Projects

The implementation of the Learning For Life (L4L) as part of the Learning and Teaching Framework 2014-2017 encompasses a program of projects that are established to further improve learning and teaching practices at ACU. These projects will ensure that the right blend of current and future technologies are used to achieve educationally sound, student-focused and staff-engaged outcomes.

The Learning For Life (L4L) projects are:

Open all

Information about this project is forthcoming.

2.1 Teacher Support Program

Brief description of the project

The aim of the Teaching Support Program (TSP) is to increase the capabilities of academic staff, and the overall capacity of the Faculties, to plan and design high-quality learning experiences for students across a range of delivery modes, including digital learning environments.

The program has three key components:

  • Webinar series
  • An accompanying TSP LEO site
  • Coaching/mentoring sessions

The three components can be customised and contextualised to meet the operational needs of Faculties.

TSP Content Overview

TSP Evaluation Reports

What happened in 2015?

In 2015, the TSP was piloted and evaluated in the Faculty of Theology and Philosophy and the Faculty of Health Sciences. Additionally, It was adapted for use in the Faculty of Law and Business Blended and Online Projects LEO Space project and also the Faculty of Education and Arts Graduate Diploma of Education (Secondary) project.

On average, participants in the TSP rated the program as 4.46 out of 5, in terms of meeting the state program learning outcomes.

What’s happening in 2016?

It’s our intention to further enhance and develop the TSP, based on the feedback we received in 2015.

Additionally, the Associate Deans, Learning and Teaching, from each faculty have jointly agreed that the TSP should be offered again to academic staff in 2016. Dates and times to be announced.

Teaching Support Program Learning Outcomes

The Program Learning Outcomes developed for the Teaching Support Program (Pilot) are to:

  • use the language of learning and teaching to aid communication with Faculty and LTC colleagues in planning and developing your units (PLO1)
  • explain the process of curriculum mapping used at ACU to align units with course, academic program and institutional outcomes (PLO2)
  • apply the principles of 'constructive alignment' in order to link unit learning outcomes, assessment tasks, learning activities and content (PLO3)
  • construct learning outcomes at module/lesson/session level (PLO4)
  • develop units based on good practice learning design principles, with an emphasis on selecting and using technologies for activity-based learning design (PLO5)
  • develop assessment tasks that:
    • comply with the principles of assessment
    • align with the unit learning outcomes and Graduate Attributes (PLO6)

These PLOs may be subject to modification.

L4L Hallmarks

Hallmark 2: Achieve Excellent Teaching Practices

Project Facilitators

Mrs Meghan Appleby

Mr Peter Bruhn

2.2 Improved Assessment

Brief Description of the Project

Assessment is a core academic activity and an essential component of the learning and teaching process.

Assessment practices at ACU need to be designed to:

  • ensure compliance with the revised Assessment Policy and Assessment Procedures (endorsed by Academic Board 1 January 2016)
  • foster collaborative approaches in the development of assessment strategies and tools within, and across, Faculties
  • contribute to high quality student learning.

The primary aim of this project is to provide the knowledge and skills in assessment design deemed critical to the achievement of excellent teaching practices at ACU, and where appropriate, leading to improved assessment practices of academic staff, especially those new to teaching in Higher Education.

Project Objectives

The key objectives of this project are to:

  • build capability within the Faculties through the development & implementation of structured professional development programs about assessment in Higher Education that leverage off the current resources developed by LTC Academic Developers
  • identify academic staff who can provide assessment support to their peers and provide the necessary professional development and support mechanisms needed to implement this initiative.
  • review and expand the current LTC Assessment website as part of the ACU Learning & Teaching website redevelopment
  • evaluate internal and external assessment resources and tools to be used as good practice exemplars and help academic staff with assessment design
  • review existing ACU and third party technologies to support the overall delivery and management of assessment
  • focus on maturing the Faculties’ capability and capacity to design innovative formative and summative assessments.

L4L Hallmarks

Hallmark 2: Achieve Excellent Teaching Practices

Project Facilitator

Mr Peter Bruhn

2.3 Online Capacity Building

Brief Description of the Project

The rationale for this project is a need to build capability and capacity of academic staff in developing units for online and multi-mode delivery. Additionally, in the ACU context, multiple units from the same course are frequently developed (or re-developed) at the same time.

