This paper describes the early phases of a research project exploring student learning as information behaviour during literature based assessment tasks in higher education. Although information and learning are closely linked, their... more
This paper describes the early phases of a research project exploring student learning as information behaviour during literature based assessment tasks in higher education. Although information and learning are closely linked, their relationship has been framed by a narrow ...
... Simon Housego, Institute for Interactive Media and Learning, University of Technology, Sydney, Australia. Nicola Parker, Institute for Interactive Media and Learning, University of Technology, Sydney, Australia. Abstract. ... Nicola... more
... Simon Housego, Institute for Interactive Media and Learning, University of Technology, Sydney, Australia. Nicola Parker, Institute for Interactive Media and Learning, University of Technology, Sydney, Australia. Abstract. ... Nicola Parker works on the UTS ePortfolio project. ...
The concept of 'enough' is central to productivity and success in an information saturated world and a critical part of students' experiences of Assignment Information Processes (AIP). In the face of information... more
The concept of 'enough' is central to productivity and success in an information saturated world and a critical part of students' experiences of Assignment Information Processes (AIP). In the face of information abundance, the continuous question of 'What is enough?' moves ...
... Simon Housego, Jo McKenzie, Institute for Interactive Media & Learning, Tara McLennan, Faculty of Arts & Social Sciences, James Hosking, Charles ... Other useful overviews include (Barrett, 2001 & 2007;... more
... Simon Housego, Jo McKenzie, Institute for Interactive Media & Learning, Tara McLennan, Faculty of Arts & Social Sciences, James Hosking, Charles ... Other useful overviews include (Barrett, 2001 & 2007; Richardson & Ward, 2005; Strivens, 2007; Lorenzo & Ittelson, 2005). ...
This presentation will discuss innovative assessment through the lens of Peer Review (PR) using a case study of a 'blended' undergraduate Communications subject. Two rounds of PR in this subject were undertaken... more
This presentation will discuss innovative assessment through the lens of Peer Review (PR) using a case study of a 'blended' undergraduate Communications subject. Two rounds of PR in this subject were undertaken as part of a collaborative ALTC action research project across ...
Assignments are used extensively in many university faculties for assessment and have become crucial to students ' learning and academic success. Students' interactions with information are fundamental to self-directed... more
Assignments are used extensively in many university faculties for assessment and have become crucial to students ' learning and academic success. Students' interactions with information are fundamental to self-directed learning when preparing assessed essays and reports. This ...
ABSTRACT Benchmarking as a type of knowledge-sharing around good practice within and between institutions is increasingly common in the higher education sector. More recently, benchmarking as a process that can contribute to quality... more
ABSTRACT Benchmarking as a type of knowledge-sharing around good practice within and between institutions is increasingly common in the higher education sector. More recently, benchmarking as a process that can contribute to quality enhancement has been deployed across numerous institutions with a view to systematising frameworks to assure and enhance the quality of higher education. However, to date, sessional staff who are the majority of teachers in higher education, have been mostly excluded from or invisible in this process, both within individual institutions and across the sector. To ameliorate the effects of this exclusion and to acknowledge the contribution made to quality teaching by sessional staff, the Australian Government Office for Learning and Teaching (OLT) funded BLASST project is establishing a national sessional staff standards framework which sets in place standards to evaluate and support the quality of performance and outcomes in learning and teaching, and in management and administrative policy, procedure, and practices affecting sessional teachers in higher education. In this paper, we present four case studies of benchmarking across four Australian universities that piloted the sessional staff standards framework in order to enhance and support quality learning and teaching by sessional staff. We discuss some of the strengths and limitations of this approach to supporting sessional staff and show how the benchmarking process facilitates active engagement for and particularly by sessional staff in enhancing quality teaching and learning.
ABSTRACT Benchmarking as a type of knowledge-sharing around good practice within and between institutions is increasingly common in the higher education sector. More recently, benchmarking as a process that can contribute to quality... more
ABSTRACT Benchmarking as a type of knowledge-sharing around good practice within and between institutions is increasingly common in the higher education sector. More recently, benchmarking as a process that can contribute to quality enhancement has been deployed across numerous institutions with a view to systematising frameworks to assure and enhance the quality of higher education. However, to date, sessional staff who are the majority of teachers in higher education, have been mostly excluded from or invisible in this process, both within individual institutions and across the sector. To ameliorate the effects of this exclusion and to acknowledge the contribution made to quality teaching by sessional staff, the Australian Government Office for Learning and Teaching (OLT) funded BLASST project is establishing a national sessional staff standards framework which sets in place standards to evaluate and support the quality of performance and outcomes in learning and teaching, and in management and administrative policy, procedure, and practices affecting sessional teachers in higher education. In this paper, we present four case studies of benchmarking across four Australian universities that piloted the sessional staff standards framework in order to enhance and support quality learning and teaching by sessional staff. We discuss some of the strengths and limitations of this approach to supporting sessional staff and show how the benchmarking process facilitates active engagement for and particularly by sessional staff in enhancing quality teaching and learning.
... Simon Housego, Institute for Interactive Media and Learning, University of Technology, Sydney, Australia. Nicola Parker, Institute for Interactive Media and Learning, University of Technology, Sydney, Australia. Abstract. ... Nicola... more
... Simon Housego, Institute for Interactive Media and Learning, University of Technology, Sydney, Australia. Nicola Parker, Institute for Interactive Media and Learning, University of Technology, Sydney, Australia. Abstract. ... Nicola Parker works on the UTS ePortfolio project. ...
This overview showcases some of the activities and initiatives that faculties at UTS are using to embed graduate attributes in their programs. A decentralised approach has been taken, focusing on identifying, development, and articulation... more
This overview showcases some of the activities and initiatives that faculties at UTS are using to embed graduate attributes in their programs. A decentralised approach has been taken, focusing on identifying, development, and articulation of graduate attributes at the level of individual programs. Support for the various initiatives is provided by way of centralised grants drawn from the UTS Learning and Teaching Performance Fund awards. UTS Graduate Profile Framework Each UTS course has a course-specific graduate profile. This profile is developed around the UTS Graduate Profile Framework which comprises three broad domains — the personal, the professional and the intellectual. A graduate of UTS �is equipped for ongoing learning in the pursuit of personal development and excellence in professional practice �operates effectively with the body of knowledge that underpins professional practice � is committed to the actions and responsibilities required of a professional and a citizen....
