Friday, 25 July 2014

eResource: Good Practive in Technology-Enhanced Learning and Teaching

Good practice report: Technology-enhanced learning and teaching from Uni. of Southern Queensland on Vimeo.

Technology-Enhanced Learning and Teaching Report

Link to Report:

Context and Development of the eResource

NATA is excited to announce the launch of the eReources on Good Practice in Technology-Enhanced Learning and Teaching (see above) by Mike Keppell, Gordon Suddaby and Natasha Hard. The eResource was  developed as part of a series that hopes to build awareness of the ALTC/OLT Good Practice Reports and the potential that they offer the sector. The eResources provide a short synthesis of the key elements of the Reports and present them in the more engaging format of video.

This eResource is based on the ALTC Good Practice Report on Technology-Enhanced Learning and Teaching which synthesised 33 ALTC projects and fellowships related to the topic (25 completed, 8 ongoing). The 9 minute long eReources was developed by the report authors in collaboration with Media Services and the University of Southern Queensland.

"Technology-enhanced learning and teaching is becoming a core element of all teaching in tertiary education. This report deconstructs TEL using a range of real-life project experiences to provide some core principles for practitioners to use and consider" (Report Authors).

10 Outcomes for Best Practice in TEL

The report authors developed a set of 10 Outcomes for Best Practice in TEL based on the meta-analysis of the 33 projects.
  1. A focus on learning design allows academics to model and share good practice in learning and teaching
  2. Authentic learning provides a means of engaging students through all aspects of curricula, subjects, activities and assessment
  3. Successful academic development focuses on engaging academics over sustained periods of time through action learning cycles and the provision of leadership development opportunities
  4. Engaging teaching practices are key to student learning
  5. Technology-enabled assessment provides flexible approaches for academics to provide feedback to students
  6. Integrating technology-enhanced learning and teaching strategies across curriculum, subjects, activities and assessment results in major benefits to the discipline
  7. Knowledge and resource sharing are central to a vibrant community of practice
  8. Academics require sophisticated online  teaching strategies to effectively teach in technology-enhanced higher education environments
  9. Academics need a knowledge of multi-literacies to teach effectively in contemporary technology-enhanced higher education
  10. Exemplar projects focused on multiple outcomes across curricula integration, sustainable initiatives, academic development and community engagement. 

 Standout Projects Reviewed

  1. Role-based learning environments (CG6-39)
  2. Educating the net generation (CG6-25)
  3. Learning to teach online (CG9-1091)
  4. Virtual microscopy for enhancing learning and teaching (CG7-398)
  5. Using mobile technologies to develop new ways of teaching and learning (CG6-33)
  6. Promoting the sharing and reuse of technology-supported learning designs (Ron Oliver 2006)
  7. Rethinking assessment in web 2.0 environments (Geoffrey Crisp 2011)
  8. Raising the profile of diagnostic, formative and summative eAssessments (Geoffrey Crisp 2009)
  9. Histology learning and teaching resource for students (Geoffrey Meyer 2009)
  10. Using eSimulations in professional education (CG8-771)

Report Authors

 Professor Mike Keppell
Executive Director of the Australian Digital Futures Institute (ADFI) at the University of Southern Queensland. Mike is also the Director of the Digital Futures Cooperative Partnership (DF-CRN) - a research partnership with the Australian National University (ANU) and University of South Australia (UniSA). Mike has a long professional history in higher education in Australia, Canada and Hong Kong. He is a life member of ascilite and has extensive experience in the areas of flexible learning, educational technology and design based research. His current foci include digital futures, learning spaces, blended learning and network leadership. For more information please visit his blog.

Mr Gordon Suddaby
Higher Education Consultant. Gordon previously held the position of Director of Massey University's Centre for Academic Development and eLearning for 10 years before becoming an Associate Professor: Scholarship of Teaching and Learning with the the National Centre for Teaching and Learning. He held this position at Massey University in New Zealand until recently retiring. Gordon has extensive experience with relevant professional associations including HERDSA New Zealand, DEANZ and ACODE with whom he served as President. Gordon continues to work on many funded projects in Higher Education in Australasia.