For this reason, the Online Capacity Building (OCB) project aims to propose:

  • a systematic approach to unit development (or re-development) in the form of a model, along with
  • a practical, project tool kit to assist with this endeavour.

In so doing, a shared lexicon around online design and development at ACU will also emerge. A shared language is important as it will help facilitate future discussions between the Learning and Teaching Centre (LTC) and Faculties around scoping online unit development projects and the provision of advice regarding such projects.

Project Objectives

  • Design and build in LEO an online ‘toolkit’ in modular format for Schools / Faculties wanting to develop (or re-develop) units for online or multi-mode delivery. The toolkit will propose a staged project management and development approach.
  • Collate and create (where necessary) practical resources, templates and support materials that assist Schools / Faculties with developing units for online or blended delivery that are consistent with , and improve School / Faculty knowledge and application of the Guidelines to Enhance the Use of LEO.

L4L Hallmarks

Hallmark 2: Achieve Excellent Teaching Practices

Hallmark 3: Deliver excellent student learning experiences

Hallmark 6: Continue to build a University culture which values and rewards high quality teaching

Project Facilitator

Mrs Meghan Appleby

2.4 Technology Enhanced Learning in Higher Education

(previously Professional development for staff in pedagogies of learning and teaching)

Information about this project is forthcoming.

2.1 Teacher Support Program

Brief description of the project

The aim of the Teaching Support Program (TSP) is to increase the capabilities of academic staff, and the overall capacity of the Faculties, to plan and design high-quality learning experiences for students across a range of delivery modes, including digital learning environments.

The program has three key components:

  • Webinar series
  • An accompanying TSP LEO site
  • Coaching/mentoring sessions

The three components can be customised and contextualised to meet the operational needs of Faculties.

TSP Content Overview

TSP Evaluation Reports

What happened in 2015?

In 2015, the TSP was piloted and evaluated in the Faculty of Theology and Philosophy and the Faculty of Health Sciences. Additionally, It was adapted for use in the Faculty of Law and Business Blended and Online Projects LEO Space project and also the Faculty of Education and Arts Graduate Diploma of Education (Secondary) project.

On average, participants in the TSP rated the program as 4.46 out of 5, in terms of meeting the state program learning outcomes.

What’s happening in 2016?

It’s our intention to further enhance and develop the TSP, based on the feedback we received in 2015.

Additionally, the Associate Deans, Learning and Teaching, from each faculty have jointly agreed that the TSP should be offered again to academic staff in 2016. Dates and times to be announced.

Teaching Support Program Learning Outcomes

The Program Learning Outcomes developed for the Teaching Support Program (Pilot) are to:

  • use the language of learning and teaching to aid communication with Faculty and LTC colleagues in planning and developing your units (PLO1)
  • explain the process of curriculum mapping used at ACU to align units with course, academic program and institutional outcomes (PLO2)
  • apply the principles of 'constructive alignment' in order to link unit learning outcomes, assessment tasks, learning activities and content (PLO3)
  • construct learning outcomes at module/lesson/session level (PLO4)
  • develop units based on good practice learning design principles, with an emphasis on selecting and using technologies for activity-based learning design (PLO5)
  • develop assessment tasks that:
    • comply with the principles of assessment
    • align with the unit learning outcomes and Graduate Attributes (PLO6)

These PLOs may be subject to modification.

L4L Hallmarks

Hallmark 2: Achieve Excellent Teaching Practices

Project Facilitators

Mrs Meghan Appleby

Mr Peter Bruhn

2.2 Improved Assessment

Brief Description of the Project

Assessment is a core academic activity and an essential component of the learning and teaching process.

Assessment practices at ACU need to be designed to:

  • ensure compliance with the revised Assessment Policy and Assessment Procedures (endorsed by Academic Board 1 January 2016)
  • foster collaborative approaches in the development of assessment strategies and tools within, and across, Faculties
  • contribute to high quality student learning.

The primary aim of this project is to provide the knowledge and skills in assessment design deemed critical to the achievement of excellent teaching practices at ACU, and where appropriate, leading to improved assessment practices of academic staff, especially those new to teaching in Higher Education.

