : final report.
Author(s): Cullen, Trevor | Australia. Dept of Education and Training (DET) | Edith Cowan University
Published: Canberra : Australia. Dept of Education and Training (DET) : 2019
ISBN: 9781760516970 (PDF)
<b>ISBN:</b> 9781760516987 (DOCX) | 9781760517038 (print ed)<br />Abstract: This 18-month Department of Education and Training (DET) Fellowship, spanning the period from July 2015 through to January 2017, set out to provide, for the first time, a series of agreed principles, models and skills to guide journalism educators in the design and implementation of final-year journalism capstone units which effectively demonstrate and measure required graduate capabilities. The concept of a capstone unit is gaining currency within the Australian Higher Education system. A major motivating factor is the government's focus on enhancing graduate employability and assuring graduate outcomes, along with the need to develop capabilities for assuring Higher Education standards. This has led to an ongoing debate about academic standards within the Australian Higher Education sector. This critical nexus requires all university degrees and course majors to rigorously map learning outcomes against agreed- upon national standards. In particular, there is a need to map and evidence the relationship between generic attributes and disciplinary capabilities; the relationship between skills and knowledge and their application; the relationship between disciplinary communities, professional bodies and industry; and the relationship between macro course structure and micro subject design. Previous attempts to measure journalism graduate capabilities were linked mainly to Professional Industry Placements (PIPs) with an emphasis on acquiring, rather than demonstrating, capabilities. In fact, there has never been a specific national strategy for the promotion of measuring the capabilities of graduate journalism students in the Australian university system. [Executive summary, ed]
URL (open access) : https://ltr.edu.au/resources/FS15-0243_FinalReport_CapstoneUnit_Cullen_2019.pdf
Record No: 365918 from LTR
Title: Journalism capstone units : capstone units for journalism programs to facilitate the demonstration of graduate capabilities : final report.
Author(s): Cullen, Trevor | Australia. Dept of Education and Training (DET) | Edith Cowan University
Published: Canberra : Australia. Dept of Education and Training (DET) : 2019
ISBN: 9781760516970 (PDF)
<b>ISBN:</b> 9781760516987 (DOCX) | 9781760517038 (print ed)<br />Abstract: This 18-month Department of Education and Training (DET) Fellowship, spanning the period from July 2015 through to January 2017, set out to provide, for the first time, a series of agreed principles, models and skills to guide journalism educators in the design and implementation of final-year journalism capstone units which effectively demonstrate and measure required graduate capabilities. The concept of a capstone unit is gaining currency within the Australian Higher Education system. A major motivating factor is the government's focus on enhancing graduate employability and assuring graduate outcomes, along with the need to develop capabilities for assuring Higher Education standards. This has led to an ongoing debate about academic standards within the Australian Higher Education sector. This critical nexus requires all university degrees and course majors to rigorously map learning outcomes against agreed- upon national standards. In particular, there is a need to map and evidence the relationship between generic attributes and disciplinary capabilities; the relationship between skills and knowledge and their application; the relationship between disciplinary communities, professional bodies and industry; and the relationship between macro course structure and micro subject design. Previous attempts to measure journalism graduate capabilities were linked mainly to Professional Industry Placements (PIPs) with an emphasis on acquiring, rather than demonstrating, capabilities. In fact, there has never been a specific national strategy for the promotion of measuring the capabilities of graduate journalism students in the Australian university system. [Executive summary, ed]
URL (open access) : https://ltr.edu.au/resources/FS15-0243_AchievementsStatement_CapstoneUnit_Cullen_2019.pdf
Record No: 365918 from LTR
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| Aligning business education with industry expectations on employability and sustainability : final report. Lead Institution: Macquarie University
| 2019 |
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Title: Aligning business education with industry expectations on employability and sustainability : final report.
Author(s): Breyer, Yvonne | Denby, Leanne | Rickards, Sara | Tan, LayPeng | Zaheer, Hasnain | Australia. Dept of Education and Training (DET) | Macquarie University
Published: Canberra : Australia. Dept of Education and Training (DET) : 2019
ISBN: 9781760516949 (PDF)
<b>ISBN:</b> 9781760516956 (DOCX) | 9781760516963 (print ed)<br />Abstract: Prince Charles posed the above questions while addressing business school leaders in London in 2015 (Tornero 2015). Around the world and in Australia, businesses have begun to take a leadership role in sustainability. The purposes for pursuing sustainability have begun to shift from mere reputation management and green rubber-stamping to a deliberate realignment of organisational missions, core business goals and sustainability-related values (Aliento 2015; Accenture 2013; McKinsey 2014). But are Australian business faculties and schools adequately preparing graduates to help businesses meet the global sustainability challenge? This is the question we explored in an Australian higher education and industry context in this seed project. As Australian businesses seek to realign themselves with the 'sustainability imperative' (Lubin & Esty 2010), Australian Higher Education institutions (HEIs) must respond in kind. After all, it is their graduates, as future leaders and managers, that will be required to plan and implement sustainability projects, initiatives and responses. The aim of this project was to investigate the skills, knowledge and attitudes that businesses expect from Australia's higher education graduates, especially business schools and faculties, with a view to improving their employability and their effectiveness once employed. A literature review informed the main research question, along with seven more specific subquestions to investigate the problem. Fifteen Sydney-based executives in seven large business organisations were interviewed to gain a range of insights about their sustainability practices and their expectations related to sustainability literacy, skills, knowledge and other attributes in HEI graduates. The highlights of these empirical case studies are described here. Four case study learning packs were developed as part of the project that consist of reading and discussion guides on each case study. These packs introduce real world topics and issues, stimulate debate and drive further investigation in various Australian business contexts. An assessment rubric provides a framework for teaching and assessing sustainability skills in Australian HEIs. In addition, two 'how to' guides were developed. One assists academics in guiding their students on how to 'sell' their sustainability skill-set to boost their employability, the other assists academic marketing teams and career officers in communicating the benefits of sustainability literacy in graduates to employers. This seed project makes two major contributions. First, it generates valuable empirical insights into the sustainability-related capabilities expected of Australian HEI graduates. Second, it provides valuable instructional materials set in an Australian business context that can be used by HEIs as part of their curriculum. [Executive summary, ed]
URL (open access) : https://ltr.edu.au/resources/SD15-5133_Breyer_FinalReport_2019.pdf
Record No: 365914 from LTR
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| Contract cheating and assessment design : exploring the connection : final report. Lead Institution: University of South Australia
| 2019 |
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Add
Title: Contract cheating and assessment design : exploring the connection : final report.
Author(s): Bretag, Tracey | Harper, Rowena | Ellis, Cath | van Haeringen, Karen | Newton, Phil | Rozenberg, Pearl | Saddiqui, Sonia | Australia. Dept of Education and Training (DET) | Griffith University | Swansea University | University of New South Wales | University of South Australia | University of Sydney
Published: Canberra : Australia. Dept of Education and Training (DET) : 2019
ISBN: 9781760516857 (PDF)
<b>ISBN:</b> 9781760516864 (DOCX) | 9781760516871 (print ed)<br />Abstract: A series of media scandals in 2015 generated significant public concern about 'contract cheating' in Australian higher education. Contract cheating was first described by Clarke and Lancaster in 2006, who identified that students in information technology programs in the United Kingdom were using an industry freelancing platform, RentACoder, to employ professionals to complete their assignments. As awareness of the issue has grown, contract cheating has been identified in all discipline areas. The term is now understood to describe a range of 'outsourcing' behaviours in which students arrange for a third party (paid or unpaid) to complete their assessed work. This is how contract cheating was defined in this project. To support higher education providers respond to the challenge of contract cheating, the Australian Government Office for Learning and Teaching commissioned a Strategic Priority Project to explore the potential relationship between authentic assessment and academic integrity. Assessment design had been widely promoted as a solution to contract cheating by educational commentators and researchers, yet no evidence for its efficacy existed. The project also recognised that minimal data existed about the scale of the problem in Australia. This project therefore aimed to explore how approaches to authentic assessment might be used as part of an institutional strategy for minimising contract cheating. The project's five research questions are listed below, along with the key findings. The project gathered what is believed to be the largest and most comprehensive dataset on contract cheating in the world to date. Parallel staff and student surveys were conducted at eight universities and four nonuniversity higher education providers (NUHEP), with responses received from over 15,000 students and 1200 staff. A large dataset of assignment purchase orders posted by students to multiple online cheat sites showed the types of assessment commonly contracted out to third parties. Additionally, data from two universities' longitudinal academic integrity databases showed the assessment items in which purchased assignments had been detected. [Executive summary, ed]
URL (open access) : https://ltr.edu.au/resources/SP16-5383_BretagandHarper_FinalReport_2019.pdf
Record No: 365916 from LTR
Title: Contract cheating and assessment design : exploring the connection : final report.
