JCU Learning and Teaching Grant Recipients

LTSE Awards & Grants Grants Programs JCU Learning and Teaching Grant Recipients

JCU Learning and Teaching Grant Recipients

Internal grants for teaching and learning projects are distributed annually by Learning, Teaching and Student Engagement (LTSE). Different project categories are nominated each year depending on the availability of funds.

Recipients of the grants for 2017 and 2016 are listed below. For a list of earlier recipients visit grants awarded between 2012 and 2015.

For more about our successful recipients and their recent publications via the Research Portfolio portal, or search JCU's online institutional repository Research Online @JCU to access research publications.

2017 Successful Learning and Teaching Grants

This year, grants were made available to support specific activities related to the following project areas:

Category 1: Small Grants

  • Blended Learning and Innovation Grants (BLING): BLINGs were made available to support projects that facilitate innovative learning, teaching, and assessment activities. Recipients were provided with funds to purchase tools and/or technologies and will be supported by the Learning and Teaching Systems group to help integrate their chosen innovation where required.
  • ePortfolios: These grants are designed to enable recipients to showcase their use of ePortfolios at JCU. Applicants should demonstrate how they will use grant funds to enable scholarly outputs e.g. publications or refereed conference papers prior to July 2018.
  • Peer Review of Teaching (PRoT): JCU Policies require PRoT on a biennial basis. These grants will enable innovative and rigorous peer review including use of external reviewers and industry personnel.

Category 2: Larger Grants

  • Transforming Assessment Practices: These grants will enable recipients to design and implement authentic assessment tasks, develop innovative e-assessment and feedback regimes, develop student and peer assessment practices, develop a rigorous approach to the design of MCQs and examinations, undertake rigorous peer review of assessment practices and develop and implement an action plan for reform.
  • The Post-Graduate Student Experience: the post-graduate student experience is in focus at JCU. Recipients must provide a project plan, identify a relevant critical friend (internal or external), identify the improvements to be made and the relevant literature base, as well as strategies to disseminate good practice.

Blended Learning and Innovation Grants (BLING)

Division of Tropical Environments and Societies

  • A/Prof. Katja Fleischmann
  • Prof. Chris Walsh
  • Claudia Benham
  • Dr Sharon Harwood and Dr Karen Joyce
  • Dr Jan Marten Huizenga and Dr Rob Holm
  • Dr Silvia Tavares

Division of Tropical Health and Medicine

  • Joanna Barlas
  • Shashidhar Venkatesh Murthy, Dr Nagaraja Haleagrahara, Dr Torres Woolley and Andy Gavan
  • Dr Alex Trollope
  • Dr Karen Gerber, Dr Con Constantinoiu, Dr Ruth Sutcliffe, Prof. Estelle Venter, Dr Linda Hayes, Dr Jamie Wearn, Dr Robert Hedlefs and Dr Jenny Elliman
  • Dr Jenny Elliman, Dr Prisca Noble and A/Prof. Kate Domett
  • Dr Leo Foyle and Prof. Bruce Gummow
  • Dr Jamie Wearn, Sally Watts, Ian Johnson, Dr Jennifer Raffetto, A/Prof. John Cavalieri and Dr. Carolynne Joone

Division of Academic and Student Life

  • Brijesh Kumar and Maddie Bornschlegl


No applications were received for the ePortfolio category.

Peer Review of Teaching

Division of Tropical Environments and Societies

  • Dr Anne Stephens
  • Dr Mostafa Rahimi Azghadi
  • Dr Tasmin Rymer

Division of Tropical Health and Medicine

  • Dr Tracey Ahern and Brooke Parker
  • Anne Jones, Sue Barrs, Carol Flavell, Moira Smith and Helen Land
  • Sandra Downing, Dr Steph Topp and A/Prof. Richard Franklin
  • Dr Nagaraja Haleagrahara, Dr Glenn Harrison, Dr Anupama Bangara Kulur and Dr Bunmi Malau-Aduli
  • Dr Prisca Noble

Transforming Assessment Practices

Division of Tropical Environments and Societies

Dr Claire Brennan, Claire Ovaska, Dr Jan Wegner and Kate Palmer

The (digital)future of the past: Using history as a pilot to update humanities assessment practices and equip JCU students for work in the contemporary world

The rise of digital technologies has led to new ways of presenting humanities scholarship and students need guidance in engaging with digital research tools and non-traditional research presentation.  This project will update assessment practices within the history discipline to reflect changes in the practice of historians, and the new skills needed by global citizens.