Project Objectives

The key objectives of this project are to:

  • build capability within the Faculties through the development & implementation of structured professional development programs about assessment in Higher Education that leverage off the current resources developed by LTC Academic Developers
  • identify academic staff who can provide assessment support to their peers and provide the necessary professional development and support mechanisms needed to implement this initiative.
  • review and expand the current LTC Assessment website as part of the ACU Learning & Teaching website redevelopment
  • evaluate internal and external assessment resources and tools to be used as good practice exemplars and help academic staff with assessment design
  • review existing ACU and third party technologies to support the overall delivery and management of assessment
  • focus on maturing the Faculties’ capability and capacity to design innovative formative and summative assessments.

L4L Hallmarks

Hallmark 2: Achieve Excellent Teaching Practices

Project Facilitator

Mr Peter Bruhn

2.3 Online Capacity Building

Brief Description of the Project

The rationale for this project is a need to build capability and capacity of academic staff in developing units for online and multi-mode delivery. Additionally, in the ACU context, multiple units from the same course are frequently developed (or re-developed) at the same time.

For this reason, the Online Capacity Building (OCB) project aims to propose:

  • a systematic approach to unit development (or re-development) in the form of a model, along with
  • a practical, project tool kit to assist with this endeavour.

In so doing, a shared lexicon around online design and development at ACU will also emerge. A shared language is important as it will help facilitate future discussions between the Learning and Teaching Centre (LTC) and Faculties around scoping online unit development projects and the provision of advice regarding such projects.

Project Objectives

  • Design and build in LEO an online ‘toolkit’ in modular format for Schools / Faculties wanting to develop (or re-develop) units for online or multi-mode delivery. The toolkit will propose a staged project management and development approach.
  • Collate and create (where necessary) practical resources, templates and support materials that assist Schools / Faculties with developing units for online or blended delivery that are consistent with , and improve School / Faculty knowledge and application of the Guidelines to Enhance the Use of LEO.

L4L Hallmarks

Hallmark 2: Achieve Excellent Teaching Practices

Hallmark 3: Deliver excellent student learning experiences

Hallmark 6: Continue to build a University culture which values and rewards high quality teaching

Project Facilitator

Mrs Meghan Appleby

2.4 Technology Enhanced Learning in Higher Education

(previously Professional development for staff in pedagogies of learning and teaching)

Information about this project is forthcoming.

2.1 Teacher Support Program

Brief description of the project

The aim of the Teaching Support Program (TSP) is to increase the capabilities of academic staff, and the overall capacity of the Faculties, to plan and design high-quality learning experiences for students across a range of delivery modes, including digital learning environments.

The program has three key components:

  • Webinar series
  • An accompanying TSP LEO site
  • Coaching/mentoring sessions

The three components can be customised and contextualised to meet the operational needs of Faculties.

TSP Content Overview

TSP Evaluation Reports

What happened in 2015?

In 2015, the TSP was piloted and evaluated in the Faculty of Theology and Philosophy and the Faculty of Health Sciences. Additionally, It was adapted for use in the Faculty of Law and Business Blended and Online Projects LEO Space project and also the Faculty of Education and Arts Graduate Diploma of Education (Secondary) project.

On average, participants in the TSP rated the program as 4.46 out of 5, in terms of meeting the state program learning outcomes.

What’s happening in 2016?

It’s our intention to further enhance and develop the TSP, based on the feedback we received in 2015.

Additionally, the Associate Deans, Learning and Teaching, from each faculty have jointly agreed that the TSP should be offered again to academic staff in 2016. Dates and times to be announced.

Teaching Support Program Learning Outcomes

The Program Learning Outcomes developed for the Teaching Support Program (Pilot) are to:

  • use the language of learning and teaching to aid communication with Faculty and LTC colleagues in planning and developing your units (PLO1)
  • explain the process of curriculum mapping used at ACU to align units with course, academic program and institutional outcomes (PLO2)
  • apply the principles of 'constructive alignment' in order to link unit learning outcomes, assessment tasks, learning activities and content (PLO3)
  • construct learning outcomes at module/lesson/session level (PLO4)
  • develop units based on good practice learning design principles, with an emphasis on selecting and using technologies for activity-based learning design (PLO5)
  • develop assessment tasks that:
    • comply with the principles of assessment
    • align with the unit learning outcomes and Graduate Attributes (PLO6)

These PLOs may be subject to modification.

L4L Hallmarks

Hallmark 2: Achieve Excellent Teaching Practices

Project Facilitators

Mrs Meghan Appleby

Mr Peter Bruhn

2.2 Improved Assessment

Brief Description of the Project

Assessment is a core academic activity and an essential component of the learning and teaching process.

