This document provides an overview of a conference on operationalizing good practice in technology-enhanced learning and teaching. It includes an introduction, schedule, definitions of key concepts, outcomes of analyzing projects, and recommendations. The document discusses establishing a national networking initiative between higher education associations to foster sharing of best practices in learning and teaching.
Coordinated by the OER Foundation, OERu is an independent, not-for-profit organization with 35 participating Higher Education institutions worldwide, making higher education accessible to everyone by offering free online courses and “affordable ways for learners to gain academic credit towards qualifications from recognised institutions” (McGreal, Rory, et al. 2014). The 2015 OERu evaluation follows the CIPP (context, input, process, and product) evaluation framework (Stufflebeam 2003) and focuses on “input analysis” at this stage. The evaluation aims to assess different design options and identify major challenges in online curriculum developments, nominating open courses by participating institutions, open business models, open governance, and other aspects. Issues raised in the evaluation process are not unique for OERu and will have relevance to other practitioners designing open education.
Engage 2015: Emerging Technology and Online Learning TrendsMike KEPPELL
What is the context?
Learning transformations
Deconstructing blended learning
Places and spaces of blended learning
Design opportunities
Distributive leadership
Changing mindsets
A Curated Conversation on MOOCs in the Uk held at the altMOOCsig at UCL on 27th June 2014. Contributions from various British academics including Diana Laurillard, Shirley Ellis, Frances Bell, Jenny Mackness Amy Woodgate as well as Curtis Bonk & some colleagues from the USA. Event organised by Mira Vogel. Slides still being edited & updated, last update July 24. Should be completed by 27 July 2014
The critical role of teachers in optimizing technologies for open learningalanwylie
Keynote presentation by Diana Laurillard, London Knowledge Lab, Institute of Education, for the DEHub/ODLAA Education 2011 to 2021- Global challenges and perspectives of blended and distance learning the (14 to 18 February 2011).
Coordinated by the OER Foundation, OERu is an independent, not-for-profit organization with 35 participating Higher Education institutions worldwide, making higher education accessible to everyone by offering free online courses and “affordable ways for learners to gain academic credit towards qualifications from recognised institutions” (McGreal, Rory, et al. 2014). The 2015 OERu evaluation follows the CIPP (context, input, process, and product) evaluation framework (Stufflebeam 2003) and focuses on “input analysis” at this stage. The evaluation aims to assess different design options and identify major challenges in online curriculum developments, nominating open courses by participating institutions, open business models, open governance, and other aspects. Issues raised in the evaluation process are not unique for OERu and will have relevance to other practitioners designing open education.
Engage 2015: Emerging Technology and Online Learning TrendsMike KEPPELL
What is the context?
Learning transformations
Deconstructing blended learning
Places and spaces of blended learning
Design opportunities
Distributive leadership
Changing mindsets
A Curated Conversation on MOOCs in the Uk held at the altMOOCsig at UCL on 27th June 2014. Contributions from various British academics including Diana Laurillard, Shirley Ellis, Frances Bell, Jenny Mackness Amy Woodgate as well as Curtis Bonk & some colleagues from the USA. Event organised by Mira Vogel. Slides still being edited & updated, last update July 24. Should be completed by 27 July 2014
The critical role of teachers in optimizing technologies for open learningalanwylie
Keynote presentation by Diana Laurillard, London Knowledge Lab, Institute of Education, for the DEHub/ODLAA Education 2011 to 2021- Global challenges and perspectives of blended and distance learning the (14 to 18 February 2011).
Keynote presentation from the CDE’s Research and Innovation in Distance Education and eLearning conference, held at Senate House London on 19 October 2012. Conducted by Prof Diana Laurillard (London Knowledge Lab).
