Centre for the Advancement of Teaching and Learning › __data › assets › ... · The Centre for the Advancement of Teaching and Learning (CATL) is a teaching and learning academic

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CENTRE FOR THE ADVANCEMENT OF TEACHING AND LEARNING 2012 ANNUAL REPORT TO THE TEACHING AND LEARNING

COMMITTEE

TRIM FILE REFERENCE: F12090

DOCUMENT STATUS

Draft Ready for Review X Final

DOCUMENT MODIFICATION HISTORY Version Number

Primary Author(s)

(name and position) Description of Version

Date Completed

Provided To

0.1 Annette Stewart Draft 19/10/12 CATL staff & Denise Chalmers

1.0 Annette Stewart Final draft submitted for review and approval 23/10/12 Denise

Chalmers

DOCUMENT APPROVAL Approved By

(name/position of approver) Signature Date

Professor Denise Chalmers, Director, CATL

26/10/12

Attachment F

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Contents 1. Introduction…………………………………………………………………………………………….. ..2 2. Staffing…...…………………………………………………………………………………………….. ..2 3. Planning and Evaluation………...……………...……………………………………………………. ..2 4. Programmes and Workshops..………………………………………………………………………. ..2 5. Academic Conduct Essentials………………………………………………………………………. ..8 6. Evaluation of Teaching….……………………………………………………………………………. ..8 7. eLearning Development and Support………………………………………………………………. 10 8. Teaching and Learning Month..…………………………………………………………………….. 15 9. Improving Student Learning Grants ……………………………………………………………….. 15 10. CATL Projects ……………………………………………………………….……………………….. 16 11. Distinguished Visitors and Speakers ……………………………………………………………….. 19 12. Conferences and Forums …………………………………………………………………………… 20 13. Membership of University Committees……………………………………………………………… 23 14. Staff Publications …………………………………………………………………………………….. 23 15. Staff Engagement…………………………………………………………………………………….. 25 16. Awards and Grants………………………………………………………………………………….. 28 1. Introduction

The Centre for the Advancement of Teaching and Learning (CATL) is a teaching and learning academic development unit for the University of Western Australia, reporting to the Pro Vice-Chancellor (Education) within the Vice-Chancellery. CATL reports annually to the UWA Teaching and Learning Committee in November. This report covers the period January 2012– October 2012. 2. Staffing

CATL has an organisational structure consisting of three main teams, all of which work closely together – Administrative, eLearning and Academic (see http://www.catl.uwa.edu.au/about_catl/org_structure_and_planning for an organisational structure diagram). CATL currently employs a total of 18.65 staff with 12.6 FTE (13 individuals) ongoing staff, and currently 0.8 FTE casual staff, and 6.05 FTE fixed-term contract staff. The majority of the current fixed-term staff (4.6 FTE) employed by CATL are working on the e-Learning System implementation projects. The increase in positions has been in the eLearning area to support the implementation and development of the LMS and LCS. 3. Planning and Evaluation

In 2011, CATL significantly revised the structure of its Operational Priorities Plan (OPP), developing a new Strategic & Operational Plan for the Centre. The intention of this restructure was to be more explicit about the role of CATL within the University, and align it more closely to the structure of the University’s OPP.

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http://www.catl.uwa.edu.au/about_catl/org_structure_and_planning

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The CATL Strategic and Operational Plan 2009 - 2013 is available at: http://www.catl.uwa.edu.au/about_catl/org_structure_and_planning In 2013, CATL will be reviewed. Preparation for the review has commenced with a draft report planned for December. 4. Programmes and Workshops Planning CATL plans the 2012 programme / workshop calendar on the basis of feedback from previous years, and the strategic and operational plan for the Centre. CATL’s focus was to provide teaching and learning support in key areas of teaching practice and scholarship which are most relevant in the UWA context, aligning with UWA and CATL missions and priorities. Attendance Attendee numbers at centrally scheduled workshops has remained constant from 2011 to 2012. Numbers attending the Teaching and Learning Orientation increased from 33 (2011) to 53 (2012), whilst the number of staff participating in the Foundations program slightly declined due to a number of cancellations the day of the programme commencing in semester 2.

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http://www.catl.uwa.edu.au/about_catl/org_structure_and_planning

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Table 1: Attendance numbers of CATL workshops / programmes Jan - Sept 2012

Cancellations The number of cancellations of CATL workshops due to insufficient enrolment numbers was increased in 2012. In part this was due to organising a larger number of workshops in preparing staff for the new LMS to ensure all staff had adequate access, with lack of take up in some cases. It was considered for this special focus to be more important to ensure adequate preparation than

Workshop

2012 1st half

2012 2nd half

Programmes & Events Foundations of University Teaching and Learning 21 18 Introduction to University Teaching 19 13 Postgraduate Teaching Internship Scheme (full year) 21 International Postgraduate Tutors (for full year) 12 Teaching & Learning Orientation 53 NA Teaching Fellowship Scheme: Information Session 15 NA Sessional Staff Professional Development Day 48 NA English Language Support for Teaching Staff 17 Postgraduate Internship Information Session 25 Teaching with Technology Teaching with Technology (intro to eLearning) 8 7 Teaching with Powerpoint (for full year) 29 Introduction to LMS: LMS for new users ( 3 workshops) 79 Beyond the Basics: Assignments NA 17 Beyond the Basics : Communicating in the LMS NA 3 Beyond the Basics : LMS for Tutors NA 5 Beyond the Basics : Groups and Groupings NA 14 Beyond the Basics : Quizzes (2 workshops) 26 Beyond the Basics : Databases and Glossaries CANX CANX Beyond the Basics : Managing grades 10 Beyond the Basics : Getting the best from the LMS – Creative solutions, tips and tricks NA 10

Teaching and Research Supervising Postgraduate Students 56 29-Nov-12 Supervising International Students 4 CANX Teaching for Learning Teaching Large Classes: Active Learning in Lectures 6 6 Small Group Teaching: Seminars & Tutorials 3 9 Teaching Smarter @ UWA 8 CANX Assessment and Feedback Student Evaluations of Teaching CANX CANX Assessment: Learning’s destination or journey? CANX 4 Self and Peer Assessment CANX CANX Developing your Teaching Career Peer Review of Teaching CANX CANX What Counts as Evidence of Good Teaching 9 CANX Developing your Teaching Portfolio 14 10

TOTAL 281 318 (includes full year)

Overall total 599

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risk under-providing. There was an increase in the number of workshops run especially in the area of eLearning. Any cancellations have been considered in the 2013 planning, including the move from implementation to maintenance with regards to the new LMS. Requested workshops and work with Faculties A number of requested workshops were organised in collaboration with CATL in 2012. Table 2: Requested Workshops & Presentations facilitated by CATL staff Jan - Sept 2012

CATL increased the provision of workshops to specific faculty groups in 2012, especially in relation to Faculty based training for the Learning Management System.

CATL Staff member

Title of Workshop / Seminar No. of Attendees

Faculty / School

Lee Partridge No defined title – purpose to align assessment and look at standards for Master degree

12 Electrical Engineering

Lee Partridge Small Group Teaching: For first year tutors

25 Engineering

Lee Partridge Small Group Teaching: For first year tutors

35 Engineering

Lee Partridge Small Group Teaching: Laboratories 22 Faculty of Natural & Agricultural Sciences

Rashmi Watson

Small Group Teaching/Intro to Teaching

25 Psychology

Rashmi Watson

Small Group Teaching/Intro to Teaching

25 Psychology

Rashmi Watson

Active Learning 10 Trinity Theological College

Silvia Dewiyanti

LMS for new users 6 School of Indigenous Studies

Clare Alderson LMS Workshop for Administrators 8 ALVA

Shannon Johnston

Intro to eLearning Unknown FMDHS SRAPC

Shannon Johnston & Yvonne Button

Using recorded lectures in teaching Approx..12 The UWA institute of Agriculture

Tracy Frayne LMS for New Users 8 Student Services Information Services

Coralie Rendalls

LMS: Workshop activity 3 Faculties of Sciences: LPS

eLearning team

Demonstration: What’s new in the Moodle 2.2

15 School of Business

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LMS Implementation project workshops Table 3: Faculty workshop details and number of Registrations/Attendees January - March 2012 (till end of Project Phase 1) Faculty/Central Workshop Type