Author(s): Bretag, Tracey | Harper, Rowena | Ellis, Cath | van Haeringen, Karen | Newton, Phil | Rozenberg, Pearl | Saddiqui, Sonia | Australia. Dept of Education and Training (DET) | Griffith University | Swansea University | University of New South Wales | University of South Australia | University of Sydney
Published: Canberra : Australia. Dept of Education and Training (DET) : 2019
ISBN: 9781760516857 (PDF)
<b>ISBN:</b> 9781760516864 (DOCX) | 9781760516871 (print ed)<br />Abstract: A series of media scandals in 2015 generated significant public concern about 'contract cheating' in Australian higher education. Contract cheating was first described by Clarke and Lancaster in 2006, who identified that students in information technology programs in the United Kingdom were using an industry freelancing platform, RentACoder, to employ professionals to complete their assignments. As awareness of the issue has grown, contract cheating has been identified in all discipline areas. The term is now understood to describe a range of 'outsourcing' behaviours in which students arrange for a third party (paid or unpaid) to complete their assessed work. This is how contract cheating was defined in this project. To support higher education providers respond to the challenge of contract cheating, the Australian Government Office for Learning and Teaching commissioned a Strategic Priority Project to explore the potential relationship between authentic assessment and academic integrity. Assessment design had been widely promoted as a solution to contract cheating by educational commentators and researchers, yet no evidence for its efficacy existed. The project also recognised that minimal data existed about the scale of the problem in Australia. This project therefore aimed to explore how approaches to authentic assessment might be used as part of an institutional strategy for minimising contract cheating. The project's five research questions are listed below, along with the key findings. The project gathered what is believed to be the largest and most comprehensive dataset on contract cheating in the world to date. Parallel staff and student surveys were conducted at eight universities and four nonuniversity higher education providers (NUHEP), with responses received from over 15,000 students and 1200 staff. A large dataset of assignment purchase orders posted by students to multiple online cheat sites showed the types of assessment commonly contracted out to third parties. Additionally, data from two universities' longitudinal academic integrity databases showed the assessment items in which purchased assignments had been detected. [Executive summary, ed]
URL (open access) : https://ltr.edu.au/resources/SP16-5383_BretagandHarper_AchievementStatement_2019.pdf
Record No: 365916 from LTR
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| The power of things : enhancing employability in higher education through object-based learning : final report. Lead Institution: Flinders University
| 2019 |
|
Add
Title: The power of things : enhancing employability in higher education through object-based learning : final report.
Author(s): Salmon, Fiona | Kevin, Catherine | Wurm, Jackie | Baigent, Michael | Reynolds, Vicki | Sherwin, Fiona | Gaunt, Heather | Australia. Dept of Education and Training (DET) | Flinders University | TAFE SA | University of Melbourne
Published: Canberra : Australia. Dept of Education and Training (DET) : April 2019
ISBN: 9781760516703 (PDF)
<b>ISBN:</b> 9781760516710 (DOCX) | 9781760516727 (print ed)<br />Abstract: We live in an era of disruptive change in which the pace of technological innovation is remarkable. Unprecedented access to information is redefining the ways we live, learn and work. As a university, we must rise to the challenge of preparing our graduates for success in a future that will be every bit as dynamic and unpredictable as it is exciting. This project was conceived as a response to the challenge faced by higher education providers in preparing students for employment success in a rapidly changing world. It was informed by a substantial body of scholarly literature indicating that graduate employability is a significant and ongoing concern for the sector: that despite the efforts of tertiary institutions to help students develop the skills, knowledge and attributes for securing and sustaining work in the short and longer term, there are many graduates emerging from their studies who are not adequately prepared for this task. The project was aligned with the OLT employability skills program priority and led by Flinders University Art Museum (FUAM) as a seed initiative. It was motivated and shaped by emerging knowledge around the pedagogical power of 'object-based learning' (OBL), and its application in tertiary-level contexts to improve the capacity of students to see, think and communicate effectively. The project observed that Australian universities are custodians of rich and vast cultural and scientific collections, historically established as educational tools but now largely under-utilised by academic staff. By bringing these holdings back into the pedagogical frame, through initiatives driven by OBL, the project also sought to address longstanding recommendations of the Australian Vice Chancellors' Committee to 'maximise' the use of university collections in academia, harnessing their potential in the design and delivery of educational experiences (Australian Vice-Chancellors' Committee, University Museums Review Committee, 1996). [Executive summary, ed]
URL (open access) : https://ltr.edu.au/resources/SD15-5111_Salmon_FinalReport_2019.pdf
Record No: 365912 from LTR
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| Producing sustainability professionals : assessing graduate attributes in sustainability : final report. Lead Institution: RMIT University
| 2019 |
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Title: Producing sustainability professionals : assessing graduate attributes in sustainability : final report.
Author(s): Holdsworth, Sarah | Thomas, Ian | Sandri, Orana | Chester, Andrea | McLaughlin, Tricia | Australia. Dept of Education and Training (DET) | RMIT University
Published: Canberra : Australia. Dept of Education and Training (DET) : 2019
ISSN: 9781760516888 (PDF)
<b>ISSN (online) :</b> 9781760516895 (DOCX) | 9781760516901 (print ed)<br />Abstract: The 'Producing sustainability professionals: Assessing graduate attributes in sustainability study' developed a tool to identify how a sample of RMIT alumni apply RMIT's 'environmentally aware and responsible' graduate attribute (EAR GA) within their professional practice. This research sits within the broader graduate attributes project that has been undertaken across universities around the world (see Barrie 2012) and within research on sustainability and education, specifically understanding learning outcomes as a result of education and sustainability. A critical knowledge gap currently exists in the understanding of graduate learning outcomes and employability skills. Specifically, it is unclear how graduates are applying the attributes and skills developed through their degree programs, and if these are relevant in their workplaces. This project assessed the extent to which graduates understand, and can apply, sustainability attributes in the workplace. The project developed and evaluated a tool for the sector to aid assessment of sustainability attributes, and to inform learning and teaching strategies for addressing curriculum gaps identified through its application. The application of this tool provides a critical feedback loop to enable academics to understand how their teaching relates to the needs of employers and helps them to improve curriculum and graduate employability. The tool is applicable across the sector for the measurement of sustainability attributes in Australian university graduates, with potential application to graduate attributes in other areas. [Executive summary, ed]
URL (open access) : https://ltr.edu.au/resources/SD15-5122_Holdsworth_FinalReport_2019.pdf
Record No: 365913 from LTR
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| Successful WIL in science : final report. Lead Institution: Deakin University
| 2019 |
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Title: Successful WIL in science : final report.
Author(s): Johnson, Elizabeth | Rice, John | Varsavsky, Cristina | Holdsworth, John | Ward, Jo | Skelly, Deanne | Campbell, Malcolm | Jorre de St Jorre, Trina | Elliott, Jo | Aughterson, Jen | Australia. Dept of Education and Training (DET) | Australian Council of Deans of Science | Curtin University | Deakin University | Monash University | University of Newcastle
Published: Canberra : Australia. Dept of Education and Training (DET) : 2019
ISBN: 9781760516918 (PDF)
<b>ISBN:</b> 9781760516925 (DOCX) | 9781760516932 (print ed)<br />Abstract: Successful WIL in Science has been a national project designed to improve the employability of future graduates in science and mathematics by increasing access to and participation in work-integrated learning (WIL). WIL refers to learning and assessments that 'integrate theory with the practice of work within a purposefully designed curriculum' (Australian Collaborative Education Network [ACEN], 2015, p1). Successful WIL in Science focused on the provision of WIL within courses where it appears as placements or internships, commissioned industry projects, simulations, contextualised case studies and other industry interactions. Successful WIL in Science was developed in response to recognition that science graduates have poorer employment outcomes immediately following graduation than graduates in related disciplines (Edwards et al., 2015). It was aligned to the National Strategy for Work Integrated Learning in University Education (ACEN, 2015) which calls for action to increase provision of WIL in Australian universities and is endorsed by peak bodies of business and universities. The project was delivered in collaboration with the Australian Council of Deans of Science (ACDS) and leveraged earlier work to raise awareness of WIL (Johnson & Rice, 2016), and the national reach of the ACDS and its Teaching and Learning Centre. Successful WIL in Science used three strategies to support increase in WIL delivery: provision of contextualised resources, peer learning and collaboration, and targeted research to inform development of WIL within science degrees. Contextualised resources were curated into the WIL Guide for Science, an online resource that orients users to WIL, describes effective evidence-based practice, links to useful resources and provides advice on effective leadership of WIL. The WIL Guide for Science also offers case studies in WIL design and delivery from science and mathematics courses in Australian universities to prompt ideas and connect users to experienced WIL practitioners. The WIL Guide for Science is published on the ACDS Teaching and Learning Centre website, creating an ongoing channel for communication of new case studies and discussion. The research project created a significant data resource from interviews with 23 staff (representing 13 Australian universities) involved in the design, delivery and leadership of WIL, and interviews (9) and focus groups (27) with 138 undergraduate science students from four Australian universities. [Executive summary, ed]
URL (open access) : https://ltr.edu.au/resources/ID16-5420_Johnson_FinalReport_2019.pdf
Record No: 365915 from LTR
Title: Successful WIL in science : final report.