The potential of #MOOC for learning at scale in the Global South. Diana Lauri...eraser Juan José Calderón
The potential of #MOOC for learning at scale in the Global South. Diana Laurillard y Eileen Kennedy. Centre for Global Higher Education working paper series. @ResearchCGHE
Rethinking Teaching Identities: ePortfolios Supporting Teachers as a Professi...ePIC
Diana Laurillard ( Institute of Education University of London, UK) keynote at ePIC 2012 on Rethinking teaching identities: e-portfolios supporting teachers as a professional community
'Using digital learning technologies to support special needs' by Professor D...Dyslexia International
Slide presentation World Dyslexia Forum 2010 'Using digital learning technologies to support special needs' by Professor Diana Laurillard
For all films: http://di-videos.org/player/worlddyslexiaforum/2010/#/lg/EN/
This paper was presented within 16th ICSQCC in Lucknow, ındia on 28th November 2013:
Total quality (TQ) is a passion and a way of life for those organizations that live its message. The problem is how to generate the passion and the pride required to create quality in education. The significance of leadership for undertaking the transformation to TQ should not be underestimated. A key aspect of the leadership role in education is to train and empower teachers to give them the maximum opportunity to improve the learning of their students. Technology and innovative ideas are the other important tools for them.
Not only in Turkey, but in many countries “training innovative minds through quality in education and technology use” has gained importance recently. Many educators and educational leaders are trying to find out the meaning of “quality” in education through the further technological innovations. This tendency seems to be changing the educational paradigm with respect to the Internet technologies. Massive open online courses (MOOCs) are getting very popular especially in American and European universities. Through some well-known IT companies teachers are trying new ways instead of the traditional ones. Experts think that the Internet and some other innovative ideas might be significant for the national systems of education as they may become the basis for the emerging global education system.
In this paper, the author is going to share her experiences she gained during her participation to the Sixth Conference of MIT’s Learning International Networks Consortium on June 16th-19th, 2013 at MIT, Cambridge, Massachusetts, USA.
Adults education is considered one of the less structured, ill-defined fields in terms of practices and competences that professionals should behold to operate within. This is particularly the case of intergenerational and family learning; the problem of the “private” sphere of learning, as well as the very informal nature of this type of learning requires more research to understand how to shape practices and which skills the educators should have. In this initial phase of our research, we contend that Learning Design, as practice that supports educators in capturing and representing the own (situated) plans of action within educational interventions, can be a key element to develop educators professionalism, towards quality and effectiveness of adults’ education. We support this assumption with the introduction of our training approach, where adults’ educators are invited to implement a creative/reflective process of five stages; every stage introduces tools for representing as part of the Learning Design approach; furthermore, trainers are encouraged to go beyond representing, by sharing and commenting other trainers’ designs. According to this approach, two elements of professionalism are promoted: At the level of the single educator, and at the at the level of the community of adults’ educators.
Insights from international work on innovative learning environmentsEduSkills OECD
Presentation on the Innovative Learning Environments (ILE), which gives general overview of the ILE project, its key findings to date. Outlining the ILE framework and how ICT and digital learning enters the learning environment in numerous ways and at different levels; though noting that there is no single technology effect or means through which it might reshape the nature of learning environments. ILE’s position that learning should not be ‘technology focused’ but instead above all be ‘learning focused’.
Keynote presentation from the CDE’s Research and Innovation in Distance Education and eLearning conference, held at Senate House London on 19 October 2012. Conducted by Prof Diana Laurillard (London Knowledge Lab).
The potential of #MOOC for learning at scale in the Global South. Diana Lauri...eraser Juan José Calderón
The potential of #MOOC for learning at scale in the Global South. Diana Laurillard y Eileen Kennedy. Centre for Global Higher Education working paper series. @ResearchCGHE
Rethinking Teaching Identities: ePortfolios Supporting Teachers as a Professi...ePIC
Diana Laurillard ( Institute of Education University of London, UK) keynote at ePIC 2012 on Rethinking teaching identities: e-portfolios supporting teachers as a professional community
'Using digital learning technologies to support special needs' by Professor D...Dyslexia International
Slide presentation World Dyslexia Forum 2010 'Using digital learning technologies to support special needs' by Professor Diana Laurillard
For all films: http://di-videos.org/player/worlddyslexiaforum/2010/#/lg/EN/
This paper was presented within 16th ICSQCC in Lucknow, ındia on 28th November 2013:
Total quality (TQ) is a passion and a way of life for those organizations that live its message. The problem is how to generate the passion and the pride required to create quality in education. The significance of leadership for undertaking the transformation to TQ should not be underestimated. A key aspect of the leadership role in education is to train and empower teachers to give them the maximum opportunity to improve the learning of their students. Technology and innovative ideas are the other important tools for them.
