Annual Report 2008Learning and Teaching Centre

Introduction 3

1. Programs, resources and projects to support learning and teaching 6

1.1 Curriculum renewal initiatives 6

1.2 Resources on learning and teaching 8

1.3 Supporting new technologies in learning and teaching 10

2. An integrated professional learning program to support learning and teaching 12

2.1 Foundations in Learning and Teaching (FILT) 12

2.2 Postgraduate accredited programs 12

2.3 University-wide seminars and workshops 12

2.4 Customised workshops 13

2.5 Supporting higher degree research supervision 13

2.6 Supporting research development 13

3. Responsive support services and quality enhancement frameworks 14

3.1 Academic and educational development services 14

3.2 Accessibility services 14

3.3 Evaluation services 14

3.4 Learning and teaching systems support 15

4. Research and development grants 16

4.1 External Grants 16

4.2 Macquarie University internal grants 19

5. LTC research activity 21

5.1 Supervision of research higher degree students 21

5.2 Publications 21

5.3 Peer reviewing 23

5.4 Peer mentoring and reviewing within Macquarie 24

6. Governance and professional contributions 25

6.1 Contributions to Macquarie University 25

6.2 Professional engagement 25

7. Appendices 27

7.1 LTC staff at 31 December 2008 27

7.2 Teaching Evaluation for Development Service (TEDS) 29

7.3 Workshop participation (University-wide sessions only) 29

7.4 Research higher degree students supervised by LTC staff 31

7.5 LTC Strategic Directions and Key Priorities for 2009-2010 32

8. Table of Key Contacts 34

Contents

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Introduction

This was the inaugural year for the new Learning and Teaching Centre, formed from the amalgamation of the Centre for Professional Development and the Centre for Flexible Learning. The Learning and Teaching Centre supports the enhancement of learning and teaching at Macquarie University through its work in Academic and Educational Development, Web and Media Development, management of the University’s Learning Technologies Platform and teaching spaces, the Teaching Evaluation for Development Service (TEDS), teaching of award courses, and support for accessible curriculum through Macquarie Accessibility Services (MQAS).

The restructure of the Centre and the University has brought with it a number of changes including significant changes to staffing. Amongst these, the Executive Director, Professor Stephen Marshall, resigned to take up a new role at UNSW following more than 12 years of distinguished service to Macquarie University. Dr Ian Solomonides undertook the role of Acting Director during the second half of 2008.

A new challenge for the Centre has been its pivotal role in supporting Macquarie’s curriculum renewal process. The Centre has contributed in a leadership capacity to the University’s development of an assessment policy, a new system for teaching evaluation, the development of a Technologies in Learning and Teaching (TILT) plan, and other projects and innovations detailed in this report. A significant development for the Centre has been a shift from a ‘fee-for-service’ model of provision to individuals to an institutional capacity-building model of academic and educational development and enhancement. Nevertheless, the Centre continues to meet the needs of individuals through the systems it manages and the support it provides to users of those systems.

The Centre also takes an active role in national and international developments. In 2008 the Centre completed two major Australian Learning and Teaching Council (ALTC) projects and it continues to be involved in several others. Centre staff also contributed to developments in dual (co-tutelle) PhD arrangements, to research in higher education pedagogy, and to the scholarship of learning and teaching, with book, journal and conference publications. Several staff received internal and external grants to support teaching, whilst others were recognised in accolades, awards and citations. The Centre is also an active participant in the Council for Australian Directors of Academic Development (CADAD) and the NSW Academic Developers group, represents the University on the Australasian Council of Open, Distance and E-Learning (ACODE), and is an active contributor to the Higher Education Research and Development Society of Australasia (HERDSA).

Within this inaugural year, the Centre has quickly established itself in its new structure and its reshaped vision for supporting the University. Amongst the challenges for the Centre in 2009 will be establishing how it allies strategically with the new Faculties and other units in the University. Many of the Centre staff are involved in projects, working parties, committees, and teams around the University dedicated to quality enhancement in the curriculum. It is expected that this type of activity will be the main focus of the Centre’s efforts through partnership with Faculty colleagues on curriculum renewal and enhancement. To this end the Centre will take an active role in Senate and Faculty Learning and Teaching Committees, Research and HDR Committees and will communicate with other groups and individuals to identify areas in which its services may be most effectively applied. The Centre continues to develop its web site with the intention

of publicising excellence and innovation in learning and teaching from around the University and beyond, and providing resources for staff to support curriculum renewal. Whilst these are steps toward a more flexible and creative Learning and Teaching Centre, there is still a good deal of work to be done and the LTC looks forward to working with Faculties and other offices in creating a Centre that supports University needs and aspirations.

Dr Ian Solomonides

Acting Director, Learning and Teaching Centre

February 2009

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Curriculum renewal initiativesThe LTC was identified as the key support agency for the University’s Curriculum Renewal initiative and was commissioned by the Provost to lead a range of cross-institutional projects exploring the major themes in the curriculum renewal endeavour. The Centre’s work in leading these projects has entailed facilitating the engagement of the University community in each project through establishing and supporting working parties, with Centre staff serving as convenors of the groups, providing conceptual input to their work from research and scholarship, and facilitating the dissemination of outcomes from the projects to the University.

In all these projects, the main hallmarks of success to date have been the extent of participation from the University community across organisational units, and the achievement of outcomes designed to enhance learning and teaching in sustainable ways. These projects have continued through 2008 with a strong emphasis on planning for the future mainstreaming of strategies into the ongoing work of the University from 2009 onwards.

Graduate capabilities and curriculum mapping

During 2008, the Graduate Capabilities and Curriculum Mapping Working Party, comprising representatives from all faculties and organisational units supporting learning and teaching, completed the task of defining a framework for Graduate Capabilities at Macquarie. The framework, described in the University’s Review of Academic Programs White Paper, places the broad list of capabilities within a set of guiding principles. These principles can be used to identify the capabilities (Scholarship, Ethical Practice, Engagement and Sustainability) and key characteristics that Macquarie

SECTION 1: Programs, resources and projects to support learning and teaching

Scholarship Engagem

ent Sustainability

Eth

ical

Pra

ctice

DisciplineSpeci�c

Knowledge& Skills

Critical,Analytical &Integrative

ThinkingProblem

Solving andResearch

Capability

Engaged andEthical Local &Global Citizens

Capable ofProfessional &

PersonalJudgement &

Initiative

Commitment to Continuous Learning

Socially and Environmentally

Active andResponsible

E�ectiveCommunication

Creative and Innovative

peopleplanet

participation

University seeks to engender in students. The framework provides for the constructive alignment of curriculum with graduate capabilities by situating student learning experiences at its core.

The LTC conducted an audit of 230 unit outlines to provide baseline data to support the Curriculum Renewal Program. Research also included analysis of the unit outlines in two programs to ascertain the extent to which graduate capabilities have been integrated. These two studies formed the basis for the program and unit review process to audit and embed graduate capabilities across the curriculum.

In the second half of 2008, work focussed on interpreting and embedding the graduate capabilities in a discipline-specific context. Pilot projects to trial the translation of graduate capabilities were

planned and implemented with the departments of Accounting, Chiropractic, Health and Psychology (to be completed in 2009). Further analysis is under way to identify strengths and weaknesses in the alignment of graduate capabilities, learning outcomes, teaching and learning activities, and assessment. Along with the outcomes of the pilot projects and the review process guide, this will generate a bank of resources to assist the implementation of graduate capabilities across campus.

The second focus of the project is curriculum mapping, which involves the systematic documentation of the graduate capabilities and where and how they have been incorporated into the curriculum. This process entails reviewing various aspects of the curriculum such as the development of graduate capabilities, development of generic and discipline-specific skills and

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compliance with accreditation requirements. It also enables checking for alignment between curriculum elements such as learning outcomes, teaching and learning activities, and assessment tasks. In 2008, the Working Party produced a design brief for a computerised Curriculum Mapping Tool to assist with diagnosing gaps, planning and analysis as well as reporting functions.

Assessment and feedback

The Assessment and Feedback project was progressed through the Assessment Working Party of the Senate Learning and Teaching Committee, and involved liaison by the Centre with the Provost’s Office regarding consultations during the development of a new assessment policy and related policies. New leaders in assessment, who had participated in the ALTC Leadership in Assessment project referred to in Section 4 of this report, represented academic departments and were co-opted as members of the Working Party. They contributed towards the development of the new Assessment Policy, Assessment Policy - Code of Practice and Assessment Procedure documents.

An external consultant and expert in assessment in Higher Education, Associate Professor Janice Orrell, was engaged to support the development of policy, procedures and guidelines, and to contribute to the conduct of workshops and seminars, as well as facilitating numerous departmental retreats focusing on assessment.

The University Learning and Teaching Forums organised by the Centre, in April and September, were focused on assessment and feedback. (See Section 2 of this report for further details about these Forums.) A set of resources to help staff with assessment, in the form of an Assessment Toolkit, was produced and launched at the September Forum:

http://www.mq.edu.au/learningandteachingcentre/about_lt/assessment_toolkit.htm

Evaluation and student feedback

At the request of the Senate Learning and Teaching Committee, a project was established to review and redevelop the overall approach to evaluation of teaching at Macquarie, and the actual instruments used in evaluation of teaching. After a series of focus group discussions with staff and students the team published a discussion paper recommending, amongst other things, the development of policy, procedures and guidelines to govern the application and use of teaching evaluation. Broadly the group recommended a more circumspect and considered approach to evaluation, alignment with other enhancement activities and the need to provide feedback to students on the outcomes of evaluation.

