student feedback and leadership - Office for Learning and Teaching

Part B: Building Leadership Capacity - SET: Mathematics & Geospatial Sciences ART Report
The major benefits it is hoped will accrue from this initiative are that students:
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will learn statistics and mathematical concepts via the examplar and be
able to see its immediate application in their respective disciplines.
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can simulate the data analysis employed in the discipline which enhances
understanding of the concept.
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learning occurs more efficiently and is integrated within their own
discipline areas.
Innovation 2
This innovation was led by Dr Ian Grundy and Dr Claude Zorzan to, institute a
pilot using the Queensland University model of 'volunteer tutoring' cited in the
Australian University’s Educational quality best-practice here at RMIT in the
course Maths 2117. Two lecturers explored the possibilities and ways
of implementing it at RMIT. The initiative uses 3rd and 4th year students to peer
tutor lower years of the program on a voluntary basis. All tutors are mentored
and supported by academics. Selected tutors are provided formal training in
learning and teaching.
In the first semester 2008 the investigators set up the scheme, selected
tutors, and provided support and mentoring when they were conducting
tutorials. In 2nd semester this continued and interviews were used to find out
what are the key success factors and barriers to implementing such a scheme.
The interviews identified the key elements that tutors needed in their training.
The project will be evaluated and refined for use in 2009 with focus on
improving teaching practices and student learning outcomes. A full evaluation
of the initiative will be completed and will feed into the overall project
evaluation. The project findings will be reported and lessons learnt and good
practices disseminated to the school, RMIT and the higher education sector
nationally and internationally.
Innovation 3
Innovation 3 led by A/P Cliff da Costa and Dr Anthony Bedford to expand
on their current practices of teaching online by exploring effective ways
of providing feedback to the students. Currently students use Weblearn
applications to self assess their learning and are provided with hurdles
so they can achieve mastery of the topics and their learning objectives.
What is lacking in this approach is providing immediate, prompt and
appropriate feedback for learning.
In semester 1 2008 the investigators explored common mistakes students
make, common misconceptions and develop appropriate feedback for the
databank. This information will be gleaned from the multiple-choice tests that
the students will have done during semester 1 and in 2007. They will input
this on the Weblearn database so that it feeds into the teaching and learning
modules on the DLS In semester 2 first year students will use it. The feedback
would be refined as students use the learning assessment tasks. The project
will be evaluated and refined for use in 2009 with the focus of improving
teaching practices and student learning outcomes. A full evaluation of the
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