Attended

AHSS Introduction to LMS: Start Afresh 11 Introduction to LMS: Transfer Your Unit 5 Beyond the Basics: Grades 11 ALVA Introduction to LMS: Start Afresh 2 BUS Introduction to LMS: Start Afresh 3 Introduction to LMS: Transfer Your Unit 2 ECM Introduction to LMS: Start Afresh 6 EDU Introduction to LMS: Start Afresh 6 LAW Introduction to LMS: Start Afresh 2 Introduction to LMS: Transfer Your Unit 3 LPS Introduction to LMS: Start Afresh 5 Introduction to LMS: Transfer Your Unit 4 MDHS Introduction to LMS: Start Afresh 3 NAS Introduction to LMS: Start Afresh 9 IS Beyond the Basics: Grades/Quiz 5 Central Introduction to LMS: Start Afresh 112 Beyond the Basics: Quizzes 6 Beyond the Basics: Grades 11 Beyond the Basics: Groups 26 Beyond the Basics: Forums 3 Beyond the Basics: Resources 3 In preparation for the new LMS implementation, workshops and training were provided towards the end of 2011 where 461 staff participated. Traditionally, CATL has provided workshops on how to use specific tools within the LMS, with the occasional demonstration of Lectopia, as well as ad hoc seminars by visiting lecturers, and personal support with the LMS (then WebCT) and LCS (then Lectopia). The move to Moodle as UWA’s centrally-supported LMS meant a focus on preparing staff with the transition – commencing with a basic understanding of familiar functions (adding resources, quizzes, forums, adding users). The UWA LMS (Moodle) Training and Unit Transfer Plan outlined the strategy and workshop types. No workshops were provided for training in the new LCS (with EchoSystem software), although demonstrations were held. From implementation of both the new LMS and new LCS in semester 1, 2012, the implementation workshops continued as many staff were seeking basic training for using Moodle for the first time in semester 2, 2012. (see list of workshops provided in 2012). In July UWA’s LMS moved from Moodle version 2.0 to version 2.2, workshop resources and content were updated, and demonstrations of new features held. In semester 2, 2012, new workshops were devised to better meet staff needs in a review of past successes and cancellations. In addition, a new series of eLearning as a teaching and learning were offered, and seminars on new topics outside the LMS functionality were presented for the first time.

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Sessional Staff Day Because of the particular success of the Small Group Teaching workshop in faculties and schools, and following on from the CATLyst project relating to Sessional Staff training in 2009 – 2010, CATL have run a sessional staff day in 2011 and 2012. These have been very successful with 75 (2011) and 45 (2012) attendees. Also run are Faculty specific workshops for Sessional teaching staff in their area, with a focus initially on small group teaching, but with the opportunity to cover any of the topics in which CATL has expertise. Faculties and Schools interested in using CATL facilitators to support their Sessional staff in this way will be asked to nominate a local academic staff member to co-facilitate the workshops. Foundations of University Teaching and Learning A total of 39 staff participated in the programme across two semesters. The delivery format in 2012 was enrolling in the ‘intensive’ version of FUTL, which involved a three day intensive workshop in the mid-semester break and a further two day intensive workshop near the end of the semester . Staff still had the flexibility to complete alternative workshops during the semester if they preferred not to do the intensive follow-up sessions. Staff with postgraduate supervisory responsibilities also needed to complete the Supervising Postgraduate Students workshop to complete the requirements for FUTL. Staff who completed the Foundations programme are eligible for advanced standing within the Graduate Certificate of Tertiary Teaching offered through the Graduate School of Education. Workshop feedback surveys for both semesters show that staff are very satisfied with the programme and positive about its potential to enhance their teaching and their careers. In 2012, the Centre continued the practice introduced in 2010 of specifically identifying and inviting new staff to enrol in the programme, with assistance from Human Resources. Heads of School and Associate Deans (T & L) are provided with the names of new staff who have not completed the course to enable faculties and schools to follow up on the completion requirements for Foundations. This targeted information about FUTL has significantly increased enrolments in this program. Postgraduate Teaching Internship Scheme Twenty two internship places were allocated in 2012. With one Intern unable to take up the place The remaining 21 interns are expected to complete the program in 2012. One part-time intern from the 2011 cohort will also complete in 2012. Two, 2012 Interns were nominated for Faculty Teaching Awards one semester of the PTIS. All of the 2012 Interns will present their curriculum development projects to their colleagues, supervisors and members of the Internship Selection Committee at an invited session in November. A number of the interns will also present their work at the 2013 Teaching and Learning Forum held at Murdoch University on February 7th and 8th 2013. All of the 2011 Interns attended the 2012 WA Teaching and Learning Forum and seven presented the findings from their teaching and learning projects. A number also presented their work at the 2012 Teaching and Learning Research Colloquium, held as part of Teaching and Learning Month. It is hoped that a number of the 2012 interns will present their work during Teaching and Learning month in 2013. The professional development programme (Intensive 3-day introduction workshops) provided to the interns continues to be well received with all SPOT items registered in a range between 4.55 – 4.95 (5 point scale).

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In preparation for the selection of Interns for 2013, an information session was held on the Internship Scheme with 48 postgraduate students and interested staff registering to attend. This is a similar number to the response in 2011. Introduction to University Teaching (IUT) In 2012, a total of 35 postgraduate students participated in IUT across two semesters. The programme is designed as an abbreviated version of the internship scheme, and continues to be well received by the postgraduate student participants. Anecdotal feedback from students suggests that the information about the workshop is not well publicised in their faculties, despite CATL circulating the information about the scheme to Schools and to postgraduate students. Students were again given the option of participating in the programme without payment, if sufficient teaching could not be secured. A small number of attendees took this option in 2012. In semester 1, the course ran for 3 x ½ days and in semester 2 for two full days. Evaluation of the professional development programs All workshops facilitated by the Centre are evaluated through the use of a standard workshop feedback questionnaire. The Centre has a performance target of a mean of at least 4.0 for all questions, which it is currently achieving. Table 4: Average feedback scores for workshops facilitated by CATL staff Jan – Sept 2012 *[1=Strongly Disagree, 2=Disagree, 3=Neither, 4=Agree, 5=Strongly Agree]. Only workshops with more than five responses are counted in results Question

Mean response* % agreement

1. The facilitator explained important concepts/ideas and answered questions in ways that I could understand. 4.56 94 2. The facilitator stimulated my interest in the topic. 4.38 90 3. I was encouraged to participate in the workshop and/or online activities. 4.58 93 4. The facilitator was enthusiastic about the topic. 4.65 96 5. Appropriate teaching techniques were used by the facilitator to enhance my development. 4.47 91 6. The facilitator was well prepared. 4.61 95 7. The facilitator treated me with respect. 4.77 98 8. Overall, the facilitator effectively supported my learning. 4.57 94 9. The workshop registration process was well organized. 4.44 86 10. The information I received about the workshop was accurate. 4.50 90 11. The content will be useful to me in the future. 4.67 96 12. Materials/handouts (where provided) were easy to follow. 4.40 83 13. I would recommend this workshop to others. 4.55 92

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New 2013 Programme and Workshop In addition to continuing long-term programs such as Foundations of Teaching and Learning, the Centre offered workshops or other resources and support in a number of key areas in 2012. A number of new workshops will be introduced in 2013 using the expertise of CATL academic development staff. New workshops scheduled for 2013 are: • Using SPOTs in your promotions applications • Researching and publishing on your teaching • Applying for T & L funding (Grants , awards, fellowships) • Unit Coordination (1): Roles & Responsibilities • Unit Coordination (2): Developing the curriculum • Effective Group Work & Assessment • Improved Student Learning using Peer and Self-Assessment • Assessment using Rubrics • Setting Moderation Standards in Assessment • Assessment and technology • Teaching with technology*

*The Teaching with Technology series was revised for 2012 to include both traditional LMS functional workshops and to bring the more generic pedagogical and theoretical Introduction to Teaching with Technology into a single area. In addition, from semester 2, 2012, the teaching with technology series added to learning basic functionality and use of the LMS, to considering the pedagogical focus (e.g. Communicating in the LMS), more advanced uses (e.g. Getting the Best from the LMS), and then to include non-LMS educational technologies in a new, experimental, seminar series (online peer review, social media, and wikis). This review, refinement and extension of training in educational technologies have been planned for 2013 to include: • Basic training in the LMS and LCS • Advanced learning for LMS • Introduction to Teaching with technology (adding an assessment workshop) • Beyond the LMS seminar series • New software (ePortfolio and online conferencing)