The project also identified the need for a new system to support the design, input and analysis of instruments used by the Teaching Evaluation for Development Service (TEDS), resulting in the purchase of a new system and software. Plans were put in place for the trialling and implementation of this new system during 2009 and the Centre began working with the University’s new Institutional Research Unit to plan for managing the system.

Student engagement and transition

The University Working Party on Student Engagement and Transition focused on exploring student and teacher understandings of engagement and the conditions that promote engagement, and investigating practical measures that can be taken to enhance the experience of students at Macquarie. The project also undertook a critical examination of the national survey of student engagement, the AUSSE (Australasian Survey of Student Engagement). Students and staff

from Humanities and Accounting contributed by participating in interviews or responding to the survey.

Blueprint for the Future

During 2008, the Centre contributed to the University’s Blueprint for the Future project, supporting the project’s brief to implement 17 recommendations that emerged from the eBenchmarking for Quality Enhancement project completed in 2007. Collectively these recommendations form a framework for governing and managing the adoption and integration of technologies into learning and teaching at Macquarie. They cover the development of a vision and plan for technologies in learning and teaching, policy to guide academic practice and ensure the quality and sustainability of learning and teaching, and policy to guide innovation and the development and maintenance of learning technologies.

Major achievements in 2008 were the development of:

• governance and management arrangements for technologies in learning and teaching

• a Technologies in Learning and Teaching Plan to complement the University’s Learning and Teaching Plan

• a process to support innovation and the integration of new technologies into mainstream practice and the implementation of a new Emerging Technologies Grants Scheme to support the process

• guidelines for good practice in the use of technologies in learning and teaching

Details of the project are available on the Provost’s Web site at http://www.mq.edu.au/provost/activities/research/blueprint.html

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Technologies in Learning and Teaching

The Technologies in Learning and Teaching (TILT) project aims to implement specific recommendations from the Blueprint for the Future project, relating to the provision of baseline technical and academic infrastructure to support the integration of technologies into learning and teaching at Macquarie.

During 2008 an Academic Practice Working Party was established with representation from students and staff across campus, to contribute to institutional guidelines for good practice in the use of technologies for learning and teaching, including reference to curriculum design and delivery, materials development, student support, feedback, communication and interaction, and resources to support staff in implementing technologies to enhance learning and teaching. Examples include support for using iLecture, Blackboard and online communication and collaboration tools such as discussion forums and Live Classroom. Plans were put in place for the development of a central access point for TILT Good Practice Guidelines and resources on the LTC website, and good practice examples were gathered for this collection.

Resources on learning and teachingDuring 2008, the Centre made considerable progress on further developing web and print resources to support Macquarie staff in the curriculum renewal process, in the use of a wide range of educational technologies, and in learning and teaching generally. Many new resources were developed and disseminated during the course of 2008, including the following.

Getting Started in Teaching at Macquarie

This booklet, with a foreword from the Vice-Chancellor, provides a resource for teaching staff new to Macquarie University. It includes sections on learning and teaching effectively at Macquarie, the University’s expectations of staff, what staff can expect from the University, and support services available for staff and students.

Hard copies were distributed to new staff and the booklet was made available on the LTC website as a resource for new staff, accompanied by videos to assist staff with their first lectures and tutorials:

http://www.mq.edu.au/learningandteachingcentre/for_staff/programs_resources/new_teaching.htm

undertaken by both educational developers and web developers on developing accessible websites. All websites developed by the Centre are W3C compliant and exemplars of best practice in accessibility.

Blog on learning and teaching

In July 2008, the Centre launched a blog:

http://www.mq.edu.au/learningandteachingcentre/blog/

The aims of the blog are to:

• share theories, practices and resources related to learning and teaching in higher education

• celebrate the achievements of Macquarie University teachers and learners

• announce conferences and workshops related to university learning and teaching

• report on the activities of staff in the Learning and Teaching Centre

• explore issues in higher education learning and teaching (such as the use of technology, student engagement, assessment and internationalisation)

• demonstrate blogging as a tool for learning and teaching

In its first six months the blog attracted a growing readership, with some 1873 visits recorded between June and early December 2008. The LTC Blog was independently reviewed by Blogged - Find Better Blogs (a blog directory and rating site) and rated 7.6 ‘very good’ - http://www.blogged.com/blogs/ltc-blog.html.

Accessible curriculum

The Centre’s MQAS group developed a new website with materials for teaching staff on accessible curriculum: http://www.mq.edu.au/learningandteachingcentre/mqas/services.htm.

The group also performed end user accessibility testing on a number of learning and teaching, human resources and publicity materials in use across campus. Training was

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Blog on educational technology

A blog (‘Tom’s technology tsunami’) that explores emerging technologies with a potential impact on future learning and teaching was also set up in 2008. Topics covered include: open-source virtual environments, brain-scanning technologies and image-rendering software in education, amongst others. The blog can be viewed at: http://tickerr.wordpress.com/

Technologies in Learning and Teaching

As part of the TILT project (described in Section 1), a series of resources was under development to support staff in using Blackboard and other educational technologies, with the following resources having been published:

Titles related to Blackboard and integrated tools

• Online discussions• Online assessment tools• Online marking and grading tools • Creating effective presentations• Manipulating images • File management with WebDAV

• Integrating iLecture and Blackboard

• Interactive demos (eg to introduce students to Blackboard CE6)

• LAMS integration with Blackboard

Titles related to other MQ and emerging technologies

• iLecture • Q&As: internal staff training guides • Internet design guidelines • Web accessibility guidelines • Wimba voice tools • Blogs, wikis and podcasts • Guides to teaching spaces and

lecterns (revised)• Guides on iLecture use and training

(revised)

Case studies of good practice

During 2008, the Centre collected examples of good practice in areas relating to learning and teaching from across Macquarie, to be published on the LTC website as resources for staff. In keeping with the 2008 focus on assessment, six case studies of assessment practice from Macquarie academics were documented. Work also began on documenting good practice in curriculum design with technologies.

Assessment Toolkit

The Assessment Toolkit is a series of short, focused resources on learning and teaching produced by the Centre in response to the introduction of the new University assessment policy. The resources are designed to help staff interpret the policy and implement effective assessment in their teaching. The Toolkit consists of the following titles:

• Guide to implementation of assessment policies and procedures

• Designing for assessment • Writing learning outcomes• Assessing first year students • Assessing final year students –

capstone units • Using assessment rubrics• Using technologies to support

assessment • Creating authentic assessment • Assessing group work • Interpreting and grading student

learning• Giving assessment feedback

The Toolkit, which was launched at the September Learning and Teaching Forum, is available on the LTC website:

http://www.mq.edu.au/learningandteachingcentre/about_lt/assessment_toolkit.htm

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Engaging Students: podcast series

The Centre developed a series of podcasts from Macquarie academics on issues around student engagement. The podcasts are updated regularly and can be downloaded directly from the LTC website or via the iTunes store.

http://www.mq.edu.au/learningandteachingcentre/for_staff/engage_students/index.htm

Supporting new technologies in learning and teaching

Learning and teaching systems

Major upgrades and fixes were implemented during 2008 to Macquarie’s learning and teaching systems, and systems analysis, review, and documentation carried out. Several new tools and functions were integrated into

these systems to enhance the user experience. Additionally, new user help and support functionalities were incorporated into the systems. The Centre continues to ensure that learning system technologies are designed to provide accessibility options and applications, for example, the design of lecterns provides accessibility for people with disabilities, through the use of flexible and accessible touch screen facilities.

A comprehensive mapping and review of the Learning Management System (LMS)/iLecture/AV systems and integration codes was undertaken. The aim was to identify, stabilise and document key learning and teaching technologies, leading to enhanced stability, better risk management, and more efficient information management and security.

The integration and back-end codes of the LMS and iLecture Systems were systematically reviewed, updated and documented via a variety of processes and procedures. By the end of 2008,

there were 226 LMS cross-referenced and linked technical procedures (totalling 1250 pages).

The iLecture and AV systems were updated and documented in 34 technical procedures. The major elements included Crestron/Roomview remote monitoring systems, iLecture system and code upgrades, lectern operating fixes and new functionality.

Key upgrades/ fixes and system documentations:

• LMS Upgrade to Blackboard CE6• iLecture Upgrade Version 4.7.4• LMS Integration Code Review and

Upgrade• iLecture Upgrade Version 4.8• CE6 Technical/System

Documentation• iLecture Technical/System

Documentation

Key enhancements:

• Integration of iLecture Powerlink into CE6

• LMS Multiple Student Enrolment Tool

• LMS Password Reset Tool• LMS Unit Backup & Restore Tool• LMS Automated Unit Request Tool• LMS Change Course Convenor Tool• LMS Turnitin Powerlink• Academic Restructure Integration• Automated iLecture Online

Booking Tool

Key help and support functionalities:

• Centralised LTC Help Desk• LMS Help Ticket System for MU

Staff• LMS/iLecture Online Q&A Self-Help

Material

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Forthcoming developments include:

• iLecture Talk to Text Capture Tool• iLecture Video Capture

The completion of the upgrade from WebCT 4.1 to Blackboard Campus Edition 6 which commenced in 2007 was supported by a University grant from the Learning and Teaching Performance Funds.

Wiki software

An extensive survey of contemporary wiki software was conducted during 2008, and a trial wiki established. A formal trial of this wiki platform will be conducted in learning and teaching contexts, perhaps via a grant from the Emerging Technologies Grant Scheme.

