scholarly journals Sharing quality resources for teaching and learning: A peer review model for the ALTC Exchange in Australia

2009 ◽  
Vol 25 (1) ◽  
Author(s):  
Geraldine Lefoe ◽  
Robyn Philip ◽  
Meg O'Reilly ◽  
Dominique Parrish
Keyword(s):  
Higher Education ◽  
Peer Review ◽  
Teaching And Learning ◽  
Research Approach ◽  
Teaching Resources ◽  
Team Members ◽  
Learning And Teaching ◽  
Work Spaces ◽  
Review Model ◽  
Teaching In Higher Education

<span>The ALTC Exchange (formerly the Carrick Exchange), is a national repository and networking service for Australian higher education. The Exchange was designed to provide access to a repository of shared learning and teaching resources, work spaces for team members engaged in collaborative projects, and communication and networking services. The Australian Learning and Teaching Council (ALTC) established the Exchange for those who teach, manage and lead learning and teaching in higher education. As part of the research conducted to inform the development of the Exchange, models for peer review of educational resources were evaluated. For this, a design based research approach was adopted. Findings from the literature and feedback from key practitioners and leaders within the sector are discussed in this paper. Finally, key recommendations for implementation are identified.</span>

scholarly journals An agile approach to co-creation of the curriculum

2021 ◽  
Vol 5 (2) ◽  
pp. 89-97
Author(s):  
John Owen ◽  
Catherine Wasiuk
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Team Members ◽  
Learning And Teaching ◽  
Area Of Interest ◽  
Wide Range ◽  
Agile Approach ◽  
Context Of Learning ◽  
The Individual ◽  
Teaching In Higher Education

The importance of developing meaningful student engagement through partnerships is an increasing area of interest and practice within the context of learning and teaching in higher education. This case study reports on an approach used in a co-created curriculum project that aligned the values and principles of student-staff partnerships with those of an agile framework. Through an analysis of the individual team reflections captured during and after the project, the study explores how the agile approach could help address imbalances of power between students and staff in higher education. The results of the study show that team members found that working in this new way increased confidence in co-creating teaching and learning with staff and fostered a positive team relationship, although some reflections indicate that assumptions of power are deeply embedded within the structures and roles of higher education. However, our findings suggest that this way of working can result in positive experiences for students and staff and could be applied to a wide range of student-staff partnership projects.

Sharing higher education learning and teaching resources in art, design and media

2010 ◽  
Vol 35 (3) ◽  
pp. 35-39
Author(s):  
Stephen Mallinder ◽  
Debbie Flint
Keyword(s):  
Higher Education ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Teaching Resources ◽  
Learning And Teaching ◽  
Challenges And Opportunities ◽  
Art Design ◽  
The Uk

Wider social, cultural and technological changes are precipitating transformations in higher education. There is increasing need for universities and specialist colleges to operate effectively in a global online environment. The development of accessible and re-usable online teaching and learning materials has provided challenges to staff and institutions. This article explores aspects of the UK Open Educational Resources Programme and, in particular, the Art Design and Media Open Educational Resources (ADM-OER) Project which has sought to examine the processes, challenges and opportunities open educational resources (OERs) present to these ‘creative’ disciplines. Part of the project has explored art, design and media tutors’ perceptions of the shift to ‘teaching in public’ and we share some preliminary findings.

scholarly journals SANTPEN’s SoTL Journey: Building and Using a SoTL Approach Across Institutions

2016 ◽  
Vol 16 (5) ◽  
pp. 107-122
Author(s):  
Deborah West ◽  
Helen Stephenson
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Geographic Location ◽  
Learning And Teaching ◽  
Grant Programs ◽  
Sustainable Improvement ◽  
Education Environment ◽  
The Status ◽  
Effective Use ◽  
Teaching In Higher Education

In the current higher education environment, providing high quality teaching and learning experiences to students has moved beyond desirable to essential. Quality improvement takes many forms, but one core aspect to ensure sustainable improvement is the development of a culture of scholarship of teaching and learning (SoTL). Developing such an institutional culture is surprisingly challenging yet essential to improving the status of teaching in higher education (HE), being successful in teaching and learning awards and grants, and, improving the student experience. The Australian Government’s Promoting Excellence Network initiative funds networks to foster collaboration between HE institutions to improve outcomes in national learning and teaching award and grant programs. Supported by this funding, the South Australian / Northern Territory Promoting Excellence Network (SANTPEN), a grouping of six institutions, formed. Bringing together a diverse network of institutions, similar only by virtue of geographic location is challenging. This paper describes the first three years of SANTPEN’s journey from the context of our own development with the concept of SoTL and how we applied this to build a culture of SoTL in and between our institutions. It also demonstrates how a modest budget can be put to effective use to benefit those immediately involved, institutional objectives and the aims of the national funding body. We provide evidence of this effectiveness and conclude with our collective aspirations for the future of SANTPEN and other likeminded and funded networks.

scholarly journals Reframing theory of, and for, practice in higher education

2021 ◽  
Vol 18 (4) ◽  
pp. 2-7
Author(s):  
Alisa Percy ◽  
◽  
Nona Press ◽  
Martin B Andrew ◽  
Vikk Pollard ◽  
...  
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Department Of Education ◽  
University Teaching ◽  
High Quality ◽  
Learning And Teaching ◽  
Higher Education Journals ◽  
Workplace Relations ◽  
National Networks ◽  
Teaching In Higher Education

When the Journal of University Teaching and Learning Practice — JUTLP as we have come to know it — was established in 2004, it was to fill a perceived gap in publications related to teaching and learning practice in higher education, with practice being the operative word (Carter, 2004). While other higher education journals existed, they were mainly the purview of academic developers and the most prodigious of disciplinary academics researching their teaching. In contrast, JUTLP was to be built as open-access and its readership as ‘practitioners looking for good ideas based soundly on a body of accessible theory and research’ (McInnes, 2004, n.p.). JUTLP was established in the Australian context at a time when promoting excellence in teaching and learning was regarded as an important government agenda to improve the student experience, and not accidentally, coincided with the creation of the Carrick Institute for Learning and Teaching in Higher Education (later the Australian Learning and Teaching Council, and later again the Office for Learning and Teaching). The Carrick Institute supported national cross-institutional grants and fellowship schemes, and promoted national networks of educational research into practice to support the mission of the then Department of Education, Employment and Workplace Relations (DEEWR) to ensure all ‘Australian higher education institutions provide high quality teaching and learning for all students’ (Carrick, 2009). How times have changed.