Not only in Turkey, but in many countries “training innovative minds through quality in education and technology use” has gained importance recently. Many educators and educational leaders are trying to find out the meaning of “quality” in education through the further technological innovations. This tendency seems to be changing the educational paradigm with respect to the Internet technologies. Massive open online courses (MOOCs) are getting very popular especially in American and European universities. Through some well-known IT companies teachers are trying new ways instead of the traditional ones. Experts think that the Internet and some other innovative ideas might be significant for the national systems of education as they may become the basis for the emerging global education system.
In this paper, the author is going to share her experiences she gained during her participation to the Sixth Conference of MIT’s Learning International Networks Consortium on June 16th-19th, 2013 at MIT, Cambridge, Massachusetts, USA.
Adults education is considered one of the less structured, ill-defined fields in terms of practices and competences that professionals should behold to operate within. This is particularly the case of intergenerational and family learning; the problem of the “private” sphere of learning, as well as the very informal nature of this type of learning requires more research to understand how to shape practices and which skills the educators should have. In this initial phase of our research, we contend that Learning Design, as practice that supports educators in capturing and representing the own (situated) plans of action within educational interventions, can be a key element to develop educators professionalism, towards quality and effectiveness of adults’ education. We support this assumption with the introduction of our training approach, where adults’ educators are invited to implement a creative/reflective process of five stages; every stage introduces tools for representing as part of the Learning Design approach; furthermore, trainers are encouraged to go beyond representing, by sharing and commenting other trainers’ designs. According to this approach, two elements of professionalism are promoted: At the level of the single educator, and at the at the level of the community of adults’ educators.
Insights from international work on innovative learning environmentsEduSkills OECD
Presentation on the Innovative Learning Environments (ILE), which gives general overview of the ILE project, its key findings to date. Outlining the ILE framework and how ICT and digital learning enters the learning environment in numerous ways and at different levels; though noting that there is no single technology effect or means through which it might reshape the nature of learning environments. ILE’s position that learning should not be ‘technology focused’ but instead above all be ‘learning focused’.
Strategic Visions & Values: Inclusive Curricula and Leadership in Learning an...Richard Hall
Presentation for the Leadership in Learning and Teaching event at Durham University on 1 May 2019.
Project resources:
Universal Design for Learning: Evaluation Interim Report: https://www.dora.dmu.ac.uk/handle/2086/17106
A Literature Review of Universal Design for Learning: https://www.dora.dmu.ac.uk/handle/2086/17059
Freedom to Achieve: Project Evaluation Report: https://www.dora.dmu.ac.uk/handle/2086/16793
Open educational resources sharing content and knowledge differently is a dri...EduSkills OECD
Why have ICT and the internet – which profoundly changed production and distribution in so many sectors and improved productivity – not had the same impact on education so far?
• Open Educational Resources (OER) can be seen as a social innovation (not a technological one) with the potential of reforming (not revolutionising) education if they are linking to what we know about learning and to what teachers need
Presentation by Patricia Wastiau.
Presentazione di Patricia Wastiau, Consigliere principale per studi e ricerche di EUN, in occasione del Convegno internazionale "Migliorare la scuola" (Napoli 14-15 Maggio), organizzato dall'Indire.
Evolution of DE at UoM....and Future PerspectivesM I Santally
This PPT highlights the experience of the UoM in terms of DEOL and how the concept evolved throughout the years. It was presented at the UOM Research Week.
Presentation made at OE Global 2021 Virtual Conference - Day 3: Webinar 12 Inclusive and Equitable OER, Building Capacity.