Web content publishing

Centre staff conducted extensive research into the usefulness of Wimba Create, a web publishing tool for users of Microsoft Word, in online learning and teaching. Several

e-Portfolios

The Centre completed an initial draft report on ePortfolios, informed substantially by the ALTC-funded Australian ePortfolio Project (2008) report. The Centre’s report includes a range of possible directions for the University in further development and research on the use of ePortfolios.

Second Life

The Centre developed an online presence in Second Life, a virtual online ‘world’. This project aimed to develop a high quality seminar, video and conference space in the Second Life Educational Community called Jokaydia :

http://www.jokaydia.com

This facility allows staff and students to have a practical space to explore the MUVES (multi-user-virtual-environments).

workshops were designed, developed and delivered to show staff how to use this tool to add content easily and independently to their online units. Subsequently, projects in the use of this technology were conducted in Law and Ancient History, and custom training sessions held for staff in each of these departments.

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Foundations in Learning and Teaching (FILT) The significance of the Foundations in Learning and Teaching (FILT) program conducted by the Centre was highlighted in the University’s Learning and Teaching Plan (2008-2012) which requires ‘all new teaching staff (including casual and adjunct) to demonstrate attainment of the FILT … program goals within two years of commencement’ (Goal 1).

In 2008, the Centre engaged in a review to optimise the provision of this program, the aims of which are to provide Macquarie staff who are either new to teaching, or who want to explore aspects of teaching and learning practice, with the knowledge and skills to enable them to operate as effective teachers. Whilst acknowledging the social networking and cross-disciplinary benefits that had accrued from the conduct of a centralised on-campus program available to all staff, changes were identified as being needed. Amongst the changes planned will be the addition of an option for staff to attend a faculty- or department-orientated and custom-developed program with materials, quality assurance and support provided by the Centre.

Participants who complete the requirements of the program with some additional work are eligible to articulate into the postgraduate program in Higher Education. Any staff who then complete a postgraduate course of study (PG Cert, PG Dip, or Masters) in Higher Education will gain 10 points on the University’s new Teaching Index.

Postgraduate accredited programsThe Postgraduate Program in Higher Education continued being taught by staff from the Centre, through the Australian Centre for Educational

SECTION 2 : An integrated professional learning program to support learning and teaching

Studies. Of the 38 students enrolled in 2008, half were Macquarie University staff members. Centre staff taught 10 postgraduate units with a total of 128 enrolments across the three courses comprising the program, namely:

• Postgraduate Certificate in Higher Education

• Postgraduate Diploma in Higher Education

• Master of Higher Education

Additionally, Centre staff supervised a number of small research projects and provided research supervision to doctoral candidates. As completion of the program is now recognised in the University’s Teaching Index, it is anticipated that enrolments will continue to increase steadily.

University-wide seminars and workshopsAttendance statistics for University-wide workshops and seminars (see Appendix) reflect the high level of participation across a range of topic themes, including:

• University Learning and Teaching Forums (2 forums)

• Researching learning and teaching seminar series (4 seminars)

• Colloquium for Research Supervision (see section below)

• ARC grant preparation (series of workshops)

• HDR study (series of workshops for HDR candidates – see below)

• Foundations in Learning and Teaching (see above)

• Academic career development workshops

• Blackboard and associated technologies (51 training sessions)

• Applying and preparing for promotion

• Preparing an application for an ALTC Award

• Preparing an application for an ALTC Grant

Two University-wide Learning and Teaching Forums attracting 250 staff were organised by the Centre in 2008, with funding from the Provost’s Office, and with input on the aims and program from the Senate Learning and Teaching Committee. Both Forums were on the topic of assessment and feedback, the second Forum supporting the promulgation in 2008 of the University’s new assessment policy. Evaluation feedback from the first Forum was used to inform planning for the second.

The Forums were evaluated as being successful occasions for staff learning and collective problem-solving, as well as providing excellent opportunities for scholarship and the dissemination of good practices

The Postgraduate Program in Higher Education enables students to elect to specialize in learning and teaching, e-learning, or leadership and management.

The program is structured so that students may articulate through the Postgraduate Certificate, Postgraduate Diploma and Masters-level programs within each specialisation. There is also a significant overlap between the units available in each program, so that students enrolled in Postgraduate Diploma and Masters programs may study units in all three areas of specialisation.

Individual units of study have an online component and optional face-to-face sessions on campus. Online study has proven popular with students interstate and overseas (US, NZ, Iran), while many Sydney-based students appreciate the opportunity of meeting staff and other students in person.

Units use a range of different communication technologies in order to give students the best possible opportunities to interact with each other.

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in learning and teaching. A detailed evaluation report was prepared by the Centre on the second Forum, and various summary reports were provided to the Provost, Heads of Departments, and Forum participants. A comprehensive portfolio on the conduct of the Forums was held within the Centre to form the basis for future planning of such events.

Four seminars on researching learning and teaching were held during 2008, to showcase research by Macquarie staff and to further develop networks around themes and issues that are of interest to researchers in learning and teaching.

Customised workshopsSpecial sessions were designed and delivered at the request of academic departments and other groups. These included:

• Sessional staff inductions for various departments

• Professional development sessions for various departments

• Academic portfolios workshop for staff of Warawara

• Peer-assisted learning student leader training sessions

• Workshops on interpreting and implementing the new assessment policy

• Workshops on the implications of the iLecture system for learning and teaching

Supporting higher degree research supervision

Colloquium for Research Supervision

In 2008, the Colloquium for Research Supervision (CRS) program became a core component of the Macquarie Supervisor Register which became active at the end of 2008. The program’s significance to research

at the University has increasingly been acknowledged, not only for its contribution to ensuring research students can complete their studies within their allotted time as a result of improved supervision. Academic departments are becoming more prepared to accommodate increases in HDR supervision loads. Early career academics are supported to develop approaches to supervisory practice that focus on adult learning principles and that will also encourage their own research activity. Experienced supervisors are supported in their role as mentors for their colleagues and in the development of approaches suited to larger research student cohorts from a range of international locations.

The CRS program has been offered since 2005, with some 550 staff members from all areas of the University having undertaken the program in preparation for the University’s implementation of the formal research supervisor registration process. In 2008, the program was available for staff to undertake within their Divisions, or through a central program, or through an offering online.

Supporting HDR students

Continuing from the previous three years, the Centre supported the central (and Divisional) Commencement Programs for HDR candidates in 2008. These sessions provide an overview of research practice and support at the University. Centre staff presented sessions on the Early Stages of Research and Working with your Supervisor, and a variety of sessions was provided for Divisional commencement programs including Project Managing Research, Working with your Supervisor and several introductory NVIVO sessions.

Additionally, in 2008 the Centre supported the new MUPRA (MU Postgraduate Representative Association) research seminar series

with sessions on Managing your Supervisor, Getting Published, and four introductory NVIVO sessions.

Supporting research development

ARC preparation workshops

The Centre facilitated a series of six ARC preparation workshops covering each of the ARC application sections. The series was supported by contributions of successful grant holders from a range of different disciplines.

Research peer mentoring program

In response to Macquarie University evaluations of research activity in preparation for the 2009 AUQA Audit, the Centre has commenced a research peer mentoring program involving senior and mid-career researchers in the new Faculty of Science. This program commenced late in 2008 and will have outcomes in 2009.

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The Centre’s main functional groups provide a range of services to the University, based around frameworks for quality enhancement of learning and teaching.

Academic and educational development servicesDuring 2008, the academic and educational development staff provided advice and consultancy to the University’s academic departments and other organisational groups, as well as senior portfolio holders and individual staff, and covering a range of topic areas including the following:

• The University’s new assessment policy

• Interpreting and developing Graduate Capabilities in academic programs

• Departmental program review committees

• Enhancing student engagement • Facilitation of focus groups for

student evaluation of teaching • Support and advice to staff

developing teaching portfolios for promotion applications

• Support to Departments on using different technologies for educational purposes (eg Moodle, GoogleDocs)

• Development of online programs in numerous Departments

• Development of units to be offered through Open Universities Australia (OUA)

• Support for staff involved in convening, designing and maintaining OUA units

• Support with development of Unit Guide Online (UGO) prototype

• Training for student leaders in Peer Assisted Learning

• Co-development of discipline-focused resources about learning and teaching

SECTION 3 : Responsive support services and quality enhancement frameworks

Accessibility servicesWith the redevelopment of Macquarie Accessibility Services (MQAS) in 2008, many improvements were made to the provision of services supporting learning and teaching that resulted in greater efficiencies and faster turnaround times for materials conversion. The role of MQAS was confirmed as providing support to staff in their efforts to develop and deliver accessible curricula in accordance with legislative requirements. For students who are referred to MQAS for learning support, the Service undertakes to explore each student’s preferred learning style, then convert their learning materials into a format that they find most appropriate and beneficial for successful learning.

Most importantly, a significant increase occurred in the number of students assisted from 15 in 2007 to 44 in 2008. Conversion of materials was undertaken for 71 units of study, 39 of which were Macquarie University units. An evaluation survey was implemented to gather feedback from students throughout Australia who have used the MQAS service. The feedback overall was very positive with students stating that the service made a big difference to their learning experience, many reporting improved learning outcomes and results.

