Centre for the Advancement of Learning and Teaching (CALT)

ELT504University Learning and Teaching

Project

Semester 1 /2011

Unit Outline

Dr Natalie Brown

CRICOS Provider Code: 00586B

Unit Outline: Version February 2010

Contact detailsUnit coordinator/lecturer

Unit coordinator/lecturer: Dr Natalie BrownCampus: Hobarte-mail: Natalie.Brown@utas.edu.auphone: 0362261756 (CALT) or 0419 512 690fax: 0362261881Contact times: Via email

Unit Administration

Unit administration: Grad Cert AdministrationCampus: Launcestone-mail: enquiries@calt.utas.edu.auphone: 6324 3504fax: 6324 3301Contact times: Business hours

© The University of Tasmania 2011

Unit Outline: Version February 2010

Contents

Unit description* 4Learning outcomes* 4Generic graduate attributes^ 4Prior knowledge &/or skills 4Learning resources required 5Details of teaching arrangements* 7Unit schedule 8Learning expectations and strategies 7Assessment* 9How your final result is determined* 13Submission of assignments* 14Requests for extensions 15Penalties* 15Review of results and appeals 15Academic referencing* 15Plagiarism* 15Further information and assistance 16Criteria sheets for each Assessment Task 17

Unit descriptionIntroducing innovation and supporting changes in practice in order to enhance students' experiences are important components of leadership in learning and teaching. This unit provides you with the opportunity to demonstrate leadership through undertaking a supervised project on a strategic learning and teaching priority that is of benefit to you, your School, and/or the University*. Incorporating knowledge developed in previous units in the course, you are required to plan, implement and evaluate the outcomes of your project. (* It is important that you are actively engaged in teaching during the semester that you attempt this unit.)  

Learning outcomesOn completion of this unit, you should be able to:

1. demonstrate your capacity to design, implement, evaluate and report on, a structured small-scale university learning and teaching development project;

2. justify the purpose/s and design of the project in terms of current issues and concerns within the higher education community and the particular needs of your institution, colleagues and/or students; and

3. critically reflect upon the outcomes of your project, drawing on your own evidence and with reference to current literature regarding university learning and teaching.

Generic graduate attributesThe University has defined a set of generic graduate attributes (GGAs) that can be expected of all graduates (see http://www.utas.edu.au/tl/policies/index.htm). By undertaking this unit you should make progress in attaining the following attributes:

Knowledge: Knowledge of project planning and evaluation will be developed through reading, discussions and participation in a project within your particular professional and/or discipline concepts. Knowledge of the higher education teaching and learning context will be extended through engaging with literature relevant to projects in terms of both purpose and design.

Communication skills: will be developed through interactive learning contexts, including discussion and academic reading and writing tasks. There will also be opportunity to you to develop skills in reporting to stakeholders (in both oral and written format) through the lifecycle of the project.

Problem-solving skills: will be developed as you engage with the tasks of planning, implementing and evaluating a specific university learning and teaching project.

Prior knowledge &/or skillsYou need to have completed ELT502. You also need to be committed to self improvement in your teaching and/or other educational activities, and willing to engage colleagues in this process.

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Learning resources required

Requisite textsThere is no set text for this unit. It is expected that you will source appropriate references as you progress your own project.

Recommended reading

Overview papers

The paper sent to your with this unit outline by Craig McInnes provides a useful overview of this unit. It is from a keynote address delivered at a HERDSA conference, and looks at innovation and reform from a broad institutional perspective.

If you are interested in technology-based innovation, I have also provided a paper by Westera for you to read.

I would then suggest that you select 2 or 3 readings that you can relate to your own individual discipline/context. I think it would be most useful to read articles that provide exemplars of projects similar to those you are planning. This should help you get a feel for how projects move through the planning, implementation, evaluation and dissemination phases. At our face to face meeting we should be able to draw out the common threads in these readings with a view to shaping your own project.

As I am not sure of you own individual directions at this early stage, I have provided some possible starting points – 4 websites and then links to specific papers describing innovations in a variety of areas. Please be mindful that some of these papers describe projects introduced by a team (and with financial support) – so are able to be somewhat more ambitious than projects implemented by individual academic staff.

Useful Web sites:

The HERDSA website has links to all refereed papers from conferences for the past 10 years. These papers often describe small scale teaching and learning innovations – and cover a range of discipline areas: http://www.herdsa.org.au/index.php?page_id=162

These sites may also be useful:

http://www.caudit.edu.au/educauseaustralasia07/programme.htm

The Educause web site has a number of interesting papers describing innovations in ‘… higher education, managing knowledge technologies to advance scholarship, learning and research’. I found the papers to be very readable and useful in describing the type of innovations that are achievable by individuals and small teams in the Higher Education sector.

http://www.heacademy.ac.uk/

If you go to the Subject Centres tab on the top of the page, you will find links to specific discipline areas. On these individual pages there are links to journals, case studies and other initiatives. The Health Sciences site, for example, has a number of mini-projects detailed (see link under Health Science on the next page.

http://www.altc.edu.au/resources?text=Innovation (ALTC projects – these would be much larger and with serious budgets)

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Links to papers describing innovations:

(Categories and the title for each of these are provided as a guide to the content area of the paper.)

