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Learning and Teaching Centre

Technologies in Learning and Teaching @ MQ

Good practice statements and principles

Research at Macquarie and other institutions (AVCC, 2005) suggests that there are six good practice statements that can guide the development and use of technologies. Each of these statements has an accompanying checklist of principles:

1. Curriculum design with technologies

Technologies are used to support learning and teaching processes and the achievement of the University's graduate capabilities.

The integration of technologies into the curriculum brings unique challenges which will impact on the learning and teaching process as a system. Taking a whole of curriculum approach requires that the technologies must be effective in supporting the processes of teaching and learning; the discipline specific outcomes as well as graduate attributes. They must be easy to use and efficient; and serve to meet the needs of Macquarie's increasingly diverse range of students.

Guiding principles checklist

1.1	Technology is integrated in an aligned curriculum
1.2	Students have online access to clear objectives, concepts and learning outcomes for each unit
1.3	Technology options for fostering student engagement in the assessment process are considered
1.4	Teaching and learning processes using technologies are designed in consideration of student needs, such as access, equity and flexibility
1.5	The use of technologies reflects the importance of student interactions with other participants in the learning process

2. Resource design and development

Online resources are integrated with other elements of the curriculum to support student learning.

Learning resources are an integral part of an aligned curriculum.

Many educational environments have traditionally required the teacher to develop much of the content to be delivered. For example, distance education contexts have frequently provided impressive bundles of course notes for students to wade through and digest in order to demonstrate their learning.

Today's technologies provide the opportunity for resources and learning activities to be used in more sustainable ways. Examples include resources such as links to other websites and textbooks, or resources designed to streamline review cycles
It is not always necessary to develop your own resources, however curriculum alignment needs to be a central when you are deciding whether to use third party resources such as those provided by publishing houses.

Guiding principles checklist

2.1	Technology-based learning resources are appropriate to the achievement of the unit's objectives
2.2	Student circumstances such as special needs, access and connectivity are considered when developing resources
2.3	Resources are chosen to cohere as an integrated whole
2.4	Resources are acquired or created to maximise sustainable use
2.5	Information ethics issues are considered in the use and re-use of resources

3. Assessment and feedback using technologies

Curriculum alignment drives the choice of technologies to support assessment.

As our students become more strategic, assessment increasingly drives their learning and determines how they will spend their time. Emerging technologies provide opportunities for us to reconsider our assessment strategies; to enable increased efficiency and transparency in our processes; to enhance the quality of our students' assessment experiences; and explore new forms of assessment. In making these changes, the issues of student support, access and equity and policy requirements around assessment must also be considered.

Guiding principles checklist

3.1	Technologies are chosen to support the assessment of learning outcomes
3.2	Enhancing the quality or efficiency of feedback to students are considered when choosing technologies to support assessment
3.3	Students are not disadvantaged or unduly advantaged when assessment tasks entail the use of specific materials, software programs and internet resources
3.4	Assessment technologies are chosen and implemented to comply with MQ policy requirements (eg student privacy, storage of documentation for 6 months)

4. Staff support for TILT

Staff have access to comprehensive technical and educational support for the use of the technologies in learning and teaching.

Working with technologies can be challenging for both staff and students and individuals have differing levels of comfort in exploring new tools. In order for students and staff to progress to higher order learning in online environments, they need to develop confidence with the technologies and know where to access support if required.

Guiding principles checklist

4.1	Information is available for all teaching staff about the technologies supported by the University and how to integrate them into teaching and learning contexts
4.2	Staff have the technical skills necessary to utilise the technologies used in learning and teaching
4.3	Staff are aware of support available for students (eg technical, access and study support)
4.4	Professional development programs incorporate pedagogical implications; technical know-how; and policy and procedural requirements

5. Student support for TILT

Students have access to support for the learning technologies in use at MQ

Meeting the learning needs of a diverse cohort of students, with a range of knowledge and skills with technologies and how to use them for learning, requires us to know and understand our students' backgounds and experiences.
The technology environment is complex. End users have range of hardware, software and network configurations; therefore monitoring student experiences is important so that technology does not get in the way of their learning.

Guiding principles checklist

5.1	Students are made aware of why technologies are used and how they support learning and teaching
5.2	Requirements and procedures for using technologies are communicated to students prior to starting courses
5.3	Students are informed of the range which support available
5.4	Feedback mechanisms are in place to capture student support requirements throughout the semester.
5.5	Students are informed of staff availability

6. Evaluation/ quality enhancement

Continuous improvement is encouraged through systematic and regular evaluation of technologies in learning and teaching, with feedback informing future planning.

As critically reflective practitioners, we can set up evaluation processes to enable us to constantly evaluate the technologies in our teaching and learning processes. Technologies can provide useful information to be used in conjunction with feedback from our students and our own reflections.

Guiding principles checklist

6.1	Feedback on the effectiveness of technologies in learning and teaching is gathered from staff and students
6.2	New technology initiatives are evaluated and feedback integrated into planning for continual improvement
6.3	Support services for staff and students are evaluated and constantly developing in response to changing technology