It will ensure JCU students develop digital skills they can transfer to future workplaces.  History’s authentic assessment practices will support student skill development and scholarship while preserving history's traditional critical thinking skills.  The outcomes of this project will inform further assessment review within Humanities at JCU.

Prof. Brian Lewthwaite, Dr Snowy Evans, Dr Kelsey Halbert, Dr Philemon Chigeza and Dr Cliff Jackson

Introducing critical tasks as a means of assessing graduate teacher development in initial teacher education

This project is currently undergoing some minor changes. An overview will be available shortly.

Dr Mark Robertson, A/Prof. Michael Oelgemoeller, Dr Dana Roberts, Dr Winnie Lee, Dr Mark Barnes

Changing the face of pre-laboratory assessment

Completion of background work before starting a laboratory session is a common feature in Chemistry across all undergraduate years. This project will aim to develop a blended learning platform for pre-laboratory assessment to improve WHS awareness, provide greater interactivity and hence an enhanced experience for student learning and to provide instant feedback. The use of question banks will allow variation in assessment between students, and will allow for the first time for a plagiarism check and will complement an upcoming 2018 curriculum refresh in Chemistry.

Heather Robson, A/Prof. Will Edwards, Dr Rabin Tuladhar, Kate Gegg, Naomi Gardiner and Michele Dale

Using "big data" visualisation to engage academics in whole-of-course assessment design, review and curriculum development

Whole-of-course assessment design requires understanding where, when and what type of assessment activities occur across a suite of subjects. At present information is held in multiple locations, often in inappropriate formats for aggregation into subject combinations comprising individual courses. Understanding assessment (and other T and L) activities across an entire college is a big-data problem. In CSE we have begun developing a database of all T and L activities easily visualised via commercial software Tableau©. We will use this for mapping and diagnostic activities to help in (among other things) assessment review, SLO-CLO relationships, industry and alumni engagement and field work.

Dr George Vamvounis, Dr Ben Seligmann, Jeremy Gordon, Dr Madoc Sheehan, Max Burns and Clair Stark

Innovative e-assessment and feedback for first year engineering students

This project involves the design and implementation of an innovative e-assessment and feedback schedule for the first year subject EG1010 – Process Engineering. This subject has a large cohort (197 students, 3yr average over two campuses) and a high failure rate (36.65%, 2yr average). The project will deliver online quizzes for subject materials with a significant focus on higher order problem solving processes, rather than final answers. Errors will trigger targeted quiz feedback, which can be further developed in future. If effective, this methodology is transferrable to other subjects with similar course material.

Division of Tropical Health and Medicine

Sandra Downing, Dr Kris McBain-Rigg, A/Prof. Sue Devine, A/Prof. Richard Franklin, Dr Steph Topp and David Sellars

Transforming assessment, feedback and grading practices across the 8 core subjects in the Master of Public Health and Tropical Medicine (MPHTM) program

Mapping of assessment tasks, feedback and grading processes across the 8 core Master of Public Health and Tropical Medicine subjects will be undertaken.  A workshop for teaching staff will enable a collegial approach to review the findings and identify areas for assessment reform. Embedding authentic, collaborative and scaffolded assessment approaches into these core subjects will engage students, improve learning, bridge the theory-practice nexus and embed employability. Our workshop will establish a discipline wide appreciation of peer review and collaborative approaches to curriculum reform and in particular, assessment design that is sustainable and ongoing.

Dr John Smithson, Prof. Melanie Birks, Dr Narelle Biedermann and Sue Nalder

Evaluation of the impact of an online education management partnership in postgraduate nursing education

Nursing and Midwifery is engaged with Keypath Education– an external education design group; to redevelop two postgraduate (PG) nursing programs using contemporary online pedagogies, a high quality online resources coupled with a carousel delivery model.  This ‘online carousel model’ and broader partnership promises improved student experience through high quality blended online study materials and as an incidental benefit,  a blended learning professional development opportunity for staff.  This project will evaluate the outcome of this partnership from three perspectives, student experience, staff preparation for online distance and blended learning teaching, and the financial benefit to NMN/University, thereby identifying strengths and weaknesses and subsequent changes required for future success.

