JCU Learning and Teaching Grant Recipients

Learning and Teaching Grant Recipients 2012-2016

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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 Oelgemoeller

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-Ndi 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.

2015 Successful Learning and Teaching Grants

In 2015, three categories were offered, with many topics for staff to choose from, such as Quick Start Grants for eBook development with a focus on developing interactive teaching resources and capturing the teaching-research nexus: development of video case studies; the assessment and promotion of student learning; addressing assessment reform, including a focus on e-assessment across courses, and supporting the reform of assessment in stream subjects within the Diploma of Higher Education; and curriculum design with topics such as curriculum innovations to support the mental health and well being; students, supporting the development of capstone experiences, and blended learning in post-graduate courses. These are the successful nominations.

Category A: Quick Start Grants

e-Book development – focus on developing interactive teaching resources

College of Arts, Society and Education

  • Dr Margaret Anne Carter
    Blended learning: Issues and ethics
  • Dr Amy Forbes
    Public relations campaigns: Research, planning and development of effective communication campaigns with a focus on new media technologies

College of Business, Law and Governance

  • Dr Sue Ciccotosto
    Corporate responsibility and governance
  • Dr Sue Ciccotosto
    Accounting for decision-making
  • Kate Galloway
    Land and sustainability
  • Judith Herrmann
    Conflict management and resolution program: student guide
  • Dr Breda McCarthy
    Developing marketing plans: Engaging learners in online activities

College of Healthcare Sciences

  • Jessie Wilson
    Fostering professional behaviours in Occupational Therapy students

College of Marine and Environmental Sciences

  • A/Prof Emma Gyuris
    Stepping through threshold concepts in introductory environmental economics
  • Mr James Langston
    Development Practice: An Ontology

College of Medicine and Dentistry

  • A/Prof Louise Young
    Educator skills eBook for clinical teachers
  • Prof Robert Jones
    Oral and Maxillofacial Surgery eBook
  • Dr Helen Anscomb
    Introduction to cells, tissues and structure
  • Dr Alexandra Trollope
    Introduction to organogenesis
  • Robyn Preston
    Research skills eBook: Teaching and learning resource for Blended Learning

College of Public Health, Medical and Veterinary Sciences

  • Dr Pam Megaw
    eBooks as a teaching resource for foundation level Physiology

College of Science, Technology and Engineering

  • Dr Rob Holm
    Development of interactive digital resources for learning in Earth Sciences
  • Peter Whitehead
    Mineralogy, Petrology and Palaeontology handbooks for Level 1 Geology

Learning, Teaching and Student Engagement

  • A/Prof Cecily Knight
    Blended Learning @ JCU
  • Joanne Webster
    Interactive e-Career action plan

Library and Information Services

  • Ms Heather Gordon
    Interactive workbook covering Copyright Information for Teaching and Learning

Capturing the teaching-research nexus: development of video case studies

College of Arts, Society and Education

  • A/Prof Debra Miles
    International Social Work student exchange: Facilitating good practice in the Asia Pacific
  • Dr Abraham Francis
    Advancing Social Work in Mental health through strengths based practice

College of Healthcare Sciences

  • Dr Koong Foo
    Life satisfaction and parenting through research and teaching
  • Dr Wendy Li
    CAR (Concept, Action and Reflection) in Psychology: An active learning approach

College of Marine and Environmental Sciences

  • Dr Amy Diedrich
    Training the next generation of Protected Area professionals for the tropics through research engagement and learning

College of Public Health, Medical and Veterinary Sciences

  • Dr Ellen Ariel
    Research partnerships beyond the University: Research and teaching nexus in the field

Category B: Assessment and Promotion of Student Learning

Assessment reform, including a focus on e-assessment across courses

College of Business, Law and Governance

Dr Taha Chaiechi
Enhancing Economics through authentic assessment practices
This proposed project would see a shift from an over-reliance on examinations, quizzes and tests towards an authentic, collaborative and scaffolded assessment approach. Currently all economics  assessments are invigilated examinations. Furthermore, the economics subjects have an average pass rate of 65%. On average over 1000 student enrol in the first year economics subject. For several years, the assessment component consisted of ongoing online weekly quizzes (within an informative assessment  environment (Forster, 2009), statistical report assignment and a final exam. Large enrolments made it difficult to provide more meaningful assessable work and useful feedback to support students’ learning. Therefore, it is imperative that assessment reform is implemented in this program.