5. Academic Conduct Essentials (ACE) Operational control of Academic Conduct Essentials (ACE) was transferred to Information Services from the beginning of 2012. CATL maintains responsibility for the content. 6. Evaluation of Teaching

Student Perceptions of Teaching (SPOT) The SPOT surveys processed by CATL in 2012 are shown in the table below: Table 5: Number of SPOT surveys, users and student responses Jan – Sept 2012 Semester 1,

2012 Semester 2, 2012 (as at 26/9/12 )

Number of SPOT surveys

970 505

Number of SPOT users 655 450 Number of student responses

34,245 2,852

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The new SPOT survey was introduced in 2011, consisting of 12 standard questions. A comparative table has been collated to show the trend data in SPOT user numbers since the introduction of the new SPOT. Included in Table 6 is usage data for 2009 and 2010. Table 6: Comparison of SPOT user numbers 2009-2012, semester 1. Year SPOT users

semester 1 SPOT users semester 2

Total Number of SPOT users

2009 751 627 1,378 2010 655 616 1,271 2011 599 723 1,322 2012 655 N/A N/A Figure 1: SPOT users 2009 – 2011

Series1, 2009, 1,378

Series1, 2010, 1,271

Series1, 2011, 1,322

No

of u

sers

Year

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Figure 2: SPOT users by semester 2009 – 2012 (Semester 1 only)

Revision of the SPOT Survey & Upgrading of Systems In 2011, the Phase I of the SPOT restructure resulted in new standard questions being introduced. The software used to administer paper based surveys was upgraded to the latest version of Teleforms and an interim reporting solution based on excel data capture was developed and implemented. Phase I has now been completed. Phase II of the SPOT restructure involves the introduction of a web-based survey, an online portal for ordering surveys, and more sophisticated reporting, to complement the new software upgrade and introduction of the new set of SPOT questions. In 2012, this Phase was progressed with the shortlisting of specific online solutions. Blue eXplorance was selected and the implementation process is underway tying the software to the Learning Management System. It is anticipated that the implementation process will be completed in early 2013. (Refer to projects for more information) School Reports UWA has significant data on Teaching and Learning which may not be being utilised as fully as possible by schools & faculties to assist in the improvement of teaching and learning at UWA. To support schools & faculties to use the information gathered by the University as a quality improvement tool, CATL in 2012 complied School reports drawing on the various databases to provide a single report on key areas of teaching and learning highlighting areas of strengths and weakness. The reports were well received by Schools. In 2012 the production of these reports has been delayed due to discussions relating to improving the reporting with appropriate stakeholders. Reports are currently being developed. 7. eLearning Development and Support The eLearning development and support team have responsibility for the management of the University’s centrally supported eLearning systems. From January 1st 2012, UWA transitioned from WebCT to a new Learning Management System, Moodle 2.0. In June and July 2012 the Learning Management System was upgraded to 2.2. The system is hosted by NetSpot PtyLtd, and the eDS team liaises with NetSpot on maintaining, upgrading and enhancing performance.

Semester1, 2009, 751



Semester1, 2012S1, 655

Semester 2, 2009, 627 Semester 2, 2010,

616

Semester 2, 2011, 723

Semester 2, 2012S1, 0

Num

ber

Year Semester1 Semester 2

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From Semester 1, 2012 UWA also transitioned from Lectopia to a new Lecture Capture System, EchoSystem 4.0. In June and July 2012 the Lecture Capture System was also upgraded to 4.6. In the last quarter of 2012 UWA CATL is planning to upgrade the Learning Management System to Moodle 2.3 and the Lecture Capture System to EchoSystem 5.0. In addition to managing the Lecture Capture System, additional services such as editing captured lectures, uploading additional media, and restoring captured lectures have been provided upon request to UWA Staff and organisational units. The eDS team supports staff in the use of the system, and liaises with other business units to ensure information to students about both systems is accurate and up-to-date, and systemic issues with the system faced by students are addressed. Number of units created in the LMS During the pilot phase of the new LMS (Moodle) in January and February 2012 a total of 81 LMS pilot units were created. As at September 30th 2012, the following Learning Management System units have been created and used in 2012. Table 7: Number of LMS per major teaching period 2012 Teaching Period

Total

Semester 1 599 Semester 2 624 Total 1,223

Please note that these figures do not include non-standard teaching period units, or university wide units such as the Academic Conduct Essentials (ACE) and Communication and Research Skills (CARS) units, nor specialist units for purposes other than teaching and learning (e.g. community of practice units or units for researcher collaboration), nor staff practice units. In total there are 1660 units in the LMS. Number of lectures captured on the LCS As at September 30th 2012, lectures have been captured by the Lecture Capture System units in the following units in 2012. Table 8: Number of LCS per teaching period 2012 Teaching Period

Total

Semester 1 700 Semester 2 542 Other teaching periods

100

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Personal captured lectures Table 9 presents the number of individual lectures that were successfully captured in the venue or personal capture software and uploaded to the Lecture Capture System for viewing. On average, 900 lectures were captured every week. Approximately 55 staff have used personal capture software to capture and publish their lectures. Table 9: Venue and Personal Capture and Upload of Individual Lectures during 2012 Venue Lecture Capture

(based on the capture schedule)

Personal Capture and Upload to Lecture Capture System

Total

Semester 1 2012

11,000 500 11,500 (13 weeks)

Semester 2 2012

8,100 100 8,200 (8 weeks)*

*Please note data collected for Semester 2, 2012 is incomplete at time of collection. Lecture Capture Failures In Semester 1 2012, approximately 140 and in Semester 2 2012 approximately 55 individual lectures were not successfully captured due to various technical issues. These include the failure of a capture device within a venue or an issue with the Timetable-Echosystem integration resulting in no room being allocated or the incorrect room being assigned to a capture schedule or a duplicate capture schedule being created. Core tasks and projects undertaken by the eLearning Development and Support Team The eLearning team within CATL comprises the Academic for eLearning with overall management and guidance responsibilities, the Trainer / Education Developers (4), the Senior Trainer/Education Developer with responsibility for computer support and eLearning systems management, and the computer support team (up to 5 individuals). Business Improvement Practices A number of business improvement practices have been undertaken in order to ensure that the service of educational and computer support in eLearning and eLearning systems to the University is of the highest quality. This includes: • Defining the 3 tier system support within CATL, assigning roles, responsibilities, and escalation

points • Reviewing and updating information in the Service Desk system to take into account the new

LMS and LCS, and identify and fill gaps in information • Building an internal LMS and LCS knowledge base • Implementing a project management process to larger-scale faculty requests, LMS

enhancements, and other discrete work • An evaluation and revision approach to improving the name, range, and type of training and

educating of staff across the university.