Author(s): Johnson, Elizabeth | Rice, John | Varsavsky, Cristina | Holdsworth, John | Ward, Jo | Skelly, Deanne | Campbell, Malcolm | Jorre de St Jorre, Trina | Elliott, Jo | Aughterson, Jen | Australia. Dept of Education and Training (DET) | Australian Council of Deans of Science | Curtin University | Deakin University | Monash University | University of Newcastle
Published: Canberra : Australia. Dept of Education and Training (DET) : 2019
ISBN: 9781760516918 (PDF)
<b>ISBN:</b> 9781760516925 (DOCX) | 9781760516932 (print ed)<br />Abstract: Successful WIL in Science has been a national project designed to improve the employability of future graduates in science and mathematics by increasing access to and participation in work-integrated learning (WIL). WIL refers to learning and assessments that 'integrate theory with the practice of work within a purposefully designed curriculum' (Australian Collaborative Education Network [ACEN], 2015, p1). Successful WIL in Science focused on the provision of WIL within courses where it appears as placements or internships, commissioned industry projects, simulations, contextualised case studies and other industry interactions. Successful WIL in Science was developed in response to recognition that science graduates have poorer employment outcomes immediately following graduation than graduates in related disciplines (Edwards et al., 2015). It was aligned to the National Strategy for Work Integrated Learning in University Education (ACEN, 2015) which calls for action to increase provision of WIL in Australian universities and is endorsed by peak bodies of business and universities. The project was delivered in collaboration with the Australian Council of Deans of Science (ACDS) and leveraged earlier work to raise awareness of WIL (Johnson & Rice, 2016), and the national reach of the ACDS and its Teaching and Learning Centre. Successful WIL in Science used three strategies to support increase in WIL delivery: provision of contextualised resources, peer learning and collaboration, and targeted research to inform development of WIL within science degrees. Contextualised resources were curated into the WIL Guide for Science, an online resource that orients users to WIL, describes effective evidence-based practice, links to useful resources and provides advice on effective leadership of WIL. The WIL Guide for Science also offers case studies in WIL design and delivery from science and mathematics courses in Australian universities to prompt ideas and connect users to experienced WIL practitioners. The WIL Guide for Science is published on the ACDS Teaching and Learning Centre website, creating an ongoing channel for communication of new case studies and discussion. The research project created a significant data resource from interviews with 23 staff (representing 13 Australian universities) involved in the design, delivery and leadership of WIL, and interviews (9) and focus groups (27) with 138 undergraduate science students from four Australian universities. [Executive summary, ed]
URL (open access) : https://ltr.edu.au/resources/ID16-5420_Johnson_AchievementsStatement_2019.pdf
Record No: 365915 from LTR
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| Recognising and rewarding teaching : Australian teaching criteria and standards and expert peer review : final report. Lead Institution: University of Western Australia
| 2019 |
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Title: Recognising and rewarding teaching : Australian teaching criteria and standards and expert peer review : final report.
Author(s): Chalmers, Denise | Australia. Dept of Education and Training (DET) | University of Western Australia
Published: Canberra : Australia. Dept of Education and Training (DET) : April 2019
ISBN: 9781760516673 (PDF)
<b>ISBN:</b> 9781760516680 (DOCX) | 9781760516697 (print ed)<br />Abstract: Despite decades of arguing for the importance of recognising and rewarding quality teaching and the provision of a quality learning experience for students, higher education institutions have not always made the critical link between the two. Consequently, they have made little headway towards building effective processes of rewarding and recognising quality teaching. It should therefore not be surprising that governments and major stakeholders in the sector continue to express concern about the quality of teaching in our higher education institutions. The commitment of tertiary institutions to reward and recognise teaching has been elusive, despite progress being made in the development of teaching criteria and the identification of appropriate evidence of teaching excellence. The fellowship program was targeted primarily at institutions and the Australian tertiary sector and to support individuals within the institutions to implement and embed criteria and standards in policy and practice. International interest in the framework and the fellowship program enabled the concepts to be trialled across several countries and cultural settings. The fellowship program was able to demonstrate that university teaching could be enhanced, rewarded and recognised in a manner that sustains a focus on teaching that delivers quality student learning experiences. It is estimated that over 3200 individuals were engaged with the work of the fellowship through direct participation and communication and attendance at presentations, workshops and meetings. No attempt has been made to estimate the number who might have engaged through the publications and through accessing the website and other secondary sources. In terms of number of institutions that have engaged in the fellowship activities, it is estimated that 60 Australian higher education institutions were involved, with the majority being universities. Internationally, more than 230 international institutions were involved through direct communication and/or participation in presentations and workshops through the fellowship program 2015-2018. [Executive summary, ed]
URL (open access) : https://ltr.edu.au/resources/FS15-0237_Chalmers_FinalReport_2019.pdf
Record No: 365910 from LTR
Title: Recognising and rewarding teaching : Australian teaching criteria and standards and expert peer review : final report.
Author(s): Chalmers, Denise | Australia. Dept of Education and Training (DET) | University of Western Australia
Published: Canberra : Australia. Dept of Education and Training (DET) : April 2019
ISBN: 9781760516673 (PDF)
<b>ISBN:</b> 9781760516680 (DOCX) | 9781760516697 (print ed)<br />Abstract: Despite decades of arguing for the importance of recognising and rewarding quality teaching and the provision of a quality learning experience for students, higher education institutions have not always made the critical link between the two. Consequently, they have made little headway towards building effective processes of rewarding and recognising quality teaching. It should therefore not be surprising that governments and major stakeholders in the sector continue to express concern about the quality of teaching in our higher education institutions. The commitment of tertiary institutions to reward and recognise teaching has been elusive, despite progress being made in the development of teaching criteria and the identification of appropriate evidence of teaching excellence. The fellowship program was targeted primarily at institutions and the Australian tertiary sector and to support individuals within the institutions to implement and embed criteria and standards in policy and practice. International interest in the framework and the fellowship program enabled the concepts to be trialled across several countries and cultural settings. The fellowship program was able to demonstrate that university teaching could be enhanced, rewarded and recognised in a manner that sustains a focus on teaching that delivers quality student learning experiences. It is estimated that over 3200 individuals were engaged with the work of the fellowship through direct participation and communication and attendance at presentations, workshops and meetings. No attempt has been made to estimate the number who might have engaged through the publications and through accessing the website and other secondary sources. In terms of number of institutions that have engaged in the fellowship activities, it is estimated that 60 Australian higher education institutions were involved, with the majority being universities. Internationally, more than 230 international institutions were involved through direct communication and/or participation in presentations and workshops through the fellowship program 2015-2018. [Executive summary, ed]
URL (open access) : https://ltr.edu.au/resources/FS15-0237_ChalmersAchievementsStatement_2019.pdf
Record No: 365910 from LTR
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| Engaging and partnering with Aboriginal and Torres Strait Islander parents and caregivers : final report. Lead Institution: Queensland University of Technology
| 2019 |
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Title: Engaging and partnering with Aboriginal and Torres Strait Islander parents and caregivers : final report.
Author(s): White, Simone | Anderson, Peter | Gower, Graeme | Byrne, Matt | Bennet, Maria | Quin, Alison | Darling, Anna | Australia. Dept of Education and Training (DET) | Charles Sturt University | Edith Cowan University | Monash University | Queensland University of Technology
Published: Canberra : Australia. Dept of Education and Training (DET) : 2019
ISBN: 9781760516765 (PDF)
<b>ISBN:</b> 9781760516772 (DOCX) | 9781760516789 (Print ed)<br />Abstract: The Engaging and partnering with Aboriginal and Torres Strait Islander parents and caregivers two-year project has culminated in a unique interactive website that houses a number of learning and teaching tools, strategies and resources designed to support all those working to improve the educational success of Aboriginal and Torres Strait Islander students in schools, Australia's First Nations peoples. It is intended to be used in teacher education programs (pre-service and in-service), by teachers and school leaders, and by Aboriginal and Torres Strait Islander communities. The resource has been created to help all educators form relationships and partnerships with local communities, parents and caregivers to achieve better educational outcomes for all Aboriginal and Torres Strait Islander students. The resource positions educators as powerful agents of change. The project began from the premise that school education has traditionally involved ways of thinking and learning imposed on Aboriginal and Torres Strait Islander people, more often than not with little to no opportunity for input or collaboration. The project has built on the momentum for reconciliation and change, drawing from institutional recommendations in the Australian Government's Review of Higher Education Access and Outcomes for Aboriginal and Torres Strait Islander People, Final Report (2012). Professional development in regards to addressing these standards is acknowledged as vitally important and funding to date has supported a number of 'partnership' resources that have already been created and developed to educate teachers about Aboriginal and Torres Strait Islander peoples and culture. Up to this point, however, these resources appear to be underutilised, with many teachers, teacher educators, leaders and pre-service teachers still either unaware of or ill-equipped for the best ways to ensure better outcomes for all Aboriginal and Torres Strait Islander students. As a consequence, partnerships between schools, teacher education providers and communities continue to suffer and can appear fragile and difficult to develop. The challenge for this project, therefore, has been to develop a fresh approach to professional development and reconciliation and, ultimately, to produce a 'go to' resource for all teacher education providers, schools and communities, tailored to diverse individual learning needs. Rather than (re)produce another partnership resource as a product, an iterative, inquiry learning approach has been adopted, culminating in an interactive website resource that powerfully connects the learner to resources for their context. [Executive summary, ed]
URL (open access) : https://ltr.edu.au/resources/ID16-5428_FinalReport_ImprovingAccess_White_2019.pdf
Record No: 365909 from LTR
Title: Engaging and partnering with Aboriginal and Torres Strait Islander parents and caregivers : final report.