College of Public Health, Medical and Veterinary Sciences

Dr Pam Megaw
Development of introductory peer-assessed group digi-presentations for BM1031, BM1041, BM1051 and BM1061
Our proposal is for the development of group digi-presentations in the first year-first semester foundation sciences subjects in the allied health  programs. This is part of reinvigorating the assessment of these subjects. The presentations will be videos addressing a specific topic, integrating anatomy and physiology content. In addition to staff assessment of the video, each student group will use software for peer-assessment within the group  based on predetermined criteria. This will generate individual student marks for the assessment item. The project involves developing resources to scaffold students through the process.

Dr Monika Zimanyi
Peer-assessed group digi-presentations for BM1032, BM1042, BM1052 and BM1062
In this project, group presentations will be developed as a part of on-course assessment in the rehabilitation sciences (BM1032, BM1042, BM1052 and BM1062) anatomy and  physiology subjects. Students will be involved in defining criteria used for their assessment and so will have a better understanding of the standard required, the expectations of achievement and grading of their work. Students will be focused and self-directed in their learning and will develop self-reflection  and evaluation of their own learning and that of others. As such, students will be involved in peer assessment, alongside academic staff to ensure accuracy of content.

Supporting the reform of assessment in stream subjects within the Diploma of Higher Education

College of Business, Law and Governance

Eugene McArdle
Technology enhanced assessment tools to develop soft skills for students in Information Technology subjects in the Diploma of Higher Education
We aim to design and implement electronic alternatives to traditional sit-down examinations. Our focus is  on implementing an Immediate Feedback Assessment Technique (IF-AT) tool to improve IT ‘soft skills’. The Associative and Constructivist learning perspectives that guides the student’s competencies and knowledge development through instant feedback inform our approach. IF-AT engages  the student cognitively and guides the learning journey. IF-AT is also an effective active learning tool, which has been shown to enhance the learning experience of students. Students using IF-AT demonstrate higher recall, more accurate responses, higher levels of confidence and lower levels of continuous  incorrect answers.

College of Science, Technology and Engineering

Dr Bronson Philippa
Improving engagement through project-based learning in EG1002
EG1002 teaches computer programming to first year engineers and Diploma of Higher Education students. This subject is being reformed with an emphasis on project-based learning to address  issues of poor student engagement. The written theory exam is being removed, with the majority of assessment now being a sequence of authentic assignment tasks. The assignments are designed to demonstrate programming in the context of real engineering problems from a variety of disciplines.

Category C: Curriculum Design

Curriculum innovations to support the mental health and well-being of students

College of Healthcare Sciences

Jessie Wilson
Understanding the barriers and enablers to occupational performance in university students with Autism Spectrum Disorder
The purpose of this research project is to generate an understanding of what are the potential enablers and barriers to the occupational  performance of university students with autism spectrum disorder (ASD). Through the use of participatory action research design and the method of Photovoice, this study will elicit new and reflexive ways of understanding the student’s holistic learning experience in tertiary education. The staff  in Student Equality and Wellbeing at JCU will be directly involved as project team members. The collective engagement of educators, support staff and researchers across the university will foster meaningful research that can be directly applied to help shape university programs to support student engagement  and success.