Division of Academic and Student Life

Brijesh Kumar, Kellie Johns, Kylie Bartlett, Lyle Cleeland, Colleen Kaesehagen and Sharon Bryan

Student-facing interactive training tool for written assessment in priority academic discourses

This Writing Project will provide year one students with illustrated examples of what Fail, Pass, Credit, Distinction and High Distinction assignments should look like. A wide range of subjects will be chosen so as to include various genres at JCU. Examples will be linked to well-designed marking rubrics, and on-demand videos, audio files and annotated examples will teach and reinforce good written academic communication skills. In addition there will be a section on unpacking assignments. This project will also provide an opportunity for learning advisors to work with academics in ensuring articulated assessment task descriptions.

The Post-Graduate Student Experience

Division of Tropical Environments and Societies

Dr Margaret Anne Carter, Prof. Paul Pagliano, Donna Goldie and Larissa Siliezar

Integrating wellbeing and self management in 21st century postgraduate guidance, counseling and career development programs

Our project promotes the mental health and wellbeing of our guidance, counselling and career development students, exploring evidence informed wellbeing and self-management strategies deemed foundational to student learning experiences, engagement, retention and academic success. Our team will develop and integrate online wellness and self-management modules for students to engage with over the duration of their studies, not as an optional extra, but as an integral, highly synthesised feature of our programs. We will pilot, monitor and evaluate the content and format of these modules in terms of building capacity for wellbeing, self-care and self-management.

A/Prof. Robyn Glade-Wright and A/Prof. Jennifer Deger

Enhancing postgraduate skills in creative and arts-based research methods

This project aims to develop coursework and learning resources for postgraduate students to develop skills in practice-led research and arts-based research methods. These approaches facilitate research that investigates complex social and cultural phenomena, and forms of creative practices, through their experimentation with artistic forms, symbolic languages, sensorial knowledges and materials. Arts-based and narrative research methodologies also have application for researchers in social work, psychology, Indigenous studies, health and medicine. This project will enhance postgraduate learning experiences by providing applied training and resources that support students to develop skills in creative thinking, self-reflection, innovative mixed-methods research, developing theory-informed practice and writing.

Prof. Lin Schwarzkopf, Dr Conrad Hoskin and Dr Ben Hirsch

Creating on-line resources for field techniques instruction

Students often learn best when exposed to the same material in different ways.  This is especially true of practical learning tasks, which, if presented in a distracting, field environment, are often not absorbed.  We will create a series of high quality video learning resources, available to several different subjects, that can be used to expose students to trapping and handling techniques for vertebrate organisms. These videos will be used prior to field research by students, and reinforced in the field by actual experience trapping and handling these organisms.

Division of Tropical Health and Medicine

A/Prof. Sue Devine and Prof. Peter Leggat

External review of Master of Public Health (MPH) and Master of Public Health Tropical Medicine Programs (TM/MPH) to enhance optimal postgraduate learning opportunities

The MPH and TM/MPH are large JCU postgraduate programs with the MPH and TM being one of only two such named programs in the world. Students are attracted to these programs for the reputation in delivering curriculum that covers core public health competencies and for unique elective subject offerings that allow the program to be tailored to meet future career aspirations. External review/benchmarking are key elements of quality assurance and are particularly important where no accrediting body exists. This review provides an opportunity to assess currency/ rigour of curriculum and assessment in producing competent public health graduates and identify areas for improvement.

Sandra Downing, Dr Kris McBain-Rigg, A/Prof. Sue Devine, Felicity Smith, Dave Sellars, Dr Steph Topp and a post-grad student rep.

Mapping the first year postgraduate journey: Supporting the transition into higher education

A whole of institution approach will be taken to comprehensively map the orientation and support service resources for new PG students. Listening to feedback from our PG students and building on the current online orientation package will ensure students have access to what they need, when they need it.  A series of public health specific resources, likely to be videos, will be developed. They will include an overview of the course framework and learning outcomes and public health graduate attributes. Interviews with alumni and industry representatives will highlight potential career paths, including how to build employability and networks while studying.