Enhancing student experience:

Jarkey, 2004: Orientation as an ongoing learning experience: Student focused and holistic (Content area – Arts) http://www.herdsa.org.au/wp-content/uploads/conference/2004/PDF/P062-jt.pdf

Looking at Student Feedback

Rowe, Wood & Petocz, 2008 Engaging students: Student preferences for feedback.http://www.herdsa.org.au/wp-content/uploads/conference/2008/media/Rowe.pdf

Using Mentoring and authentic experiences to enhance student learning

Baird, 2004: Transforming knowledge through mentor-supportedcognitive apprenticeship learning methods (Content area – Building Design)http://www.herdsa.org.au/wp-content/uploads/conference/2004/PDF/P069-jt.pdf

Using technology to support student learning:

Hallas, 2005: Getting started in flexible learning: Perceptions froman online professional development workshop (Implementation and evaluation of a staff Professional learning workshop)http://conference.herdsa.org.au/2005/pdf/refereed/paper_331.pdf

Poyatos-Matas & Allan: Providing feedback to online students: A new approachhttp://www.herdsa.org.au/wp-content/uploads/conference/2005/pdf/refereed/paper_429.pdf

Schmid & Yeung, 2005: The influence of a pre-laboratory work module on student performance in the first year chemistry laboratoryhttp://www.herdsa.org.au/wp-content/uploads/conference/2005/pdf/refereed/paper_358.pdf

Watson and Harper, 2007: Supporting Knowledge Creation – Using Wikis for Group Collaborationhttp://www.caudit.edu.au/educauseaustralasia07/authors_papers/Watson-112.pdf

Chrisfield & Green 2007: Development of interactive online anatomy images in the LUNA Insight Image database – building digital collections and learning applications step by step – a collaboration between Human Biosciences and the Library at La Trobe. http://www.caudit.edu.au/educauseaustralasia07/authors_papers/Chrisfield-108.pdf

Health Science

Penman, 2005: ‘Preparing for sciences’ workshop: A new initiative for Whyalla nursing studentshttp://www.herdsa.org.au/wp-content/uploads/conference/2005/pdf/refereed/paper_049.pdf

A large number of funded mini-projects in the Health Sciences are reported in the following document:http://www.health.heacademy.ac.uk/projects/miniprojects/MPbooklet.pdf

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Information Management

Polykett and Benn: Beyond e-Reserve: Implementation of a repository-based reading listmanagement system at the University of Western Australiahttp://www.caudit.edu.au/educauseaustralasia07/authors_papers/Poleykett-109%20FINAL.pdf

ScienceWilson and Russell, 2003: The first year physics diary project http://www.herdsa.org.au/wp-content/uploads/conference/2003/PDF/HERDSA15.pdf

Planning proformas/resources

http://www.murdoch.edu.au/teach/carrick_evaluation/index.html

Another useful portal This website has links to some very useful Higher Education teaching and learning sites, including the Australian Qualifications Framework (AQF), the AUQA Good Practice Data Base, Edna network and DEST.

http://www.altc.edu.au/resources/useful-websites

Learning expectations and strategiesThe University is committed to high standards of professional conduct in all activities, and holds its commitment and responsibilities to its students as being of paramount importance. Likewise, it holds expectations about the responsibilities students have as they pursue their studies within the special environment the University offers.

The University’s Code of Conduct for Teaching and Learning states:

Students are expected to participate actively and positively in the teaching/learning environment. They must attend classes when and as required, strive to maintain steady progress within the subject or unit framework, comply with workload expectations, and submit required work on time.

Thus, in ELT504 you will be expected to participate fully in all aspects of the planned teaching and learning program (see below). This will involve you in completing appropriate pre-reading, attending the full day compulsory F2F workshop, contributing in a meaningful way to dicussions with other participants on this day, maintaining regular contact with the lecturer during the progress of your project and and submitting all assessment tasks in a professional and timely manner. You will also be encouraged to participate in two additional F2F meetings and/or online communications with other participants.

Details of teaching arrangementsDuring this unit, you will be involved in pre-reading and preparation tasks, one compulsory F2F workshop (full day); up to two further F2F meetings; individual contact with the lecturer; and formal assessment tasks related to the design, implementation and evaluation of a specific university learning and teaching project. The compulsory F2F session will be held in February. Other sessions/activities will occur/be negotiated as shown in the following table.

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Unit schedule

Session/Activity Date/time and duration Content/topics

Pre-reading and preliminary thinking about Draft Proposal

Prior to first F2F meeting; should be allocated approximately 4 hours

1. Review McInnes keynote address noted above

2. Read 2-3 exemplar projects – see above

3. Preliminary thinking about your own project possibilities.

4. See project planning exemplars appended to this unit outline

Compulsory F2F meeting(February 11th)

1. Introduction to participants2. Re-iteration of unit learning intentions;

discussion of Action Learning models and contexts

3. Overview of current themes and issues in Higher Education

4. Discussion of project planning with emphasis on preparing for evaluation

5. Participant discussions of Draft Proposal – University Learning and Teaching Project.

6. Discussion of requirements for Assessment Tasks

7. Value adding - Outline of UTAS Teaching Development Grants and other appropriate avenues for support and dissemination of t & L projects.

Submission of Draft Proposal for feedback

Submission of Draft Proposal

Informal Meeting(Non-compulsory) To be confirmed Opportunity to discuss feedback on draft

proposal/gain peer feedback and to share resources

Submission of Assessment Task 1: Project Plan

Individual meetings

Date to be negotiated with participants; up to two hours; Hobart, CC, Launceston or VC as required.

1. Informal discussion of ‘work in progress’ reports

2. Participant Presentations –Assessment Task 2: Progress Report (Oral Option)

3. Discussion of requirements for Assessment Task 3

Submission of Assessment Task 2 Progress Report (Written Option)Oral option – On or before this date

Informal Meeting(Non-compulsory) To be negotiated

1. Informal discussion of ‘project outcomes’ reports

2. Further discussion of requirements for Assessment Task 3

Monday Submission of Assessment Task 3: Evaluation of Outcomes

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Individual supervision

As required; initiated by participants

1. Clarification of assessment task requirements

2. Support in the design, implementation and evaluation of projects

Participant-led online discussions using email or Vista

As required

1. Posting of proposed project titles and intentions, through email list)

2. Circulation of synopsis of project outcomes (template will be supplied)

Participants will also be encouraged to present a report on their projects at Teaching Matters or in a School or Faculty research seminar context.