During 2008, MQAS provided wide-ranging consultancy on matters relating to accessibility, including the following:

• Heads of Department and Learning and Teaching Committees: accessibility issues

• Public Relations group: preparation of accessible materials for Open Day

• Human Resources group: advice on developing materials for staff with sensory disabilities

• Library: input on accessibility of the new Library, and the conversion of

e-reserve to accessible formats• ITS: policies for computers in

common areas of the University• Warawara: Indigenous students

with disabilities accessing available support services

• Student Services: development of a service level agreement ensuring that students with disabilities are provided with all learning and teaching materials necessary for full engagement with their courses

• Assessment Working Party of Senate Learning and Teaching Committee

• Staff Consultative Group• Blueprint for the Future • Technology in Learning and

Teaching (TILT) working party• Equity and Diversity Advisory

Group

In 2008, the development of relationships with other universities contributed to improvements to systems and service provision, and the external client base was expanded to include the University of Sydney, Curtin University, Challenger TAFE WA, Murdoch University, University of Western Australia, and Open Universities Australia.

Evaluation servicesThe Teaching Evaluation for Development Service (TEDS) experienced growing demand from staff for support with their evaluation of teaching, units and programs for the purposes of quality enhancement. From 2007 to 2008, there was a 10% increase in the number of evaluations requested, and a 26% increase in the number of evaluation forms processed by TEDS. Of the forms processed in 2008, 37% involved learner evaluations of course units and 63% involved student feedback on teaching and tutoring. 8.5 % of these evaluations were delivered online. See Appendix for more details.

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During 2008 the Centre investigated ways to implement a survey system which integrates paper and online delivery of student evaluation surveys. Evaluation of a range of new software systems to support TEDS culminated in the purchase of the EvaSys system. The new system, to be implemented in 2009, is intended to enable increased efficiency for staff and TEDS administration, as well as improving reporting to support the quality assurance and enhancement processes of the University.

Learning and teaching systems supportIn 2008, the Learning Management System (Blackboard CE6) supported 1743 active units of study. This was an increase of 70% since 2007, demonstrating the increasing importance and uptake of online learning at Macquarie. In Semester 2, the system recorded (on average) 75,000 unique users, and 550,000 user sessions per month. The LMS Help Desk and a second Help Desk (for AVTS/iLecture) recorded 10,387 requests for service over the course of 2008.

Support services were provided in response to queries including high level application support and lower/first level (higher volume) administrative support. Examples of first level support included unit reset/enrolments, password resets, unit handover, new accounts, new units and adding staff to units. Application support requests included how to set up a Discussion board or Quizzes, and how to use Mail and Assignments.

iLecture usage was similarly significantly greater than in the previous year, with an increase in the total number of hours of recordings, the number of active units registered in iLecture, and the number of hits received. Further details are available in the Appendix.

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Staff of the Centre were successful in receiving a number of external and internal research and development grants. Staff were also team members in, or contributors to, a number of other grants.

External Grants

ALTC project: Web-based lecture technologies

The project was a collaboration between four IRUA universities (Macquarie University, Murdoch University, Flinders University and the University of Newcastle) with the support of IRUA Universities and was funded by the ALTC from their Competitive Grants Program. The project investigated the influence of web-based lecture technologies on learning and teaching, highlighting how the technology is integrated into the curriculum to support learning and teaching in different contexts. It aimed to identify the range of learning and teaching issues and usage patterns of staff and students. With a grant of $192,175, the project was conducted from 2006 to 2008.

The Macquarie University team was Dr Maree Gosper, Margot McNeill, and Karen Woo. Dr Yvette Blunt (Accounting) and Professor Bob Miller (Marketing) contributed to the project’s vignettes and case studies.

Outcomes from the project include:

• Report: The Impact of Web-base Lecture Technologies on Learning and Teaching

• Professional development resources in the form of guidelines for staff and students, FAQs, case studies and vignettes

• Scholarly publications and presentations during 2007 and 2008

• Workshops and presentations presented within Macquarie and nationally

• External evaluation report

SECTION 4 : Research and development grants

• The project website hosted by Macquarie University houses all publications and materials: http://www.cpd.mq.edu.au/teaching/wblt/overview.htm

ALTC project: Leadership and assessment – strengthening the nexus

The ALTC funded project on Leadership and Assessment aimed to develop, through a distributed leadership model, multi-level academic leadership for assessment across the institution. The project received a grant of $199,093 and was conducted from 2006 to 2008.

The project designed a model for developing higher education leadership capacity in assessment, combining the synergies of distributed leadership with participatory action research. In all, some 40 staff at Macquarie University participated in the project in a variety of capacities: as LEAP group members (Leaders in Effective Assessment Practice), as Steering Committee

members, as recipients of small grants, and as the project team. The project’s LEAP team had significant input to the development of the University’s assessment policy and procedures.

During and after the project’s completion, many participants in the project took up formal leadership roles in assessment, to lead assessment change in both formal and informal, distributed and hierarchical roles.

The project team leaders were Dr Marina Harvey (2008) and, until her departure from Macquarie University in early 2008, Dr Sharon Fraser.

Outcomes from the project include:

• Processes to support the profiling of assessment practices, and their application in the participating departments

• Report: Leadership and Assessment: Strengthening the Nexus

• Evaluation: External evaluation of the ‘Leadership and Assessment: Strengthening the Nexus’ project

• Scholarly publications and presentations during 2007 and 2008

• Contributions by project participants to two Macquarie University Learning and Teaching Forums on assessment in 2008

• Workshops and assessment profiling (audits) conducted in several departments

Excerpt from letter (opposite page)received from Dr Elizabeth McDonald

(Director Programs and Networks, Australian Learning and Teaching

Council), 6th November 2008

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I am really impressed with the outcomes of this project for the team and staff at Macquarie. It is clear that a great deal of the success must be attributed to the work and expertise of the team in bringing together and sustaining the work of the AREs in what must have been difficult times of change.

The report demonstrates the sense of success and empowerment that the AREs gained from the project and also the challenges worked through along the way. I think there is some very valuable contribution to understandings of evaluation in the context of Participatory Action Research to be shared from both the evaluators’ report and your own report on the process of working through evaluation issues. I enjoyed reading both your report and that of Carolyn.

Again many thanks for all your work and congratulations on your success.

ALTC project: Development and evaluation of resources to enhance skills in higher degree research supervision in a cross-cultural context

This project, led from Macquarie University in partnership with the University of Newcastle and the University of Queensland, received a grant in 2007 of $218,790 and work will continue through to 2009. The project aims to develop best practice guidelines and resources to augment current professional development for higher degree research (HDR) supervision, with a specific focus on cross-cultural communication with international students.

This project arises from the need to address cross-cultural issues in relation to the supervision of the rising number of international HDR students in Australian universities, many of whom are from non-English

speaking backgrounds. The project also recognises that there is increasing pressure on universities to ensure and optimise timely completion among HDR students.

Most universities have developed professional development programs for their HDR supervisors, and several national projects have been conducted to provide best-practice guidelines and resources to facilitate this process. However, current initiatives pay only cursory attention to cross-cultural communication issues that may affect outcomes in the process of HDR supervision.

The outcomes of the project will be tangible, web-based resources that can be downloaded and used as an adjunct to professional development programs for training of HDR supervisors.

The project is led jointly by Dr Judi Homewood (Psychology), A/Prof Anna Reid, Dr Theresa Winchester-Seeto, and Christa Jacenyik-Trawoger as project manager.

ALTC Promoting Excellence Initiative

This is a Macquarie University project funded through the ALTC Promoting Excellence Initiative (PEI). In particular, the Initiative is intended to build and/or consolidate the capacity of institutions to engage constructively with the programs of the ALTC. Dr Mitch Parsell, as project manager, is based in the Centre.

The Macquarie project has four broad and tightly connected objectives:

1. Enhanced institutional understanding of ALTC programs, their relation to internal schemes and how each are elements of a systemic approach to improving learning and teaching;

2. Development of institutional systems to identify strengths and weaknesses in innovation, curriculum, learning and teaching and student support;

3. Institutional systems that enable the identification, support and rewarding of those who have made significant contributions to learning and teaching; and

4. Enhanced capacity to engage with ALTC programs and effectively disseminate good practice.

The focus of the project during 2008 spanned numerous areas of activity intended to build the foundations for enhancing learning and teaching, and to position the University to engage more effectively with ALTC programs, including alignment of faculty, University and ALTC awards, fellowships and grants and increased awareness of ALTC programs.

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Other ALTC projects with the Centre as partner or contributor

ALTC project: National teaching quality indicators (TQI)

This ALTC-commissioned project, led by Professor Denise Chalmers of the University of Western Australia with Professor Judyth Sachs of Macquarie University as leader of the pilot univer-sity trials, aimed to develop a frame-work of indicators to recognise and reward quality teaching and teachers in Australian higher education. The Macquarie University pilot project focused on the development of indi-cators relating to reward and recogni-tion of staff, although some work also revolved around the development of indicators for assessment. Centre staff have contributed to the associ-ated development of the University’s new academic promotions policy that seeks to acknowledge teaching as a significant and integral part of academic work.

ALTC project: Creating accessible teaching and support (CATS) – extension project

Funded in 2007 and continuing into 2008, this collaborative project was led by the University of Tasmania. Its aims were to provide up to date, accurate and comprehensive information about inclusive teaching, learning and assessment strategies, accommoda-tions and support services for people with disabilities. The CATS project has provided a framework for inclu-sive practice that identifies the main aspects of university life and defines benchmarks for good practice in rela-tion to these. Sharon Kerr represented Macquarie on the steering committee for this project, and co-facilitated the group’s online collaborative space in the ALTC Exchange.