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Ongoing research study: Professional ePortfolios for pre-service teachers, Graduate School of Education (with Mark Pegrum and Grace Oakley) This project commenced in 2010 with an Assessment-focused Learning and Teaching Development Fund. The aim was to have students build an ePortfolio over the length of their 2 year pre-service teacher degree (Grad Dip Ed or Masters of Teaching) that first worked as a personal learning environment through reflection on practice, and at the end was redeveloped into a ‘showcase’ portfolio addressing WA College of Teachers professional accreditation. The implementation commenced in 2011 and the first cohort has just completed their final showcase portfolio. The research study commenced in 2011 and continues, as the experiences, perspectives and improvements in the ePortfolio process are investigated. One paper has been submitted for publication in June 2012. Following the project support by CATL in setting up the use of WikiSpaces as an ePortfolio tool, and the support in training students, the eDS team conducted a handover process to the Graduate School of Education. In 2012, this has involved the eLearning team in training GSE staff and transitioning administrative and technical support tasks to them. LMS Implementation project, complete Feb 27 2012 In May 2011, UWA commenced the implementation of the new learning management system (LMS), Moodle, for full implementation and use and complete replacement of the outgoing system, WebCT. This major project was complex and involved a collaboration between CATL, Information Services, and the LMS host company, NetSpot Pty Ltd. In January 2012, volunteer summer semester staff used the new LMS. This pilot phase allowed us to test the system in a live capacity, to test and have feedback on a number of incomplete integrations, and to resolve issues before the full live date. In February 2012, 8 of 10 integrations were complete (LDAP/pheme, Callista, MyUWA portal, student email, CMO, SiteMinder, OLCR and the FMDHS’s QuestionMark Perception quiz software with additional functionality). Last-chance introductory training was offered and had maximum attendance numbers, next-steps training also continued successfully. The LCS plugin was also ready for Semester 1, 2012. The FIM integration was complete by Semester 2, 2012 (see below). Upon implementation, the learning management system was highly successful with no major issues or outages. LCS Implementation project, complete March 2012 The Lecture Capture System, Lectopia, was replaced by EchoSystem for the commencement of semester 1, 2012. Information Services determined that for the moment, the System would be internally hosted, and in a very compressed timeframe set about to implement the System to completely replace Lectopia from Feb 27 2012. Managed by Information Services, but with oversight by the UWA LMS Implementation Project Manager in CATL, Asst Prof Shannon Johnston, CATL supported IS by providing functional requirements, and testing requirements and functionality at the conclusion of the project. In addition, CATL supported, tested, the integration with the LMS so that students can view captured lectures housed within EchoSystem through an LMS unit. With some teething issues across the system at the start of semester, CATL worked closely with IS to resolve issues in the short term, and to ensure that permanent solutions were in place by semester 2, 2012. (see data elsewhere in this report). CATL continues to work closely with IS, as business owners of the system, to ensure on-going management and maintenance of all aspects of the system and prompt resolution of issues. LMS FIM integration project (with IS) commence May 2012, complete phase 1 July 2012 An integration with Information Services’ is implementing a new access identity management system, Microsoft Forefront Identity Management. An integration was intended as part of the initial LMS project, but as the FIM project within IS was not conducted at the necessary time, the existing identity management with LDAP was implemented. Following the implementation of the LMS, and the implementation of FIM within UWA’s system was postponed. The integration between FIM and

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LMS was completed for the commencement of semester 2, 2012. The outstanding integration functionality for the LMS was authorising and authenticating affiliate users (non-UWA staff and non-UWA students who study and teach at UWA). A highly successful integration project was completed in partnership between CATL as system owners of the LMS providing functional requirements and testing, and Information Services as identity management software owners, with support from the LMS Host company, NetSpot Pty Ltd. Although some more advanced functionality will roll out in subsequent phases, at this point, an affiliate user is registered and approved into FIM using a webform, and then an integration pushes the affiliate users through into the LMS. A UWA unit coordinator in an LMS unit then assigns the affiliates of his/her LMS unit into a staff or student role. LMS Moodle 2.2 Upgrade project, complete July 6 2012 In May 2012, an upgrade project for UWA’s LMS to Moodle 2.2 was approved and commenced. Upgrade projects typically require a number of processes including: • educating / training of CATL eLearning staff in the new features and functionality. • a review of current configurations and setting of configurations for the new features and

functionality. • testing of the configurations and other requested enhancements in a test and staging

environments. • a confirmation and testing of current integrations with the new specifications of the upgrade

version. • A release into the production (live) environment for all staff and students • communicating the upgrade to staff and students, including demonstration of new features • updating resources and workshops for UWA staff to accommodate changes and additions in

functionality. This upgrade project was highly successful. The cost of the upgrade was accommodated within the unused May 2011-May2012 consultancy fees, unused due to the majority of the first year being focused on a separate implementation budget. Two one-hour demonstrations for all staff were held to introduce staff to specific new features implemented due to the Moodle 2.2 upgrade, with an attendance of about 12 staff at each session. The sessions were offered to all faculties, and taken up by the School of Business with approximately 15 attendees. LMS Moodle 2.3 Upgrade project, commence October 2012 for completion February 2013 CATL has budgeted for, requested and approved a NetSpot proposal for an upgrade of the current version of the LMS of Moodle 2.2 to Moodle 2.3 to be implemented for staff and students at the end of January 2013. With this upgrade, UWA will be up to date with the latest version of Moodle. From this point on CATL plans to upgrade annually at the start of each year to the next version. This upgrade project involves the same steps as the Moodle 2.2 project and our experiences with implementation and upgrades have led to a known and successful procedure for major enhancements to UWA’s LMS. ePortfolio and online conferencing review projects, commencing August 2012 As part of the NetSpot Host agreement and new LMS approval in early 2011, four (4) additional eLearning tools were flagged as priority 3 tools for later implementation. The first two tools to be addressed are an ePortfolio tool, and online conferencing tool. These tools have heavy interest in several UWA faculties and form part of a basic set of eLearning educational technologies in contemporary universities.

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In August 2012, two internal projects were commenced, with teams of CATL eLearning staff under the leadership of Asst Professor Shannon Johnston. Phase 1 involves environmental scanning, demonstrations, learning about the tools, developing and including a UWA community reference group, and making an initial selection based on agreed criteria. This phase will conclude in December 2012. Phase 2 will be a trial with volunteer staff in semester 1, 2013, with full implementation planned subsequent to trial results. 8. Teaching and Learning Month A full report on Teaching and Learning Month for 2012 was circulated to the Teaching and Learning Committee in August 2012. The theme for Teaching and Learning Month 2012 was “Experiencing New Courses” and was designed to tie in with the commencement of the new course structure this year. A total of 11 events took place over a two week period from Monday 7th to Friday 18th May 2012. Attendance numbers across all events were comparable to 2011. As in previous years, and as part of the Teaching and Learning Month review process, a survey evaluation of Teaching and Learning Month was carried out at the completion of events. This indicated a general satisfaction with the events although the timing of the event is always an issue. It has been decided that for 2013, the events will be scheduled during a non-teaching period. In 2012 CATL introduced a new event targeted at past award winners called the ‘Awards Winners Network Event’. This event provided past award winners with the opportunity to network with other previous teaching award winners, share their experiences and discuss other teaching related matters in an informal setting. This event will continue to be held each year. In addition, an eLearning component was added to the program for the first time. The component comprised an invitational lecture from the creator of Moodle, the software of the new University LMS, and an eLearning Expo. This highly successful expo involved 10 academic staff across all faculties presenting a unique use within or approach to their teaching integrating the LMS. Due to the University Centenary Celebrations taking place in 2013, the Teaching and Learning Month will be condensed into a one week program of events and is proposed to be renamed “Teaching and Learning Week”. The program of events will run from Monday 3rd to Friday 7th June with the University Teaching Award Ceremony taking place on Tuesday 4th June 2013 at the University Club. 9. Improving Student Learning Grants In 2011, CATL undertook a review of the Improving Student Learning (ISL) Grants led by Asst/Prof Rashmi Watson with administrative support from Business Managers: Jacqueline Flowers (2011) and Annette Stewart (2012). A report was submitted to the Teaching and Learning Committee in May 2012. The objectives were to review and report to provide a comprehensive overview of the ISL scheme since its inception, feedback from participants in the scheme, and commendations, implications and recommendations for approval by the Teaching and Learning Committee. The review was conducted using a number of feedback mechanisms including: Focus groups; Audit of Review Reports; Audit of CATL ISL database ; Independent review of guidelines, advertising and forms; Online survey to all UWA ISL recipients since 2006 (administered via survey Monkey) and discussion with key staff at CATL who have been directly involved with ISL Grants. There were a number of commendations namely dissemination and greater engagement with teaching and learning through research. A number of implications for CATL staff were included around increasing ISL promotion & awareness, the application process, dissemination and maintaining long-term engagement from outcomes of the projects. The recommendation was for funding for ISL be continued and maintained at the current budget given the high success of the