Author(s): White, Simone | Anderson, Peter | Gower, Graeme | Byrne, Matt | Bennet, Maria | Quin, Alison | Darling, Anna | Australia. Dept of Education and Training (DET) | Charles Sturt University | Edith Cowan University | Monash University | Queensland University of Technology
Published: Canberra : Australia. Dept of Education and Training (DET) : 2019
ISBN: 9781760516765 (PDF)
<b>ISBN:</b> 9781760516772 (DOCX) | 9781760516789 (Print ed)<br />Abstract: The Engaging and partnering with Aboriginal and Torres Strait Islander parents and caregivers two-year project has culminated in a unique interactive website that houses a number of learning and teaching tools, strategies and resources designed to support all those working to improve the educational success of Aboriginal and Torres Strait Islander students in schools, Australia's First Nations peoples. It is intended to be used in teacher education programs (pre-service and in-service), by teachers and school leaders, and by Aboriginal and Torres Strait Islander communities. The resource has been created to help all educators form relationships and partnerships with local communities, parents and caregivers to achieve better educational outcomes for all Aboriginal and Torres Strait Islander students. The resource positions educators as powerful agents of change. The project began from the premise that school education has traditionally involved ways of thinking and learning imposed on Aboriginal and Torres Strait Islander people, more often than not with little to no opportunity for input or collaboration. The project has built on the momentum for reconciliation and change, drawing from institutional recommendations in the Australian Government's Review of Higher Education Access and Outcomes for Aboriginal and Torres Strait Islander People, Final Report (2012). Professional development in regards to addressing these standards is acknowledged as vitally important and funding to date has supported a number of 'partnership' resources that have already been created and developed to educate teachers about Aboriginal and Torres Strait Islander peoples and culture. Up to this point, however, these resources appear to be underutilised, with many teachers, teacher educators, leaders and pre-service teachers still either unaware of or ill-equipped for the best ways to ensure better outcomes for all Aboriginal and Torres Strait Islander students. As a consequence, partnerships between schools, teacher education providers and communities continue to suffer and can appear fragile and difficult to develop. The challenge for this project, therefore, has been to develop a fresh approach to professional development and reconciliation and, ultimately, to produce a 'go to' resource for all teacher education providers, schools and communities, tailored to diverse individual learning needs. Rather than (re)produce another partnership resource as a product, an iterative, inquiry learning approach has been adopted, culminating in an interactive website resource that powerfully connects the learner to resources for their context. [Executive summary, ed]
URL (open access) : https://ltr.edu.au/resources/ID16-5428_AchievementStatement_White_2019.pdf
Record No: 365909 from LTR
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| Educating the Edisons of the 21st century : Embedding Tools of the Theory of Inventive Problem Solving (TRIZ) into the engineering curriculum : final report. Lead Institution: RMIT University
| 2019 |
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Add
Title: Educating the Edisons of the 21st century : Embedding Tools of the Theory of Inventive Problem Solving (TRIZ) into the engineering curriculum : final report.
Author(s): Belski, Iouri | Australia. Dept of Education and Training (DET) | Royal Melbourne Institute of Technology
Published: Canberra : Australia. Dept of Education and Training (DET) : 2019
ISBN: 9781760516581 (PDF)
<b>ISBN:</b> 97817605166604 (print ed) | 9781760516598 (DOCX)<br />Abstract: Over the last ten years, governments, technological associations, managers of engineering companies and world business leaders have identified cognitive stills and, specifically creativity skills, as vital for professionals of the 21st Century. The need to change engineering curricula in order to educate engineers in creativity skills that meet the requirements of the engineering industry was raised over 50 years ago. In the 1960s, technical knowledge began to expand rapidly. This expansion was followed by redevelopment of engineering curricula to accommodate more teaching of narrow discipline courses and to focus more thoroughly on development of analytical skills and specific methods for solving instrumental problems. As a result, development of students' creativity skills lagged significantly behind that of analytical skills. Since then, engineering curricula have not changed enough to ensure that creativity skills in graduates are appropriately developed. Recent research publications by scholars from Australia, the USA, Canada and France suggest that the development of divergent thinking skills in engineering students still significantly lags that of convergent thinking skills. This Fellowship, titled 'Educating the Edisons of the 21st Century: embedding tools of the Theory of Inventive Problem solving (TRIZ) into the engineering curriculum', aimed to initiate and lead change in engineering curricula focused upon producing creative engineers capable of developing novel products and services in a fiercely competitive global market. In order to achieve this, the Fellowship team : Integrated existing educational resources developed by leading world academics who have introduced the Theory of Inventive Problem Solving (TRIZ) at their universities, Constructed a web-based repository of TRIZ educational materials (TRIZ or Fellowship Repository) on thinking heuristics that could be embedded into existing engineering courses and used by individual students for self-learning, Promoted the web-based repository of TRIZ teaching materials to Australian and international engineering academics and engineering students, Engaged students enrolled in engineering degrees in Australia and New Zealand in utilising TRIZ tools in their projects, Engaged engineering academics from Australia and New Zealand in introducing students to the basic tools of TRIZ with help of the TRIZ Repository, Connected Australian engineering academics with the international scholars who teach and research TRIZ and Disseminated the outcomes of the Fellowship at conferences and in peer-reviewed publications. [Executive summary, ed]
URL (open access) : https://ltr.edu.au/resources/FS16-0271_FinalReport_Edisons_Belski_2019.pdf
Record No: 365907 from LTR
Title: Educating the Edisons of the 21st century : Embedding Tools of the Theory of Inventive Problem Solving (TRIZ) into the engineering curriculum : final report.
Author(s): Belski, Iouri | Australia. Dept of Education and Training (DET) | Royal Melbourne Institute of Technology
Published: Canberra : Australia. Dept of Education and Training (DET) : 2019
ISBN: 9781760516581 (PDF)
<b>ISBN:</b> 97817605166604 (print ed) | 9781760516598 (DOCX)<br />Abstract: Over the last ten years, governments, technological associations, managers of engineering companies and world business leaders have identified cognitive stills and, specifically creativity skills, as vital for professionals of the 21st Century. The need to change engineering curricula in order to educate engineers in creativity skills that meet the requirements of the engineering industry was raised over 50 years ago. In the 1960s, technical knowledge began to expand rapidly. This expansion was followed by redevelopment of engineering curricula to accommodate more teaching of narrow discipline courses and to focus more thoroughly on development of analytical skills and specific methods for solving instrumental problems. As a result, development of students' creativity skills lagged significantly behind that of analytical skills. Since then, engineering curricula have not changed enough to ensure that creativity skills in graduates are appropriately developed. Recent research publications by scholars from Australia, the USA, Canada and France suggest that the development of divergent thinking skills in engineering students still significantly lags that of convergent thinking skills. This Fellowship, titled 'Educating the Edisons of the 21st Century: embedding tools of the Theory of Inventive Problem solving (TRIZ) into the engineering curriculum', aimed to initiate and lead change in engineering curricula focused upon producing creative engineers capable of developing novel products and services in a fiercely competitive global market. In order to achieve this, the Fellowship team : Integrated existing educational resources developed by leading world academics who have introduced the Theory of Inventive Problem Solving (TRIZ) at their universities, Constructed a web-based repository of TRIZ educational materials (TRIZ or Fellowship Repository) on thinking heuristics that could be embedded into existing engineering courses and used by individual students for self-learning, Promoted the web-based repository of TRIZ teaching materials to Australian and international engineering academics and engineering students, Engaged students enrolled in engineering degrees in Australia and New Zealand in utilising TRIZ tools in their projects, Engaged engineering academics from Australia and New Zealand in introducing students to the basic tools of TRIZ with help of the TRIZ Repository, Connected Australian engineering academics with the international scholars who teach and research TRIZ and Disseminated the outcomes of the Fellowship at conferences and in peer-reviewed publications. [Executive summary, ed]
URL (open access) : https://ltr.edu.au/resources/FS16-0271_AchievementStatement_Belski_2019.pdf
Record No: 365907 from LTR
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| Indigenous Cultural Competency for Legal Academics program : Final Report. Lead Institution: University of New England
| 2019 |
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Title: Indigenous Cultural Competency for Legal Academics program : Final Report.