Assessment

Assessment scheduleAssessment task Date due Percent

weightingLinks to Learning Outcomes

Draft project proposal (formative – feedback only)

21st February Unweighted 1, 2, 3

Assessment Task 1 21st March 30% 1, 2

Assessment Task 2 9th May 40% 1,2,3

Assessment Task 3 13th June 30% 1,3

Please note that Assessment tasks are detailed in the section below. Rubrics for each Assessment Task are included in Appendix 1.

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Assessment details

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Formative assessment task: Ungraded Pass

Task description Outline of project including summary of justification for project, main stakeholders, aims of the project, proposed actions and methods of evaluation.

Task length Approximately 5 hours (broad and selective reading)

300 words (please note that this is a brief proposal only)

Links to unit’s learning outcomes

Unit Learning Outcomes 1, 2 and 3

GGA- Knowledge

GGA –Communication Skills (Written)

Guidelines

(Ungraded pass – formative feedback will be given to draft proposals)

It would be expected that your draft proposal:

1. Includes key areas of intentions, actions and expected outcomes and encompasses an achievable timeframe.

2. Identifies one or more current themes and/or issues in higher education

3. Explains the relevance of the project to your current teaching and learning context(s)

Date due: Monday 21s February

Assessment task 1:

Task description Project Plan - University Learning and Teaching Project

Task length 1500 words

Links to unit’s learning outcomes

Unit Learning Outcomes 1 and 2

GGA- Knowledge

GGA –Communication Skills (Written)

GGA – Problem-solving skills

Guidelines The Project Plan is to comprise a revised and extended

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version of your Draft Proposal – University Learning and Teaching Project. It should show evidence that you have:

1. Made use of a relevant template or planning document to identify in detail the project focus, implementation plan, proposed evaluation (including a timeline) and expected outcomes

2. Explained how the project addresses specific dimensions of current themes and issues in Higher Education and your own teaching context.

3. Produced a quality written presentation to communicate your project.

You should also show that you have considered feedback given on the Draft proposal.

Details of the assessment criteria are included in the rubric in Appendix 1.

Date due Monday 21st March 2011

* Templates are provided at the conclusion of this outline – You may like to use the University of Tasmania Project Planning Template (Teaching and Learning), the Major School/Faculty Teaching Project Proposal template, or other templates as appropriate.

Assessment task 2 (40%):

Task description Progress Report - University Teaching and Learning Project

Task length 2000 words

OR

a 30 minute oral presentation with supporting a-v and/or printed resources

Links to unit learning outcomes and/or GGAs

Unit Learning Outcomes 1, 2 and 3

GGA- Knowledge

GGA –Communication Skills (Oral and/or Written)

GGA – Problem-solving skills

Assessment criteria / guidelines

The Progress Report is designed to allow you to demonstrate your capacity to implement your planned project and to begin the process of collecting evaluative evidence on the outcomes (planned and unexpected) of the project. It also provides you with the opportunity to communicate the progress of your project to your colleagues. In the report you should:

1. Map/describe implementation of the project to

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date ;

2. Identify/comment on any changes and/or additions that have been made to the project design during implementation;

3. Identify and explain the types of evidence/data that you are collecting and/or creating in order to assist you in the critical evaluation of the outcomes of the project, together with how you will analyse these; and

4. discuss how the progress of the project to date confirms and/or challenges current thinking and/or literature related to the focus of the project.

If you choose the written option in this Task, you should construct your Progress Report as a Discussion Paper or use an appropriate reporting proforma accompanied by any necessary annotations. You should use standard academic language and referencing conventions.

Full details of the assessment criteria are included in the rubric in Appendix 1.

If you choose the oral option in this Task, you should deliver your Progress Report in the format of a Conference Presentation, taking care to use an effective oral presentation style and to show evidence of concern for engagement of the audience.

Date due Written Option: Monday 9th May, 2011

Oral Option: by negotiation (on or before the above date)

Assessment Task 3 (30%):

Task description Evaluation of Outcomes - University Teaching and Learning Project

Task length 2500 words

Links to unit learning outcomes and/or GGAs

Unit Learning Outcomes 2 and 3

GGA- Knowledge

GGA –Communication Skills (Written)

Assessment criteria / guidelines

The Evaluation of Outcomes task is designed to allow you to critically reflect on the outcomes of your project, with reference to current literature regarding university learning and teaching and in terms of the particular needs of your institution, colleagues and/or students. In your evaluation,

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you should:

1. Present the evidence you have used, and analysis you have conducted to identify what you consider to be the most significant outcomes of your project, be they intended or unexpected; and

2. Analyse/explain how these outcomes address, reflect and/or challenge current thinking and research in the field of university learning and teaching and the particular needs of your institution, colleagues and/or students.

You should construct your Evaluation of Outcomes as a stand-alone Discussion Paper, and use standard academic language and referencing conventions.

Alternatively, you might wish to construct your Evaluation of Outcomes as the discussion section of a proposed journal article suitable for submission to professional journals (including Innovative Higher Education and Higher Education Research and Development).

Full details of the assessment criteria are included in the rubric in Appendix 1.

Date due Monday 13th June 2011

How your final result is determinedYou must satisfactorily complete each of Assessment Tasks 1, 2 and 3 outlined above, and must attempt and submit the formative assessment task to pass this unit. Your final result is determined by summing the marks obtained for all assessment tasks on each of the criteria (summarised in the table below).

HD: An HD on 7 criteria and with at least a DN on the remaining 3DN: An DN on 7 criteria and with at least a CR on the remaining 3CR: An CR on 7 criteria and with at least a PP on the remaining 3PP: At least a PP on each of the 10 criteria

Assessment Task

Learning outcome

1 (Proposal)(30%)

2 (Progress report)(40%)

3 (Evaluation of outcomes)(30%)

1. Demonstrate your capacity to design, implement, evaluate and report on, a structured small-scale university learning and teaching development project

Criterion 1 Criterion 1

Criterion 4

Criterion 3

2. Justify this purpose/s and design of the project in terms of

Criterion 2 Criterion 2

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current issues and concerns within the higher education community and the particular needs of your institution, colleagues and/or students

Criterion 3

3. Critically reflect upon the outcomes of your project, drawing on your own evidence and with reference to current literature regarding university learning and teaching

Criterion 3 Criterion 1

Criterion 2

It is the practice of the Faculty of Education that individual pieces of assessment be graded according to the University’s grading system, i.e. percentages/marks for individual pieces of assessment are not released.