College of Medicine and Dentistry

Dr Kimberley Owens
Mindfulness training to improve student wellbeing in MBBS and Dentistry: Pilot study
This project aims to introduce and evaluate mindfulness training sessions improve student wellbeing in the undergraduate Medicine and Dentistry programs. Mindfulness  is "the intentional, accepting and non-judgmental focus of one's attention on the emotions, thoughts and sensations occurring in the present moment", which can be trained by meditational practices. Accepted therapeutic applications based on mindfulness training have been widely used in schools, prisons,  hospitals, universities, businesses and other environments. This project will measure baseline wellbeing of MBBS and BDS cohorts; deliver introductory mindfulness training in Year 1 and Year 2 MBBS and BDS curricula; measure wellbeing post training and evaluate student engagement with curriculum; and  collate a range of resources for publication via LearnJCU sites to support curriculum and general student wellbeing.

Curriculum innovations to embed career development

College of Arts, Society and Education

Dr Abraham Francis
Social Worker as multidisciplinary team member: Embedding 3Cs (Competence, Confidence and Compassion) in Social Work Education in Mental Health
This project aims to reposition social work education in mental health with a focus on recovery and  multidisciplinary perspectives. As suggested by the literature, 45% of Australians will experience a mental illness at some point in their lives. This means that no matter where social workers decide to work, they will invariably work with people who have mental health issues. Further, they are often  likely to have to work as part of multidisciplinary teams (MDTs) especially in the area of mental health. This project will aim at strengthening the role of social work graduates within MDTs engaged in ‘whole of government’ responses. The curriculum redesign will embed the 3 C’s (competence,  confidence and compassion) in the blended learning materials being developed: study guide, case illustrations, and three short videos that will aid students in developing their professional identity.

College of Science, Technology and Engineering

Dr Bronson Philippa
Authentic capstone experiences in embedded systems
This project will create an industry-based capstone design project in embedded systems. Third year students will work with local industry to develop a wireless sensor network to monitor a building  environment. Wireless sensor networks are becoming increasing important in the Internet of Things, and are an ideal capstone experience. In this particular project, an emphasis will be given to ‘soft skills’ such as negotiating with stakeholders and project management, which are areas perceived  to be lacking in graduates.

Supporting the development of capstone experiences

College of Arts, Society and Education

A/Prof Maree Dinan-Thompson
Auditing capstone subjects in CASE: principles and projections
Following JCU’s Curriculum Refresh project in 2009, and Nicolette Lee's recent OLT Fellowship workshop at JCU where she outlined the Principles for Capstone Subjects,  the College of Arts, Society and Education (CASE) is presented with the opportunity to audit its Capstone subjects. Using Lee’s principles of integration and extension of prior learning, authentic and contextualized experiences, challenging and complex scenarios, student independence and agency,  a concern with critical inquiry and creativity and active dissemination and celebration (Lee, 2015), the project will audit ED4493 to align more effectively with ED4460 and BA3000 within the proposed context of blended learning (all campuses, and internal and external modes). The expected project outcomes  include enhanced curriculum and assessment design for ED4493, ED4460 and BA3000, plus the potential for scholarly engagement and output demonstrating cross-disciplinary audit and revision of Capstone subjects.

College of Business, Law and Governance

Mandy Shircore
Developing a community based "super clinic" capstone experience for law students
This project will enhance and develop new clinical experiences for law students as part of their capstone experience. Partnering with eight Community Legal Service (CLS)  providers, the project will develop an innovative clinical law subject (building on our current small clinical program with the Townsville CLS) that incorporates best practice capstone curriculum design principles and innovative assessment tasks (including PebblePad initiatives). Stages of the project  include: literature review identifying clinical program models; workshops identifying best fit model for JCU; development of curriculum and assessment materials; professional development of CLS staff; implementation of super clinic program; evaluation and expansion of super clinic.

College of Public Health, Medical and Veterinary Sciences

Dr Donna Rudd
Developing engaging and authentic capstone experiences for Bachelor of Biomedical Sciences
A degree in Biomedicine can take you anywhere. The aim of this project is to develop curriculum and assessment which will allow students to take part in authentic  capstone experiences reflecting career pathways. Activities which focus on a range of professional contexts available to students with Biomedicine degrees will be developed and incorporated in to assessment pieces to promote integration and synthesis of learning, particularly in the final year of study.  Examples include incorporation of ECG and Spirometry exercises and case studies derived directly from the Clinical Measurements Laboratory.