Author(s): Burns, Marcelle | Hong, Anita Lee | McMillan, Mark | Wood, Asmi | Australia. Dept of Education and Training (DET) | Australian National University | Queensland University of Technology | RMIT University | University of New England | University of Technology, Sydney
Published: Canberra : Australia. Dept of Education and Training (DET) : 2019
ISBN: 9781760516611 (PDF)
<b>ISBN:</b> 9781760516635 (print ed) | 9781760516628 (DOCX)<br />Abstract: The Indigenous Cultural Competency for Legal Academics Program (ICCLAP) was designed as a response to the Review of higher education access and outcomes for Aboriginal and Torres Strait Islander people (Behrendt review ; Department of Education and Training 2012), which recommends (Recommendation 32) that universities develop Indigenous cultural competency (ICC) in staff and students, as one measure to promote Indigenous student success. Universities Australia's (2011a) Guiding principles for developing indigenous cultural competency in Australian universities recommends (Recommendations 1, 2 and 4) that Indigenous knowledges and perspectives be embedded in all university curricula and that ICC be included as a graduate attribute, with the need for staff training to achieve this goal. The project's aim was to promote the inclusion of ICC in legal education with a view to improving Indigenous student outcomes, and to build ICC in all students. An important step towards this aim was to build the capacity of legal academics to engage with Indigenous knowledges and ICC in their work. The project was led by the University of New England, together with partner institutions The Australian National University, Queensland University of Technology, RMIT University and the University of Technology, Sydney. The project's final report was completed in April 2018. [Executive summary, ed]
URL (open access) : https://ltr.edu.au/resources/ID14-3906_Burns_FinalReport_2019.pdf
Record No: 365908 from LTR
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| Preparing undergraduate nurses for the workforce in the context of patient safety through innovative simulation : final report. Lead Institution: Central Queensland University
| 2019 |
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Add
Title: Preparing undergraduate nurses for the workforce in the context of patient safety through innovative simulation : final report.
Author(s): Andersen, Patrea | Applegarth, Judy | Dwyer, Trudy | Flenady, Tracy | Guinea, Stephen | Heaton, Leeanne | Levett-Jones, Tracy | Reid-Searl, Kerry | Australia. Dept of Education and Training (DET) | Australian Catholic University | Central Queensland University | University of Technology, Sydney | University of the Sunshine Coast
Published: Canberra : Australia. Dept of Education and Training (DET) : 2019
ISBN: 9781760516550 (PDF)
<b>ISBN:</b> 9781760516574 (print ed) | 9781760516567 (DOCX)<br />Abstract: This collaborative project responds to the growing demands for nursing graduates to be cognisant and capable of contributing to patient safety in practice. With reference to patient safety reports, coroners' reports, contemporary literature and government priorities, this project addresses the specific knowledge, skills and attributes industry expect of nursing students and graduate nurses regarding patient safety. Central to this project is the in corporation of the National Safety Quality Health Service (NSQHS) Standards. This project delivers a Patient Safety Competency Framework for Nursing Students and an innovative, new and multimodal approach to simulation called Tag Team Patient Safety Simulation (TTPSS). The TTPSS is intended to enhance graduates' employability skills by facilitating their capacity to practice safely. Further more, it enables educators to deliver patient safety simulation scenarios to large or small cohorts of students in various contexts and without the need for highly technical equipment. The TTPSS approach is designed to enable simulation to occur 'without walls' as it is not confined to a traditional simulation laboratory space. The Tag Team approach to simulation could potentially occur in any environment. [Executive summary, ed]
URL (open access) : https://ltr.edu.au/resources/ID15-4983_Reid-Searl_FinalReport_2019.pdf
Record No: 365906 from LTR
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| Building Capacity to Scaffold Online Discussion : Enhancing students' construction of knowledge and communication competencies : final report. Lead Institution: University of Wollongong
| 2019 |
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Add
Title: Building Capacity to Scaffold Online Discussion : Enhancing students' construction of knowledge and communication competencies : final report.
Author(s): Delahunty, Janine | Jones, Pauline | Verenikina, Irina | Gilmore, Gwen | Luck, Jo | Cottman, Caroline | Australia. Dept of Education and Training (DET) | Central Queensland University | University of Wollongong | University of the Sunshine Coast | Victoria University
Published: Sydney : Australia. Dept of Education and Training (DET) : 2019
ISBN: 9781760516482 (PDF)
<b>ISBN:</b> 9781760516505 (print ed) | 9781760516499 (DOCX)<br />Abstract: The literature demonstrates that positive interaction with peers is important in online learning, with benefits such as the development of new understandings and practices, a heightened sense of community, increased student satisfaction and higher retention rates. Asynchronous online discussion has been identified as one of the most-used modes of interaction in online courses offered in higher education. However, research continues to report that students find it difficult to engage in online discussions, with problems identified as hindering students' learning including limited interactions among participants, low contribution rates and lack of academic focus. At the same time, the literature demonstrates that factors leading to poor discussion include lack of clarity among teaching staff around how discussion works in online asynchronous contexts; students' and teachers' previous experiences with online forums being less than satisfying; and teachers' lack of time or skill in designing pedagogically sound, engaging online discussion tasks. The rationale for this project was derived from the lack of a comprehensive guide for effective online discussion that was conducive to both the students' active knowledge construction and the development of their online academic communication skills. The aim of the project was to develop and disseminate a Guide to Fostering Asynchronous Online Discussion in Higher Education – a resource providing guidance for conducting student asynchronous online discussion as a capacity-building tool to support university lecturers in promoting high-quality technology-based education. The design of the resource was underpinned by a pedagogy of social constructivism, as well as sound teaching and learning theories of sociocultural psychology and linguistics. [Executive summary, ed]
URL (open access) : https://ltr.edu.au/resources/SD15-5131_FinalReport_Buildingcapacity_Verenikina_2019.pdf
Record No: 365905 from LTR
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| Exploring the impact and national implementation of iPREP : a post submission industry program for PhD candidates : final report. Lead Institution: Edith Cowan University
| 2019 |
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Add
Title: Exploring the impact and national implementation of iPREP : a post submission industry program for PhD candidates : final report.
Author(s): Ayers, Natasha | Delaporte, Stephanie | Haq, Krys | Howell, Kate | Jones, Narelle | Lerch, Tania | Roberts, Ashleigh | Australia. Dept of Education and Training (DET) | Curtin University | Edith Cowan University | Murdoch University | University of Notre Dame Australia | University of Western Australia
Published: Canberra : Australia. Dept of Education and Training (DET) : 2019
ISBN: 9781760516420 (PDF)
<b>ISBN:</b> 9781760516444 (Print) | 9781760516437 (DOCX)<br />Abstract: There is an increasing focus on doctoral education, both in Australia and globally, to prepare graduates for careers beyond academia. iPREP (Industry and PhD Research Engagement Program) is an innovative initiative that helps PhD candidates engage and network with industry. This seed project focused on evaluating the long -term benefits of the program and the development of an implementation package to enable adoption of a similar model at other universities. iPREP alumni were interviewed 12 months after completing their iPREP placement. The findings from these interviews demonstrated the long -term value of the program for their personal and career development, with several highlighting the value of the program for building their confidence, developing new s kills and building valuable networks. Past iPREP industry mentors were also surveyed to determine what activities the business had undertaken with universities and/or researchers since participating in iPREP. More than half of the industry partners had employed iPREP students after the program. The survey findings also highlighted the importance of managing industry partner expectations, which is a critical component for universities to work effectively with businesses. A valuable output from the project was the development of an iPREP Implementation Package. This comprehensive resource is now available for other universities seeking to adopt a similar model, and provides examples and templates for all aspects of managing a program like iPREP. Other useful outputs from the project include promotional videos and a database of projects on the strong iPREP website. Project outcomes have supported the development of iPREP as one of Australia's leading programs for promoting university/industry engagement. Evidence of the long -term benefits to both PhD researchers and businesses participating in iPREP, plus a comprehensive implementation package, will hopefully encourage the adoption of the iPREP model at other universities. [Executive summary]
URL (open access) : https://ltr.edu.au/resources/SD15-5097_Ayers_FinalReport_2019.pdf
Record No: 365904 from LTR
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| Engineering pathways for regional Australia : viable learning platforms built by knowledge partnering. Lead Institution: University of Tasmania
| 2019 |
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Title: Engineering pathways for regional Australia : viable learning platforms built by knowledge partnering.
Author(s): Allison, Janelle | Ahfock, Tony | Broun, Dayna | Doe, Peter | Dunn, Suzanne | Patil, Arun | Robertson, Kristi | Symes, Mark | Australia. Dept of Education | Deakin University | Geraldton Universities Centre | TAFE SA | Tasmania TAFE | University of Southern Queensland | University of Tasmania
Published: Canberra : Australia. Dept of Education : 2019
ISBN: 9781760513573 (PDF)
<b>ISBN:</b> 9781760513597 (print ed) | 9781760513580 (DOCX)<br />Abstract: A consortium of regional higher education (HE) and vocational education and training (VET) providers has partnered to create a learning platform: Engineering Pathways for Regional Australia (EPRA), which provides access to engineering pathways to expand curriculum choice and coverage. It reduces individual campus delivery costs and cross-institutional barriers, and improves the availability of engineers and associated para-professionals for regional resource and manufacturing economies. The learning platform is a multi-partner solution comprising knowledge partnering around institutional resources including (1) curriculum, (2) student enrolment systems and (3) delivery systems (e.g. immersive environments and virtual classrooms). The EPRA platform is the result of negotiations for a curriculum and enrolment sharing arrangement to deliver an online portal to manage cross-sectoral enrolment and certification of qualifications. Partners collaborated to resolve the curriculum and technical requirements necessary to build the learning platform to enable access and reduce the barriers that inhibit student learning and confidence. The reconfiguration of shared resources and capabilities into a learning platform enables a student, regardless of location, to complete a flexible program of study better suited to local/regional industry and student needs. The learning platform can generate guided learning pathways that effectively overcome institutional and student learning barriers often experienced because of thin markets in regional communities. The learning platform enables learning providers to be responsive to different cohorts of students in thin markets (e.g. mature age, first in family wanting a career outcome, those with trades qualifications able to access para-professional and professional skills, and industries in remote locations, e.g. mining) and increase choice, currency and the opportunity to experience different and specialised curricula. [Executive summary, ed]
URL (open access) : https://ltr.edu.au/resources/ID13-2984_EngeeringPathways_FinalReport_2019.pdf
Record No: 365903 from LTR
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| Design options for the future doctorate : final report. Lead Institution: University of Melbourne
| 2018 |
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Title: Design options for the future doctorate : final report.