"Reengineering Open Educational Practices for Systemic Change"- Shironica P. Karunanayaka and Som Naidu
Two decades of eLearning at the University of MauritiusM I Santally
Keynote speech at the e/merge Africa 2018, hosted by the CILT of the University of Cape Town. It reports on the evolution of eLearning at the University of Mauritius and the experiences including issues and innovations brought to the University's teaching and learning landscape.
A presentation delivered at the Higher Education Leaders Asia Forum 2017 held in Kuala Lumpur, Malaysia on February 28, 2017. Event was organized by IQPC and Higher Ed-iQ.
Faculty Learning Communities: A Model for Faculty DevelopmentMatt Lewis
Dr. Nancy Pawlyshyn, Dr. Braddlee, and Dr. Laurette Olson co-authored this presentation. On Feb. 16, 2011 Dr. Olson and I presented this to the ELI Educause event in Washington DC.
Current issues and approaches in developing digital literacyjisc-elearning
Slides for webinar 12 Feb 2013. This webinar discussed what digital literacies are and why it is important for universities and colleges to develop the digital literacies of their students and staff. We will look at some of the issues to consider when planning an institutional approach to developing digital literacies, and projects from Jisc’s Developing Digital Literacies programme will highlight some of the approaches that they have found effective in their own contexts.
Empowering active learning of higher education students through space, pedago...Mike KEPPELL
Learning spaces need to encompass formal teaching spaces, informal learning spaces and virtual learning and teaching spaces. The combination of space, pedagogy and technology needs to be seamlessly integrated to support 21st Century learning. Learning spaces must utilise new technology and flexibility to enable active learning and meet student expectations and accommodate different teaching approaches. In this session, Professor Mike Keppell will reflect on different institutional approaches in addressing student learning by choreographing space, technology and pedagogy to achieve Institutional goals. Professor Keppell is an internationally respected academic and has held leadership roles across six universities. In this session he will to discuss his experience in transformational teaching and learning spaces that require the blend of technological tools and pedagogical practices to meet teacher and learner expectations. Case studies from different universities will be presented in the points below:
" Pedagogy, space and technology: What's new? How have the three elements evolved? How do they all relate
" Swinburne University of Technology Learning Space Case Study
" European Learning space Case study
" Malaysian University Case Study
Assuring Best Practice in Learning and Teaching: Priorities for Institutions,...Mike KEPPELL
Assuring Best Practice in Learning and Teaching: Priorities for Institutions, Teachers and Learners in a Connected World
This presentation will focus on learning and teaching in a connected world within the Higher Education context. Knowledge is now co-created, disseminated via networks, and personalised. It has moved from being described as “explaining some part of the world” and “used in some type of action” to involving ecologies and networks (Siemens, 2006, p. vi). The presentation will focus on:
• How learning and teaching has changed in a connected world
o Active learning
o Learning spaces
o Central role of technology
• Innovative teaching in a connected world
o Blended learning
o Authentic assessment
o Professional development
• The knowledge, skills and attitudes teachers need to thrive in a connected world
o Digital fluency
o Seamless teaching
o Assuring best practice in technology-enhanced environments
o Technology affordances
o Scholarship
o Learning analytics
• The knowledge, skills and attitudes learners need to thrive in a connected world
o Learners will need a toolkit encompassing digital literacies, seamless learning, self-regulated learning, learning-oriented assessment, lifelong learning, and flexible learning pathways. This toolkit will enable the learner to tackle the complexities of the learning landscape that is becoming increasingly digital, connected, and ambiguous.