ALTC project: EnRoLE – encouraging role-based learning environments

The project, led by the University of Wollongong, in partnership with Macquarie University, the University of New South Wales, the University

of Sydney, and the University of Technology Sydney, aimed to build a community of university teachers who are using online role play, and develop a repository of sharable/reusable role play learning designs with an associated peer review process. Andrew Lovell-Simons initiated Macquarie’s involvement and Margot McNeill took over responsibility as cluster leader, along with Dr Kate Lloyd from the Faculty of Science. Tim Allen and several other staff of the Centre participated in this project. The project’s developing website at http://cedir.uow.edu.au/enrole includes case studies of good practices from Macquarie University.

ALTC project: Preparing academics to teach in higher education (PATHE) - Benchmarking project

This ALTC-funded discipline-based initiative provided funding for sub-projects as part of their second project phase. Macquarie was appointed to lead the Principles and practice of benchmarking in Foundations of University Teaching programs project with a national team representing Flinders University, James Cook University, the University of Canberra and the University of Newcastle. Dr Marina Harvey (project leader) and Dr Ian Solomonides worked on material to inform the benchmarking of foundations in learning and teaching programs such as Macquarie’s own FILT.

ALTC project: Forward thinking – teaching & learning Philosophy in Australia

This ALTC-funded discipline-based initiative was led by Flinders University with partners from University of Wollongong, University of New South Wales, Macquarie University and the Australasian Association of Philosophy (AAP). The project aimed to provide a comprehensive and accurate picture of learning and teaching in the discipline of Philosophy in Australian universities. The aim was to develop a much greater degree of

reflection on teaching and learning Philosophy throughout the sector, with an emphasis on the utilisation of evidence-based research. Dr Mitch Parsell helped in the development of the survey instrument, led the online learning team (in stage 1 of the project), is on the literature review team (stage 2), and has responsibility for the final design of the Report.

ALTC project: Peer review of teaching in Australian higher education: resources to support institutions in developing and embedding effective policies and practices

This project was led by University of Melbourne in partnership with University of Wollongong. Dr Ian Solomonides is a member of the project’s ‘expert panel’ comprising colleagues from around Australia with experience and expertise in peer review of teaching. A case study from Macquarie was included in the handbook which was launched in November and sent to all universities in Australia and New Zealand: http://www.cshe.unimelb.edu.au/pdfs/PeerReviewHandbook_eVersion.pdf

ALTC project: National graduate attributes project

This project, led by the University of Sydney, investigated institutional strategies and policy issues related to embedding and assessing graduate attributes. The study built on previous research into successful embedding of graduate attributes in curriculum and assessment and also into the reasons why individual academics sometimes do not develop curricula around graduate attributes. Agnes Bosanquet contributed through an interview exploring Macquarie’s efforts to embed and achieve graduate attributes and, with Dr Theresa Winchester-Seeto, attended a project symposium at the University of Sydney. The project’s website is at: http://www.itl.usyd.edu.au/projects/nationalgap/projectpublications.htm

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ALTC project: Strategic leadership for institutional teaching and learning centres – developing a model for the 21st century

This project was led by Deakin University with Macquarie University, Monash University, RMIT University, University of New England, University of Newcastle. The project aimed to investigate the ways in which institutional structures and distinctive organisational cultures are shaped by strategic leadership stakeholders to enhance teaching and learning quality. The intention was to develop a framework for professional development to build capacity of leadership groups in centres for teaching and learning. Macquarie is represented on this project through the Centre’s Ian Solomonides.

ALTC Project: Making research skill development explicit in coursework: Four universities’ adaptation of a model to numerous disciplines

A/Prof Anna Reid was a member of the expert reference group for this project, led by the University of Adelaide in association with Macquarie, Monash University, and University of South Australia. These four universities are working together to adapt and adopt an approach to explicitly and coherently developing coursework student research skills.

Macquarie University internal grantsThe Centre has played a significant role in the University’s internal grants supporting learning and teaching, by acting as leaders in the development of the grants schemes, by becoming grant recipients and collaborators in projects granted to others, and by providing services to other grant recipients. During 2008, as part of the Promoting Excellence Initiative, the Centre contributed to the process of aligning the University’s grants and awards with the programs of the ALTC.

The Centre was instrumental in the establishment of the Innovation to Integration – Emerging Technologies Grants Scheme which aims to identify new technologies and evaluate their potential for inclusion on the University’s learning technologies platform. The Centre’s staff supported academics and departments in identifying technologies, scoping projects and conducting evaluations. The Scheme enabled numerous trials of technologies to be undertaken in 2008.

The Centre was successful in winning a number of internal grants in 2008, and continued to work on some projects funded from 2007 grants. Other grants managed by the Centre were for enterprise-level development of systems or services. Staff of the Centre also collaborated with colleagues in the University in the conduct of their internal grant projects.

What does sustainability capability mean and how can we develop it?

Grant: MQ Competitive Grant Scheme, 2008 Round 2

Project Leader: Dr Ian Solomonides

Sustainability is one of the four principles supporting the graduate capabilities framework at Macquarie but it is a term that is either widely interpreted, applied to a specific aspect such as the environment, or not

used at all. Unsurprisingly therefore, many Macquaire colleagues have some difficulty with imagining what sustainability may mean within the context of Macquarie, its four Faculties and the courses taught. This project is working to develop a discussion paper for the University community that explores sustainability from the perspectives of the four Faculties. A writer from each of the Faculties will produce a reflective piece on the nature of sustainability in their area to produce the document. This will be augmented with links to resources and ideas for incorporating sustainability in the curriculum.

iLecture video capture project/pilot

Grant: MQ Emerging Technologies Grant, 2008 Stage 3

Project Leader: Dr Maree Gosper and Terrence Collins

The project is trialling the use of video capture with iLecture in selected lecture theatres. Currently, iLecture captures and delivers audio-only lectures with the option of providing an accompanying PowerPoint presentation. The video-capture trial will pilot the capture of synchronised media-rich material.

Viascribe trial

Grant: MQ Emerging Technologies Grant, 2008 Stage 3

Project leader: Sharon Kerr

This trial will pilot the automated transcription and captioning of lecture material through iLecture.

Feasibility study of web page creation with Microsoft Word plug-in ‘Wimba Create’

Grant: MQ Emerging Technologies Grant, 2008 Stage 2

Project leader: Tim Allen

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The purpose of this project is to trial the effectiveness of the Wimba Create add-in to Word in improving the quantity and, in particular, the quality of online course content. This will involve an active program of presentations, workshops, online and print documentation, and publicity.

Giving Indigenous students a digital voice: using information literacy and knowledge ownership to bridge the digital divide

Grant: MQ Teaching Equipment Scheme, 2008 Round 1

Project Leader: Trudy Ambler (Warawara)

This project aims to provide students with the skills, resources and tools to be able to develop their own digital artefacts for re-designed units. Data are being collected on base-rate use of technology by indigenous students to inform the project. Dr Mitch Parsell of the Centre worked with Warawara Department of Indigenous Studies to design the project, and provides expertise to the project on podcasting (training staff and students, developing resources, etc).

Where are they? - developing strategies to increase participation rates in peer assisted learning for first year students

Grant: MQ Learning and Teaching Priority Grant, 2008 Round 1

Project Leaders: Dr Judi Homewood (Psychology) and Dr Theresa Winchester-Seeto

This project will trial various strategies to improve attendance at Peer Assisted Learning sessions, particularly with first year students. These include encouraging PAL leaders to design more structured sessions and to get the leaders to work more closely together in planning PAL sessions,

greater involvement of academic staff who teach the unit, targeting sessions for particular study-related skills: for example, essay-writing, report writing, and exam preparation and other study skills.

Setting the standard: Developing a standards-based assessment and research development approach for postgraduate coursework dissertations

Grant: Learning and Teaching Priority Grant, 2008 Round 1

Project Leaders: Dr Jan Tent (Linguistics) and Dr Theresa Winchester-Seeto

This project aims to develop, trial, evaluate, revise and then make available across campus a standards-based assessment tool for coursework Masters dissertations. This tool includes a rubric for examiners to use that should improve consistency and transparency of marking, as well as support materials to help improve feedback and communication between supervisors and students. The project is undergoing a trial in Semester 2, 2008 and will be completed and ready for wider dissemination by mid-2009.

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Supervision of research higher degree studentsCentre staff supervised 11 research higher students in 2008 (see Appendix for details).

Publications

Books and book chapters

Hellsten, M. and Reid, A. (Eds.) (2008). Researching International Pedagogies. Springer: Dordrecht.

Hellsten, M. and Reid, A. (2008). Introduction: Researching international pedagogies. In M. Hellsten and A. Reid (Eds.), Researching International Pedagogies (pp. 1-8). Springer: Dordrecht.

Petocz, P. and Reid, A. (2008). Evaluating the internationalised curriculum. In M. Hellsten and A. Reid (Eds.), Researching International Pedagogies. Springer: Dordrecht.

Reid, A. and Hellsten, M. (2008). The future of research in international pedagogies. In M. Hellsten and A. Reid (Eds.), Researching International Pedagogies (pp. 295-301). Springer: Dordrecht.

Solomonides, I. and Martin, P. (2008). All this talk of engagement is making me itch. In C. Bryson and L. Hand (Eds), Aspects of Student Engagement. SEDA Special Publication, UK

Refereed journal articles

Abrandt Dahlgren, M., Reid, A., Dahlgren, L.O. and Petocz, P. (2008). Learning for the professions: Lessons from linking international research projects. Higher Education 56, 129-148.

