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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Student Feedback & Leadership3.4.3 ActEach ART was successful in obtaining funding from the University Strategic<strong>Learning</strong> <strong>and</strong> <strong>Teaching</strong> Innovation Fund (LTIF) to further develop <strong>and</strong> trialinnovations that had emerged from this project. Projects funded under theLTIF are assessed against a number of criteria including improving <strong>student</strong>learning experiences, outcomes <strong>and</strong> employment opportunities, innovation,strategic alignment, university wide application, value <strong>for</strong> moneyThe ART proposals that were successful included trials of:––the design of new learning activities <strong>for</strong> <strong>student</strong>s.––computer interactive equipment in class.––mobile phone integrated technology to provide instant <strong>feedback</strong>to <strong>student</strong>s on their learning.––Establishment of a Statistics Centre to develop improved survey tools<strong>for</strong> collecting <strong>and</strong> analyzing <strong>student</strong> <strong>feedback</strong> was championed by theDVC(A) as a response to the limitations in the data analysis identifiedby ARTs in the first cycle of this project.ARTs implemented a series of innovations (see Case Studies PART B <strong>for</strong>more detail) including:The School of Mathematical <strong>and</strong> Geospatial Science ART:––Change in the weighting of assessment with less weighting to the finalexam <strong>and</strong> more on weekly (weblearn) tests that <strong>student</strong>s could attempta number of times to assist their learning.––Notes made available <strong>for</strong> <strong>student</strong>s online.––Optional extra marks offered if <strong>student</strong>s chose to undertake an extraproject that related maths topics to their particular discipline.The School of Property, Construction <strong>and</strong> Project Management, ART:––In consultation with an industry expert, material <strong>for</strong> an entire course wasrewritten as a case study, with theory used to support the study.––Assessment was changed from a final exam <strong>and</strong> assignment to a casestudy based assignment with a reflective journal.––One course was re-organised as a dual-sector (TAFE <strong>and</strong> HigherEducation) innovation using the spare capacity of a fully equippedTAFE CAD facility. The 220 <strong>student</strong>s enrolled in the course were split into19 small workshops <strong>and</strong> the CAD component taught by a TAFE teacher.––Smart-board technology was installed in some of the teaching spaces.––Analysis of spaces used <strong>for</strong> teaching was undertaken.Page 52
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