Submission of assignmentsCompleted written assessment tasks should be submitted electronically via email to enquiries@calt.utas.edu.au before 5pm on the due date. A hard copy of the assignment, including a signed cover sheet [attached], appendices and non electronic attachments, should be delivered or mailed to the following address before 5pm on the due date:

Teaching and Learning - CALT,

Locked Bag 1341,

Launceston 7250

Due to occasional delays in mail between campuses and departments, the electronic submission date and time generated by email will be deemed to be the date and time the assignment is received.

Generally, the date of presentation for oral assessment tasks will be subject to negotiation, within set time frames. All oral assessment tasks will need to be supported by audio-visual and/or printed resources. A copy of these resources should be submitted directly to the lecturer, accompanied by a signed cover sheet [attached], at the time of the oral presentation.

Requests for extensionsAll requests for extensions should be submitted via email to Teaching & Learning Administration (enquiries@calt.utas.edu.au) at least three days before the due date of the assignment, except in the case of unexpected emergencies.

Generally, foreseeable work commitments will not be grounds for an extension. If you anticipate that work commitments, such as teaching offshore, may impact on your ability to satisfy the requirements of the course, you are advised to notify the unit coordinator and negotiate alternative arrangements.

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PenaltiesUnless an extension has been granted in writing, a penalty of 5% of the awarded mark will be deducted for each day an assignment is overdue. As written assignments are to be submitted electronically, submission on weekends is possible. Weekend days, therefore, will attract the same penalties as weekdays.

Task length and word limits have been set for every assessment task. Submissions that exceed the word limit by more than 10% will incur a penalty of 10% of the awarded mark for each 10% over the word limit.

Review of results and appealsAppeals should go to the lecturer-in-charge in the first instance. If unresolved, appeals are referred to the Course Coordinator and, if necessary, to Faculty Executive (Education).

Academic referencing*In your oral and written work you will need to support your ideas by referring to scholarly literature and feedback received from colleagues and/or students. It is important that you understand how to correctly refer to the work and ideas of others, including unpublished and informal conversations, in order to maintain academic integrity.

Failure to appropriately acknowledge the ideas of others, including colleagues and students, constitutes academic dishonesty (plagiarism), a matter considered by the University of Tasmania as a serious offence.

The appropriate referencing style for this unit is APA.

For information on presentation of assignments, including referencing styles:

http://www.utas.edu.au/library/assist/gpoa/gpoa.html

Please read the following statement on plagiarism. Should you require clarification please see your unit coordinator or lecturer.

Academic misconduct* Academic misconduct includes cheating, plagiarism, allowing another student to copy work for an assignment or an examination and any other conduct by which a student:

(a) seeks to gain, for themselves or for any other person, any academic advantage or advancement to which they or that other person are not entitled; or (b) improperly disadvantages any other student.

Students engaging in any form of academic misconduct may be dealt with under the Ordinance of Student Discipline, and this can include imposition of penalties that range from a deduction/cancellation of marks to exclusion from a unit or the University. Details of penalties that can be imposed are available in the Ordinance of Student Discipline – Part 3 Academic Misconduct, see http://www.utas.edu.au/universitycouncil/legislation/

Plagiarism

Plagiarism is a form of cheating. It is taking and using someone else's thoughts, writings or inventions and representing them as your own; for example, using an author's words without putting them in quotation marks and citing the source, using an author's ideas without proper acknowledgment and citation, copying another student's work. If you have any doubts about how to refer to the work of others in your assignments, please consult your lecturer or tutor for

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relevant referencing guidelines, and the academic integrity resources on the web at: http://www.academicintegrity.utas.edu.au/

The intentional copying of someone else’s work as one’s own is a serious offence punishable by penalties that may range from a fine or deduction/cancellation of marks and, in the most serious of cases, to exclusion from a unit, a course or the University.

The University and any persons authorised by the University may submit your assessable works to a plagiarism checking service, to obtain a report on possible instances of plagiarism. Assessable works may also be included in a reference database. It is a condition of this arrangement that the original author’s permission is required before a work within the database can be viewed.

For further information on this statement and general referencing guidelines, see http://www.utas.edu.au/plagiarism/ or follow the link under ‘Policy, Procedures and Feedback’ on the Current Students homepage.

Occupational health and safety (OH&S)The University is committed to providing a safe and secure teaching and learning environment. In addition to specific requirements of this unit you should refer to the University’s policy at: http://www.admin.utas.edu.au/hr/ohs/pol_proc/ohs.pdf

Further information and assistanceIf you are experiencing difficulties with your studies or assignments, have personal or life-planning issues, disability or illness which may affect your course of study, you are advised to raise these with your lecturer in the first instance.

There is a range of University-wide support services available to you including Teaching & Learning, Student Services, International Services. Please refer to the Current Students homepage at: http://www.utas.edu.au/students/

Should you require assistance in accessing the Library visit their website for more information at http://www.utas.edu.au/library/

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Appendix 1: Assessment Rubrics

Formative Assessment Task:

Assessment Criteria:

Includes key areas of intentions, actions and expected outcomes and encompasses an ‘achievable’ timeframe.

You have a clearly stated purpose and outcomes that will be measurable. You have outlined how you intend to proceed with the project.

The project is achievable within the time frame. Explicit planning relative to a time-line is included.

Addresses a current theme and/or issue in higher education

A current theme or issue in Higher Education has been identified as a justification for the project, together with relevant references.

Has relevance within your current teaching and learning context(s)

A clear explanation is provided as to the relevance of the project to your current teaching and learning contexts.

Please note: For this assignment, only written feedback will be given. Satisfactory assignments will be given an Ungraded Pass.