Grace, S., Vemulpad, S., Reid, A. and Beirman, R. (2008). Naturopaths in integrative medicine in New South Wales, Australia: A descriptive study. Complementary Therapies in Medicine, 16 (4), 42-47.

Harvey, M. (2008). A review of work and family research: from a challenge to a collision. Journal of the Home Economics Institute of Australia, 15 (1), 2-11.

Parsell, M. (2009). Non-encapsulated social skills: empirical evidence from eye-gaze against information encapsulation. Biology and Philosophy, 24 (1), 1-19.

Parsell, M. (2008). Pernicious virtual communities: identity, polarization and the web 2.0. Ethics and Information Technology, 10 (1), 41-56.

Peters, P., Jones, A., Smith, A., Winchester-Seeto, T., Middledorp, J. and Petocz, P. (forthcoming). TermFinder: creating online termbanks of technical terms for early university study. Journal of Applied Linguistics.

Reid, A., Dahlgren, L.O., Petocz, P. and Abrandt Dahlgren, M. (2008). Identity and engagement for professional formation. Studies in Higher Education 33 ( 6), 729–742.

Reid, A., Gordon, S. and Petocz , P. (2008). Interviews in cyberspace. Qualitative Research Journal 8 (1), 47-61.

Reid, A. and Petocz, P. (2008). A tertiary curriculum for future professionals. Learning in Higher Education.

Sims, J. and Solomonides, I. (2008). Digital infrastructures, higher education and the net-generation of students. Asian Social Science 4 (3), 10-18.

Wood, L. and Solomonides, I. (2008). Different disciplines, different transitions. Mathematics and Education Research Journal 20(2), 117-134.

Woo, K., Gosper, M., McNeill, M., Preston, G., Green, D & Phillips, R. (2008). Web-based lecture technologies: Blurring the boundaries. ALT-J Research in Learning 16 (2), 81–93.

SECTION 5 : LTC research activity

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Refereed, published conference papers

Bosanquet, A., Cameron, A., Marshall, S., and Orrell, J. (2008). Ensuring sustainable leadership for quality learning and teaching. Refereed paper presented at AARE 2008 Changing Climates: Education for Sustainable Futures, 30 November - 4 December, Brisbane.

Green, D., McNeill, M., Gosper, M., Woo, K., Phillips, R., Preston, G. (2008). Web based lecture technologies: a lens intensifying the changing roles of learners and lecturers. Refereed paper presented at: Ed-Media 2008 World Conference on Multimedia, Hypermedia and telecommunications, 31 June - 4 July, Vienna.

Harvey, M. (2008). The role of participatory action research in leading the development of engaging assessment. Refereed paper presented at ATN Assessment Conference, 20-21 November, Adelaide.

McNeill, M., Gosper, M. and Hedberg, J. (2008). Engaging students with higher order learning (or not): insights into academic practice. Refereed paper presented at ATN Assessment Conference 2008, 20-21 November, University of South Australia, Adelaide.

Petocz, P. and Reid, A. (2008). On becoming a statistician. Invited and refereed address for OZCOTS2008, 6thAustralasian Conference on Teaching Statistics. http://silmaril.math.sci.qut.edu.au/ozcots2008/papers/OZCOTS_PetoczReid.pdf

Solomonides, I. and Reid, A. (2008). Variation in student engagement: a design model. Refereed paper presented at 2nd International Pedagogical Research in Higher Education, June 2008, Liverpool Hope University, UK.

Swirski, T., Wood, L. and Solomonides, I. (2008). Developing creative graduates: aligning community, teaching and learning practices. Engaging Communities, 2008 HERDSA Conference, 1-4 July, Rotorua, New Zealand.

Swirski, T., Solomonides, I. and Wood, L. (2008). Knowledge creation in higher education. UNESCO Asia Pacific Sub Regional Conference on Higher Education, September 2008, Macao, China.

Posters, workshops, and other presentations

Gosper M. (2008). EnRoLE Project 2008 Workshop Series: Evaluating Role Plays. Invited presentation, November 2008, Macquarie University.

Gosper, M. (2008), Learning and Teaching in a Connected World. Invited presentation for International College of Management Sydney, August 2008, Manly.

Gosper, M. (2008) Web-based lecture recording technologies: implications for learning and teaching. Invited presentation to ACODE 48, Canberra, November 2008.

Gosper, M., McNeill, M., Blount, Y., and Miller, B. (2008). Building and sustaining successful learning environments with web-based lecture recording technologies: issues and challenges. Refereed Showcase: HERDSA 2008, 1-4 July, Rotorua, New Zealand.

Gosper, M., and Phillips, R. (2008). Web-based lecture technologies: issues and implications for learning and teaching? Workshop presented at ASCILITE 2008, Nov 30 - Dec 3, Deakin University, Melbourne.

Gosper, M., McNeill, M., Woo, K., Preston, G., Green, D and Phillips, R. (2008). Web-based lecture technologies: Guidelines to support learning and teaching. Poster presented at ASCILITE 2008, 30 Nov - 3 Dec, Deakin University, Melbourne.

Harvey, M. and Everett, K. (2008). Modelling new leadership for good assessment: the never ending story. Poster presented at the ALTC Assessment Forum, 19 November, Adelaide.

Harvey, M. (2008). Work and Families - Getting the balance right: strategies of highly efficacious parents. Invited presentation to the Children and Families Forum,14th May.

Homewood, J., Reid, A., Holbrook, A., Bourke, S., Winchester-Seeto, T. and Spence, S. (2008). Higher degree supervision in a cross-cultural context. AARE 2008 International Education Research Conference, 30 Nov - 4 Dec, Brisbane.

Kerr, T. (2008). Teaching by example, learning by design. Poster presented at ASCILITE 2008, Nov 30 - Dec 3, Deakin University, Melbourne.

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Unpublished reports and discussion papers

Allen, T. (2008). Contemporary wiki software for education: a report on the current state of the technology. (http://mqltc.wik.is/Project_Updates/WikisEvaluation)

Bosanquet, A. and Bown, K. (August 2008). Curriculum Renewal Program - Baseline Data Collection: Unit Outlines. Report distributed to Macquarie University Deans, Associate Deans and Heads of Departments.

Kerr, T. (December 2008). ASCILITE 2008 Report. An unpublished report on ASCILITE 2008, Deakin University.

Parsell, M. (September 2008). Quality Assurance in Macquarie Open Universities Australia: First report to University Senate.

Voerman, A. (December 2008). Evaluation of the Macquarie University Learning and Teaching Forum 2: a report internal to the Learning and Teaching Centre.

Peer reviewingCentre staff undertook peer reviewing of scholarly works for publication in a wide array of journals and conferences.

Maree Gosper:Journal of University Teaching and Learning Practice HERDSA ConferenceASCILITE Conference

Marina Harvey:ATN Assessment Conference, 20-21 November, Adelaide.

Margo McNeill:ATN Assessment Conference, 20-21 November, Adelaide.

Mitch Parsell:Journal of Philosophical PsychologyJournal of Biology and PhilosophyJournal of Cognitive ProcessesJournal of Science and Engineering EthicsJournal of Ethics and Information TechnologySCAN: Journal of Media, Arts and Culture The 6th International Conference on Education and Information Systems, Technologies and Applications: EISTA 2008

Anna Reid:Studies in Higher Education Higher Education Environmental Education Research Higher Education Research and Development Statistics Education Research Journal Art Design and Communication in Higher Education (Member of Editorial Board)International Journal of Academic Development Teaching and Teacher Education Conferences: Learning in Higher Education, HERDSA, AARE, ICOTS.

Ian Solomonides:International Journal of Design Engineering (Member of Editorial Board)Art Design and Communication in Higher EducationConnectED International Conference on Design EducationSeveral book chapter reviewsConference reviewer for Centre for Teaching and Learning in Art and Design (University of Arts, UK)

Theresa Winchester-Seeto: 2008 WACE Asia Pacific Conference hosted by the Australian Collaborative Education Network (World Association of Collaborative Education)

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Peer mentoring and reviewing within Macquarie Marina Harvey supported participants in the ALTC-funded Leadership and Assessment project with their preparation of scholarly work arising from their involvement in the project. The following papers were subsequently published/presented:

Cassidy, S. (2008). Promoting creativity in computing via portfolio assessment. Paper presented at the ATN Assessment Conference: Engaging Students in Assessment, November 20-21, 2008. Adelaide, Australia.

Cassidy, S and Doche, C. (2008). Reviewing assessment practice in the computing curriculum. Paper presented at the ATN Assessment Conference: Engaging Students in Assessment, November 20-21, 2008. Adelaide, Australia.

Everett, K. (2008). Affecting Change through Assessment: improving Indigenous Studies programs using engaging assessment. Paper presented at the ATN Assessment Conference: Engaging Students in Assessment, November 20-21, 2008. Adelaide, Australia.

Ian Solomonides, Anna Reid and Margot McNeill supported colleagues in the Leading Enhancement and Development projects (LEAD) in EFS: http://www.efs.mq.edu.au/lt/lead_projects_2008-2009 and provided input on evaluation of projects and action research to the participating staff.

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Contributions to Macquarie University Staff of the Centre served on numerous committees and working groups throughout the University and beyond during 2008. Through these avenues, the Centre contributed to the enhancement of learning and teaching in the higher education sector nationally as well as on the local front. The outcomes from their direct contributions have been reported elsewhere in this report.