Ms Natasha Hard
Project Manager and Research Assistant at the University of Southern Queensland's Australian Digital Futures Institute (ADFI). Natasha has worked with ADFI since November 2012 managing the Network of Australasian Tertiary Associations (NATA) project and as part of the conference organising group for the Digital Rural Futures Conference held at USQ in June 2014. Natasha worked at the Flexible Learning Institute at Charles Sturt University previously where she worked on two DEHub funded research projects in partnership with Massey University. Natasha also co-authored an ALTC Good Practice Report with Mike Keppell and Gordon Suddaby on TEL during this time.


Thursday, 10 July 2014

The Social Media Toolkit - Supporting communication through social media

NATA would like to announce that the Council of Australian Directors of Academic Development (CADAD) has completed the online Social Media Toolkit, the main output from their NATA partner project. The toolkit is freely accessible ( and offers  a great range of resources aimed to support the capability development of network members in the use and affordances of social media. It also aims to improve connectivity and networking between Directors of Academic Development as well as with wider higher education stakeholders.

Image captured from the CADAD Social Media Toolkit website

The Social Media Toolkit consists of a range of pages that target certain topics. These include social networking, presentation sharing, video and photo sharing, research sharing, bookmarking, curation tools and podcasts. These pages detail some of the main tools or applications available for each of these functions, explore the different pros and cons of each as well as relating them back to the role of the educator and academic. Other information provided touches upon the importance of security when using social media as well as self-care and managing information overload.

The toolkit provides a valuable resource for those working in educations who are interested in developing their understanding and use of a range of social media related tools. We encourage you to access the website and share the link with colleagues.

Saturday, 3 May 2014

HERDSA Guide, 'Leading Academic Networks' now published

We are happy to announce that HERDSA has now published the guide on 'Leading Academic Networks'. This guide supported by the NATA, developed by HERDSA and authored by Shelda Debowski, is a valuable resource for those with an active role or potential interest in taking up a leadership role within Academic Associations. More information about the guide can be found here and to order a copy of the guide visit the HERDSA website

Shelda Debowski also developed a concise document on leading academic networks which focuses on three phases of the network leadership cycle; 1. Getting started as a network leader, 2. Leading your academic network, 3. Concluding your leadership role. This document is freely available here online


Tuesday, 18 February 2014

Lilly Conference Presentation 2014

Sharing learning and teaching experiences:  An Australian perspective on evidence based practice

Friday 21st Feb, 2:00 – 2:40pm, Palm Room, Lilly Conference, Newport, CA.


To download the Presentation Handout click here



Effectively disseminating the outcomes and experiences of funded learning and teaching projects is a challenge in any learning context. The development and dissemination of 11 Good Practice reports commissioned by the Australian Learning and Teaching Council (ALTC) and the Australian Government’s Office for Learning and Teaching (OLT) between 2004 and 2011 illustrate this issue. The reports, written by topic experts collated funded learning and teaching projects, providing findings and recommendations back to the sector. Whilst offering great potential to influence practice through the evidence-based findings, dissemination issues highlighted the problematic nature of sharing learning experiences in a dispersed educational environment.

Active Learning Exercises

Active Learning Exercise 1.

Title: Building understanding of the Good Practice Reports and their relevance to practice.

Aim: Engage in a discussion about the GPRs based around the following 3 questions:
  1. Do you feel that the reports offer you valuable insights as an educator which could inform your practice (Yes/No/Why)?
  2. If so, how would you use these reports to improve or enhance your learning and teaching practice?
  3. Which topics/reports are of most interest to you?

Active Learning Exercise 2.

Title: Challenges and successes in the area of dissemination

Aim: Engage in a discussion about difficulties of dissemination and how they may be overcome or reduced.
Each group will be asked to: 

  • Key impediments to the effective sharing of learning and teaching outcomes and experiences. 
  • Approaches and strategies, such as the Network of Australasian Tertiary Associations, which might be used to improve the sharing of learning and teaching experiences and outcomes at a range of different levels.

Note: All papers will be collected and a summary of the results will be published here on the NATAonthenet Blog.

Relevant Resources:

Australian Office for Learning and Teaching (OLT) / Australian Learning and Teaching Council (ALTC) Good Practice Reports available here <>  or as listed below.

Gannaway, D., Hinton, T., Berry, B. & Moore, K. (2011). A review of the dissemination strategies used by projects funded by the ALTC Grants Scheme. Sydney: Australian Learning and Teaching  Council. <>.

Please be in touch if you have any questions,