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process as documented. The outcome was that the review was approved by the UWA TL committee and further funding approved for future grants. CATL committee members have implemented various ways to address the implications as determined by the review. Five grants were allocated in the first round in 2012, with a total allocation of $12,449. These grants were selected from a high number of applications, with 15 expressions of interest being received in Semester 1, 2012. Five grants will be offered in Semester 2, 2012. 23 Expression of Interests have been received with feedback provided. The quality of applications remains high, with the expression of interest system working well. Reports from previous ISL projects are available on the CATL website. 10. CATL Projects ISL grant study: Reflective Practice Negotiators, School of Business (with Ray Fells), Sem 2, 2012 Prof Ray Fells approached CATL for support in redesigning the way reflective practice was taught in his Unit to redevelop the unit and reflective practice education. Following this, he successfully applied for an ISL grant. The project is a continued collaboration with Asst Prof Shannon Johnston, a CATL academic. Perceptions of Appraisal Systems A research project initiated by CATL is currently underway in collaboration with the University of Waikato on exploring university teachers’ beliefs about teacher appraisals. The project entails investigations in China, though interest in the project has resulted in the planned project being extended to India, Vietnam and Malaysia. The first stage of the project has now been completed where the questionnaire has been designed based on the research literature. Back translation has taken place in the Chinese language and the questionnaire fine-tuned based on the translation. Phase two of this project is the data collection in China in three higher education institutions. This is scheduled to take place in late 2012. OLT (previously ALTC) Project ‘Identification and implementation of indicators and measures of impact of teaching preparation programs in higher education’ (SP10-1840) This two year project was completed during 2012 with the final report submitted to the OLT on August 1, 2012. The major outcome of the project, the development of the Academic Professional Development Effectiveness Framework, was achieved over two stages. In the first stage the project team undertook an extensive review of the literature, conducted an audit of academic teaching preparation programs in every Australian university and consulted with critical friend, Professor Paul Trowler. Informed by this preliminary work, the project team then developed a draft Academic Professional Development (APD) Effectiveness Framework which was disseminated and reviewed through various forums and subsequently revised prior to the second stage of the project. The second stage of the project involved a trial of the revised draft APD Effectiveness Framework by nine participating universities (University of Ballarat, the University of Canberra, Deakin University, Macquarie University, RMIT, the University of New South Wales, Curtin University of Technology, Edith Cowan University and The University of Western Australia) and approximately 20 academic development staff. In preparation for the trial, academic developers attended a workshop to ensure a common understanding of the structure and content of the Framework and to assist them in their action planning for the trial. A number of support documents were also provided. Following the trial period, participating universities prepared a report and met again to discuss their experiences and provide feedback to the project team. They consistently reported that the Framework enabled them to develop systematic evaluation plans, to evidence the effectiveness of their teaching preparation programs in terms of their intended outcomes and provided a structure

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for thinking about promoting an enhancement culture at the institutional level. An unanticipated positive outcome of the trial was the varied applications and adaptations of the Framework by the trial teams. These included, for example, using it as a template for curriculum development, for benchmarking between their programs and as a diagnostic tool to analyse issues related to current provision. In addition to this flexibility, the key strengths of the APD Effectiveness Framework were reported as its comprehensive range of both qualitative and quantitative indicators, its educative guidelines for data selection, its scaffolding for planning systematic and embedded evaluation, its efficacy as a template for curriculum design and its ability to be adapted to institutional specific interests or concerns. The Framework and support documents are available at www.catl.uwa.edu.au/projects/tpp OLT Project: Professionalization of the Academic Workforce (SP12-2335) September 2012 to October 2013 Project leaders: Denise Chalmers (UWA) and Rick Cummings (Murdoch University) Project Team Members: Tony Herrington (Curtin University), Sue Stoney (ECU), Sofia Elliott (Notre Dame Australia)Project Officer (Di Gardiner (UWA) A considerable amount of research has been undertaken and published recently on what constitutes excellent teaching in higher education. Much of this has been funded by the ALTC and its predecessors and subsequently by OLT. Given the significant changes in the Australian higher education environment which includes an increasingly diverse student and staff population, a new regulatory and accreditation framework and the growing imperative to demonstrate quality in teaching in the international marketplace, it is timely to synthesise this information and develop it into a quality framework that details the qualities and standards of teaching that can be implemented at the institutional level across Australian universities. This project will identify a set of good practice principles and established evidence of high quality teaching derived from research literature, practices in Australian institutions, and drawing from and building upon previous ALTC projects and related sources. These principles will be operationalised at the individual teacher level, the school/department level and the institutional level. The framework will include definitions of each principle, examples of practice that address each principle (utilising existing videos, case studies and exemplars where possible) and conclude with clearly stated expectations of levels of performance with sources of evidence that would demonstrate that an individual academic meets the principle. This framework will be further developed to align these principles with the promotional levels for academic staff (A, B, C, D, E), describing how each principle might be applied at each level, describe how these can be embedded in school practice and policy for action by heads of departments /deans of schools, and identifying guidelines for embedding these principles and associated practices in institutional policy and practice. The framework will be applicable to all academic staff with a teaching role but with particular reference to teaching intensive and sessional positions. It will focus on promoting the utilization of innovative teaching practice for a diverse student cohort who are learning in an increasingly digital environment.

International Postgraduate Teachers at UWA A program which focuses on the development needs of international teachers was developed by Dr Lee Partridge as the focus of her UWA Teaching Fellowship. While the number of international postgraduates in Australian universities grow so too the number teaching into undergraduate courses as tutors or demonstrators increases. These teachers have specific needs beyond those of local early career academics. For many, English is not their first language and their own educational experience is often very different in their home country. The program established for international postgraduates who are teaching consists of teaching development similar to that offered in many teacher preparation programs but also addresses issues of language and culture. Students undertook 5 x 3 hour workshops at the beginning of semester 2 and then a series of follow up sessions throughout the semester which allowed them the opportunity to form a supportive network. They were encouraged to engage in peer review and reflective practice by

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keeping a learning journal. A mentoring component has been added to the program where mentors who are more experienced international students are matched (ideally by country of origin and/or disciplinary background) with the less experienced teachers. In 2012, twelve international postgraduates (4 each from the Business School, Faculty of Natural and Agricultural Sciences, and the Faculty of Engineering, Computing and Mathematics) completed the series of introductory workshops and eight students completed the entire program. Plans exist to expand the program in 2013. Assessment and Feedback project The UWA Assessment and Feedback Project (started in 2011) has provided a strategic and institutional approach towards improving assessment practices and has provided a platform to the UWA staff at Faculty level to audit, review, analyse and reflect on assessment practices for the first time in a formalised and supportive approach. The Faculty Leaders were paired with a CATL staff member for ongoing support and advice throughout the process. In 2012, eight Assessment Faculty Leaders have been involved in the Project conducting ongoing course audits and engaging in regular bi-monthly meetings with the CATL Working Party and the Assessment Faculty Leaders. • Dissemination to wider community:

In 2012, some of the AFP group members (Faculty & CATL) attended and presented the Project at the annual WA Teaching and Learning Forum in a 60 minute symposium. There were approximately 50 attendees present. The symposium allowed five of the Faculty staff to present their findings and Faculty views to a broader teaching and learning community. Each Faculty member openly shared how valuable the project to date had been in just one year and that the support received by CATL staff had been a positive opportunity for continued collaboration.

• Audits and Reports: To date, there are 24 completed course audits and reports. Faculty Leaders reported that the process has been both invaluable and timely with the introduction of new courses in 2012 and that continued support from CATL and the University is necessary in keeping the progress in motion and in encouraging UWA staff to make the necessary changes for ongoing improvement in assessment practices.

• Communication and internal reporting: Regular monthly meetings with the Working Party have occurred and bi-monthly meetings with the Faculty Leaders. The regularity of the meeting allows for ongoing discussion and sharing of ideas and any support that is required. Minutes and actions of meetings are kept on the CATL drive.

• Professional Development: A number of Professional Development (PD) workshops were developed and offered regularly as were smaller group/one-to-one meetings to offer support.

A large number of resources and information have been made available through the Assessment Project website, located as a part of the CATL website at http://www.catl.uwa.edu.au/projects/assessment_project. Undergraduate Learning and Teaching Internship Scheme (ULTRIS) The ULTRIS (Undergraduate Learning and Teaching Research Internship Scheme) project diversified in 2012 to two new versions BURT (Bachelor of Philosophy Undergraduate Research Training) The ULTRIS program was adapted from its co-curricular small scale origins to form the basis of the research training offered in the first year BPhil unit, Global Challenges, Research and Leadership (GCRL 1000). The mainstreaming of this program necessitated a number of modifications to ensure that it conformed with unit requirements, such as contact hours and aspects of assessment.