Assessment practices at ACU need to be designed to:

  • ensure compliance with the revised Assessment Policy and Assessment Procedures (endorsed by Academic Board 1 January 2016)
  • foster collaborative approaches in the development of assessment strategies and tools within, and across, Faculties
  • contribute to high quality student learning.

The primary aim of this project is to provide the knowledge and skills in assessment design deemed critical to the achievement of excellent teaching practices at ACU, and where appropriate, leading to improved assessment practices of academic staff, especially those new to teaching in Higher Education.

Project Objectives

The key objectives of this project are to:

  • build capability within the Faculties through the development & implementation of structured professional development programs about assessment in Higher Education that leverage off the current resources developed by LTC Academic Developers
  • identify academic staff who can provide assessment support to their peers and provide the necessary professional development and support mechanisms needed to implement this initiative.
  • review and expand the current LTC Assessment website as part of the ACU Learning & Teaching website redevelopment
  • evaluate internal and external assessment resources and tools to be used as good practice exemplars and help academic staff with assessment design
  • review existing ACU and third party technologies to support the overall delivery and management of assessment
  • focus on maturing the Faculties’ capability and capacity to design innovative formative and summative assessments.

L4L Hallmarks

Hallmark 2: Achieve Excellent Teaching Practices

Project Facilitator

Mr Peter Bruhn

2.3 Online Capacity Building

Brief Description of the Project

The rationale for this project is a need to build capability and capacity of academic staff in developing units for online and multi-mode delivery. Additionally, in the ACU context, multiple units from the same course are frequently developed (or re-developed) at the same time.

For this reason, the Online Capacity Building (OCB) project aims to propose:

  • a systematic approach to unit development (or re-development) in the form of a model, along with
  • a practical, project tool kit to assist with this endeavour.

In so doing, a shared lexicon around online design and development at ACU will also emerge. A shared language is important as it will help facilitate future discussions between the Learning and Teaching Centre (LTC) and Faculties around scoping online unit development projects and the provision of advice regarding such projects.

Project Objectives

  • Design and build in LEO an online ‘toolkit’ in modular format for Schools / Faculties wanting to develop (or re-develop) units for online or multi-mode delivery. The toolkit will propose a staged project management and development approach.
  • Collate and create (where necessary) practical resources, templates and support materials that assist Schools / Faculties with developing units for online or blended delivery that are consistent with , and improve School / Faculty knowledge and application of the Guidelines to Enhance the Use of LEO.

L4L Hallmarks

Hallmark 2: Achieve Excellent Teaching Practices

Hallmark 3: Deliver excellent student learning experiences

Hallmark 6: Continue to build a University culture which values and rewards high quality teaching

Project Facilitator

Mrs Meghan Appleby

2.4 Technology Enhanced Learning in Higher Education

(previously Professional development for staff in pedagogies of learning and teaching)

Information about this project is forthcoming.

Academic staff are encouraged to participate in reflective teaching practices through the ACU Peer Observation and Review of Teaching (PORT) program. PORT is a voluntary program at ACU and cannot be mandated without approval of the academic staff wishing to participate in the program. Peer observation is designed to be developmental for staff while peer review is designed to be evaluative for staff.

PORT Resources

PORT Guidelines (PDF,127KB)

These Guidelines have been developed to ensure that academic staff who wish to participate in PORT have a suggested process and supporting resources and materials for successful implementation of the program.

PORT Manual (PDF,126MB)

The main purpose of the manual is to set out a method for peer observation (adaptable for review) and, to provide the prompts, criteria and recording sheets that may be of use in the peer observation and review process.

PORT Introductory Session (PowerPoint)

PORT Debrief Session (PowerPoint)

Brief description of the project

Professional practice or clinical placement is an integral component of courses at ACU and is directly aligned to students’ achievement of ACU’s Graduate Attributes and professional or industry or practice standards.

While this project was initiated by the Faculty of Health Sciences (FHS) it will draw on the collective knowledge and experiences of professional practice coordinators in FHS and the other ACU faculties whose role it is to design, deliver and manage professional practice units and clinical placement across a range of disciplines.

The project will review a range of resources and learning and teaching strategies adopted by the faculties, and by other Higher Education providers, to provide professional practice /clinical placement information to students, clinical supervisors/ facilitators and field education managers and their professional experience partners.