Learning, Teaching and Student Engagement

Felicity Gardiner
The Swell Team: Welcome, Engage, Learn, Live and Be
The levels of psychological distress reported by university students are much higher than in the general population (Stallman, 2010). In order to encourage students to seek support when they need  it, this project aims to create an engaging and accessible resource for the JCU community. The SWELL team will produce an online resource, predominantly video-based, which will explain and promote the range of support provided by the Student Wellbeing Unit (SWU). The video will showcase current students  and staff recalling their stories and feelings of being supported by the SWU and its impacts on their study outcomes.

Blended learning in post-graduate courses, including curating open source content

College of Healthcare Sciences

Dr Kristin Wicking
Carpe Diem: Using the Salmon and Armellini process of subject re-design for active/interactive online learning
Two fully online nursing postgraduate subjects will be re-developed using the well-researched Salmon and Armellini Carpe Diem (’seize  the day’) two-day team workshop process. The re-design process will include integration of e-tivities to facilitate students’ progression through Salmon’s five stages of online learning. The product will be a highly active/interactive subject design. Evaluation will assess both process  and product, i.e. staff response to the Carpe Diem process itself and both staff and student response to the re-designed subjects. Expected improvements in student/staff competence, confidence and satisfaction with e-learning will be assessed, as will students’ participation and retention rates.

College of Medicine and Dentistry

A/Prof Louise Young
Curriculum experiences to develop a community of learners in postgraduate Health Professional Education
Postgraduate students are choosing to study via distance mode as it is convenient and fits in with life and work. However, for a discipline  such as Health Professional Education, student feedback requests the connectedness of face to face experiences as a community of learners. The challenge is to create curricula and learning experiences to approximate the face to face learning experience. This project will complete a thematic analysis  of discussion board postings to determine the activities and learning experiences which best support online subjects. From these findings, more synchronous sessions will be trialled using Collaborate to approximate face to face class sessions. An internally offered HPE subject will also be developed  using blended approaches informed by the discussion board analyses. From face to face and synchronous meetings, a community of learners will develop with the potential to provide ongoing professional support after students leave the course.

College of Arts, Society and Education

Jo Mensinga
Developing a coherent blended learning approach across the Master of Social Work (Professional Qualification) programme
The MSW(PQ) curriculum was re-developed in 2014 to respond to Australian Quality Framework and Australian Association of Social Workers  requirements. However, the course maintains the traditional split between on-campus and off-campus student cohorts and makes inconsistent, ad hoc use of online delivery approaches. Drawing on relevant literature and discussions with staff and students, this project aims to redesign the delivery of the  MSW(PQ) by: (a) combining both on and off campus based students as a single cohort; (b) developing a consistent and well-designed pedagogic framework using a blended learning approach for online and face to face teaching; and (c) articulating this learning approach clearly to students.

College of Marine and Environmental Sciences

Dr Lisa Law
Place-based learning for good urban design: A case study approach
This project will develop three case studies of good urban design for use in EV5301 Urban Geography and Design (the Esplanade, the Botanical Gardens precinct and the Lake Street renovation).  The subject rests on ‘place-based learning’, but locally-relevant learning materials in this field are few and dispersed (most case studies are biased toward big cities in the south). The case studies will be developed by current students in consultation with a research worker in SP2 this  year, and made into 10-minute video clips. The clips are intended to help move the subject into an ‘enhancing blend’ modality.

2014 Successful Learning and Teaching Grants

Two categories were offered to staff in 2014, addressing the key issues in higher education at this time being supporting course mapping and other required AQF compliance, and innovative flexible learning activities that capitalise on new learning spaces and virtual innovations.

