Guidelines Overview

1. Effective learning is supported when students are actively engaged in the learning process.   2. Effective learning is supported by a climate of inquiry where students feel appropriately challenged and activities are linked to research and scholarship. 3. Activities that are interesting and challenging, but which also create opportunities for students to have fun, …

Guideline Sixteen | Feedback

16. Meaningful and timely feedback to students improves learning. “Knowing what you know and don’t know focuses learning. Students need appropriate feedback on performance to benefit from courses. When getting started, students need help in assessing existing knowledge and competence. In classes, students need frequent opportunities to perform and receive suggestions for improvement. At various …

Guideline Fifteen | Aligned Assessment

15. Effective learning is facilitated by assessment practices and other student learning activities that are designed to support the achievement of desired learning outcomes. “The key is that the components in the teaching system, especially the teaching methods used and the assessment tasks, are aligned to the learning activities assumed in the intended outcomes. The …

Guideline Fourteen | Learning Cooperatively

14. Learning cooperatively with peers – rather than in an individualistic or competitive way – may help students develop interpersonal, professional and cognitive skills to a higher level. “Learning is enhanced when it is more like a team effort than a solo race. Good learning, like good work, is collaborative and social, not competitive and …

Guideline Thirteen | Appropriate IT

13. Learning can be enhanced and independent learning skills developed through appropriate use of information and communication technologies. “The most effective uses of technology supported teaching are possible when underpinned by student centred teaching practices that encourage students to adopt a deep approach to learning.” Housego, S. & Freeman, M. 2000, “Case studies: integrating the …

Guideline Twelve | Graduate Attributes

12. Graduate attributes – the qualities and skills the university hopes its students will develop as a result of their university studies – are most effectively acquired in a disciplinary context. “The development, practice and assessment of [graduate attributes] are most effectively achieved within the context of disciplinary knowledge.” Bowden, J., Hart, G., King, B., …

Guideline Ten | Clear Goals

10. Clearly articulated expectations, goals, learning outcomes and course requirements increase student motivation and improve learning “Well-expressed statements of intended learning outcomes help students to identify their own targets, and work systematically towards demonstrating their achievement of these targets.” Race, P. 2001, The Lecturer’s Toolkit: A Practical Guide to Learning, Teaching and Assessment, Kogan Page, …

Guideline Eight | Diversity

8. The educational experiences of all students are enhanced when the diversity of their experiences are acknowledged, valued, and drawn on in learning and teaching approaches and activities. “A racially and ethnically diverse university student body has far-ranging and significant benefits for all students, non-minorities and minorities alike.” Gurin, P. 1999, Expert Report of Patricia …