Keynote Bogata, Colombia: Innovative Pedagogies in a Connected world: Strateg...Mike KEPPELL
Innovative Pedagogies in a Connected world: Strategies for Teaching in a Digital Age
This presentation will focus on learning and teaching in a connected world within the Higher Education context. Knowledge is now co-created, disseminated via networks, and personalised. It has moved from being described as “explaining some part of the world” and “used in some type of action” to involving ecologies and networks (Siemens, 2006, p. vi). The presentation will focus on:
• How learning and teaching has changed in a connected world
o Diversity of students
o Wide range of learning spaces
o Greater need to connect with students
o Technology moving to a central role
• Innovative teaching in a connected world
o Blended learning
o Authentic assessment
o Personalised learning
o Open education
• The knowledge, skills and attitudes teachers need to thrive in a connected world
o Digital fluency
o Technology affordances
o Seamless teaching
o Scholarship
o Learning analytics
o Feedback as feed-forward
• The knowledge, skills and attitudes learners need to thrive in a connected world
o Learners will need a toolkit encompassing digital literacies, seamless learning, self-regulated learning, learning-oriented assessment, lifelong learning, and flexible learning pathways. This toolkit will enable the learner to tackle the complexities of the learning landscape that is becoming increasingly digital, connected, and ambiguous.
References:
1. Bates, A.W. (2015). Teaching in a Digital Age. https://opentextbc.ca/teachinginadigitalage/
2. Keppell, M.J. (2015). The learning future: Personalised learning in an open world. In Curtis J. Bonk, Mimi Miyoung Lee, Thomas C. Reeves, and Thomas H. Reynolds. MOOCs and Open Education around the World. Routledge/Taylor and Francis.
3. Keppell, M., Suddaby, G. & Hard, N. (2015). Assuring best practice in technology-enhanced learning environments. Research in Learning Technology. 2015, 23: 25728 - http://dx.doi.org/10.3402/rlt.v23.25728
Keppell, M., Au, E., Ma, A. & Chan, C. (2006). Peer learning and learning-oriented assessment in technology-enhanced environments. Assessment and Evaluation in Higher Education, 31(4), 453-464.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
1. Operationalising Good Practice
in Technology-enhanced
Learning and Teaching
Professor Mike Keppell, Associate Professor Gordon
Suddaby*,
Ms Natasha Hard
Charles Sturt University & Massey University*
1
5. GUIDING QUESTIONS
How do we recognise Good Practice in
technologically-enhanced learning and teaching?
How do we communicate/disseminate Good
Practice in technologically-enhanced learning and
teaching?
How do we integrate Good Practice into learning
and teaching?
5
7. ALTC GOOD PRACTICE
REPORTS
Work-integrated learning
Assessment of science, technology, engineering and
mathematics
Innovative Indigenous learning and teaching
Revitalising the academic workforce
Technology-enhanced learning and teaching
Clinical teaching
Support for international students
.
7
10. HOW DO YOU DEFINE
TECHNOLOGY-ENHANCED
LEARNING AND TEACHING?
10
11. WHAT IS TECHNOLOGY-ENHANCED
LEARNING ?
Laurillard, Oliver, Wasson & Hoppe (2009) suggest that
the “role of technology [is] to enable new
types of learning experiences and to enrich
existing learning scenarios” (p. 289).
They also suggest that “interactive and
cooperative digital media have an inherent
educational value as a new means of
intellectual expression” and creativity (p. 289).
11
12. WHAT IS TECHNOLOGY-ENHANCED
LEARNING ?
Laurillard et al. (2009) also suggest that “the route from
research to innovation, then to practice, through to
mainstream implementation requires the following:
•
an understanding of the authentic professional
contexts that will influence the curriculum,
pedagogy and assessment practices that need
technology enhancement
•
congruence between innovation and teacher
values
12
13. WHAT IS TECHNOLOGY-ENHANCED
LEARNING ?
•
teachers having time to reflect on their beliefs
about learning and teaching because TEL requires
a more structured and analytical approach to
pedagogy
teachers and practitioners need a sense of
ownership through their involvement in co-
development of the TEL products and
environments.
TEL research must be conducted to reflect the
interdependence between researchers
and users
13
14. WHAT IS TECHNOLOGY-ENHANCED
LEARNING ?
•
education leaders need more support
for the radical change of institutional
teaching and learning models needed, if
technology is to be exploited effectively.