Project objectives

The key objectives of this project are to:

  1. Redesign the FHS Professional Practice Resources for Supervisors website and develop new, or revise and upgrade existing content and educational resources for clinical facilitators with the primary intent of creating a 'one-stop shop', interactive and dynamic professional practice website for supervisors and professional practice partners.
  2. Share the outcomes of this redevelopment with other Faculties as part of a collaborative design process to enhance the professional practice experiences of students at ACU.
  3. Design and develop resources to enhance the learning experiences of students engaged in practice-based/professional experience units with a focus on contemporary learning and teaching strategies in professional practice.
  4. Promote scholarship around research into models of professional practice leading to the publication of outcomes of research projects or investigations into models of professional practice conducted within FHS, or in collaboration with other Faculties or external agencies.
  5. Liaise with other FHS staff undertaking faculty–based projects examining work readiness of final year students with a focus on perceptions of employers about what they expect of our final year students and how FHS embeds work readiness into, or can make it more explicit, in its curricula.

L4L Hallmarks

Hallmark 1: Guarantee the Distinctiveness of the ACU Graduate

Project Facilitator

Mr Peter Bruhn

Information about this project is forthcoming.

Brief description of the project

Student engagement and retention are core objectives of a modern university. ACU’s has a number of projects (including TSAR and the Proximal Attributes) to identify and intervene with students at risk.

The key to success of any project to improve outcomes in the area of student engagement and retention is the collection, analysis and reporting of relevant student data. This data allows the establishment of baselines, evaluation of outcomes, the determination of success of interventions and strategies, appropriate reporting mechanisms to key personnel.

The science behind this data collection is analytics. This is the starting point for this project. Analytics allows us to best inform the whole of university in our endeavours to provide the best university experience for our students and staff.

The Proximal Attributes project will be the first beneficiary of analytics.  This project will directly identify students at risk according to 6 proximal attributes of student success. Proximal attributes are data markers that represent key behavioural acitivity within the first months of commencing study. These markers are designed to identify commencing students at early risk of discontinuation or failure. These proximal attributes are:

Marker

Proximal Attribute/Indicator

Period

Data Source

1

Student does not attend orientation

Week 1

data derived locally via multiple sources

2

Student does not log in to LMS (LEO)

Week 2

Activity query from LMS

3

Student does not attend class/tutorial

Week 3/4

Data derived from LMS

4

Student does not submit first assignment

Week 4 to 8

Data derived from LMS

5

Student fails first assignment

Week variable

Data derived from LMS

6

Students fails 50% of enrolment load

Week variable

Data derived from first year coordinator following grades being ratified

Project Objectives

Data Collection

Data on student participation, performance and engagement will be acquired from a variety of ACU sources including online and offline.

Data Storage and Interrogation

Data will be collected and stored in line with ACU policies. Data will be interrogated to answer specific questions relating to ongoing student engagement and retention projects.

Key to this process will be data collected from LEO (and other sources) will be data warehoused and processed in a dedicated environment so as not to impact on other University systems.

Reports

Trend data will be reported to key personnel to enable them to identify and intervene with students at risk as well to quantify the contributions on ACU programs to enhance student engagement and retention.

L4L Hallmarks

  • Distinctive ACU graduates

Project Facilitators

7.1. Improving Practice Online

Brief description of the project

Following the endorsement of the Guidelines to enhance the use of LEO at Academic Board in December 2015, this project  aims to explore and implement ways of improving practice online by teaching staff at ACU.

Objectives of the project

  • Design and deliver an ongoing communication and engagement strategy which aims to enhance academic staff understanding and application of the LEO Guidelines, specifically with respect to the design and teaching of units in LEO.
  • Create practical resources and support materials on the ACU Learning and Teaching website that assist academic staff with improving their knowledge and application of the LEO Guidelines.
  • Evaluate through detailed analytics how the learning and teaching community (staff and students) are currently using LEO as measured against the LEO Guidelines.

L4L hallmarks

Hallmark 2: Achieve excellent teaching practices

Project Facilitators

Ms Melissa Collins

7.2 Guidelines to Enhance the use of LEO

(endorsed by Academic Board on 2nd December 2015)

Brief Description of the Project

This project aims to consolidate and enhance the foundations established for university teaching at ACU by providing clear guidelines concerning basic requirements for all LEO units

Project Objectives

1. Basic guidelines for all LEO units will be formulated

2. External tools will be analysed and assessed. Processes and procedures will then be documented

3. Wide consultation will occur to ensure academics will have an opportunity to provide feedback regarding the minimum standards for LEO and the use of external tools

4. Uniformity will be achieved across all units in terms of minimum requirements

5. A communication and change management activity will be coordinated to progress the usage of the guidelines

Endorsed Guidelines to enhance the use of LEO

L4L Hallmarks

Hallmark 3: Deliver excellent student learning experiences

Hallmark 6:   Continue to build a University culture which values and rewards high quality teaching.