Dr Donna Rudd, A/Prof. Suzy Munns, Gary Nolan, Megan Harbourne, Dr Glenn Harrison, Dr Lisa Chilton, Prof. Peter Ridd, Prof. Ronald White, John Daicopoulos and Robert Kinobe

Better BLiPing: Improving the Blended Learning Experience for external post-graduate students in the medical sciences

Division of Research and Innovation

Dr Elizabeth Tynan

Developing flexible learning resources on academic writing for HDR candidates

The JCU Graduate Research School has operated the Skills for International Postgraduates (SKIP) program for many years, to support HDR candidates in developing academic writing and presentation skills. Resourcing issues have meant that this labour-intensive program has not been available more broadly to all HDR candidates.  This project will create a suite of videos and other resources, to give all HDR candidates access to the core SKIP curriculum in flexible format. Four 15-minute videos covering key academic writing principles will be embedded in an interactive website and teamed with face-to-face content and other modules to create a flexible learning environment.

2016 Successful Learning and Teaching Grants

In 2016, grants were made available to support specific activities related to the three following project areas:

  • Category A: Quick Start grants for either eBook development, with a focus on developing interactive teaching resources, or Embedding the JCU Model through the development of video case studies to highlight teaching and curriculum initiatives that showcase our work, ensuring our graduates    are connected to the community and culturally informed.
  • Category B: Assessment reform with a focus on innovations and integrity in assessment that motivate and engage students and enable the assurance of learning.
  • Category C: Curriculum design supporting blended learning and/or career development learning with a focus on specific activities to trial and evaluate innovations in curriculum design to ensure quality teaching and learning experiences for student that demonstrate engagement with evidence-based    curriculum design.

Category A: Quick Start Grants

Division of Tropical Environments and Societies

  • Dr Amy Forbes and Mr Adrian Van Rossum
  • Miss Judith Herrmann and Miss Claire Holland
  • Ms Mandy Shircore

Division of Tropical Health and Medicine

  • Dr Karen Carlisle, Dr Felicity Croker and Prof Sarah Larkins
  • A/Prof. Kate Domett, Dr Prisca Noble and A/Prof. Peter Johnson
  • Ms Priscilla Page
  • Dr Donna Rudd
  • Dr Rabin Tuladhar

Category B: Assessment Reform


Dr Sarah Brice and Mr John Daicopoulos

Development of online assessment and learning within Preparatory Physics: Helping  students compose mathematical solutions to discipline specific problems

In this project, an online learning and assessment module will be developed for use within Preparatory Physics (PH1001). The online module will focus on assisting students with their mathematical skills. Each week a specific mathematical skill will be emphasised. Students will view a demonstration on how to use the skill and undertake an online assessment task to assess their application of the skill to discipline specific problems. Implementation of this assessment reform will allow more formative opportunities for students to practice, evaluate, and gain feedback on their ability to compose mathematical solutions.

Miss Judith Herrmann and Miss Claire Holland

Developing a holistic conflict case scenario to provide a platform for assessments across the Conflict Management and Resolution program

The Conflict Management and Resolution program will develop a holistic and authentic conflict scenario to be used for teaching and assessment in the core subjects of the Master of Conflict Management and Resolution. Various engaging online resources will be developed for students to gather information about the scenario and its parties, such as interviews with (virtual) conflict parties, online newspaper articles, reports, etc. The project will improve the learning experience of students since it will be engaging, through the innovative use of technology; and authentic, by integrating real world issues, as well as replicating authentic ways of gathering information about the scenario.

Ms Jo Mensinga and Dr Ann Carrington

Engaging technology to support, facilitate and develop social work students’ interpersonal skills  

Demonstrating proficient interpersonal skills is one of eight components of practice necessary to become a qualified Social Worker (AASW, 2013). These skills are developed in WS2510 (BSW) and WS5516 (MSW(PQ)).  Although face-to-face contact has been the preferred mode for developing students’ competence, blended learning approaches are proving successful (Goldingay and Land, 2014, Maple, Jarrott and Kuyini, 2013). This project seeks to integrate innovative and well-designed technological tools into the LearnJCU site to facilitate the authentic development and assessment of students’ interpersonal skills. It is anticipated that students who choose to study off campus will achieve the same level of proficiency as those on campus.

