student feedback and leadership - Office for Learning and Teaching
student feedback and leadership - Office for Learning and Teaching
student feedback and leadership - Office for Learning and Teaching
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Part A: Developing a Distributed Leadership Model - Secton 4: Outcomes <strong>and</strong> Critical Sucess Factors<br />
4.1.2 Reflection on the Outcomes<br />
Positive examples of improved <strong>student</strong> <strong>feedback</strong> were recorded by the ARTs<br />
in response to changes they implemented to learning <strong>and</strong> teaching practice.<br />
These improvements are reported at length in the ART Reports in part B<br />
of this Report. They include:<br />
––<br />
Favourable <strong>student</strong> attitude towards the use of classroom technology.<br />
––<br />
Improvement in the GTS.<br />
––<br />
Positive <strong>student</strong> <strong>feedback</strong> to the additional <strong>for</strong>mative assessment<br />
tasks, <strong>feedback</strong> on their progress <strong>and</strong> to course support changes.<br />
In addition a number of positive outcomes <strong>for</strong> the ongoing improvement<br />
of <strong>student</strong> <strong>feedback</strong> were identified in interviews <strong>and</strong> Focus Group meetings<br />
with various participants in the project.<br />
I. Service Providers stated that the project provided them with the<br />
opportunity to open communication channels between academic teaching<br />
staff <strong>and</strong> service providers. An interesting comment was made that <strong>for</strong>mal<br />
leaders (such as Heads of School) in traditional meetings tend to filter<br />
out things they have heard at the local level <strong>and</strong> present this in a more<br />
strategic way. This has both positive <strong>and</strong> negative outcomes as often<br />
service providers do not hear the real problems as perceived by<br />
academics.<br />
As a result of this more open communication service providers heard<br />
about some of the problems with venues used <strong>for</strong> teaching purposes<br />
of which they had previously been unaware. For example the project<br />
provided the opportunity <strong>for</strong> service providers to attend classes <strong>and</strong><br />
experience the challenges of teaching in different venues. One example<br />
cited was the concern of academic teaching staff about having to vacate<br />
one of the theatres used <strong>for</strong> teaching <strong>for</strong> five weeks during the Comedy<br />
Festival. Once the problem was identified the relevant department<br />
(Property <strong>and</strong> Services) in<strong>for</strong>med the Comedy Festival organisers that they<br />
could no longer have the theatre. A comment made that illustrated this<br />
as a positive outcome was:<br />
there are so many things as you drift around RMIT that are<br />
an annual thing that just happen, no-one’s really responsible<br />
or underst<strong>and</strong>s the history of them, <strong>and</strong> they’re not reviewed<br />
…it’s only a sort of ad hoc or an unusual experience like this<br />
that you get to hear about them….<br />
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