Project Facilitator

Ms Melissa Collins

7.3 EPIGEUM Teaching Online Course

Brief Description of the Project

ACU has partnered with EPIGEUM, a company of the Imperial College London, to deliver their Teaching Online Course.

The EPIGEUM license allows ACU to deliver the program in a range of different modes and to adapt and customise the program to meet ACU needs. The Teaching Online program is a content-rich resource specifically designed for Higher Education staff. The six modules comprising the program are:

  1. Introduction to teaching online
  2. Mastering online pedagogy
  3. Designing and developing your online course
  4. Being a successful online teacher
  5. Using technology tools for online teaching
  6. Studying online: a guide for students

The aim of this project is to develop implementation strategies that maximise academic and professional staff’s access to, and engagement with, the Teaching Online Course as part of the LTC’s and the Learning for Life Project’s commitment to develop capability & capacity within the Faculties to design and deliver online learning.

Project Objectives

The key objectives of this project are to:

  1. develop tailored implementation strategies that maximise the use of the Teaching Online Course across all Faculties and potentially other sectors of ACU that provide online learning to staff and students (e.g. Library; Academic Skills Unit)
  2. customise and repurpose learning objects within the Teaching Online Course to better integrate with:
  • EQUELLA
  • LTC & Faculty professional development programs
3. determine potential for staff to gain recognition for completion of specific modules or the whole course for credit towards PD programs such as ACU’s Graduate Certificate in Higher Education or for promotion purposes.

L4L Hallmarks

Hallmark 2: Achieve Excellent Teaching Practices

Project Facilitator

Mr Peter Bruhn

Brief Description of the Project

With the emergence of universal medical records, today’s healthcare professionals are expected to possess a level of digital literacy sufficient to enable them to function in a modern healthcare system.

This program is designed to simulate a functional eHealth Medical Records system. It is a time-based learning environment where user actions are recorded during his/her shift.  The simulation uses a combination of real time and virtual time, is managed via the Administration Module and operated by the Student Module.  It has been designed to be integrated within current student learning environments including labs and tutorials.

This simulation is applicable across different departments with Health Sciences as most healthcare professional and allied health are expected to interact with such systems as part of their daily professional duties.

Project Objectives

As medical record keeping is critical to the modern healthcare professional, the objectives of this simulation are to provide:

  • To the learner a realistic example of a medical records and administration tool necessary to perform his/her professional duties
  • The teaching academic an online tool to manage a patient centric learning environment currently existing as a paper based course at ACU
  • An environment to challenge learners, encourage problem solving and recreate a professional and legal framework the learner will be expected to operate within in the real world.
  • An integrated environment that can be customized to the individual needs of different healthcare professionals.
  • Opportunities for peer review of decision making along with interventions by the supervising academic.
  • An enhanced reporting system for learners progressing through the simulation.

Each student runs a unique version of the simulation for each of their patients. The supervising academic may interact with students individually or as a cohort.

The following components will provide some context for the ACU eHealth Simulation. This is an interactive, time dependent, database driven simulation.

Patients

The simulation can contain many patients. Each patient can be considered its own separate simulation yet can share common resources (e.g. medications).

Medications

Medications are stored in a table. This table lists information on this medication including its unique meds code. Other information includes name, concentration, expiry, notes etc.  A medication may be prescribed for any patient.  A medication may occur more than once in this table (e.g. as a different concentration).

Orders

Orders link medications to patients.  Orders drive the simulation and include key information on the patient, medication, medication type, dosage, frequency and availability..

Simulation Day

Each patient is assigned his/her current simulation day. This may be different for different patients.

A simulation day can last for any period of time. Until you change the simulation day for a patient, whenever the student visits the simulation they will see the current simulation day.

Simulation days are always relative today. The date of current simulation day is always correct and all preceding simulation days are dated relative to today.

The simulation day will change once a week or as required by the academic in charge.