Category 1: Course Mapping and Other Compliance

Supporting Course Mapping & Other Required AQF Compliance

College of Arts, Society and Education

A/Prof. Paul Pagliano - Ensuring the Master of Guidance and    Counselling and the Graduate Certificate of Career Development meet the requirements of Australian Qualifications Framework and TEQSA Threshold Standards: The Next Phase. This grant continues work done in 2013 to ensure the Master of Guidance and Counselling (MGuidCouns) and Graduate Certificate of Career Development (GradCertCareerDev) meet AQF and TEQSA obligations for 2015. A research subject will be introduced into the MGuidCouns and both courses will have a capstone experience. All assessment will be: mapped to subject learning outcomes and aligned to course learning outcomes, literacy and numeracy standards, and volume of learning; plotted for variety, coherence and professional body accreditation requirement compliance (Career Industry Council of Australia, Australian Counselling Association and Singapore Association for Counselling); moderated, and benchmarked with similar Australian courses.

Dr Garry Kidd - Course Mapping in BPsychSciences, BPsych Honours & Grad Dip Psych to ensure    AQF Compliance. Abstract not currently available.

Peter Jones - Restructuring the Master for Social Work (MSW) for AQF Compliance - The next stage: Subject redesign and   mapping of course and assessment. The restructuring of the MSW course to address AQF and TEQSA requirements is a complex and challenging task. Progress has been made within our Department towards this goal, including establishing a foundation course map, with clear course learning outcomes identified. However, the implications of the restructure to meet AQF/TEQSA requirements necessitate the redesign/rewriting of a significant number of subjects in order to meet the new requirements and structure. This redesign of subjects within the course represents the next stage of the course restructure process and will build on and extend the work that has already been accomplished in 2013.

College of Healthcare Sciences

Mr John Smithson - H.A.L.O. - Harmonising Assessment and Learning Outcomes: A Collaborative Approach to Course Mapping for Health Related Degrees in FMHMS. The H.A.L.O project will provide a standardised and comparable system of quality assurance mapping across the Faculty of Medicine, Health and Molecular Sciences (FMHMS). The H.A.L.O project is a unique collaboration across schools within the faculty and will provide the necessary organisational infrastructure to realise the efficiencies provided by a unified, coordinated and cohesive large volume course mapping project. This project will develop, pilot and implement a simple generic MS Excel-based tool (H.A.L.O.) to facilitate assurance of learning across all courses within the Faculty. With all Faculty courses now guided by a coherent set of Course Learning Outcomes (CLOs), H.A.L.O. will expedite the next critical step – that of mapping - which will provide the necessary curriculum architecture to demonstrate the achievement of learning outcomes. As the FMHMS includes many professionally accredited courses, H.A.L.O. has also been designed to map CLOs and assessment to professional standards if required. Outputs generated by the H.A.L.O. tool include concise and comprehensible maps of CLOs to professional standards, maps of CLOs to SLOs to assessment, and numerous graphical outputs, such as the distribution and range of assessment tasks across a course. H.A.L.O. also includes a facility to map and easily visualise development and assessment of English literacy and numeracy skills across a course of study.

Category 2: Innovative flexible learning activities

Innovative flexible learning activities that capitalise on new learning spaces and virtual innovations 

College of Arts, Society and    Education

A/Prof. Richard Lansdown - Teaching Innovations in BA1001: Time, Truth, and the Human Condition, Cairns Campus. The core Arts first year subject, BA1001: Time, Truth, and the Human Condition, has often experienced difficulties relating the tutorials (which teach Arts research skills) to the lectures (which discuss 'big ideas' and major paradigms in intellectual history), and the lectures to the assignments (which test research skills). In the past students have tended simply to drop the lecture classes, which are two-thirds of the contact; in a subject designed to build an Arts cadre and ethos, this is highly regrettable. The Cairns teaching team is using its TLD grant to reconfigure the teaching almost completely, which retaining the subject learning outcomes and assessment regime. The 'paradigms' lectures will continue, but will shrink from two hours to one and will involve only one or two lecturers, both based on the local campus, rather than awkward video-conferenced sessions cross-campus, delivered by many lecturers. The second lecture hour will involve a lectorial model, where the research skills will be taught interactively using new technology in A3.3, which is purpose-built for such work. And the tutorials will now drop research skills affairs for traditional arts-style tutorial discussion of primary texts and other documents which illustrate the overall theme of paradigm shift. This change in the subject requires extensive renovation of all its elements, but above the readings, the tutorials, and the all-import lectorials. This is unrolling in SP1, 2014, and initial signs are highly positive.