Author(s): Bexley, Emmaline | Chew, Jonathan | Coates, Hamish | Croucher, Gwilym | Dollinger, Mollie | Grosemans, Ilke | Kelly, Paula | Ma, Lijun | Moore, Kenneth | Naylor, Ryan | Weerakkody, Umesha | Australia. Dept of Education | Griffith University | James Cook University | La Trobe University | Macquarie University | Monash University | Queensland University of Technology | University of Melbourne | University of New South Wales | University of Queensland | University of Sydney | University of Western Australia
Published: Sydney : Australia. Dept of Education : 2018
ISBN: 9781760516192 (PDF)
<b>ISBN:</b> 9781760516215 (print ed) | 9781760516208 (DOCX)<br />Abstract: This report delivers both research-driven education options for building the quality of the doctorate in Australia, and resources to inform institutions and candidates. The report stems from a commissioned project shaped by a growing perception that the Australian doctorate, while effective, is not optimised to best serve future interests of students, academia or industry. This project was advanced as an education-focused re-thinking of the doctorate. Working from current policy and practice, the project was delivered to help Australian universities fashion targeted and effective futures for research and professional doctorates. The project engaged leaders in the field, and it extended prior institutional, national, scholarly, and international investigations into the doctorate as well as academic and professional work. It involved research and environmental reviews, proposals for policy and strategy, surveys and interviews, and consultation with Australian and institutional stakeholders. This project was designed in 2014 and commissioned in late 2015 with work taking place across 2016 and 2017. Of course, Australian universities are engaged in ongoing renovation of their doctoral programs. This project was designed and delivered using a project logic focused on doctoral outcomes and capabilities which are developed through student experiences and program designs. This logic framed four guiding research questions: What are the desirable and actual learning and professional outcomes of doctoral education? What generic and specific capabilities equip doctoral graduates for professional success? What essential and optimal training experiences are required to develop capabilities? What suite of design options best equips the sector for steering the future of doctoral education in Australia? The main outcome of this project was to produce a doctoral design architecture. This doctoral design architecture took shape over two years. It took account of the contextual and conceptual reviews, stakeholder consultations, graduate and expert interviews and surveys, and further regional discussions. The goal was to produce a simple yet powerful architecture to help ensure the future doctorate is internally coherent, externally transparent, and nuanced to individual and institutional contexts. [Executive summary, ed]
URL (open access) : https://ltr.edu.au/resources/ID15-5058_Coates_FinalReport_2018.pdf
URL (archived) : https://web.archive.org/web/20181218225313/https://ltr.edu.au/resources/ID15-5058_Coates_FinalReport_2018.pdf
Record No: 365902 from LTR
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| Interpreting employability in the veterinary context : a guide and framework for veterinary educators. Lead Institution: Murdoch University
| 2018 |
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Title: Interpreting employability in the veterinary context : a guide and framework for veterinary educators.
Author(s): Bell, Melinda | Cake, Martin | Cobb, Kate | Feakes, Adele | Hamood, Wendy | Hughes, Kirsty | King, Eva | King, Laura | Mansfield, Caroline | McArthur, Michelle | Matthew, Susan | Mossop, Liz | Rhind, Susan | Schull, Daniel | Zaki, Sanaa | Australia. Dept of Education and Training (DET) | Murdoch University | University of Adelaide | University of Edinburgh | University of Nottingham | University of Queensland | University of Sydney | Washington State University
Published: Canberra : Australia. Dept of Education and Training (DET) : 2018
ISBN: 9781760516147 (PDF)
Abstract: The aim of this work is to provide guidance on how to interpret and apply the construct of employability in the context of veterinary education and policy. Since employability has scarcely been examined in the veterinary context despite its emerging importance in higher education, this guide is intended to assist veterinary schools in developing evidence-based employability approaches with an authentic veterinary 'flavour'. It is also intended to provide guidance for accreditors and policy makers, in aligning outcomes towards the capabilities most important to professional success and satisfaction. Although employability is best approached as a whole–of–career construct, this guide is primarily focused on graduate-level outcomes informing undergraduate pedagogy supporting transition to practice. However we hope that other parts of the profession may benefit from a clearer understanding of veterinary employability, as the basis for professional, organisational, and individual success. [Aims and Scope, ed]
URL (open access) : https://ltr.edu.au/resources/ID15-4930_Cake_VetSet2GoWhitePaper_2018.pdf
Record No: 365901 from LTR
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| Going Places : facilitating good practice in international social work student exchange in Australia and the Indo-Pacific. Final report 2018. Lead Institution: James Cook University
| 2018 |
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Title: Going Places : facilitating good practice in international social work student exchange in Australia and the Indo-Pacific. Final report 2018.
Author(s): Miles, Debra | Howard, Elise | Puthantharayil, George | Dhephasadin Na Ayudhaya, Piyachat | Harris, Nonie | Jones, Peter | Zuchowski, Ines | Macknight-King, Julie | Francis, Abraham | Gopalkrishnan, Narayan | Australia. Dept of Education and Training (DET) | De Paul Institute of Science and Technology | James Cook University | Nakhon Ratchasima Rajabhat University | Queensland University of Technology
Published: Canberra : Australia. Dept of Education and Training (DET) : 2018
ISBN: 9781760515850 (PDF) |9781760515867 (doc) |9781760515874 (print)
Abstract: Focusing on enhancing relationships with the Indo-Pacific, this project aimed to: identify, describe and disseminate current practice in international student exchange in Australian schools of social work; develop a framework for embedded and respectful approaches to international student exchange that facilitate values of reciprocity and mutuality between Australian social work programs and hosting partners in the Asia Pacific; and disseminate illustrative resources and guidelines, including an ethical practice guide to support and facilitate the integration of international student exchange programs into social work curricula. The methodology involved multiple data sources including a literature review, a survey, interviews and workshops. Findings were that social work staff were more likely to be responsible for organising exchange activities than mobility officers. Partnerships with international universities or organisations were most frequently initiated through personal relationships, or relationships between schools of social work. Overall, hosts reported exchange activity in a positive light; however, evidence of inequitable partnerships exists. Australian organisations often regarded hosts as useful for cultural knowledge or local connection to facilitate student research, yet not as equals in knowledge exchange on discipline specific areas. Hosts reported that the continual workload of exchange and the cumulative effect of hosting students, including the continuous commitment required to manage student safety, often lacked acknowledgement in the resourcing of exchange programs. Exchange partners must acknowledge and understand values, social structures and political conditions as well as the historical relationship between sending and hosting countries. Sustainable approaches to internationalisation and authentic relationships are vital elements of ethical international student exchange; despite rhetorical commitment to internationalisation within universities, many staff reported a lack of support from structures within universities, no workload allocation and little financial support. Little support was offered after the exchange to maintain relationships that contributed to the exchange experience. Exchange experiences are regarded as more sustainable when degrees or subjects are collaboratively designed, including opportunities for placement or work-integrated learning. Thorough and ongoing evaluation of the supports and structures surrounding exchange programs is required. Regarded as important opportunity by both hosting and sending organisations to promote sustainability is formalising partner arrangements with agreed forums such as a memorandum of understanding. The survey and research findings of this project informed the development of principles detailed within the practice guide and additional resources including: engage with historical, structural, sociopolitical, cultural, ecological and professional contexts; embed exchange within sustainable internationalisation; foster authentic relationships; commit to reciprocal partnerships; apply a critical lens to intercultural learning and global perspectives; and facilitate and guide transformative learning.
URL (open access) : https://ltr.edu.au/resources/ID14-3721_GoingPlaces_FinalReport_2018.pdf
URL (archived) : https://ltr.edu.au/resources/ID14-3721_GoingPlaces_FinalReport_2018.pdf
Record No: 365900 from LTR
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| Enrolled nurse transition : development of a university preparation program for direct entry to second year : final report. Lead Institution: Charles Sturt University
| 2018 |
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Title: Enrolled nurse transition : development of a university preparation program for direct entry to second year : final report.