This assignment must be completed for satisfactory completion of the unit.

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Assessment Task 1:

Indicators

CriterionYou have:

Pass Credit Distinction High Distinction

1.Identified the project focus, implementation plan (including a timeline) and expected outcomes, making use of a planning proforma or template to further articulate proposal

The project has been outlined in terms of focus, plan and outcomes. However to interpret the outline, some prior knowledge is assumed.

A proforma or template has been used for the proposal, with relevant headings addressed.

Where appropriate, there is some evidence that the feedback has been responded to in the writing of the new proposal.

The project has been clearly outlined. The reader is able to make sense of the purpose of the project and get a sense of how the project will be implemented and evaluated.

A proforma or template has been adopted and adapted to the particular use of the proposal. The entries relate to subheadings and are clearly worded.

Where appropriate, it is clear that feedback has been responded to in the new proposal.

The project has been clearly and systematically outlined with attention to detail. The reader can understand how the project will be carried out and how it will be evaluated. The scope of the project is realistic and well defined.

It is evident that considerable attention has been paid to the pragmatics of implementation and evaluation.

An appropriate proforma or template has been adapted for use. The entries under subheadings are systematically entered and consistent. Wording is clear. Descriptions are comprehensive.

Where appropriate, feedback has been integrated into the proposal in a way in that has improved the project plan.

As for Distinction and - the entries under each subheading are concise, well structured and comprehensive. The central purpose of the project is very clear.The project is logically and comprehensively described in terms of focus, implementation and outcomes. Each of the components is linked to one another to read clearly and provide a concise description of the project. There is an underpinning framework to the project that ties together the intended outcomes, the methods of implementation and the evaluation.

Where appropriate, feedback has been integrated into the proposal in a way in that has improved the project plan or it is evident that the writer has used feedback as a starting point for further thinking to extend ideas, clarify or develop the proposal.

2. Justified the project in terms of current themes and issues in Higher Education

A link has been made to one or more issues or themes in Higher Education (with references).

A link has been made to one or more themes in Higher Education (with references) with explanation of how the current project is positioned within this.

As for Credit but has identified both broad and more specific issue/s (with references) that provide a background to the project. Explains how the project links in to or contrasts to other similar work/projects described in the literature.

As for Distinction and - the position of the project is cohesively outlined in terms of both a broad framework of Higher Education issues, and more specific issues as identified by current literature in the particular field.

An appraisal of how the outcomes of the project will contribute to what is known about the issue is included.

3. Situated the project within your context and explained how the project has relevance to your current teaching and learning context(s)

Current context has been outlined as a background to the study with some explanation of how the project will address these.

Specific issues within the current context have been identified and the conception and planning of the project explained in terms of these.

As for Credit but has also included evidence of analysis of the current situation prior to planning.

As for Distinction and - a cohesive and compelling argument is provided to support the relevance of the project to your current context. The potential outcomes of the project are very closely aligned to the issues identified in the planning phase. Ideas flow

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smoothly and are linked to one another.

Assessment Rubric for Task 2:

IndicatorsCriterion

You have:

Pass Credit Distinction High Distinction

1. Provided a map or description of the project to date and identified and commented upon any alterations to the project design

Cursory outline of the project is given with some detail lacking or the necessity to have been briefed beforehand.

Some alterations to original design are mentioned, or where alterations have not been needed, this has not been explained or acknowledged.

The project has been outlined so that the audience/reader can understand the justification for the project and the description of how the project has been undertaken. The audience/reader have identified some points of clarification.

Some alterations to original design are mentioned and briefly commented upon. Where alterations have not been needed, this has been explained or acknowledged.

The project has been outlined so that the audience has a good idea of the purposes of the project and how it has progressed with only a minimal need for clarification or questions.

Some aspects of the project may not be covered in the same depth as for an HD.

Alterations to original design are outlined and explained. Where alterations have not been needed, this has been explained or acknowledged.

The project is outlined clearly and logically so that the audience can gain an understanding even if the material is new to them. The introduction to the project has taken i to account any necessary prior knowledge that the audience/reader would need.

Each aspect of the project is covered – including justification, methodology, analysis of evidence – together with an outlining of the stakeholders.

Explains context of alterations succinctly and honestly, together with good justification. It is evident that the evaluation aspect of the project has taken into account of any alterations.

2 Identified the type of evidence that is being collected to inform the evaluation of outcomes of the project

The evaluation process has been outlined, although some detail is lacking.

The evaluation process has been outlined in some detail, including sources of evidence. However some clarification is needed.

The evaluation process has been outlined in some detail, sources of evidence have been clearly identified together with methods of analysis.

The evaluation process has been outlined in detail, sources of evidence clearly identified together with methods of analysis. Data sources and analysis have been justified by a theoretical position.

3Provided a summary of the project to date and how it is confirming or challenging current thinking and literature in this area

The summary of the project has incorporated some linkages with current thinking or literature.

The summary of the project, to date, has been reflected upon with respect to current thinking or literature. The sources for comparison are limited.

The project has been reflected upon with respect to current thinking and literature. A number of recent and relevant sources are referred to, in conjunction with an explanation as to why they are important or informative.

The position of the project, to date, is cohesively outlined in terms of both a broad framework of Higher Education issues, and more specific issues as identified by current literature in the particular field.

4 Presented the progress report in an oral presentation to colleagues

OR

Some preparation is evident but presenter would have benefited from greater rehearsal.

There may be some mild tension displayed, or a delay in recovering from minor errors or mistakes.

Visual aids readable

Able to hear clearly.

The presentation has been prepared in terms of both the oral component and any visual (or other) aids.

Speech is clear and of a good volume. Any minor mistakes are corrected or recovered from quickly.

There are clear attempts to make connections with the audience in terms of relating to their own context, or familiar contexts or questioning.

A good degree of preparation is evident. Presentation is logically sequenced. Supporting visual (or other) aids are used appropriately.