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Forty-two students completed the unit and conducted research in groups focusing on the topic of Sustainable Education. Students were required to write their findings in the form of an academic paper and deliver an oral presentation to their peers and invited academics from around the University. MURN (Matariki Undergraduate Research Network) The ULTRIS program was delivered concurrently to students in three of the Matariki partner Universities (UWA, University of Otago, and Durham University). A total of 20 students (8 from UWA, 6 from Otago and 6 from Durham) were provided with research training workshops that were either delivered using Access Grid facilities or conferencing software or by teaching staff in each institution to their own students. Students had the opportunity to discuss their learning with students in other institutions and to share findings. The projects which were carried out by students individually and focused on the topic of Internationalisation of Higher Education are due for completion in December 2012. The papers written by students will be submitted to an online journal e-MURJ (electronic Matariki Undergraduate Research Journal) which has been set up specifically for this project and is being hosted by the University of Otago. UWA students in the program will submit abstracts for consideration to the 2013 Teaching and Learning Forum. Commencing BPhil LMS unit design and development research study, BPhil (with Jenna Mead) The new Bachelor of Philosophy (Honours) degree at UWA commenced with New Courses in February 2012. For addressing learner, learning, administration and communication needs, as well as in order to develop a vibrant cohort and community, CATL offered to support the Coordinator, Assoc Prof Jenna Mead, with the development of LMS unit(s). In design discussions, it was determined that a suite of four units would be developed – one each for first, second, and third year purposes, and a fourth LMS unit as a whole-of-cohort, whole-of degree community space. A research study has been designed to examine the design, development and its impact. CATL Website CATL transitioned its website to the new visual identity and MySource matrix software in March 2012. Support was provided by the web office and in particular Fiona Reilly. 11. Distinguished Visitors and Speakers The number of visiting teachers giving workshops at UWA remained fairly constant from 2011 to 2012 with an increase from 2010. This continues to demonstrate an explicit strategy by the Centre to engage with national and international colleagues around relevant teaching and learning issues. Table 10: Workshops and seminars facilitated by CATL by Visiting Teachers Jan – Sept 2012 Visitors Name Title of Workshop Collaboration Attendees

Kerry Sanderson

Vice Chancellor’s Invitational Lecture. Theme of T&L Month 2012 = Experiencing New Courses

University Teaching Awards – T&L Month

200

James Herbert Hunters and Gatherers Academic and Skills Staff Focus Group (invitation only)

Teaching & Learning Month

19

James Herbert Hunters and Gatherers Presentation (public session)


30

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Visitors Name Title of Workshop Collaboration Attendees

Martin Dougiamis

A flexible LMS developed on Education Principles


20

Pip Pattison Students’ experiences of the new curriculum at the University of Melbourne


28

Pip Pattison University-wide Curriculum Reform: Perspectives from Melbourne


23

Angus Morrison-Saunders

UWA Journal Article Writing Incubator Workshops 2012

Assessment & Feedback Project

8; 23 October & 20 November

Visitors – no speaking engagement Visitors Name Interest Dates

Malaysian Delegation

LMS (Moodle) Implementation Project 17 & 18 April 2012

Prof Heinke Roebken

Quality of Online Teaching 8 August – 6 September 2012

Visitors –workshops coordinated by CATL staff and either

a) Hosted by other UWA departments; or b) Hosted and facilitated by parties external to UWA

Visitors Name Title of Workshop Date: Attendees

AAGLO Project team

Assessment and Assurance of Graduate Learning Outcomes

19 July 50

12. Conferences and Forums

Table 11: Conferences and Forums attended by CATL staff Jan – Oct 2012 Conference title

Date Staff member Purpose

National Networking Initiative Working Party Meeting Sydney

21/1/12-25/1/12 Denise Chalmers

member

Higher Education Evaluation Roundtable 2012 Parramatta


UWA representative

Universities Australia Higher Education Conference ACT


participant

TPP Project Meeting Melbourne


Project leader

TEQSA Provider Briefing Session


Representing UWA

CADAD Meeting Brisbane


President of CADAD

ICED Conference Bangkok


Present 3 papers

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Conference title Date Staff Member Purpose

CADAD Executive Meeting


President of CADAD

CADAD Meeting 23/10/12-26/10/12 Denise Chalmers

President of CADAD

Invitation to University Technica Santa Maria, Valparaiso Chile


Invited presenter and consultant

Invited Presentation for MECESUP, Santiago Chile

3/9/12 Denise Chalmers

Invited presenter

Lund University, Sweden 19/9/12-21/9/12 Denise Chalmers

Consultation

Review of CReD, Uppsala University, Sweden


Chair of international Panel

WA Teaching and Learning Forum 2012


Present paper

HERDSA Rekindled 5/10/12 Di Gardiner Presented 'Can we measure the effectiveness of our teaching preparation programs for academics?'

HERDSA 2012 2/7/12-4/7/12 Di Gardiner Presented 'How do we know whether our teaching preparation programs for academics are achieving their intended outcomes?’


2-3/2/12 Di Gardiner Presented 'Are teaching preparation programs for academics achieving their goals?'


02/02/12-03/02/12 Rashmi Watson

Presented: ‘Staff engagement with support mechanisms that promote and improve teaching practices: Perceptions of lecturers’ Invited presenter

Higher Education Research and Development Society of Australasia (HERDSA 2012) International Conference

02/07/12-05/07/12 Rashmi Watson

Participant

UWA Teaching and Learning Research Colloquium

5/2012 Shannon Johnston

Presented ‘Developing a professional ePortfolio: Integrated with teaching, learning and assessment’


2/2/12-3/2/12 Shannon Johnston

Co-presented ‘Moving to Moodle: Organisational knowledge and community building at UWA’

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Conference title

Date Staff Member Purpose


02/02/12-03/02/12 Shannon Johnston

Presented ‘Workshop Presentation title: Social Networking: Engaging students in learning beyond mainstream university experience’

WA-AALL Symposium 1/2/12 Shannon Johnston

Invited presentation ‘Presentation title: Failing to Plan, Planning to Fail – eLearning going wrong’

MoodleMoot AU 1/7/12-4/7/12 Shannon Johnston

Co-presented: Moodle innovation at UWA: a showcase suite of units for learning, community, profession

MoodleMoot AU 1/4/12-4/4/12 Shannon Johnston

Co-presented Riding the wave of implementation: Building an enduring relationship

National Student Engagement Conference, Melbourne , Australia

29/10/12-31/10/12 Sid Nair Invited presenter

Australasian Higher Education Evaluation Forum (AHEEF)

8/10/12-10/10/12 Sid Nair Present paper

2012 TARC Symposium, KL, Malaysia

26/9/12-27/9/12 Sid Nair Invited Presenter


2/2/12-3/2/12 Lee Partridge Facilitated workshop session, presented 3 papers

Higher Education Evaluation Forum

9/12/12 Sid Nair Invited presenter


2/2/12-3/2/12 Sid Nair Present Paper

Academic Integrity Standards: Aligning Policy and Practice in Australian Universities - Project Colloquium

9/2/12-10/2/12 Adelaide

Lee Partridge As a member of the research team of this national ALTC-funded project I was Involved in the dissemination of the findings of the project

HERDSA 2012 2/7/12-5/7/12 Hobart

Lee Partridge Co-facilitated a series of 4 workshops, presented a paper

ISSOTL 2012 24/10/12-27/10/12 Hamilton Canada

Lee Partridge Poster presentation, Paper presentation, Panel presentation

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13. Membership of University Committees Table 12: CATL membership of University committees 2012 Name of Committee

Staff member Role

Assessment and Evaluation Standing Committee Sid Nair Member Faculty of Medicine, Dentistry and Health Sciences Evaluation Committee

Sid Nair Member

Teaching and Learning Committee Denise Chalmers Member eLearning and eLearning Spaces Committee Denise Chalmers Chair Grants and Schemes Standing Committee Denise Chalmers Member Awards Standing Committee Denise Chalmers Member Academic Board Denise Chalmers Member Disability Access and Inclusion Committee Denise Chalmers Member T & L committee, Learning Skills Guidelines Working Party

Denise Chalmers Chair

Faculty of Engineering, Computing and Maths The Faculty Academy For The Scholarship Of Education (FASE) Committee

Denise Chalmers Member

CADAD Denise Chalmers President

HERDSA Denise Chalmers Member Assessment and Evaluation Standing Committee Denise Chalmers Member eLearning and Learning Spaces Standing Committee

Shannon Johnston

Standing Invitee

Improving Student Learning (ISL) Grants Rashmi Watson Committee Member Teaching & learning Month UWA Rashmi Watson Committee Member Assessment & Feedback Project UWA (working Party)

Rashmi Watson Committee Member

Assessment & Feedback Project UWA Rashmi Watson Project Manager Grants and Schemes Standing Committee Lee Partridge Co-opted member Grants and Schemes Standing Committee Di Gardiner Member (includes

Selection Committee for 2013 PTIS)

14. Staff Publications

Table14: CATL Staff Publications Jan - Sept 2012 Books Chalmers D., and Hunt, L., (2012). “University Teaching in Focus: A learning-centred approach”. ACER Press. Nair, C. S., Patil, A. & Mertova, P. (Eds.) (2012). “Enhancing Learning and Teaching through Student Feedback in Engineering”. Oxford, UK: Woodhead Publishing Book Chapters Hunt, L, Chalmers, D & Macdonald, R (2012). “Effective Classroom teaching” (Chapter 2). In Hunt, L & Chalmers D (Eds). University teaching in focus: A learning centred approach. ACER, Melbourne/Routledge. Chalmers, D & Partridge, L. (2012). “Teaching graduate attributes and academic skills” (Chapter 4). In Hunt, L & Chalmers D (Eds). (2012). University teaching in focus: A learning centred approach. ACER, Melbourne/Routledge.