Dr Jo Balatti - Flipped model of delivery in mathematics for teacher education: Learning to learn maths. Many students in preservice teacher education do not have a strong knowledge of basic mathematics, do not like maths much, and are not confident in their ability to learn mathematics independently. The aims of the subject ED1491 Foundations of Mathematics and Numeracy in Education are to strengthen student mathematical knowledge; ability to learn mathematics independently and disposition toward mathematics. Different versions of a flipped model pedagogical design are being used to teach four different cohorts. The project is measuring student change in the domains of maths content, independent mathematics learning skills for maths learning and disposition across the four cohorts.

Dr Margaret Carter - Meaningful Blending and Student Engagement Across our Master Guidance and Counselling Program. This project will explore the innovative use of Blackboard Collaborate in a new approach to developing counselling skills. Collaborate will be the platform for online tutorials, creating a new landscape for meaningful student-student and student-instructor engagement in nominated subjects across the guidance and counselling program. The project aims to: maximise the use of 21st century etechnology in preparing guidance and counselling students for a practice based profession; and ascertain the nature and type of learning happening within the blackboard collaborate sessions across the guidance and counselling program.

Dr Philemon Chigeza - The e-portfolio as assessment for, as and of learning: A developmental achievement record for Education students. This project capitalises on new learning technologies to redesign, trial and evaluate evidence of Professional Standards within key subjects across the Education degree. The project utilises the School of Education Professional Standards for Teachers – Graduate (APST) PebblePad ePortfolio templates to emphasise and evaluate student learning that is developmental and evidence-based. A digital archive of students’ authentic voices and reflections; and a digital collection of teaching staff-generated rubrics using the JCU graduate attributes and APST standards that supports both formative and summative assessment are trialled, developed and evaluated. The project enhances technology enabled students’ self-assessment and peer assessment and teaching and learning.

Ms Tracey Dickinson - Transition through a whole of university experience to readiness for practice. This project intends to create an eLearning portal for Social Work students guiding them through the process of field placement from pre-enrolment through their degree and transitioning to professional practice. The portal will be a one-stop-online-space to inform and equip social work students in navigating their degree and diverse learning opportunities within the University environment to enhance their experience in readiness for practice. New online resources like pre-placement information package, induction package, risk management assessment will be integrated within already existing JCU teaching, learning and support resources. It is envisaged that students will utilise ePortfolio to collect, collate and reflect upon the diverse learning opportunities within James Cook University in readiness for professional practice.

Mr Max Lenoy - Augmenting Indigenous Knowledges on the JCU Douglas Campus. The project will use Augmented Reality (AR) technology to capitalise on the nexus between physical locations on campus and virtual Indigenous resources. Augmented reality is defined as the interface of virtual and physical spaces. Indigenous knowledges and stories will be stored online and activated by an app using WiFi and personal mobile devices (tablets/ smartphones). Content for the AR app will be provided by Indigenous elders. With the School of Education Indigenous Outdoor Teaching Space due for completion in 2014, this project will use this space and other JCU sites to embed online Indigenous knowledges into learning activities for JCU students and visitors.

Dr Louisa Tomas Engel - Enhancing blended learning in ED1411: "Flipping" lectures and bringing new teaching and learning spaces to the online environment. This project will adopt a flipped classroom pedagogical model to support students’ engagement and learning of science and sustainability concepts in ED1411: Foundations of Education in Sustainability. The project will capitalise on JCU-supported learning technologies and new interactive learning spaces. It will further enhance the blended learning approach already adopted in the subject to provide a suite of custom video resources and student-centred pedagogies to support students’ conceptual understanding and experiential learning. For external students, these resources will bring the new teaching and learning spaces in Townsville and Cairns to the online environment by modelling and capturing pedagogies for science and sustainability education.