Crafting safer spaces for teaching about race and intersectionality in Australian Indigenous Studies

2020 ◽  
pp. 1-8
Author(s):  
Leticia Anderson ◽  
Lynette Riley
Keyword(s):  
Higher Education ◽  
Paradigm Shift ◽  
Teaching And Learning ◽  
Approaches To Learning ◽  
Indigenous Studies ◽  
Learning And Teaching ◽  
Education Experience ◽  
Diverse Backgrounds ◽  
Teaching In Higher Education

Abstract The shift to massified higher education has resulted in surges in the recruitment of staff and students from more diverse backgrounds, without ensuring the necessary concomitant changes in institutional and pedagogical cultures. Providing a genuinely inclusive and ‘safer’ higher education experience in this context requires a paradigm shift in our approaches to learning and teaching in higher education. Creating safer spaces in classrooms is a necessary building block in the transformation and decolonisation of higher education cultures and the development of cultural competency for all staff and graduates. This paper outlines an approach to crafting safer spaces within the classroom, focusing on a case study of strategies for teaching and learning about race, racism and intersectionality employed by the authors in an undergraduate Indigenous Studies unit at an urban Australian university.

Review of Writing about Teaching and Learning in Higher Education

2021 ◽  
Vol 9 (1) ◽  
pp. 414-418
Author(s):  
Nancy Chick ◽  
Katarina Martensson
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Learning And Teaching ◽  
Teaching In Higher Education

A review of Mick Healey, Kelly E. Matthews, and Alison Cook-Sather’s Writing about Learning and Teaching in Higher Education: Creating and Contributing to Scholarly Conversations across a Range of Genres 

Using Technology in Research-Methods Teaching

2009 ◽  
pp. 223-244
Author(s):  
Gordon Joyes ◽  
Sheena Banks
Keyword(s):  
Action Research ◽  
Research Methods ◽  
Teaching And Learning ◽  
Research Training ◽  
Research Approach ◽  
Online Research ◽  
Learning Design ◽  
Teaching Resources ◽  
Learning And Teaching ◽  
Use Of Technology

The focus of this chapter is on the use of technology in the teaching and learning of research methods in masters’ and doctoral programmes in higher education, with particular reference to the field of educational research. The current challenges in research-methods teaching are taken up with the aim of, first, reflecting on questions about developing innovative and engaging flexible learning practices that are appropriate to the ways in which researchers (in particular, new researchers) can develop their skills, knowledge, and practice in diverse academic and professional settings. Second, the chapter explores how technology can be effectively used in the teaching and learning of research methods and how technology and pedagogy can be integrated to achieve a successful e-learning design. We explore these issues through a case study of the V-ResORT project (Virtual Resources for Online Research Training). Third, we describe an action research approach we have developed in the project to build an effective theoretical framework that underpins the production of video narratives and other online learning and teaching resources. Fourth, we present our approach to learning design and reusability as requirements to enable online materials to be embedded within course settings and across institutions using an “invented everywhere” approach. We present some practical examples of how our ideas have been translated into practice. Finally, we draw some conclusions from our action research study and present some ideas about trends for future developments of online research-methods learning and teaching.

Review of Writing about Teaching and Learning in Higher Education

2021 ◽  
Vol 9 (1) ◽  
pp. 414-418
Author(s):  
Nancy Chick ◽  
Katarina Martensson
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Learning And Teaching ◽  
Teaching In Higher Education

A review of Mick Healey, Kelly E. Matthews, and Alison Cook-Sather’s Writing about Learning and Teaching in Higher Education: Creating and Contributing to Scholarly Conversations across a Range of Genres 

scholarly journals ‘I use my time more wisely…’ The implications for learning and teaching in higher education of more ‘commuter students’

2018 ◽  
Author(s):  
Liz Thomas
Keyword(s):  
Higher Education ◽  
Social Engagement ◽  
Student Outcomes ◽  
Teaching And Learning ◽  
Qualitative Interviews ◽  
Commuter Students ◽  
Learning And Teaching ◽  
The Uk ◽  
Teaching In Higher Education ◽  
At Home

In the UK students have traditionally moved away from home to study in higher education, but this is changing as a consequence of greater participation, and the shift in responsibility for financing study from the State to individual students and their families. This research under took 60 qualitative interviews with students of all ages who defined themselves as ‘commuters’, who continue to live at home whilst studying. The study found that while the students largely viewed themselves as ‘good students’ aiming to engage fully in their academic studies, the stresses and strains – and cost and time – involved in travelling - resulted in students evaluating the utility of a trip to campus, considering whether their resources would be better spent studying at home. In addition, these students tended to be less engaged in ‘enhancement’ activities, and had very little social engagement with HE peers. Commuter students achieve less good outcomes: they are more likely to withdraw early, achieve lower attainment and are less likely to secure graduate employment on completion. This paper considers the implications for student engagement and teaching and learning in higher education of a larger commuter student population, in an effort to achieve greater equity in student outcomes.

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