Author(s): Anderson, Judith | Cox, Jennifer | Hillman, Elspeth | Johnston, Amy | Logan, Patricia | Salvage-Jones, Judith | van Reyk, David | Australia. Dept of Education and Training (DET) | Charles Sturt University | James Cook University | University of Technology, Sydney (UTS)
Published: Canberra : Australia. Dept of Education and Training (DET) : 2018
ISBN: 9781760515829 (PDF) |9781760515836 (DOCX) |9781760515843 (print ed)
Abstract: Every year, hundreds of enrolled nurses (ENs) commence pre-registration degrees in over 30 tertiary institutions across Australia. The knowledge and expertise that registered nurses (RNs) bring to their workplace is critical in maintaining the standard of care for patients in hospitals and health facilities, community health centres, defence forces, primary and secondary industries, insurance and workplace health and safety. Our goal is to increase the level of support for EN transitioning to an RN degree. We want them to be prepared, confident and, most of all, inspired in their first year. We also want to increase the level of support for anyone who teaches ENs. [Executive summary, ed]
URL (open access) : https://ltr.edu.au/resources/SD15-5077LoganFinalReport.pdf
URL (archived) : https://ltr.edu.au/resources/SD15-5077LoganFinalReport.pdf
Record No: 365898 from LTR
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| The 'university place' : how and why place influences the engagement and retention of Aboriginal and Torres Strait Islander university students : E-booklet. Lead Institution: University of the Sunshine Coast
| 2018 |
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Title: The 'university place' : how and why place influences the engagement and retention of Aboriginal and Torres Strait Islander university students : E-booklet.
Author(s): Carter, Jennifer | Gilbey, Kathryn | Hollinsworth, David | Raciti, Maria M. | Australia. Dept of Education and Training (DET) | University of Southern Queensland | University of the Sunshine Coast
Published: Canberra : Australia. Dept of Education and Training (DET) : 2018
ISBN: 9781760511104 (ebk)
Abstract: This seed project aimed to enhance Aboriginal and Torres Strait Islander university student engagement and retention. Specifically, this project attended to the notion of the 'university place' and provides information and two tools that universities can use to help optimise the persistence and educational outcomes of Indigenous Australians. This project has produced meaningful, useful and novel contributions that are relevant to the sector. For this project, a case study approach comprised of two case universities and employed mixed methods that were organised into three stages. Stage 1 included the collation of relevant baseline data from the participating universities (e.g. Indigenous student enrolment numbers), and beginning-project presentations. Stage 2 comprised interviews and focus groups from which qualitative data was collected from: a) undergraduate and postgraduate Indigenous university students; b) academic staff; and c) relevant administrative, professional and technical (APT) staff at the participating universities. From this qualitative data, a framework was developed and was discussed at mid-project presentations and disseminated in the mid-project report. Finally, in Stage 3 quantitative data was collected via surveys of: a) undergraduate and postgraduate Indigenous students; and b) academic teaching staff at the participating universities. Stage 3 served to evolve the framework and develop the two project tools. End-project presentations, workshops, publications and this e-booklet served to widely disseminate the findings. [Project overview, ed]
URL (open access) : https://ltr.edu.au/resources/SD15-5165_eBooklet.pdf
Record No: 365897 from LTR
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| The 'university place' : how and why place influences the engagement and retention of Aboriginal and Torres Strait Islander university students : final report. Lead Institution: University of the Sunshine Coast
| 2018 |
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Title: The 'university place' : how and why place influences the engagement and retention of Aboriginal and Torres Strait Islander university students : final report.
Author(s): Carter, Jennifer | Gilbey, Kathryn | Hollinsworth, David | Raciti, Maria M. | Australia. Dept of Education and Training (DET) | University of Southern Queensland | University of the Sunshine Coast
Published: Canberra : Australia. Dept of Education and Training (DET) : 2018
ISBN: 9781760511074 (PDF) |9781760511081 (DOCX)
<b>ISBN:</b> 9781760511098 (print ed)<br />Abstract: This seed project aimed to enhance Aboriginal and Torres Strait Islander university student engagement and retention. Specifically, this project attended to the notion of the 'university place' and provides information and two tools that universities can use to help optimise the persistence and educational outcomes of Indigenous Australians. This project has produced meaningful, useful and novel contributions that are relevant to the sector. Central to this seed project is the notion of place. Place is broadly defined as 'space + meaning' (Harrison & Dourish 1996). People's identity is intertwined with places and, as such, people and places are knitted together (Sack 1997). Even so, the relationship between people's identity and place is often overlooked (Malpas 1999). Place is defined as the experiential setting that consists of a specific location and the cognitive, emotional, behavioural and social activities that occur within (Relph 1976). People alter their identity to help them navigate places (Baumeiser & Muraven 1996). Thus, the 'university place' comprises cognitive, emotional, behavioural and social activities in a locale that transpires across students' university experience and with which their identity is intertwined. For this project, a case study approach comprised of two universities and employed mixed methods that were organised into three stages. Stage 1 included the collation of baseline data from the participating universities (e.g. Indigenous student enrolment numbers) and beginning-project presentations. Stage 2 comprised interviews and focus groups from which qualitative data was collected from: a) undergraduate and postgraduate Indigenous university students; b) academic teaching staff; and c) relevant administrative, professional and technical (APT) staff. From this qualitative data, a framework was developed and was discussed at mid-project presentations and disseminated in the mid-project report. Finally, in Stage 3 quantitative data was collected via surveys of: a) undergraduate and postgraduate Indigenous students; and b) academic teaching staff. Stage 3 served to evolve the framework and develop the two project tools. End-project presentations, workshops, publications and an e-booklet served to widely disseminate the findings. [Executive summary, ed]
URL (open access) : https://ltr.edu.au/resources/SD15-5165_FinalReport.pdf
Record No: 365896 from LTR
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| Indigenous knowledge in the built environment : a guide for tertiary educators. Lead Institution: Deakin University
| 2018 |
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Title: Indigenous knowledge in the built environment : a guide for tertiary educators.
Author(s): Bird, Susan | Choy, Darryl Low | Heyes, Scott | Jones, David S. | Revell, Grant | Tucker, Richard | Australia. Dept of Education and Training (DET) | Central Queensland University | Deakin University | Griffith University | University of Canberra | University of Western Australia
Published: Sydney : Australia. Dept of Education and Training (DET) : 2018
ISBN: 9781760511654 (PDF) |9781760511661(DOCX)
<b>ISBN:</b> 9781760511647 (print ed)<br />Abstract: The Guide is purposely intended as a teaching and learning resource kit for built environment (architecture, landscape architecture, planning) academics, students and professional practitioners. Not exhaustive, it is a substantive starting point for aiding the formulation of units/courses/programs of study, as well as professional practice activities, that address, involve, and implicate Indigenous issues, topics, places, representatives and communities. The Guide offers immediate assistance in informing built environment academics, students and professional practitioners about initial protocols and resources that they need to heed, be mindful of, and have available to them, that may be directly pertinent to their research activities; to their design ideation and studio work; to their drafting of plans and strategies; and, to their formulation of strategies for contact, engagement and consultation. It includes: architecture, landscape architecture and planning precedents around Australia, and key architecture, landscape architecture and planning / Country literature and resources that could inform their design and or planning activities. In tabling this Guide, the authors offer this Guide and its contents to Aboriginal and Torres Strait Islander education centres and schools to develop and acknowledge that further consultation is required with the respective university Aboriginal and Torres Strait Islander education centres and schools, or Elders, to develop these protocols and resources into workable ways of Indigenising planning and design higher education curriculum and professional practices. Similarly it is available to the built environment professions. [The Guide]
URL (open access) : https://ltr.edu.au/resources/ID12-2418_Deakin_Jones_2018_Guide.pdf
Record No: 365894 from LTR
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| Smart casual : towards excellence in sessional teaching in law : final report 2018. Lead Institution: Flinders University
| 2018 |
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Title: Smart casual : towards excellence in sessional teaching in law : final report 2018.
Author(s): Galloway, Kate | Heath, Mary | Hewitt, Anne | Israel, Mark | Skead, Natalie | Steel, Alex | Australia. Dept of Education and Training (DET) | Flinders University | James Cook University | University of Adelaide | University of New South Wales | University of Western Australia
Published: Canberra : Australia. Dept of Education and Training (DET) : 2018
ISBN: 9781760513542 (PDF) |9781760513559 (DOCX)
<b>ISBN:</b> 9781760513566 (print ed)<br />Abstract: The Smart Casual project was designed to create and disseminate resources to address a demonstrated national need for discipline-specific professional development for sessional law teachers. Sessional staff deliver half of Australian tertiary teaching. The quality of that teaching is crucial to student learning, retention and progress. Yet national research, as well as a needs analysis conducted as part of the Smart Casual seed project, suggests that support and training for sessional teachers remain inadequate. aw schools across Australia vary widely in size and resources, use of online and blended learning, rural and urban settings, the nature of their programs, and student demographics. To ensure the program met the needs of sessional staff across these diverse contexts, a project team was established with members from diverse institutional types and settings. Smart Casual recruited an expert review group comprising leading Australian and international legal educators with knowledge of a range of institutional settings. [Executive summary, ed]
URL (open access) : https://ltr.edu.au/resources/ID14-4320_Nettle_Flinders_ReportSmartCasual.pdf
Record No: 365895 from LTR
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| Classroom of many cultures : co-creating support curriculum with international community partners and students : final report. Lead Institution: Macquarie University
| 2018 |
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Title: Classroom of many cultures : co-creating support curriculum with international community partners and students : final report.
