A national, open access Learning and Teaching Induction Program (LTIP) for staff new to teaching.
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 developme...
| Institutions: | Swinburne University of Technology Australian Catholic University Charles Sturt University CQ University Curtin University Flinders University University of Canberra University of Sunshine Coast University of Tasmania University of Western Australia |
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| Main Authors: | , , , , , , , , , , , |
| Izdano: |
Australia. Dept of Education and Training (DET)
2019
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| Teme: | |
| Online dostop: | https://ltr.edu.au/resources/FS16-0265_Fraser_FinalReport_2019.pdf https://ltr.edu.au/resources/FS16-0265_Fraser_AchievementsStatement_2019.pdf |
| Izvleček: | 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. |
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| ISBN: | 9781760517090 [print] 9781760517106 [PDF] 9781760517113 [docx] 9781760517090 [print] 9781760517106 [PDF] 9781760517113 [docx] |