Speech is clear, a good volume and generally delivered in a convincing manner.

The presenter appears to have a good grasp and strong interest in the topic and is able to make connections with the audience.

Questions are

Well prepared, any visual aids are of high quality and well coordinated with speaking. Opening and closing remarks capture attention and mood of the audience. Information is presented logically and in a way to engender interest in the audience.

Presentation well paced and entertaining. Responds to audience questions with confidence.

Speech is clear, a good volume, well paced and delivered with confidence. Eye contact is made with the audience and facial expressions generate a

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answered with some confidence.

strong interest and enthusiasm about the topic.

4.

Presented the progress report in a written presentation

The project has been outlined in relatively clear language, however expression could be improved.

The report is written in an appropriate format for outlining progress.

Some evidence of spelling/punctuation or grammatical errors that may make the report difficult to understand in places.

The project has been outlined in relatively clear language,

There is some evidence of proof reading but errors in spelling, punctuation/grammar still evident.

The report is written in an appropriate format for outlining progress and covers necessary information to allow colleagues to assess how the project is tracking.

A scholarly writing style has not been completely adopted or there is inclusion of redundant or less than relevant information.

The project has been clearly and systematically outlined with attention to detail. Expression is clear and concise.

The report is written in an appropriate format for outlining progress and covers necessary information to allow colleagues to assess how the project is tracking without including unnecessary information.

Some reference to relevant literature has been made.

The standard of the written work is high – sentences are well structured. Evidence of proofreading with only a few typographical errors.

The project is logically and comprehensively described. Each of the components is linked to one another to read clearly.

The report is written in an appropriate format for outlining progress (consistent with other planning documentation) and includes sufficient information to allow colleagues to assess how the project is tracking without including unnecessary information.

Literature is used to support a clear argument and integrates well into the report. Referencing is consistent.

Expression is of an extremely high standard. The report is virtually free of any spelling, punctuation or grammatical errors.

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Assessment Rubric for Task 3:

The Evaluation of Outcomes task is designed to allow you to critically reflect on the outcomes of your project, with reference to current literature regarding university learning and teaching and in terms of the particular needs of your institution, colleagues and/or students.

Indicators

Criterion

You have:

Pass Credit Distinction High Distinction

1. Presented the evidence that you have used to evaluate and analysis you have conducted to identify what you consider to be the most significant of your project, be they intended or unexpected

Some evidence used for evaluation has been presented.

Outcomes for the project have been identified.

Multiple sources of evidence are presented with some justification for sources and analysis.

Outcomes for the project have been clearly identified, together with an explanation of whether they were intended or unexpected.

Evidence is presented and there is some reference to a scholarly framework for its collection and analysis.

A comprehensive presentation of the project outcomes together with identification of key outcomes and an explanation of whether they were intended or unexpected.

Evidence is presented within a scholarly framework. Evidence used is justified within a methodological framework. Analysis of evidence is consistent with chosen methodology/framework.

Key outcomes of the project have been clearly identified, together with a justification of which ones are significant and why this is so. Unexpected outcomes are explained or critiqued.

2. Analysed/explained how your outcomes address, reflect and/or challenge current thinking and research in the field of university learning and teaching and the particular needs of your institution, colleagues and/or students.

Outcomes of the project have been explained and some linkages with current literature have been incorporated, together with some reference to your own context.

Outcomes of the project have been explained and there has been some analysis. Outcomes have been reflected upon with respect to current thinking or literature, although the sources for comparison are limited. There is a reference to your own context.

The project has been explained and analysed with respect to current thinking and literature. A number of recent and relevant sources are referred to, in conjunction with an explanation as to why outcomes are important or informative to your own context.

As for distinction however the outcomes cohesively explained and are extremely well in terms of both a broad framework of Higher Education issues, and more specific issues as identified by current literature in the particular field. Analysis of outcomes with respect to your own context is comprehensive.

3. Constructed your ‘Evaluation of Outcomes’ as a stand-alone discussion paper, and used standard academic language and referencing conventions.

OR

Discussion is written so that the reader can follow the arguments.

The required referencing system is used.

Discussion is written clearly and in academic style. Referencing system is consistent with the required style.

Relevant literature has been used to support discussion.

Discussion is clear and concise. Arguments are logically sequenced and well linked.

Relevant literature has been used well to support the discussion. Referencing style consistent throughout the report.

The discussion is written in academic style and has very few errors of spelling, punctuation or grammar.

Discussion has been very well framed, from a conceptual and theoretical basis. Current relevant literature has been well integrated to support a clear argument.

Discussion is clear and concise. Arguments are logically sequenced and well linked. Expression is of an extremely high standard.

The report is virtually free of any spelling, punctuation or grammatical errors.

Academic writing style and referencing style correctly applied throughout the report.

3. Constructed your ‘Evaluation of Outcomes’ as the discussion section of a proposed journal article suitable for submission to professional journals (including Innovative Higher Education and Higher Education Research

Assignment follows, in general, the format of a discussion paper in a relevant journal.

Discussion is written so that the reader can follow the arguments.

The required referencing system is used.

Assignment follows format of a discussion paper in a relevant journal.

Discussion is written clearly and in academic style. Referencing system is consistent with the required style.

Assignment follows format of a discussion paper in a relevant journal with each section given appropriate attention.

Discussion is clear and concise. Arguments are logically sequenced and well linked.

Assignment follows format of a discussion paper in a relevant journal with each section given appropriate attention.

Discussion has been very well framed, from a conceptual and theoretical basis. Current relevant literature has been well integrated to support a clear argument.

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and Development).

Relevant literature has been used well to support the discussion. Referencing style required by the journal has been used consistently throughout the report.

The discussion is written in academic style and has very few errors of spelling, punctuation or grammar.

Expression is of an extremely high standard. The report is virtually free of any spelling, punctuation or grammatical errors.

Academic writing style and referencing style consistent with that required by the journal has been used correctly throughout the report.

Discussion is ready for submission for publication.