Dr Ariella Van Luyn - Teachnology: Using technology enhanced  learning spaces to teach students effective academic writing. In recent semesters, student feedback in CU1010 Effective Writing, a core-skills subject catering to first year students, indicated that the subject needed to include ‘more interaction and engaging activities.’ This project responds to student feedback by investigating how tutorials can utilise the new Technology Enhanced Active Learning (TEAL) classroom in order to broaden the appeal of Effective Writing. Micheal Truong and Anne Zanzucchi (2012) have demonstrated that ‘the use of technology in writing-intensive courses can heighten student engagement and improve learning outcomes.’ The grant will be used to produce a series of tutorial activities, a collection of online content, and an extensive literature review for best practice models on using TEAL spaces to enhance independent learning and engagement    in academic writing.

College of Healthcare Sciences

Dr Nerina Caltabiano - Using the PaSsPorT and CAR Models to Increase blended learning and enhance student learning experiences. The project aims to innovate and evaluate the delivery and assessment of a third-year psychology subject so as to maximize student attendance, engagement and achievement. Innovation of the face-to-face delivery will capitalise on blended learning strategies (combined face-to-face and online learning). It also uses a Tri-Campus approach to enhance the student learning experience through the sharing of student-generated international content. In the Lectorials, scaffolding will be based on the Concept, Action, Reflection model (CAR model) while the applied group-work will innovate People, Space, Pedagogy and Technology (PaSsPorT Model); and e-assessment (wikis/online peer forums) will capitalise on technology for blending purposes.

Dr Robert Crowther - Evaluation of ISES Student Practicum    Placement Activities and Skills. The proposed project will retrospectively map three years of logged clinical exercise physiology practicum hours against course learning outcomes and accreditation requirements in order to identify gaps between expected practicum outcomes and the actual learning    experience. The outcomes of the mapping process will provide the critical groundwork for the development and implementation of an online placement learning system to monitor actual student placement experiences. The online logbook system will be a reflective learning tool for students and will provide    staff with an early warning system to enable remedial action if the expected and actual practicum learning experiences do not align.

Dr Karen Yates - Use of micro-blogging technology to enhance student interaction in multi-site lectures. Micro-blogging will be incorporated into a first-year BNSc subject lectures to increase student engagement and participation. The project will pilot a private backchannel program, called Todaysmeet, which enables students to post short questions, seek clarification or offer comments throughout the lecture. Lecturers can address these posts in real time. Students can use a variety of mobile devices such as smart phones, tablets or laptops to participate. The aim of the project is to evaluate student engagement and satisfaction with the subject content and delivery in a traditionally difficult environment of video-conferenced, multi-site lectures.

College of Public Health, Medical and Vet Sciences

A/Prof. Richard Franklin - Aligning Master of Public Health (MPH) subjects more closely with the university’s strategic intent, while optimising the use of blended learning and authentic assessment for external students. Changing technologies in the on-line environment, increasing student numbers and changing student demands is placing greater demands on the Masters of Public Health (MPH) program at JCU. The MPH has recently revised its core subject offering to reflect best practice in public health education and has in conjunction with this included the subject Tropical Public Health (TM5502) to align with the Universities strategic intent. This project aims to explore and implement interactive innovative technologies such as web conferencing, e-lectures and online discussions using TM5502 as an exemplar as well exploring best practice in the delivery of limited mode public health subjects using Disaster Health Management (TM5557) as an exemplar.