•
teachers need to be more closely
engaged in the design of teaching that
uses technology, collaborating with peers and
exchanging ideas and practices” (Laurillard et al.
2009, p. 304).
14
15. APPROACH
Meta-analysis of Thematically
Matrix
33 projects Analysed
10 Themes/ Literature
Recommendations
outcomes review
15
17. OUTCOMES
A focus on learning design allows academics to
model and share good practice in learning and teaching
Authentic learning provides a means of engaging
students through all aspects of curricula, subjects,
activities and assessment
Successful academic development focuses on
engaging academics over sustained periods of time
through action learning cycles and the provision of
leadership development opportunities
17
18. OUTCOMES
Engaging teaching approaches are key to student
learning
Technology-enhanced assessment provides flexible
approaches for academics to provide feedback to
students
Integrating technology-enhanced learning and
teaching strategies across curriculum, subjects,
activities and assessment results in major benefits to the
discipline
Knowledge and resource sharing are central to a
vibrant community of practice
18
19. OUTCOMES
Academics require sophisticated online teaching
strategies to effectively teach in technology-enhanced
higher education environments
Academics need a knowledge of multi-literacies to
teach effectively in contemporary technology-enhanced
higher education
Exemplar projects focused on multiple outcomes
across curricula integration, sustainable initiatives,
academic development and community engagement.
19
20. GROUP WORK
Read the project outline
List the outcomes that relate to each project
Examine 2 projects for each group
Within your group discuss the main outcomes for each
project
Report back to whole group
20
21. CURRICULUM
Outline three strategies you have used to
integrate a technology-enhanced learning and teaching
initiative into the curriculum.
21
22. LEARNING DESIGN
How do we encourage academics to model and share
their learning designs?
22
23. ACADEMIC DEVELOPMENT
What types of academic development activities are
most useful for creating sustainable change in higher
education learning and teaching?
23
24. MULTI-LITERACIES
What types of literacies do both staff and students
need to communicate and interact in the digital age?
24
25. SENIOR MANAGEMENT
How do we involve and engage senior management
in technology-enhanced learning and teaching initiatives?
25
27. NATIONAL NETWORKING
INITIATIVE
ACODE and ascilite have been successful in obtaining
funding from the ALTC to establish the National
Networking Initiative (NNI).
Partners: ACODE, ascilite, HERDSA, CADAD, ODLAA
together with AARNet, NetSpot and DEEWR to guide
the direction of the NNI.
27
28. NATIONAL NETWORKING
INITIATIVE
The overarching vision for the National Networking
Initiative (NNI) is to facilitate a sustainable
collaborative network between higher
education professional associations with the
intent of fostering best practice in Australian higher
education learning and teaching.
28
29. NATIONAL NETWORKING
INITIATIVE
The aim of the NNI is to develop a comprehensive
network for promoting, disseminating and
enhancing the outcomes of Australian Learning and
Teaching Council (ALTC) funded projects in order to
continue within the higher education community the
critical roles of facilitating the sharing of best practice;
promoting collaboration and collegiality; engaging
academic staff in the scholarship of learning and
teaching; and fostering, encouraging and supporting
further collaborative initiatives.
29
30. NATIONAL NETWORKING
INITIATIVE
There are four goals for the NNI.
The first goal is to create a network of higher
education organizations to progress the promotion,
dissemination, and enhancement of 'best practice' in
higher education learning and teaching.
The second goal is to develop a sustainable
network of higher education organizations that is able
to champion the scholarship of learning and teaching
beyond the current project funding.
30
31. NATIONAL NETWORKING
INITIATIVE
The third goal is to facilitate the sharing of higher
education ‘best practice’, and the
The fourth goal is to foster and encourage
research into higher education.
The project will be widely communicated throughout
the higher education sector in Australia.
31
32. NAVIGATING THE GPR
Hyperlinked contents page
Overview
Outcomes
Literature review
Recommendations
One page reports
Concept maps
Downloading a copy - http://www.slideshare.net/
mkeppell
32