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Appendix 2: Project Planning Proformas

Two Planning Pro-formas

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(These are included as a guide only – you may choose any appropriate format for

your project plan)

Project Planning Template(Teaching & Learning)

[ Insert Project name here ]

[ Insert School/Faculty/Project ID ]

Use of this templateInstructions throughout this document are in colour text (as per this section). Please remove all colour text before finalizing this document. You may find it convenient to print this document out before modifying the template.

To change to project name in the footer – select: View | Header and Footer

Version number: -- Date: --/--/----

Note: this document complements the Teaching Project Proposal template. It is adapted from the University of Tasmania Draft Project Planning Template produced by the Project Office and material developed by the University of New England through a CUTSD- funded project titled Project Management for Success in Teaching and Learning Projects. For the full set of materials see:

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Contents

Contents 25Project description, rationale and scope 26

Outline of project.....................................................................................................26Statement of outcomes.............................................................................................26Statement of those who are to benefit......................................................................26Statement of ‘outputs’ or deliverables.....................................................................26Scope of the project..................................................................................................26Assumptions and/or constraints...............................................................................26

Project stakeholders 27Project organisation 28

Steering/management committee.............................................................................28Project team..............................................................................................................28Consultants...............................................................................................................29Reference groups......................................................................................................29

Project timeframe and general work breakdown 30Broad work breakdown............................................................................................30Dependent projects...................................................................................................30

Resources and budget 31People.......................................................................................................................31Funds........................................................................................................................31Equipment................................................................................................................31Other.........................................................................................................................31

Quality management 32Issues management 32Risk management 32Communication and reporting 33Project evaluation 34Further detail / actions 35Appendices 36

Risk Management Plan.............................................................................................37Reporting Plan............................................................................................................1

To reset this Table of Contents once the document is complete:1. Select the whole table (above)2. Hover over the selected are (with your pointer) and right-click.3. From the pop-up menu click “Update field”4. Select “Update entire table”5. Click “Ok”.

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Project description, rationale and scope

Outline of project

Briefly describe the nature of the project, the issues/problems it addresses, and what it is generally intended to do – i.e. its objectives.

Statement of outcomes

Clearly detail the particular teaching and learning benefits that will flow from the project. (Note: a definitive statement – e.g. a series of dot points – is crucial here if you are to effectively evaluate your project. The statement should clearly flag how success can be measured.)

Statement of those who are to benefit

Specify those who will benefit from the project, both directly and indirectly; e.g. students, teaching staff, School, Faculty, University, broader community.

Statement of ‘outputs’ or deliverables

These are the actual product(s), structure(s) or service(s) you will develop, and which you hope will deliver the desired outcomes.

Scope of the project

Describe what is to be included in the deliverables – e.g. what’s to be included in a learning package; scope of delivery, and any other boundaries drawn around the project.

Assumptions and/or constraints

Specify any assumptions made in planning which, if prove erroneous, will impact on the project.

Specify known constraints (obstacles etc.) that will impede/limit progress – e.g. budgetary constraints, staff release etc.

Outline any strategies to work within, or around these constraints.

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Constraints/assumptions Strategies

Project stakeholders

Detail the significant people/groups who have a vested interest in the project outcomes, and what that interest is. (These include people who will/may be impacted by the project, or have an impact on the project itself.)

Name Project role /relationship

Interest Contact details

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Project organisation

This section details the organisational structure for planning and managing the project. Note: For smaller projects, a steering/management committee may not be required.

Steering/management committeeThe Steering/Management Committee is charged with overseeing the management and achievement of the project’s objectives. It should have a Chairperson and include the project leader as a member (who may be the chairperson). Key stakeholders should be represented on the committee.

Position Name

Chairperson

Project leader

Other members

Outline the responsibilities and activities of the Committee here. For example:

‘It will have responsibility for policy and resource decisions essential to the delivery of the project’s objectives. It will do this by managing the following project attributes:

The scope of the project as defined in this document. Approval of priorities set. Oversight of the major project plans:

Project timeline Communications & reporting Risk management Project budget Project evaluation

The Committee will also monitor the progress of the Project Team and provide ongoing guidance as required.

The Committee will meet on a ……… basis (specify meeting details)’

Project teamThe project team is charged with the execution of appropriate tasks so that the objectives of the project are achieved. It should have both a project leader and a project manager. The project leader is the link between the Steering Committee and

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the project team. The project manager is responsible for planning, coordinating and monitoring the day-to-day activities of the team, managing the budget, and reporting to/liaising with the project leader and other personnel. The project manager is directly responsible for the outputs/’deliverables’ of the project.

Depending on the project, project leadership and management functions may or may not be undertaken by the one person. The one person may carry out both roles if the project is relatively small and that person has the time to do both jobs. In other situations it’s preferable to split the roles; e.g. academic member of staff as leader; dedicated support staff member as project manager.

Name Project role Contact details

Project leader

Project manager

ConsultantsInclude a note if it will be necessary to employ consulting services; e.g. ‘the project will employ ……….from ….. for planning, training, implementation, evaluation assistance. At this stage it is considered that no more than two weeks of consulting is likely to be required.’

Reference groupsYou r project may benefit from establishment of a reference group to provide advice to the project manager and/or Steering Committee

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Project timeframe and general work breakdown

Broad work breakdownIndicate how the project will be divided up into major phases/stages and/or list the broad activities and tasks that must be done to complete the project. Include their timelines. For example phases could include:

Planning and design

Development

Piloting/testing

Delivery/implementation

Evaluation

Note: phases may overlap; e.g. evaluation may be undertaken across other phases as well as following implementation.

Phase/stage/activity/major task Duration Beginning Ending

Project management software such as Microsoft Project can be used for scheduling major projects, where numerous tasks need to be clustered under each of the major phases and where a detailed work breakdown sheet is required.

Resources—people, equipment etc.—will need to be assigned to these more specific/detailed tasks. This can be set out in a Resource Allocation Plan (e.g. See UNE’s ‘Resource Allocation Schedule) or within Microsoft Project.

