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:

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Brief description of the project

The aim of the project is to inform ACU students about the resources and opportunities available during their university studies for developing their English language proficiency, their discipline-specific language skills and their numeracy.

This project acknowledges that the most urgent knowledge for students starting their academic journey is around essential generic academic skills, and the project will therefore target new and early stage students. Extensions of the project into the disciplinary requirements of each course will be undertaken where information is readily available.

To assist in the identification of essential generic academic skills, a bank of academic English and numeracy requirements for students undertaking all courses at ACU will be compiled. From this repository, an online resource for students is to be developed that allows them to select their desired course and explore a pathway through these requirements. Their chosen pathway will allow them access to examples of both generic and discipline-specific texts and tasks and also to an online self-assessment tool to help them evaluate their proficiency.

Opportunities for developing their proficiency from online resources or from the Academic Skills Unit workshop schedule will be available alongside the self-assessment tool and as part of the presentation of generic literacy and numeracy skills. This will enable students to have ready access to support that is relevant to their needs.

Project Objectives

  • To empower ACU students with the means to self-assess learning needs in relation to English language skills.
  • To support students by streamlining and enhancing access to the resources needed to improve their English language and numeracy capabilities.
  • To support prospective students by providing them with a resource that clarifies what the inherent requirements are for each ACU course in relation to proficiency in English usage and numeracy.

L4L Hallmarks

Hallmark 1: Guarantee the distinctiveness of the ACU graduate

Project Facilitators

Mr Baharul Zaman

Penny Wheeler

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 2015 rated the TSP program as 4.46 out of 5, in terms of meeting the state program learning outcomes.

What’s happening in 2016?

The TSP was further enhanced and developed in 2016, based on the feedback received in 2015.

Additionally, the Associate Deans, Learning and Teaching, from each Faculty agreed that the TSP should be offered again to academic staff in 2016. A fully-enrolled program was offered again in August 2016.

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

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

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

Michael Sobek

Mrs Meghan Appleby

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)

Using PORT to improve teaching and student engagement - a case study

Anthony Whitty and colleagues from the School of Exercise Science decided to use the PORT process to improve their teaching practice. The trio planned to form a ‘three ring’ group to review and discuss their teaching methods. This, it was hoped, would lead to better teaching practice and improved student engagement.

View the videos and read about their experiences using PORT

L4L Hallmarks

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

Project Facilitator

Michael Sobek

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.

This project was originally called ‘Professional Practice and Work Readiness’ and was initiated by the Faculty of Health Sciences (FHS), aiming to draw on the collective knowledge and experiences of professional practice coordinators in FHS and the other Faculties whose role it is to design, deliver and manage professional practice units and clinical placement across a range of disciplines.

As the project initiation progressed, it became clear in order to meet the hallmarks of Learning for Life the scope of the project would need to expand to address professional practice/clinical placement and develop a whole of university solution. The business case proposing this expanded approach, for the development of a university-wide professional practice/experience website was endorsed by DVC (SLT), Faculty Executive Deans, Faculty Associate Deans (L&T) on 2 August 2016.

Project objectives

The key objectives of this project are to:

  1. The development of a university-wide professional practice/clinical placement website that adopts a unified approach to the way ACU demonstrates its commitment as a critical aspect of learning and teaching and in the achievement of professional skills and Graduate Attributes of our students.
  2. The approach to the development and build will be iterative. This means analysis, design and build of the website will be staged approach over an approximate 12 month period, and be informed by user research. The approach will commence with current state analysis to inform the design and process improvements.
  3. Critical elements, functionality and timeframes will be identified for Stage 1 based on immediate needs and priorities of the stakeholders, with other elements incorporated in later stages.
  4. Environmental scan to review 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.
  5. 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.
  6. From a Scholarship of Learning and Teaching (SoLT) perspective, 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 ACU, or in collaboration with other agencies.
  7. Establish a policy for the governance of the on-going maintenance of the solutions/products to ensure consistency, accuracy and alignment of information and support is maintained.

L4L Hallmarks

Hallmark 1: Guarantee the Distinctiveness of the ACU Graduate – Increase opportunities for experience-based learning, informed by industry and professions and designed to meet workforce needs, to give students the opportunity to participate in real world work experience in all undergraduate courses.

Hallmark 5: Deliver Research Informed Learning and Teaching – Enrich the learning environment through best practice research-led teaching with embedded research-informed curriculum.

Project Facilitator

Mr Peter Bruhn

Ms Nadia Thompson

Brief description of the project

This project is designed to explore the advantage of using an expert academic writing facilitator to co-facilitate a ‘Writing for Publication’ Masterclass. The funds are used to provide an external expert to lead academic writing sessions and provide intensive support for each participant with the aim of ensuring a successful process and publication submission for participants over a 3 – 4 month period.

The process is intended to build strong collegiality amongst the group and strengthen peer feedback on draft journal papers.

Application was through an EOI submission and required evidence of a specific paper to be completed or drafted.

Workshop 1 – FEA (Education) Masterclass:

8 participants

2 day intensive workshop held at Strathfield on  31 March - 1 April 2016

1 day follow-up workshop held at Strathfield on 8 June 2016

1 x follow-up workshop (to be organised)

Workshop 2 – FHS Masterclass:

13 participants

2 day intensive workshop held in North Sydney on 23 – 24 June 2016.

2 x follow-up workshops (to be organised)

Project Objectives

The project aims to improve levels of Scholarship of Learning and Teaching outputs across ACU.  It also aims to enhance teaching quality through increasing research-based teaching practice and dissemination of findings.