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Chalmers, D & Johnston, S. (2012) “Quality assurance and accreditation in higher Education”. In I. Jung and C Lachem (Eds.) Quality, quality assurance and accreditation in open and distance education: Models, policies and research, pp 1-12. Nair, C. S., Patil, A., & Mertova, P. (2012). “The essence of Engineering Education: A Student Feedback Perspective”. In Nair, C. S., Patil, A., & Mertova, P. (Eds.) Enhancing Learning and Teaching through Student Feedback in Engineering. Oxford, UK: Woodhead Publishing . Christine Broughan, C. & Hunt, L. (2012). ”Inclusive teaching”. In Hunt, L. & Chalmers, D. (2012) Preparing to teach in universities: An evidence and practice-based approach, ACER, Melbourne. Journal Articles McGowan, W.S. & Partridge, L. (2012). “Student Engagement and Making Community Happen”, Educational Philosophy and Theory, 2012 doi: 10.1111/j.1469-5812.2011.00815.x http://onlinelibrary.wiley.com/doi/10.1111/j.1469-5812.2011.00815.x/pdf Nair, C.S., Murdoch, N. & Mertova, P. (2012). “An integrated approach to quality enhancement in a multi-campus university”. Quality Approaches in Higher Education, 3(1), 12-17. Shah, M., & Nair, C. S. (2012). “A New Dynamic in Australian Higher Education: The Emergence of Private for-profit Higher Education”. European Journal of Higher Education, DOI:10.1080/21568235.2012.683696 (http://dx.doi.org/10.1080/21568235.2012.683696). Shah, M. & Nair, C. S. (2012). “The Changing Nature of Teaching and Unit Evaluations in Australian Universities”. Quality Assurance in Education, 20(3), 274 – 288. Nair, C. S. & Shah, M. (2012). “Quality of the Student Experience: An International Study International". Journal of Quality Assurance in Engineering and Technology Education, 2(3), 34-40. Sandover, S., Partridge, L., Dunne, E. & Sue Burkill, S. (2012). “Undergraduate Researchers Change Learning and Teaching: A Case Study in Australia and the United Kingdom”, Council of Undergraduate Research Quarterly, Fall edition. http://www.cur.org/assets/1/23/331Fall12Sandover.pdf Refereed Conference Papers Chalmers, D., Gardiner, D., Goerke, V., Goody, A, and Stoney, S. (2012). “How do we know if higher education teacher preparation programs are achieving their goals of improving teaching and enhancing student learning?” 2012 International Consortium for Educational Development, Bangkok, Thailand. Chalmers, D., (2012). “Benchmarking Performance of Academic Development Units: Local adaptation with Global Opportunities.” 2012 International Consortium for Educational Development, Bangkok, Thailand. Debowski, S, & Chalmers, D. (2012). “Building effective national networks: A case study and implications for leading networks” 2012 International Consortium for Educational Development, Bangkok, Thailand. Gardiner, D. and Goerke, V. (2012). “How do we know if our teacher preparation programs are achieving their intended outcomes? Higher Education Research and Development Society of Australasia (HERDSA) 2012. Patil, A. Nair, C.S., Miller, J. Kheeler, P. & Martin, F. (2012). “Engineering Education Quality Enhancement: A Case Study at the School Level”, Proceedings of the Australasian Higher Education Evaluation Forum (AHEEF).

Shah, M. & Nair, C. S. (2012). “Student Surveys and Feedback: Strategic Solution for all Tertiary Education Institutions”, Australasian Higher Education Evaluation Forum (AHEEF) 2012.

Shah, M., & Nair, C. S. (2012). “Intentionally Ignored: Engaging Transnational Students in Surveys and Feedback”, Australasian Higher Education Evaluation Forum (AHEEF) 2012 Shah, M. & Nair, C. S. (2012).” Can Standards Drop? Social Inclusion Agenda and Academic Standards.” TL Forum (2012). Creating an inclusive learning environment: Engagement, equity, and retention. Proceedings of the 21st Annual Teaching Learning Forum, 2-3 February 2012. Perth: Murdoch University. http://otl.curtin.edu.au/tlf/tlf2012/contents-all.html

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Non Refereed Conference Papers and Abstracts Button, Y., Drechsler, M., & Johnston, S. (2012). “Sharing UWA staff training for Moodle pre-implementation in 2012” TL Forum (2012). Creating an inclusive learning environment: Engagement, equity, and retention. Proceedings of the 21st Annual Teaching Learning Forum, 2-3 February 2012. Perth: Murdoch University. http://otl.curtin.edu.au/tlf/tlf2012/contents-all.html Chalmers, D., Veronica Goerke, Allan Goody, Sue Stoney & Gardiner,D., (2012). “Are higher education teacher preparation programs achieving their goals?” TL Forum (2012). Creating an inclusive learning environment: Engagement, equity, and retention. Proceedings of the 21st Annual Teaching Learning Forum, 2-3 February 2012. Perth: Murdoch University. http://otl.curtin.edu.au/tlf/tlf2012/contents-all.html Chalmers, D., Giles, S., Nair, S., Orrell, J., Partridge, L., Thompson, E., Watson, R., Whipp, P., Skead, N. (2012). “UWA assessment and feedback project: A progress report on a university-wide initiative” TL Forum (2012). Creating an inclusive learning environment: Engagement, equity, and retention. Proceedings of the 21st Annual Teaching Learning Forum, 2-3 February 2012. Perth: Murdoch University. http://otl.curtin.edu.au/tlf/tlf2012/contents-all.html Johnston, S., Button, Y., & Mark Drechsler (2012). “Moving to Moodle: Organisational knowledge and community building at UWA” TL Forum (2012). Creating an inclusive learning environment: Engagement, equity, and retention. Proceedings of the 21st Annual Teaching Learning Forum, 2-3 February 2012. Perth: Murdoch University. http://otl.curtin.edu.au/tlf/tlf2012/contents-all.html Johnston, S., “Social networking for engaging students in learning beyond mainstream university experience” TL Forum (2012). Creating an inclusive learning environment: Engagement, equity, and retention. Proceedings of the 21st Annual Teaching Learning Forum, 2-3 February 2012. Perth: Murdoch University. http://otl.curtin.edu.au/tlf/tlf2012/contents-all.html Partridge, L., Sally Sandover & Jenna Mead (2012) “Mission impossible: Select entry degrees and equity” TL Forum (2012). Creating an inclusive learning environment: Engagement, equity, and retention. Proceedings of the 21st Annual Teaching Learning Forum, 2-3 February 2012. Perth: Murdoch University. http://otl.curtin.edu.au/tlf/tlf2012/contents-all.html Partridge, L., “Obstacles and barriers to effective progress in educational development for early career academics” TL Forum (2012). Creating an inclusive learning environment: Engagement, equity, and retention. Proceedings of the 21st Annual Teaching Learning Forum, 2-3 February 2012. Perth: Murdoch University. http://otl.curtin.edu.au/tlf/tlf2012/contents-all.html Watson, R., “Staff engagement with support mechanisms that promote and improve teaching practices: Perceptions of lecturers” TL Forum (2012). Creating an inclusive learning environment: Engagement, equity, and retention. Proceedings of the 21st Annual Teaching Learning Forum, 2-3 February 2012. Perth: Murdoch University. http://otl.curtin.edu.au/tlf/tlf2012/contents-all.html Watson, R., “Narratives of teachers’ daily practices with the pedagogy of literacy education in the pre-primary classroom”. Consulting the Compass, Early Childhood Australia National Conference Oct 3-6, 2012. Perth: Convention Centre. http://www.ecaconference.com.au/ECA%20Conference%202012%20Main%20Program.pdf 15. Staff Engagement