Dependent projectsList here any projects that will affect the outcomes or deliverables of this project, and how so.

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Resources and budget

List the resources that have been made available to the project – people (and time fraction/costs), money, equipment, facilities, etc. This should link to the Budget Plan for the project.

People

Funds

Equipment

Other

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Quality management

Briefly describe critical activities/tasks (i.e. processes) that are likely to raise quality issues, and how you plan to deal with them.

Briefly describe how you will ensure quality of outputs

Issues management

Briefly describe any issues or concerns that will need to be addressed, and how you propose to approach/deal with them

Risk management

Every project has areas of risk that may create major problems or failure. Summarise the key risks associated with the project; i.e. risks that will need to be managed – refer to the Risk Management Plan here. Note that risks can be associated with the project itself (‘project’ risks) as well as with the impact of the project on other programs, personnel, etc. (‘strategic’ risks).

For further information see UNE’s Project Management for Success in Teaching and Learning Projects, Section 3.4.

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Communication and reporting

Outline how communication will occur between the various levels in the project’s organisational structure, and within the project team itself. Also consider communication with key stakeholders outside the immediate project management structure.

Communication between X and Y

Means of communication

Frequency Key purpose(s)

For planning with regard to reporting on the project, see the Reporting Plan attached.

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Project evaluation

Outline what phases/stages/aspects of the project will be evaluated, and how they will be evaluated (for example, evaluation of outputs – ‘fitness for purpose’; evaluation ff outcomes). This statement should articulate with the quality management plan (see earlier) and the more detailed Evaluation Plan. For assistance on how to construct such a plan, see the Project Evaluation Toolkit. – from the Teaching and Learning website

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Further detail / actions

Insert here any further plan items pertinent to the project.

Project start: ----------- Project end: ------------

Verified by: ------------------------- (Project Leader)

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Appendices

A. Risk Management Plan

B. Reporting Plan

These two more detailed planning sheets complement this project plan.

To summarise, in addition to the main Project Plan, you are advised to develop more detailed plans:

Budget Plan Detailed Work Breakdown Plan Resource Allocation Plan Risk Management Plan Reporting Plan Evaluation Plan

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Risk Management Plan

Give each risk factor a value of High (H), Medium (M) or Low (L) in terms of likelihood of happening, and H, M, or L in terms of seriousness of impact upon the project should the risk eventuate. (Note that likelihood of each risk eventuating, and even impact, may alter over the life of the project, so risks will need regular monitoring.)

Also include the nature of the impact should a risk be realized. For those risks identified as either H/H, H/M or M/H, outline the strategies to minimize those risks (in terms of reducing likelihood and/or impact). [Note: these are the risks that need managing.]

Risk factorLikelihood (See below)

Consequence(See below)

Nature of impact Minimisation strategy

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Risk Management Scale adopted by UTAS (See: http://www.utas.edu.au/governance-legal/risk-management/risk-managment)

LIKELIHOOD SCALE

Descriptor Description

Almost certain The event is expected to occur in most circumstances / commonly repeating / occurs weekly

Likely The event will probably occur in most circumstances / known to occur / occurs monthly

Possible The event might occur, say yearly / has a 1 in 20 chance of occurring

Unlikely The event could occur at some time, say once in every 10 years / say 1 in 100 chance of occurring

Rare

CONSEQUENCE SCALE

Insignificant

Minor

Moderate

Major

Catastrophic

Event may only occur in only exceptional circumstances / less than a 1% chance of occurring

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Reporting Plan

Audience for report

Content/intent of report

(e.g. progress; budget)

Format of

report

To be prepared

byDate/frequency

How report is

to be delivered

Project team

Head of School/Faculty Dean

School/faculty staff

Steering Committee

Students

University at large

Other

[Adapted from Brinkerhoff, R.O., Brethower, D. M., Hluchyj, T. and Nowakowski, J. R. (1983). Program Evaluation: A Practitioner's Guide for Trainers and Educators. Design Manual, pp. 83-84. Kluwer.Nijhoff Publishing. Boston.]

University of TasmaniaLast updated: 26/08/03

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PROJECT ACTION PLAN

1. Project Name: ……………………………………………………………………………………….

2. Project Leader: ……………………………………………………………………………………...

3. Project PartnersName & Position Roles and Responsibilities

4. Project Focus: (Briefly state the issue or challenge that your project will address)….…………………………………………………………………………..

…………………………..

….…………………………………………………………………………..

…………………………..

….…………………………………………………………………………..

…………………………..

….…………………………………………………………………………..

…………………………..

….…………………………………………………………………………..

…………………………..

5. Project Objectives:o …………………………………………………………………………………………………….

.

…………………………………………………………………………………………………….

.

o …………………………………………………………………………………………………….

.

…………………………………………………………………………………………………….

.

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o …………………………………………………………………………………………………….

.

…………………………………………………………………………………………………….

.

6. Project Outcomes/Deliverables:

1. …………………………………………………………………………………………………….

.

…………………………………………………………………………………………………….

.

2. …………………………………………………………………………………………………….

.

…………………………………………………………………………………………………….

.

3. …………………………………………………………………………………………………….

.

…………………………………………………………………………………………………….

.

4. …………………………………………………………………………………………………….

.

…………………………………………………………………………………………………….

.

5. …………………………………………………………………………………………………….

.

…………………………………………………………………………………………………….

.

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7. Action Related to each Outcome/Deliverable:

Outcome/Deliverable:

Actions Resources

Who

When

Leadership Required

Obstacles/Difficulties

Outcome/Deliverable:

Actions Resources

Who

When

Leadership Required

Obstacles/Difficulties

Outcome/Deliverable:

Actions Resources

Who

When

Leadership Required

Obstacles/Difficulties

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8. Assessment and Evaluation:

Outcome/Deliverable: Performance Indicators Monitoring StrategiesWho is

Responsible

5