ORCID Profile
0000-0003-2874-3861
Current Organisations
Southern Cross University
,
Macquarie University
,
University of Toronto
,
Deakin University
Does something not look right? The information on this page has been harvested from data sources that may not be up to date. We continue to work with information providers to improve coverage and quality. To report an issue, use the Feedback Form.
Publisher: Association for Learning Technology
Date: 06-03-2012
Publisher: Australasian Society for Computers in Learning in Tertiary Education
Date: 26-10-2020
DOI: 10.14742/AJET.6117
Abstract: This article discusses the experiences and challenges of introducing a third-party learning support provider into the teaching and learning culture at Southern Cross University (SCU), a regional university with c us locations in New South Wales and Queensland. The provider was engaged to extend online study support after-hours to first year students to complement the on-c us and online academic skills consultations available during business hours. The case study covers a 2015 pilot, a wider roll-out in 2016, and finally, a 2017 university-wide access via the intranet as well as through nominated units. The project team collaborated, planned, and prepared for adding third-party student support with specific strategies used to implement institutional cultural change. The case study offers implications for practice and policy across the higher education sector through the lessons learned, including the need for a complementarity of services approach with existing student services, a team-based strategic approach with a provider representative, and the benefits from open and positive communication. The partnership between SCU and the third-party provider evolved to the mutual benefit of both organisations. Students received support and feedback when they needed it most, academic staff revitalised coursework, and the third-party provider fine-tuned a targeted service for the institution. Implications for practice or policy: Situate the academic skills support services provided in-house and the service provided by the third-party provider as complementary to each other. Re-enforce this complementarity in all communication with students and academic staff. Adopt a team-based approach to planning the introduction and implementation of a third-party provider’s services. Utilise the provider’s strengths, such as data generation and reporting, that enable student usage information about the after-hours service to be disseminated across the university.
Publisher: Association for Learning Technology
Date: 08-2012
Publisher: Australasian Society for Computers in Learning in Tertiary Education
Date: 22-02-2008
DOI: 10.14742/AJET.1217
Abstract: span The Assessment Snapshots digital resource is a current project to support academic learning about assessment by diffusing knowledge and understanding of locally contextualised good practice in assessment at the University of Western Sydney. An initial collection of Snapshots was made available to academic staff on the university web site in early 2006. This paper describes how the resource has been utilised by teachers and explains the uses that academic developers have made of the resource in supporting teachers to extend their learning about assessment. The paper reflects on the extent to which the pilot project has been successful in disseminating effective assessment practice and promoting reflection and discussion about assessment issues. It proposes future directions for more effectively integrating and contextualising resources for professional learning with teachers' everyday teaching practice. /span
Publisher: Association for Learning Technology
Date: 28-08-2014
Abstract: No abstract available.(Published: 28 August 2014)Citation: Research in Learning Technology 2014, 22: 25560 - 0.3402/rlt.v22.25560
Publisher: IGI Global
Date: 2006
DOI: 10.4018/978-1-59140-950-2.CH008
Abstract: This chapter analyzes approaches to faculty development for e-learning in post-compulsory institutions. Everett Rogers’ (2003) diffusion of innovation theory provides the framework for a review of faculty development strategies adopted by institutions to foster the adoption of information and communication technologies (ICTs) by mainstream faculty into everyday teaching and learning practices. Using ex les as illustration, the chapter reviews different approaches to faculty development aimed at achieving a critical mass of staff who are competent working in the e-learning context. These strategies include focusing on the characteristics of innovation adopting a staged approach to skills acquisition embedding skills and processes associated with teaching and learning in the e-learning context in formal, accredited courses fostering peer learning framing faculty development as project-based learning and using the online environment to deliver faculty development. The chapter concludes with practical advice concerning faculty development for e-learning practice across institutions.
Publisher: Informa UK Limited
Date: 03-2011
Publisher: Association for Learning Technology
Date: 06-09-2013
Abstract: This special issue contains the six research papers presented at the Association for Learning Technology (ALT) conference, “Building new cultures of learning”, held at the University of Nottingham, England, 10–12 September 2013. This was the first time that the research papers accepted for the annual conference were to be published as a special issue. The editors decided to use a full journal review procedure and required a high standard.(Published: 6 September 2013)Citation: Research in Learning Technology 2013, 21: 22564 - 0.3402/rlt.v21i0.22564
Location: Australia
No related grants have been discovered for Gail Wilson.