Table 14: Other CATL staff community and academic activities Jan - Sept 2012 Staff Member

Type of Activity Description

Sid Nair Invited Workshop Invited workshop on Using Student Voice Data for Change, National Student Engagement Conference, Melbourne, Australia

Sid Nair Invited Webinar Invited webinar on How to Increase Response Rates for Surveys--Well, Can You?, American Society of Quality, USA [http://asq.org/edu/110024/web.html?shl=110024]

Sid Nair Invited workshop ‘Fundamentals of a Good Student Evaluation System’, Otago Polytechnic, Dunedin, New Zealand

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http://otl.curtin.edu.au/tlf/tlf2012/contents-all.html

http://www.ecaconference.com.au/ECA%20Conference%202012%20Main%20Program.pdf

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Staff Member


Sid Nair Invited presentation on

Nair, C.S. (2012). Invited address on the ‘Strategic view of Student Evaluation and how it informs and enhances overall institutional quality’, Otago Polytechnic, Dunedin, New Zealand

Sid Nair Invited address ‘Robust Student Appraisal/Evaluations: Talk the Talk….Walk the Walk, Waikato University, Hamilton, New Zealand

Sid Nair Invited address ‘Need for a Robust Appraisal System’, Waikato University, Hamilton, New Zealand

Sid Nair Invited workshop ‘Understanding Data to make informed Decisions on Teaching’, Learning and Teaching week, James Cook University, Queensland, Australia

Sid Nair Invited presentation

‘The ABCs of Student Voice’, Learning and Teaching Week, James Cook University, Townsville, Queensland University, Australia

Sid Nair Invited as part of an international pane

l for the 2012 TARC Symposium on Innovative Science Education for Students of Diverse Backgrounds: Strategies, Approaches and Assessment – address on The Use of Student Feedback/Research to Enhance Teaching and Learning, TARC, Kuala Lumpur, Malaysia. Presented.

Sid Nair Invited webinar Using Student Satisfaction Data to Start Conversations about Continuous Improvement, American Society of Quality, USA. [http://asq.org/edu/107115/web.html?shl=107115]

Sid Nair Invited talk CQU Engineering Quality committee Denise Chalmers Reference Group

member National Fellowship for Professor Wageeh Boles (QUT) Navigating a pathway between the academic standards and a framework for authentic, collaborative, outcomes-focused thinking in Engineering Education

Denise Chalmers Critical friend and mentor

ALTC Project. A/Prof Barbara de la Harpe (RMIT) Project Leader. Not a waste of space - professional development for staff teaching in New Generation Learning Spaces ( 2011-12)

Denise Chalmers Assessor Awards Fellowships and Grants, Carrick Institute/ AUTC (2005-12)

Denise Chalmers Chair International panel to review CrED Teaching Learning Initiatives, Uppsala University, Sweden

Denise Chalmers Consultant Universidad Técnica Federico Santa María, Valparaíso, Chile. One week consultancy to conduct workshops and meet with senior staff on the systems and use of teaching and learning quality indicators, presentations on academic development to Chile directors of university T & L centres

Denise Chalmers Unit development leader and Invited Presenter

Taylors College (Study Group), to lead the development of their Diploma of Commerce. Coordinate the team of writer, oversight the assessment. The Diploma has now been accredited and students have entry into the 2nd year of UWA when successfully completed. (2011-2)

Denise Chalmers Consultant Lund University. Meet with academic development colleagues on benchmarking performance and effective measures of professional development, (Sept, 2012)

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Staff Member Type of Activity Description

Shannon Johnston Organiser and chair

International University visit regarding LMS implementation: Taylors University Malaysia

Shannon Johnston Instigator and Organiser

UWA inaugural eLearning Expo organiser

Shannon Johnston Instigator and co-leader

NetSpot Moodle Community Colloquy: Move to Moodle – Catalyst for pedagogical change

Shannon Johnston Paper Reviewer Australasian Journal of Educational Technologies Shannon Johnston Paper Reviewer WA Teaching and Learning Forum Shannon Johnston Invited expert

guest Dept of Agriculture and Food Growzone Project: Mentorship Forum

Shannon Johnston Invited seminar presenter

NKH Accounts and Business Advisors, Social Media for Business

Shannon Johnston Organiser and co-presenter

Seminars on non-LMS educational technologies •ReMoot (presentation of MoodleMoot learning) •Peer Review online (with Coralie Rendalls, CATL & W/Prof Phil Hancock)

Shannon Johnston Invited Presenter UWA Academic Staff Association eLearning Forum eLearning: The role, possibilities and pitfalls of teaching with online tools:

Shannon Johnston Critical friend, mentor

Faculty of Arts Teaching Innovation Group

Lee Partridge Paper Reviewer Teaching and Learning Forum Lee Partridge Project team

member ALTC/OLT funded project - Academic integrity standards: Aligning policy and practice in Australian Universities

Rashmi Watson Unit Coordinator Introduction to University teaching (IUT) Course offered to postgraduate students at UWA who teach. Staff apply and are paid to attend on successful completion.

Rashmi Watson Improving Student learning (ISL) Grants’ Reviewer

The first ISL grants’ review was undertaken in 2011 and completed in 2012 by Rashmi Watson with administrative support from Jacqueline Flowers (2011) and Annette Stewart (2012). The report was given to the TL committee and approved for continued funding.

Rashmi Watson WA President and UWA TL Committee member

Higher Education Research and Development Society of Australasia (HERDSA)

Rashmi Watson UWA Assessment & Feedback Project Manager and CATL partner with Business School

The UWA Assessment & Feedback Project has been in action since 2011. It is a major university-wide approach to auditing, analysing, reporting and responding to current assessment practices.

Rashmi Watson ISL Grants Selection Panel

The ISL grants are offered twice/year for projects to improve teaching and learning. My role is to sit on the selection panel.

Rashmi Watson UWA Teaching & Learning Month Committee Member

UWA holds annual TL activities in May/June.

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Staff Member


Rashmi Watson Critical friend with University of Glasgow

(since 2011) Graduate Teaching Assistants (GTAs) that teach. This project will build on previous work done, both within the L1 Biology course, with the HEA postgraduate networking events, and the work of the University of Glasgow ADFs, whilst extending the support offered to GTAs in physics, as a fellow STEM subject area.

16. Awards and Grants Asst/Prof Rashmi Watson, was a nominee & winner of Best Doctor of Education Thesis in past two years, Murdoch University CATL received funding from the UWA Teaching and Learning Committee to undertake the following programmes in 2012;

• Improving Student Learning (ISL) grant program • Teaching and Learning Month • WA Teaching & Learning Forum registration subsidy program (no new funds in 2012,

permission to use unspent funds from previous years) • Introduction to University Teaching (IUT) • Postgraduate Teaching Internship Scheme • Sessional Staff Day • English Language Support for Teaching Staff

In addition, CATL has received the following grants from the General Resources Committee for specific projects being undertaken in 2011/2012 and 2013:

• Implementing Moodle Project (incorporating implementing Echo) CATL staff are involved in the following Office of Learning and Teaching (OLT) and ALTC projects:

• OLT: Professor Denise Chalmers and Rick Cummings (Murdoch) (joint project leaders); Dr Anthony Herrington (Curtin University), Professor Sue Stony (ECU) Dr Di Gardiner (UWA), Sofia Elliott (Notre Dame), Asst/Prof Di Gardiner (project officer) “Professionalization of the Academic Workforce ($238 000) 2012-13. Strategic priority project”

• ALTC: Professor Denise Chalmers (project leader) & Asst/Prof Di Gardiner (project

officer) “Identification and Implementation of Indicators and Measures of Impact of Teaching Preparation Programs in Higher Education” ALTC Strategic Priority Project 2010-2011. See section 10 “Projects” for more information.

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