student feedback and leadership - Office for Learning and Teaching

Student Feedback & Leadership
3.4.3 Act
Each ART was successful in obtaining funding from the University Strategic
Learning and Teaching Innovation Fund (LTIF) to further develop and trial
innovations that had emerged from this project. Projects funded under the
LTIF are assessed against a number of criteria including improving student
learning experiences, outcomes and employment opportunities, innovation,
strategic alignment, university wide application, value for money
The ART proposals that were successful included trials of:
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the design of new learning activities for students.
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computer interactive equipment in class.
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mobile phone integrated technology to provide instant feedback
to students on their learning.
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Establishment of a Statistics Centre to develop improved survey tools
for collecting and analyzing student feedback was championed by the
DVC(A) as a response to the limitations in the data analysis identified
by ARTs in the first cycle of this project.
ARTs implemented a series of innovations (see Case Studies PART B for
more detail) including:
The School of Mathematical and Geospatial Science ART:
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Change in the weighting of assessment with less weighting to the final
exam and more on weekly (weblearn) tests that students could attempt
a number of times to assist their learning.
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Notes made available for students online.
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Optional extra marks offered if students chose to undertake an extra
project that related maths topics to their particular discipline.
The School of Property, Construction and Project Management, ART:
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In consultation with an industry expert, material for an entire course was
rewritten as a case study, with theory used to support the study.
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Assessment was changed from a final exam and assignment to a case
study based assignment with a reflective journal.
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One course was re-organised as a dual-sector (TAFE and Higher
Education) innovation using the spare capacity of a fully equipped
TAFE CAD facility. The 220 students enrolled in the course were split into
19 small workshops and the CAD component taught by a TAFE teacher.
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Smart-board technology was installed in some of the teaching spaces.
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Analysis of spaces used for teaching was undertaken.
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