Ms Mandy Shircore, Dr Nichola Corbett-Jarvis and Mr Malcolm Barrett  

Developing English literacy and communication through authentic assessment of statutory interpretation: A whole of course approach

This project will develop blended learning resources and assessment tasks to simultaneously enhance students’ literacy skills while developing their understanding and application of principles of statutory interpretation. The authentic assessment tasks will allow students to work on a single simulated client file throughout their degree that provides explicit and progressive reinforcement and context for the teaching and assessment of literacy and statutory interpretation from the first year of the law degree to the final year capstone assessment.  The work is informed by the LLB Threshold Learning Outcomes and the Council of Australian Law Deans Good Practice Guide to Statutory Interpretation.


Ms Karyn Bentley, Ms Elspeth Hillman and Miss Tanya Langtree 

BNSc Episode of Care PEP Assessment  

This project will formally evaluate the validity of EoC assessments as measure of JCU nursing students’ professional practice during PEP and will determine acceptability of the EOC assessment by industry partners. By (a) conducting  post-PEP surveys and ‘think aloud’ interviews with facilitators and students evaluation of  the EoC assessment (b) compiling student feedback regarding EoC from YourJCU survey data (c) benchmarking EoC data against PEP assessment tools used by other regional and metropolitan Australian University Nursing Schools. As both PCC and therapeutic relationships inform each of the new NMBA practice standards, it is hoped that the EoC assessment format will align with each the new standards for practice.


Mr Brijesh Kumar, Miss Jessica Watt, Mrs Colleen Kaesehagen and Ms Elspeth Hillman

Building mathematical capacity and competence for nursing students

To achieve proficiency in designated subjects, nursing students are required to achieve a score of 100 % on medication calculation assessments and have three attempts to achieve mastery.  In an effort to assist nursing students who feel underprepared and anxious about the mathematical rigours of their chosen discipline, an early diagnostic resource will be developed to establish first year nursing students’ mathematical competency. This will allow early intervention for identified students, in the form of e-resources and peer guided learning workshops, to build their mathematical capacity. Our aim is to improve first year nursing students’ confidence and competence in mathematics and to increase the number of students passing the medication calculation assessment at the first attempt.

Category C: Curriculum Design


Prof Wei Xiang, Dr Bronson Philippa and Dr Rabin Tuladhar

Developing a capstone design project for the new Internet of Things engineering program

This L and T project aims to develop a capstone Internet of Things (IoT) design project leveraging the new IoT design laboratory in the Cairns campus. A new Bachelor of Engineering (Honors) Electronic Systems and IoT Engineering program, which is first of its kind in Australia, has been established in JCU Cairns since the first semester 2016. The proposed IoT capstone design project will be used to support the development of the IoT Engineering course curriculum. A notable feature of the proposed design project lies in its wide applications in relevant industry applications.

A/Prof Yvette Everingham, Prof Simon Robson, Prof Marcus Sheaves, Prof Sean Connolly, Dr Bronson Philippa, A/Prof Will Edwards and Em/Prof Rhondda Jones

Developing fit for purpose tropically themed, R guidance material for Science, Engineering, IOT and Research Students at JCU 

R is rapidly becoming the most powerful and flexible statistical programming environment in the world, and, its FREE! However, R can be very intimidating for new users. This project will foster a comprehensive, integrated and co-ordinated approach to the student experience by developing user friendly guidance material that will quickly get Science, Engineering, IOT and research students ‘up-and-running’ with R.

Dr Winnie Lee, Dr Mark C. Barnes, Ms Shiyo Hayashi and A/Prof Michael Oelgemoellerus

Timely and accurate online delivery of mandatory safety instructions

This project will develop an online-based safety induction for students and staff/contractors undertaking study/work in the Chemistry Teaching Laboratory in The Science Place. The video induction will ensure consistent and accurate delivery of information and improve Work Health and Safety (WHS) standards. The inductee will have the flexibility of completing the induction anywhere at their own time provided it is completed before the start of class/work. This online induction will include the basic facilities within the laboratory, general rules, personal protective equipment, safety procedures, and emergency procedures. An online quiz will be delivered to ensure proper understanding of the information covered in the induction.