Author(s): Amigo, Maria | Baker, Michaela | Bilous, Rebecca | Coffey, Eryn | Downey, Greg | Gilchrist, Samantha | Hammersley, Laura | Lloyd, Kate | Rawlings-Sanaei, Felicity | Arbitration Council Foundation (Cambodia) | Australia. Dept of Education and Training (DET) | Bahay Tuluyan (Philippines) | Deaf Development Program (Cambodia) | KOTO (Vietnam) | Legal Aid (Cambodia) | Macquarie University | PACOS Trust (Malaysia) | Peru's Challenge | Pravah (India) | Restless Development (India) | University South Pacific (Fiji) | WSD Hand Centre (Cambodia)
Published: Sydney : Australia. Dept of Education and Training (DET) : 2018
ISBN: 9781760514105 (PDF) |9781760514112 (DOCX)
<b>ISBN:</b> 9781760514129 (print ed)<br />Abstract: The recent proliferation of international work-integrated learning (WIL) opportunities, community-based service learning (CBSL) placements and other community-embedded positions in the tertiary education sector has diversified the ways in which university students in Australia gain intercultural experiences. Many Australian students sojourning overseas are doing so in internships or work placements that take them into direct contact with their hosts in the workplace, rather than just on overseas university campuses. In addition, the destinations of students travelling today include more Asian countries and other places where cultural differences between their home countries and their hosts are significant. The Office for Learning and Teaching has identified university internationalisation as a necessary strategic response to strong trends of globalisation and increased diversity, including in home countries. The Classroom of Many Cultures (CoMC) project seeks to produce a more engaging and effective curriculum for globalisation by providing rich support for overseas WIL and CBSL. Unlike many curriculum creation projects, however, CoMC integrates the globalised and multicultural nature of these experiences into the curriculum design process itself by piloting innovative methods for 'co-creating' resources with our international partners and students. That is, the CoMC project seeks to extend the commitment to globalisation and intercultural collaboration into the way that the curriculum itself is created. The primary project outputs include 35 activities divided into six core thematic modules: Developing Reciprocal Relationships, Team Building and Group Reflection, Challenging Perspectives, Children's Wellbeing and Empowerment, Workplace Cultures, and Creating Videos for Community Advocacy. These 35 activities employ, among other resources, 53 videos that share key ideas, teaching techniques, or insights, including both student and partner perspectives. All modules are Open Access, available through Creative Commons licensing from a centralised website, to encourage uptake and elaboration by program directors and teachers. The website (https://classroomofmanycultures.net) also offers country-specific resources organised especially for students preparing for international placements. The CoMC team has presented the research in nine conference papers, including posters, and has published/preparing six publications based on the research. [Executive summary, ed]
URL (open access) : https://ltr.edu.au/resources/SP14-4605_Downey_Report_2018.pdf
Record No: 365891 from LTR
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| Developing new approaches to ethics research integrity training through challenges posed by creative practice research : final report. Lead Institution: University of Melbourne
| 2018 |
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Title: Developing new approaches to ethics research integrity training through challenges posed by creative practice research : final report.
Author(s): Barrett, Estelle | Bolt, Barbara | Ednie-Brown, Pia | MacNeill, Kate | McPherson, Megan | Miller, Sarah | Sierra, Marie | Wilson, Carole | Australia. Dept of Education and Training (DET) | Deakin University | Federation University Australia | RMIT University | University of Melbourne | University of New South Wales | University of Wollongong
Published: Canberra : Australia. Dept of Education and Training (DET) : May 2018
ISBN: 9781760514709 (PDF) |9781760514716 (DOCX)
<b>ISBN:</b> 9781760514723 (print ed)<br />Abstract: The project arose out of a realisation that with creative practice research, a relatively new field of research in the university context, the current cohort of research higher degree (RHD) candidates were negotiating ethics procedures that their supervisors may not have needed to comply with in their academic careers. The project aimed to develop a robust, innovative and ethically informed research ethics culture in the creative arts and design discipline, by equipping graduates with the ethical know-how for their real-world professions as artists and designers. The project was designed to determine what resources might benefit RHD candidates, their supervisors and ethics administrators. A combination of quantitative and qualitative, creative art and design methods informed the outcomes. Data collection took place predominantly across Australian universities and attracted 116 respondents across all fields of creative practice: art, design, object and interior design, sound, video, interactive media, architecture, music and music composition, journalism, creative writing, dance, and theatre and performance, and the multidiscipline approaches of creative arts practice. In addition to an online survey the project team conducted interviews with 29 respondents. In addition to these conventional methods of data collection, the project team facilitated workshops at a range of locations, which were designed as experiential and active learning events, and the discussions therein also contributed to the information and resources utilised to design the ethics toolkit. The toolkit also contains a handbook, resources and outlines of pedagogical workshops that can be conducted with RHD candidates. [Executive summary, ed]
URL (open access) : https://ltr.edu.au/resources/ID15-4776_Bolt_Report_2018.pdf
Record No: 365882 from LTR
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| Feedback for learning : closing the assessment loop : final report. Lead Institution: Monash University
| 2018 |
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Title: Feedback for learning : closing the assessment loop : final report.
Author(s): Boud, David | Dawson, Phillip | Henderson, Michael | Mahoney, Paige | Molloy, Elizabeth | Phillips, Michael | Ryan, Tracii | Australia. Dept of Education and Training (DET) | Deakin University | Monash University | University of Melbourne
Published: Canberra : Australia. Dept of Education and Training (DET) : 2018
ISBN: 9781760514426 (PDF) |9781760514433 (DOCX)
<b>ISBN:</b> 9781760514440 (print ed)<br />Abstract: Assessment feedback for learning is the lynchpin to students' effective decision-making and the basis of improved learning outcomes. However, feedback is underutilised and often misunderstood by both students and educators. Although there exists a surfeit of models, frameworks, principles and strategies in the extensive literature exploring feedback for learning, no single feedback strategy or model has been shown to work across all contexts. In response, this project set out to identify examples of successful feedback practices and, importantly, to investigate the underlying conditions and contextual factors that make them successful. This project aimed to improve student, educator and institutional capacities to design, stimulate and leverage assessment feedback. To support this goal, the project delivered empirically based resources of feedback designs and conditions to guide educators, academic developers and instructional designers, as well as institutional policy. The project involved four phases of activity. Across the 18 months of the project, almost 6000 students and educators participated in surveys, focus groups, interviews, workshops and webinars. [Executive summary, ed]
URL (open access) : https://ltr.edu.au/resources/ID16-5366_Henderson_Report_2018.pdf
Record No: 365885 from LTR
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| Guiding assessment for learning in Indigenous health at level 9 of the Australian Qualifications Framework : final report. Lead Institution: University of Melbourne
| 2018 |
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Title: Guiding assessment for learning in Indigenous health at level 9 of the Australian Qualifications Framework : final report.
Author(s): Delany, Clare | Ewen, Shaun | Australia. Dept of Education and Training (DET) | Flinders University | University of Auckland | University of Melbourne | University of Queensland | University of Sydney
Published: Canberra : Australia. Dept of Education and Training (DET) : January 2018
ISBN: 9781760513986 (PDF) |9781760513993 (DOCX)
<b>ISBN:</b> 9781760514006 (print ed)<br />Abstract: This project, 'Guiding Assessment for Learning in Indigenous Health' involved an investigation (using qualitative research methods) of assessment approaches used by academics involved in teaching Indigenous health at the Master's degree level across Australia and in New Zealand. This data was then used to compare current assessment and teaching practices with educational theory and learning goals stipulated by the Australian Qualification Framework (AQF) at Master's level learning. The key project deliverable was a practical teaching resource; A capability approach to assessment for Indigenous health education, to inform and guide effective assessment for learning in Indigenous health (Delany, et al., 2017b). Interview data showed that academics wanted to transform students' perspectives of their role from knowing about Indigenous health as a component of basic health education content, to developing skills to critically and creatively provide health care relevant to the needs and strengths of Indigenous people. In contrast to these complex learning goals, assessment tasks focused on synthesising information about specific historical and sociocultural factors contributing to the health of Indigenous people. The majority of assessment tasks had defined and pre-set parameters leaving relatively little room for students to identify, critique and build on their own understanding and perspectives. This had the effect of rendering the complexity of academics' desired learning goals invisible to students. Participants described a range of factors which either inhibited or assisted them in their role to introduce Indigenous health content in health professional programs. Within the classroom, these included student resistance to Indigenous health content especially if they did not see its' relevance to their future work. Many described feeling uncertain about their expertise to teach Indigenous health (especially if they were not Indigenous themselves). Academics who were Indigenous spoke of feeling responsible for appropriately representing Indigenous knowledge and beliefs. All participants spoke about the importance of having institutional support for this aspect of health program curricula. If students were to take it seriously, it needed to be explicitly valued and meaningfully assessed. [Executive summary, ed]
URL (open access) : https://ltr.edu.au/resources/ID14-3976_Delany_Report_2018.pdf
Record No: 365880 from LTR
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