Simulation Time

The simulation time is a quasi-real time. When a student enters the simulation (either at the start of the sim or after the change of simulation day, they will be at the start of their shift (currently 06:00). This is irrespective of the actual time of day.

Time will then progress in real time.  After 2 hours it will be 08:00, irrespective of real time.  All actions performed by the students will be recorded in simulation time.

If a student leaves the simulation (or their computer fails, blackout, etc.) when they log back into the simulation they will continue from their previous time.

Operation

The simulation is designed to be intuitive and easy to operate. Data entry is minimized to allow learners to focus on decision making.  Interface design is consistent throughout the different modules and context sensitive help is available throughout.

The simulation is designed to primarily be run on desktop devices (to reflect the real working environment), but Administrator Modules (controls) will run on mobile devices.

Reports

The simulation will provide a comprehensive reporting facility to monitor and manage learners within the simulation.

Brief Description of the Project

The Blended Learning/Flipped Classroom project will develop the capability of staff to offer their units using blended mode including the flipped classroom approach. There are a number of sub projects that will be trialled in 2015, with roll-out and evaluation in 2015 and 2016. This project is inextricably linked with the projects relating to professional development for staff in pedagogies of learning and teaching.

This project intends to ally on what is already happening in the faculties in this area and develop a university-wide approach.

Project Objectives

  • Trial a community of practice using blended learning and flipped classroom approaches
  • Promote a culture of peer support by establishing local learning communities as sub groups of the community of practice
  • Implement innovations in curriculum design and delivery
  • Provide support and guidance to academic staff
  • Develop quality exemplars suitable for blended environments

L4L hallmarks

  • Hallmark 2: Excellent teaching practices
  • Hallmark 3: Excellent learning experiences

Project Facilitator

Mr James Nicholson

Information about this project is forthcoming.

Brief description of the project

Students are currently unable to upload AV assignment material within LEO, with the result of both Staff and Students encountering considerable technical difficulties in implementing workarounds. This creates a barrier to innovative teaching practices, as previous experience with student submissions of AV assessments items (Nursing practices, physiotherapy analysis, teaching simulations, etc.) have been problematic for both parties. This is the result of a lack of technical knowledge and limitations around uploading and downloading large file sizes, and the compression and viewing of different codec formats between devices. As the range of BYOD devices and OS increases, so does the complexity of delivering and viewing of material between them.

Not being able to archive assessment material within LEO also puts ACU at risk should a student request re-marking of previous assignments, or accrediting bodies require examples of work during audits and storage media cannot be found, or external URL links become broken.

Staff also experience difficulty in loading externally created AV material to the current Echo360 and Adobe Connect streaming servers (account administration and set-up configuration, technical interpretation of options when uploading files via administration interfaces, and limits to storage/archiving of content).

Project Objectives

  • Integrating AV Assessments in LEO
  • Increasing AV content in LEO through simplified processes
  • Making AV content viewable across multiple devices
  • Enable content searching and sharing of AV resources across ACU

L4L Hallmark

Hallmark 3: Deliver excellent student learning experiences

Project Facilitators

Mr Francis Ramirez

Mr Baharul Zaman

12.1 ACU Learning and Teaching Space Policy

Brief Description of the Project

The Learning and Teaching Space project aims to promote collaborative learning at ACU through design and delivery of a broad range of new learning and teaching spaces. ACU intends to invest in the redevelopment of its learning and teaching spaces and supporting technologies. Refurbished spaces will be fitted with innovative technologies and specialised furniture to support teaching approaches that foster collaboration, engagement and student-centred learning.

The project will ensure teaching staff and students of ACU have access to high quality appropriately equipped learning environments across the campuses.

It will provide Standards to relevant internal and external parties for their use in the design and construction of new and refurbished teaching spaces across all areas of ACU.

Project Objectives

  • Develop the Physical Learning and Teaching Space Standards
  • Document the inventory of current learning spaces
  • Develop a plan to implement the Physical Learning and Teaching Space Standards across ACU

Endorsed Physical Teaching Space Standards

L4L Hallmarks

  • Hallmark 2: Excellent teaching practices (Hallmark 2)
  • Hallmark 3: Excellent learning experiences (Hallmark 3)

Project Facilitator

Ms Cyntia Franco

12.2 Lecture Capture Enhancement

Brief Description of the Project

The Lecture Capture Enhancement project will ensure ACU's physical learning spaces have the necessary technology, our online learning environment has the necessary integrations and our academic staff have the necessary tools and professional development to successfully implement opt-out lecture capture across the university.