In particular areas of strategic importance, the Centre contributed to governance and institutional development, bringing expertise across a wide range of aspects of learning and teaching. Committees and topic areas in which staff made significant contributions during 2008 include:

Academic Programs Committee

Academic promotions policy

Academic Restructure Committee

Assessment policy and procedures

AUQA portfolio preparation

Blueprint for the Future

Development of international DoctoRALnet network

Disability action plan

Faculty Learning and Teaching Committees

Faculty Standards and Quality Committees

HDR policy and procedures

Internationalisation Steering Committee

Learning and Teaching Spaces Committee

Macquarie learning and teaching awards

Macquarie learning and teaching grants

Management Advisory Committee for Academic Learning Technologies (MACALT)

Provost’s Strategy Group

Review of Academic Programs Working Group

Review of Macquarie’s part in Open Universities Australia

Review of translating and interpreting programs

Senate Learning and Teaching Committee

Teaching index

Technologies in Learning and Teaching Plan

Professional engagementStaff of the Centre engaged with professional communities nationally in fields relating to learning and teaching development in higher education. Their engagement included contributions they made as specialists to national and community initiatives, contributions to committee processes, and participation in professional communities.

Contributions included the following:

Conduct of workshops

Workshops on student feedback for the University of Canberra

Presentation on Technologies and Personalised Learning for Western Sydney Institute of TAFE

Seminar on Applying New Technologies (Vocational Education) for TAFE NSW Northern Institute

Delivery of Foundations in Learning and Teaching program to William Blue College of Hospitality and Tourism

SECTION 6: Governance and professional contributions

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External committees and steering groups

ALTC Awards for Teaching Excellence, Selection Committee

ALTC project, Creating Accessible Teaching Strategies (CATS) project, Steering committee

Australian Cooperative Education Network (ACEN) Advisory Committee

Australian Cooperative Education Network (ACEN) Advisory Committee NSW Chapter

Australasian Council of Open Distance and Elearning (ACODE)

Council of Australian Directors of Academic Development (CADAD)

Higher Degree Research Benchmarking Project (MQ/Newcastle)

NTEU National Education, Training and Development Advisory Board

NTEU National Education Policy Committee

Open Universities Australia working group on the roles of OUA and its providers in supplying adequate services for students with disabilities

Participatory Media and Young Deaf People Project : Using digital storytelling to identify multimedia use and accessibility, Steering Committee

Peer Observation of Teaching Special Interest Group (in association with ALTC-funded project on peer review of teaching)

Uniserve Science Conference Editorial Committee

External consultancy and advice

MQAS evaluated and reported on the accessibility of the University of Sydney’s Learning Management System .

Explorations of future collaborations

MQAS engaged in discussions with the Liberated Learning Consortium, to explore the possibilities of securing access for the University to test emerging technologies and to collaborate with member universities in their research activities. Research activities are focused on technologies to assist students with disabilities and students whose first language is not English. The 17 consortium members include Purdue University, Beijing Union University, ANU & Hiroshima University.

MQAS collaborated with Warawara and Batchelor Institute, to prepare an application for an ALTC competitive grant for a project on Indigenous Students with Disabilities.

MQAS submitted an Expression of Interest and full submission for a Competitive ALTC Grant for the development of a professional development package for delivery through the ALTC Exchange to build capacity across the sector in the area of accessible curriculum.

LTC staff recognition

Ms Jenny do Rozario received a gift through the Macquarie University Rewards and Recognition Scheme for her outstanding support in TEDS, helping to process over 103,000 TEDS forms during the first semester of 2008.

Dr Theresa Winchester-Seeto was awarded an ALTC Citation for Outstanding Contribution to Student Learning in 2008 (as part of a team with Lindie Clark [Department of Health and Chiropractic] and A/Prof Mark Taylor [Department of Physical Geography]):

‘For institutional leadership in the development and delivery of an interdisciplinary work integrated learning program for the advancement of student learning’.

Dr Mitch Parsell was awarded an ALTC Citation for Outstanding Contribution to Student Learning in 2008:

‘For outstanding promotion of student engagement by engendering a commitment to community and ownership assessment’

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LTC staff at 31 December 2008

Dr Ian Solomonides Deputy Director; Acting Director from August 2008

Academic Development Group (ADG)Moya Adams Hon. Associate Dr Maree Gosper Director of Technology in Learning and Teaching Dr Marina Harvey Lecturer (Learning and Teaching) Margot McNeill Senior Lecturer, Academic Development (eLearning) Dr Mitch Parsell LecturerDr Anna Reid A/Prof, Academic Development (Research Development) Cathy Rytmeister Lecturer Angela Voerman Lecturer Dr Theresa Winchester-Seeto Lecturer

Educational Design and Production Services Group (EDPS)Andrew Burrell Manager, EDPS

Educational Design Services Tim Allen Educational DeveloperDean Groom Head, Educational DevelopmentElaine Huber Educational DeveloperTom Kerr Educational DeveloperChris Lavina Training & Support Coordinator

Web/Media Production ServicesMichael Catabay Web/Media DesignerTony Dwyer Head, Web/Media ProductionKathie Mason Web/Media DesignerWeidong Pan Web Programmer

Learning Systems and Services Group (LSS)Terrence Collins Manager, Learning Systems and Services

Learning Systems Pierre Bleiker Digital Recording AdministratorJames Hamilton Learning Systems AdministratorStephen Kennedy-Clark Head, Learning SystemsDavid Morgan AV Systems AdministratorEric Shum Computing Services Officer

Audio Visual Technology ServicesTed Davies AV TechnicianRodney Grant AVTS OperatorGlen Hunt AV Help Desk OperatorFrank Kirwin AVTS OperatorRay Leong Senior AV Technician Adrian Smith AVTS OperatorSong Xue Senior AV Help Desk Operator

Appendices

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Academic and Administrative Support Services Group (AASS)Agnes Bosanquet Program Research and Development Officer (Part-time)Alison Cameron Program Research and Development OfficerMichelle Chew Survey AnalystPhoebe Dangerfield Executive Officer (Online Learning)Jenifer do Rozario Administrative Officer (TEDS) (Part-time)Philippe Escalle Administrative Assistant (Casual)Lyn Hammett Head, Academic and Administrative Support ServicesShirley Li Administrative Officer (Casual)Kim Richard Administrative Officer (Part-time)Michael Wilson Administrative Assistant (Casual)Karen Woo Program Research and Development OfficerVince Woo Survey Administrator/ Analyst

Macquarie Accessibility Services (MQAS)Sharon Kerr ManagerAndrew Lovell-Simons Educational Developer Maria Peltzer Team Leader Carolyn Smeaton Team Leader

The contributions of others to the work of the Centre during 2008 is also acknowledged:

Staff who left LTC in 2008:

Professor Stephen Marshall, Executive Director

Janny Chen

Simon Chong

Trish Edmonds

Dr Sharon Fraser

Leigh-Anne Funnell

Michelle O’Reilly

Casual research assistants:

K. Bown

MQAS casual staff:

G Agrawal; V Agrawal; L Castner; C Chan ; R Chan; C Cheung; T Dangerfield; M Duin; P Farrugia; D Frances; W Graham; M Grant; A Gupta; N Handa; L Hardjono; J Ho; R Hoang; R Howlader; R Howlander; P Jain; M Karkas-Zainal ; H Kim; B Loh; G Long; K Mairet; M Mairet; J McIntosh; E Mogor; V Montgomery; D Nally; S New Beall; K Ng ; F O’Beirne; K Paul; A Peltzer; D Perera; C Pettett; C Potgieter; L Potgieter; R Sackley; K Scurr; A Sendt; G Seth; G Shepherd; P Stafford; P Tsui; A Wheatley; E Wong; L Woodward.

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Teaching Evaluation for Development Service (TEDS)

2006 2007 2008 % Increase (2006-2008)

Total surveys requested and processed 2607 2768 2862 9.8%

Total evaluation forms produced 153801 178389 195039 26.8%

% learner evaluations of course units 30% 33.5% 37.0%

% learner evaluations of teaching and tutoring 70% 66.5% 63.0%

% surveys administered online 8.4% 8.4% 8.5%

Note: Data as at 17/12/2008 (does not include all evaluations in 2008)

Workshop participation (University-wide sessions only)

General Academic External Total

Female Male Female Male

Research Development

Colloquium for Research Supervision – 11 June 0 0 2 2 7 11

Colloquium for Research Supervision - 6 & 13 March 2 1 6 9 1 19

Colloquium for Research Supervision - 5 & 12 May 3 1 6 7 1 18

Colloquium for Research Supervision - 23 & 30 June 0 0 8 2 0 10

Colloquium for Research Supervision Online – 19 May 1 0 0 2 1 4

Colloquium for Research Supervision – 4 & 11 September 0 0 7 9 0 16

Colloquium for Research Supervision Online – 22 September 0 0 9 13 0 22

Coming to Completion – 17 June 0 0 2 4 2 8

Examining a Thesis – 25 March 0 0 6 4 0 10

Getting Your Thesis Finished: Defeating Self-Sabotage – 24 June

0 0 12 11 1 24

Overcoming Procrastination in Postgraduate Study – 2 June 3 1 14 16 5 39

Seven Secrets of Highly Successful HDR Students - 25 June 2 0 28 18 4 52

Doctoral Discussion Day – 30 September 0 0 0 0 23 23

Preparing for the ARC – Section E – 9 October 2 0 25 17 0 44

Preparing for the ARC – Project and Budget – 16 October 5 2 25 13 0 45

Preparing for the ARC – 100 Word Summary – 24 October 6 3 20 12 0 41

Preparing for the ARC – Section B – 30 October 5 1 26 11 0 43

Preparing for the ARC – How Assessors Read Applications – 6 November

4 2 29 9 0 44

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General Academic External Total