A/Prof Mohan Jacob and Mr John Daicopoulos  

Online electrical safety training for electrical engineering and physics students

Electrical safety is of paramount importance in all Electrical and Electronics labs. This project will develop online video materials to increase the awareness of electrical and physical safety requirements of the Electrical Engineering labs.  Also online assessment materials will be developed l to evaluate each student’s understanding of the Occupational Health and Safety (OHS) procedures and the methods to reduce fatigue.  The project outcomes will enable us to ensure that every student is familiar with the safety procedures, which is currently not possible. The project outcomes will directly influence the delivery and outcomes of subjects particularly first year Engineering (EG1002, EG1012), second year Electrical Engineering (EE2201, CC2510, CC2511, EE2300) and Physics (PH1005).

Dr Margaret Carter, Dr Marie M’Balla-N’di and Dr Ariella Van Luyn 

Developing resources to enhance cyber safety across JCU

This project involves innovative and strategic ways of educating and enabling students and staff across JCU about cyber bullying and ethical online engagement. This project aims to:

  • Provide recommendations for the establishment of a JCU framework establishing a model of best practice for cyber safety in higher education
  • Assess and extend the content on the prevent cyberbullying website.
  • Conduct an audit on Australian universities policies and resources specific to cyber bullying
  • Review models aimed at integrating online modules on ethical online engagement within courses. Examine the viability of modifying and aligning these models with JCU policies, strategic intent and the Access, Participation, Success Plan domain 1-4

Dr Vinnitta Mosby and Ms Amanda Nickson

Engaging technology to deliver online teaching resources to provide greater equity and engagement for social work education in Professional Values and Ethics (WS2511) for external students

This project aims to develop online resources for the external delivery of the subject, Professional Values and Ethics. The aim is to utilise blended learning technologies to enhance external student engagement and learning opportunities. Students will be required to analyse value conflicts and ethical dilemmas in order to identify ethical professional practice. Authentic assessments that involve group collaboration and deliberation can enhance higher order learning outcomes. Virtual group activities, supported by exemplars and practice experiences, will enable students, staff and practitioners to engage in meaningful ways to integrate theoretical knowledge with professional practice.


Dr Prisca Noble, Dr Linda Hayes, Dr Kay Eccleshare, Dr Jamie Wearn, A/Prof Allan Kessell, Miss Yissu Martinez and Mr Ian Johnson  

A 3D digital, on-line specimen based blended learning approach to veterinary anatomy and pathology  

Veterinary students have frequently verbalized their interest in having digitized anatomical and pathology materials available to aid them during semester and revision periods. To develop blended holistic approaches in the teaching of structure, function and disease, our aim is to provide guided learning sessions, case studies and quizzes in anatomy, pathology, and eventually medicine and surgery on a pre-existing platform for students as they progress through the course.  Thus, students will be able to enhance and build on their knowledge while having access to material from previous years, allowing them some control over the timing, pace and place of learning.

A/Prof Suzy Munns, Dr Fiona Baird, Dr Jenny Elliman and Dr Donna Rudd  

Building health scientific professional researchers through real world experiences  

Traditional apprenticeship-style research experiences have significant benefits for students; however, the numbers that can participate are often tiny. Undergraduate research experiences (URE) improve students’ understanding of the research process, increase their awareness of science careers and develop professionalism.  Our new final year capstone subject will create authentically scaffolded UREs specifically directed at career outcomes.  In multidisciplinary teams, students will explore different aspects of one research project building both content and discipline specific skills as well as “soft” skills such as professionalism, conflict resolution and effective project management. These “soft” skills are highly regarded by employers, but often not explicitly taught or assessed.

Dr Donna Rudd, Dr Fiona Baird and Dr Maria Bellei  

Creating Professional Development Material for busy working and studying Medical Scientists  

The intention of this project is to develop on-line Continuing Professional Education (CPE) case studies, which will be provided as blended Learning components for fourth year Medical laboratory Science students and to Australian Institute of Medical Scientists (AIMS) members as on-line CPE for rural and remote Scientists. We are currently refreshing the fourth year MLS subjects, which are taught in discipline specific block mode to AQF8 standard for inclusion in a graduate diploma/Masters of Medical Science. Concurrently as an AIMS board member portfolio role, I am developing CPE. We will use this material to provide accessible on-line CPD.