Today's students face an increase need for flexibility in accessing their learning materials and student feedback supports this. Allowing students to access presentations at all hours will enhance the student learning experience; allow better revision of course material; provide better accessibility; encourage the possibilities for new learning methodologies; and fulfil student expectations in an environment where most universities already provide this service.

This project will ensure the necessary policies, procedures, technologies and support are in place. Echo360 Active Learning Platform will not only provide lecture capture; but also built in pre-lecture, in-lecture and post-lecture student engagement tools; analytics; and flexible cloud-based storage which will mean less concerns about storage and bandwidth.

Project Objectives

  • Write, liaise, approve and disseminate a lecture capture policy, including opt-out directions, data-retention policy and consent
  • Create necessary procedures, including consent for students and consent for visiting lecturers
  • Trial, test and implement Echo360 ALP
  • Integrate all associated technology
  • Provide professional development and resources for all necessary parties

L4L Hallmarks

  • Hallmark 2: Excellent teaching practices
  • Hallmark 3: Excellent learning experiences

Facilitator

Ms Cyntia Franco

12.3 Space Design Project for Post Graduates

Information about this project is forthcoming.

13.1 Learning and Teaching Website

Brief Description of the Project

The Learning and Teaching Web Site will be used a channel for ACU teaching staff to access useful resources that can help them develop as scholarly and skilful teachers.
The Learning and Teaching Web Site will be designed and implemented based on the following key principles:

  • The web site’s architecture will be based on user-centred design principles for ease of navigation and functionality.
  • The project will include the establishment of a team responsible for maintaining the currency and accuracy of its resources and web pages.
  • The web site will be developed using a phased approach that integrates evaluation, renewal and further refinements geared towards continuously improving end user experiences.

Project Objectives

  • To support the improvement of teaching practice at ACU.
  • To provide efficient and effective access to useful learning and teaching resources for ACU staff.

L4L Hallmarks

  • Hallmark 2: Excellent teaching practices
  • Hallmark 6: Values and rewards great teaching

Project Facilitators

Dr Veronica Hendriks

13.2 Learning and Teaching Products and Services Catalogue

Brief Description of Project

In line with ACU’s Service Matters Framework, this project aims to map out the professional services offered by the Learning and Teaching Centre for inclusion in the ACU Service Catalogue.

In defining the service or product, how it is delivered, and who the key stakeholders are, the quality of service standards can be monitored and improved.  This is part of ACU’s strategy of service excellence and continuous improvement.

Service standards help clarify expectations for service recipients and providers, enable service management, and support customer satisfaction.  It is essential that service standards have agreed measurable targets in order to measure performance.

Project Objectives

  • To outline the products and services offered by the Learning and Teaching Centre to its ACU stakeholders.
  • To clarify and refine what the responsibilities are of each stakeholder is in the delivery of LTC products and services.
  • To communicate and clarify stakeholders service expectations.
  • To develop quality assurance processes that allow for the monitoring and review of the delivery of LTC products and services.

L4L Hallmarks

Hallmark 3: Deliver Excellent Student Learning Experience

Facilitators

Dr Veronica Hendriks

Brief Description of Project

It is proposed that a data visualisation system is implemented at ACU. This will be a management tool that will succinctly inform its viewers on data that is currently available in different ACU systems. The proposed dashboard will provide information relating to student engagement, feedback and success at different reporting levels. Viewing a particular type of data in context is expected to support the strategic direction of the institution. This project will focus on learning and teaching related data and outcomes (as part of Learning for Life) and will eventually inform the larger business intelligence data warehouse project led by OPSM. The reports will include high level summaries for specific initiatives implemented in ACU, as well as information derived from learning analytics at specific unit (CRN) level.

Project Objectives

  • To identify and design information access levels for confidential information
  • To identify and purchase licensing of an application to view data from different ACU systems
  • To install the application on ACU servers, conduct tests, and conduct a pilot.
  • To derive data relating to ACU learning and teaching contexts.
  • To provide relevant or related information that may assist in student success and retention

L4L Hallmarks

Hallmark 1: Distinctive ACU graduates

Project Facilitators

Associate Professor Elizabeth Santhanam (Team Lead)

Mr Baharul Zaman

Mr Andrew Hill

Mr Peter Weyand