Specifically the objectives are to:

  • Provide an intensive workshop with specialised academic writing support to further the development of journal articles through to submission.
  • Strengthen the writing capabilities of academic staff to publish their learning and teaching scholarship.
  • Build strong academic networks able to provide advice and feedback about publications.

L4L Hallmarks

Hallmark 5: Deliver research-informed learning and teaching

Hallmark 6: Values and rewards great teaching

Project Facilitators

Professor Karen Willis (FHS ADLT)

Dr Miriam Tanti (Deputy Head, School of Education ACT/NSW, FEA)

Associate Professor Janne Malfroy (LTC

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

    Hallmark 1: Guarantee the Distinctiveness of the ACU Graduate

Project Facilitators

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.
  • Create a diagnostic tool to assist academics with access to the resources and support materials.

L4L Hallmarks

Hallmark 2: Achieve excellent teaching practices

Project Facilitators

Ms Melissa Collins

(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

Phase two of this project commenced in early 2016 and a diagnostic tool is being developed. This tool will help academic staff assess how their LEO units are tracking against the Guidelines. Links will be created to the specific resources (How to’s, videos, LEO Guides, other reference materials) that will help academic staff to address the Guidelines in identified areas.

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

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.

For further information about the Teaching Online Course and to register online go to Teaching Online.

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.

L4L Hallmark

Hallmark 1: Guarantee the Distinctiveness of the ACU Graduate

Project Facilitator

Mr Peter Weyand

Brief Description of the Project

The Blended Learning/Flipped Classroom project will develop the capability of staff to offer their units using blended learning 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 align with what is currently happening in 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 deliverables

Project Facilitators

Ms Vebica Evans

Ms Cyntia Franco

Brief Description of the Project

Design a virtual based interactive orientation for all postgraduate students which will provide a foundation for students to adequately prepare for the semester of studies and course.  This will also be a useful resource to support international and CALD students at ACU.

Project Objectives

To adequately prepare new postgraduate students for their course, through the development and implementation of an engaging, online orientation package.

The orientation package will aim to:

  • Provide a university wide orientation,
  • Provide links to ACU support services and student resources,
  • Help students learn how to learn  - including how to work with the various collaboration tools, resources in LEO e.g. forums and wikis,
  • Develop study skills, especially for online study,
  • Help students understand how face to face and online study offer different learning experiences and therefore require different skills.

L4L Hallmarks

Hallmark 3: Deliver Excellent Student Learning Experience

Project Facilitator

Mr Peter Weyand

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

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

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

Facilitators

Mr Michael Sobek

Ms Cyntia Franco

Brief Description of the Project

The Learning and Teaching website was officially launched at the 2016 ACU Learning and Teaching Conference on 15 July 2016.

The website can be used by ACU teaching staff to access a wide range of useful resources that help them develop as scholarly, effective and skilled teaching practitioners.

The Learning and Teaching Web Site is designed and implemented based on the following key principles:

  • The web site’s architecture is based on user-centred design principles for ease of navigation and functionality.
  • The project includes the establishment of a team responsible for maintaining the currency and accuracy of its resources and web pages.
  • The web site was 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

Mr James Nicholson

Dr Veronica Hendriks

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

Facilitator

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 Peter Weyand

Brief Description of Project

The aim of this project is to provide clear pathways for academic staff to plan their professional development in learning and teaching. It involves, in part, restructuring the current learning and teaching website’s professional development area with the aim of providing guidance for academics in choosing appropriate professional development opportunities based on their current competencies and aspirations.

The project will include additional resources in the Excellence in Learning and Teaching section of the Learning and Teaching webpage, initially focused on the Lecturer B level of ACU's Teaching Criteria & Standards Framework (ACUTCSF). This level has been chosen as the focus as this is the entry point for most academics and the criteria for Level B is a prerequisite for entry into higher academic levels. The webpage will also provide links to resources and a map to various professional development offerings.

Project Objectives

  • To provide easy access to learning and teaching professional development opportunities for academic staff.
  • To Increase awareness of the supports and resources available for academic staff and their link to the ACUTCSF.

L4L Hallmarks

Hallmark 2: Achieve excellent teaching practices.

Hallmark 3:Deliver excellent students learning experiences.

Hallmark 5:Deliver research informed learning and teaching.

Project Facilitators

Ms Melissa Collins

Miss Vebica Evans

Brief Description of Project

The Innovation in Technology Enhanced Learning (InTEL) project aims to provide leadership, guidance and support for technology enhanced learning (TEL) initiatives at ACU. This project is an initiative which evolved out the Innovation in Technology Enhanced Learning Group. It aims to encourage the use of innovative TEL practices and tools in order to meet the changing needs and expectations of incoming students at ACU.

The InTEL project aims to foster a culture which supports and embraces the exploration of existing and emerging technologies in learning and teaching practices and will place ACU at the forefront of digital innovation in the Australian tertiary education sector.

Project Objectives

  • Develop a 'Road Map' for TEL innovation at ACU, which includes processes, pedagogical and technical support/consultancy services, project management templates, business case development, and an 'innovation success checklist' (considering resourcing, scalability, and sustainability).
  • Collate, curate and develop online resources to support the academic community with TEL innovations.
  • Communicate and disseminate to ACU academic community good examples of TEL innovation via Faculty Champions and an 'Online Register' (or similar), which will be used to develop an Online Showcase of Innovation at ACU.

L4L Hallmarks

Hallmark 2: Achieve Excellent Teaching Practices

Hallmark 3: Deliver Excellent Student Learning Experiences

Project Facilitators

Mrs Meghan Appleby

Ms Melissa Collins

Ms Rebecca Goodway