Mrs Jackie Eagers, Mrs Kerry Garbutt and Ms Joanna Murray (Access Therapy Services) / Collaborator: A/Prof Rebecca Sealey 

Kick-starting career development learning with first year simulation modules for occupational therapy practice  

This project aims to develop simulated blending learning modules for first year students studying the Bachelor of Occupational Therapy. Video footage, which was previously created for teaching purposes, will be developed into approximately six learning modules to enable supportive first year career development. Modules will incorporate key concepts and skills from the first year of the occupational therapy course with each module based on a different occupational therapy practice area.

Dr Anne Jones, Mrs Moira Smith, and Miss Carol Flavell  

Use of branching case studies to develop clinical reasoning in physiotherapy students prior to attending clinical placements

Developing clinical reasoning using online branching case scenarios will allow students to access case studies in their own time to continue their development of clinical reasoning. Clinical reasoning is a skill required of all health professionals, which is a complex process with a series of interdependent steps using both theory and experience. By utilising online branching cases, students will need to respond to the case with their response changing how the case will evolve. This will allow students to see the consequences of their choices, thus reflecting clinical practice whilst also receiving immediate feedback in a non-threatening environment.

Ms Marie Bodak, Ms Adele Baldwin, Dr Maria Hennessy, Mr Stephen Anderson, Ms Bronwyn Mathiesen, and Ms Kellie Johns  

Gifting learning: building authentic learning through the lived experience of a carer  

A suite of digital resources will be developed to provide authentic learning experiences for students across the health disciplines.  The journal and reflections of Ed, the primary carer for his wife Mary who had dementia, provide the foundation for the project. The digital resources will facilitate students’ bridging the theory-practice divide, and promote deeper understanding of the impact of community care provision. This project aligns with the JCU principles of ‘Connected to Community’ – recognising and valuing community experiences and engagement with scholarly work; and is commensurate with blended learning standards 1, 3, and 7.

Ms Elspeth Hillman, Miss Tanya Langtree, Mrs Lyn Gwynne, Mrs Tamlyn Brice, Ms Karyn Bentley, Ms Marie McAuliffe, Mr Ian Johnson and Mr Stephen Anderson  

Augmenting nursing and midwifery students’ therapeutic intervention acquisition with technology-enhanced learning  

By incorporating clinical skills videos as a technology-enhanced learning strategy this project aims to augment students and staff experience by  (1) improving blended learning resources within BNSc and BM and postgraduate midwifery programs; (2) creating a consistent approach to student learning across 3 programs and 5 campuses; (3) allowing students flexibility in where and when clinical skills demonstration is reviewed, therefore increasing their independence and responsibility for ongoing learning; (4) complimenting PEW facilitators clinical skills demonstration; (5) promoting peer learning  which may not be possible with one-off clinical skills demonstration; (6) assisting in easing timetabling and lab space constraints.

Dr Trish Wielandt, Dr Jessie Wilson, Dr Jae-Hyun Kim and Dr Anne Jones 

Perceptions of rural and remote practice: A PhotoVoice project  

The aim of this research project is to gain an insight into senior (third/fourth year) allied health students’ (occupational therapy, physiotherapy and speech pathology) perceptions regarding rural and remote placements. Using PhotoVoice methodology, which is grounded in participatory action research, students whilst on placement will collect photographic images as a way to share their experiences. From these data, the students’ perceived rewards and challenges whilst undertaking rural and remote placements will be identified. Expected outcomes include the development of curriculum resources for allied health students to better prepare them for rural and remote placement and to ensure a positive learning experience.

A/Prof Peter Johnson, Prof Tarun Sen Gupta, Dr Helen Anscomb, Mrs Yolanda Kerlen and Mr Donald Whaleboat

A course-wide approach to blended learning development in the MBBS program 

This project aims to embed course-wide technology-enhanced learning approaches using a modified ‘flipped-classroom’ delivery model in years 1-3 of the JCU MBBS program, and research the efficacy of these approaches. It is expected that this will enhance student engagement, result in improved student performance and satisfaction, and foster independent learning skills, leading ultimately to better health outcomes for the communities our graduates serve.