Female Male Female Male

Learning and Teaching Development

Academic Promotions - Getting Prepared – 13 March 0 0 9 5 0 14

Developing an Academic Portfolio – 18 March 0 1 8 3 0 12

Foundations in (e)Learning and Teaching (FieLT) - 7 , 8, 12 & 13 February and 11 June

2 0 14 5 0 21

Foundations in Learning and Teaching (FILT) - 16, 17, 23, 24 July and 24 September

3 0 6 2 9 20

Learning and Teaching Forum - Assessment for Quality Learning – 15 April

20 11 43 26 12 112

Learning and Teaching Forum – Assessing Learning, Communicating Standards – 23 September

20 17 56 32 0 125

Researching Learning and Teaching – 27 March 7 2 8 3 1 21

Researching Learning and Teaching – 10 June 2 0 13 1 1 17

Researching Learning and Teaching – 3 September 3 3 10 3 0 19

Foundations in Learning and Teaching (FILT) – Meeting the Needs of Indigenous Students – 22 July

0 0 8 0 0 8

Researching Learning and Teaching – 18 November 6 1 7 4 0 18

TOTAL 96 46 407 243 68 860

Learning Management System usage

Year LMS Active Units

LMS Users Per month

(2nd Semester)

LMS User Sessions

per month

LMS Requests for Service

Time Online

2006 1082 (NA) (NA) (NA) (NA)

2007 1070 (NA) (NA) (NA) (NA)

2008 1743 75000 550000 473478% users spend 60+ mins online

Workshop participation (University-wide sessions only) ... continued

31

i-Lecture usage

Year iLecture Recordings (Hours) iLecture Active Units iLecture Hits

2005 9840 429 231816

2006 11545 479 473659

2007 12480 538 480876

2008 13253 600 550242

AVTS requests for service

Year AVTS Requests for Service

2005 (NA)

2006 5470

2007 6095

2008 5653

Research higher degree students supervised by LTC staff

LTC staff Role HDR candidate

M. Gosper Principal Supervisor Margot McNeill

Associate Supervisor Andrew Cram

Associate Supervisor Andreas Kuswara

S. Marshall Principal Supervisor Catherine Rytmeister

Principal Supervisor Mandy O’Bree

A. Reid Principal Supervisor Dimity Podger

Principal MU supervisor (with Linkoping dual PhD) Anna Sofia Nystrom

Principal MU supervisor (dual PhD) Samantha Sin

Associate Supervisor Darrall Thompson

I. Solomonides Principal Supervisor Darrall Thompson

Principal Supervisor Stuart Wiggins

Associate Supervisor Teresa Swirski

32

LTC Strategic Directions and Key Priorities for 2009-2010

Role of the Learning and Teaching Centre

The role of the Learning and Teaching Centre (LTC) is to support institutional capacity building for educational quality, equality, excellence and innovation, aligned with the University’s strategic goals and priorities. The LTC undertakes this role in the complementary dimensions of:

Curriculum, learning and teaching, and higher degree research programs

…through University-wide and Faculty-based program, resources and projects

Staff capability in learning and teaching, and higher degree research supervision

…through an integrated professional learning program

Learning technologies and infrastructural systems and processes to support learning and teaching

…through the Learning Technologies Platform and its systems and applications

Staff support to enable and sustain educational quality learning and teaching

…through a range of responsive support services and quality enhancement frameworks

The LTC is committed to embracing the following principles in its own work, as well as to promoting and fostering these values within the University:

• Inclusivity and diversity • A culture of quality enhancement• A scholarly and evidence-based orientation • A disposition of mutual service and collective responsibility• Research and development to foster innovation

33

In the area of TEACHING and TEACHING AND LEARNING DEVELOPMENT, the LTC’s key priorities are to:

• support the University in the implementation of its L&T plans and developments through working with the Provost and University leaders in achieving central L&T objectives

• provide an integrated professional development program aligned with Macquarie priorities by providing professional learning events such as Foundations in Learning and Teaching, Postgraduate Certificate in Higher Education, Key Issues in Practice Seminars and Workshops, and similar opportunities

• promote scholarship in academic development and learning and teaching by leading the development of opportunities aligned to LTC and University priorities, such as secondments and fellowships, collaborative projects, L&T Forums and similar events

• showcase excellent and innovative practice at Macquarie through networks with Faculty teams and leaders, use of the LTC website, and promotion of LTC services internally and externally

• enhance the learning and teaching environment through implementation of the Blueprint/ TILT/ Emerging Technologies plans and ongoing provision, upgrade and review of core and essential Learning Systems and Support Services to the Macquarie client base

In the area of SERVICE AND ORGANISATIONAL SUSTAINABILITY, the LTC’s key priorities are to:

• support the systematic embedding of diversity and equity (social inclusion) by embedding inclusive practices and awareness into teaching and learning approaches, curriculum development, research, and use of learning technologies

• develop and maintain Macquarie’s ability to effectively and efficiently collect, analyse and report student feedback data through the Curriculum Renewal - Evaluation Project; oversight and academic support for TEDS and CEQ; and assistance with Faculty interpretation and planning related to evaluation

• streamline internal LTC processes and promote a performance culture based on team and individual responsibility, through:

• implementing and maintaining PDR for all staff

• trialling portfolio, coordination and liaison roles as a means of structuring areas of responsibility

• developing and implementing an equitable workload

model or service agreement for allocating LTC resources to projects

• developing and implementing a high level communication strategy publicising activities, services and impact of the LTC

• developing opportunities for national or international collaboration and benchmarking

• developing a professional, supportive and collegial culture in LTC to raise levels of internal satisfaction and harmony

• ensure organisational sustainability of LTC by balancing HR and budget requirements and careful planning

• promote a Macquarie reputation for scholarship, innovation and excellence in learning and teaching by ensuring that Macquarie remains actively engaged with the ALTC through involvement in its programs, awards and grants

In the area of RESEARCH AND RESEARCH DEVELOPMENT, the LTC’s key priorities are to:

• promote scholarship, innovation and excellence in research, research informed learning and teaching, and HDR supervision through:

• the provision of high quality HDR supervision development

• promoting Macquarie’s development and scholarship in research informed learning and teaching

• research publications and dissemination

• increased support for research through internal and external funding

34

margot.m

cneill@mq.edu.au (9722)

alison.cameron@m

q.edu.au (7598)

andrew.burrell@mq.edu.au (9674)

ian.solomonides@m

q.edu.au (9857)

laurie.field@mq.edu.au (9797)

maree.gosper@m

q.edu.au (9752)

marina.harvey@m

q.edu.au (9779)

sharon.kerr@mq.edu.au (1480)

mitch.parsell@m

q.edu.au (9791)

anna.reid@mq.edu.au (9780)

theresa.winchester-seeto@mq.edu.au (8446)

Accessible curriculum design OAssessment O O OAustralian Learning and Teaching Council awards and grants OAwards for excellence in teaching OColloquia for research supervision OConsultation on grants for learning and teaching O O O O O O OCurriculum design best practice O O O O O ODesign of learning and teaching resources O O O O O O OE-learning pedagogies O O OEquity and accessibility issues O OFeedback to students O O OFoundations of Learning and Teaching (FILT) O O O O OGraduate capabilities O OHigher degree research supervising O O O O O O Oi-lecture best practice O OInclusive curriculum design OInnovation in learning and teaching O O O O O OLeadership development O O O OOn-line Education Development OOnline learning and engagement O O O OPedagogical practices and theories O O O O OPeer observation and review OPGCert/Diploma/Master of Higher Education program O O O OProfessional development in learning and teaching O O O O O OProject and problem based learning O O OResearch in higher education O O O O O O ODeveloping effective resources O OScholarship in teaching O O O O O OSessional teachers OStudent engagement O OStudent learning O OTechnologies in learning and teaching (TILT) O O OWeb-based learning and teaching O O OWork integrated learning O O O

Other pOints Of infOrmatiOn and cOntact fOr the Learning and teaching centre ext

LTC general www.mq.edu.au/learningandteachingcentre 9721General resources http://www.mq.edu.au/learningandteachingcentre/for_staff/programs_resources/ 9721Workshops/seminars www.mq.edu.au/learningandteachingcentre/LTCWorkshops/Workshops.php 9721Teaching Evaluation (TEDS) http://www.mq.edu.au/learningandteachingcentre/for_staff/teaching_eval/index.htm 9720Accessibility and Inclusivity (MQAS) http://www.mq.edu.au/learningandteachingcentre/mqas/index.htm 1480Learning Systems Helpdesk http://www.mq.edu.au/ltchelp/HelpTicketForm.php 9945Blackboard LMS Q & A http://www.mq.edu.au/learningandteachingcentre/for_staff/services/qa_getting_started.htm 7593i-Lecture bookings/help ilectures@mq.edu.au 7571Audio-Visual services avtshelp@mq.edu.au 7571Online Development ltc-educ@mq.edu.au 9677Web & Media Development ltc-wmd@mq.edu.au 9668

Table of Key Contacts

LTC09-A4-009

Balaclava Road, North Ryde, Sydney, AustraliaTelephone (02) 9850 7111, Facsimile (02) 9850 7433

Macquarie University CRICOS Provider Number 00002J

www.mq.edu.au