A/Prof. Linda Johnson - Audiovisual Upgrade Facilitation to Necropsy for Pathology Presentations. A purpose-built necropsy (animal autopsy) laboratory, incorporating specific biosafety standards, is an essential diagnostic component, but also a teaching space for developing communication and narrative clinical skills in veterinary students through weekly formal and assessable pathology case rounds. This project funds new audiovisual connections, facilitating discussion of case test results, such as radiography or biochemistry, which require greater interpretive proficiency. Visual integration of data offers case presentation in a meaningful temporal sequence, providing a dimension of decision-making (and discussion) previously not incorporated into case presentations. Successful technological enhancements in this teaching laboratory will be extrapolated into other subjects taught in necropsy.

College of Science, Technology &    Engineering

A/Prof. Michael Oelgemöller - First Year Chemistry ICT Learning Support - Stage II. This project will build on the success of a previous project and will implement customized eLearning and assessment tools into the large first year chemistry subjects CH1001 (SP1) and CH1002/PC1005 (SP2). LearnJCU will be used as a common platform to prepare students for practicals and to run weekly assessment quizzes. The practical preparation webpage will include electronic versions of manuals that incorporate links to proven internet sources such as Wikipedia or YouTube. The practical procedures will likewise be demonstrated using custom-made YouTube videos. Non-mandatory quizzes related to the practicals will address important safety issues, practical techniques and key-concepts. The interdependent mandatory assessment quizzes will cover important lecture content and will ensure that students study regularly in weekly packages. The project will be conducted by a PhD graduate of JCU, Dr. Christopher Glasson, in coordination with the corresponding Educational Designer in T&L.

College of Marine & Environmental    Sciences

Ms Janine Sheaves - Application of learning systems and ePortfolios - do they improve outcomes? Using learning analytics to answer those questions.

This project will scaffold the learning of students with little or no science background while simultaneously engaging and challenging advanced students. The goal is to increase retention of low and high end students, specifically targeting Diploma students who represent a significant proportion of students requiring support.

2013 Successful Learning and Teaching Grants

2013 provided academic and professional staff with the opportunity to investigate, develop and implement innovative learning and teaching practices and methods around ensuring courses meet the requirements of the Australian Qualifications Framework (AQF) and Tertiary Education Quality and Standards  Agency (TEQSA) threshold standards, and innovative flexible learning activities that capitalise on new learning spaces and virtual innovations. Only one round was offered with these two categories.

Category 1: Ensuring courses meet requirements/standards

Ensuring  courses meet the requirements of AQF and TEQSA  threshold standards

School of Arts and Social Sciences

Allison Craven and Rosita Henry -  An integrated approach to assuring AQF and TEQSA standards in the Bachelor of  Arts and Bachelor of Social Sciences. A majority of students in FAESS are engaged in non-vocational studies, pathways that are mostly rendered through the Bachelor of Arts (BA) and the Bachelor of Social Science (BSocSci). Curriculum Refresh in recent years has enriched and distinguished these  degrees in terms of discipline-specific and generic skills training. This project will undertake a staged, integrated and detailed review and audit of subjects and majors in order to constructively align Course Learning Outcomes with assessment and moderation practices, and highlight Literacy and Numeracy  proficiencies. The aim is to anchor and distinguish the refreshed profiles of the BA and BSocSci and, through selective benchmarking of core subjects, to embellish the reputation of JCU Arts and Social Sciences in the national frame.

Amy Forbes and Florence Boulard -  Bachelor of Multimedia Journalism and language compliance with TEQSA threshold  standards. The Bachelor of Multimedia Journalism (BMJ) and the Languages disciplines proposed a joint project to review their courses with a view to mapping and articulating learning outcomes that are appropriate and meet the TEQSA Qualifications Standards. Through the project, the BMJ and Languages  will be reviewing the coherence of their respective curricula to ensure these are not only integrated and collaborative, but are clear and supportive of student learning and progression. This review exercise supports reflection and the alignment of resources and effort, as well as alignment with the  University’s strategic intent and objectives.

Nonie Harris - Restructuring the  Master of Social Work (Professional Qualifying) for AQF compliance. AQF requirements mean that the current structure of the MSW(PQ) is non-compliant and the course requires a major restructure. This will result in a significantly altered course, renamed as the MSW. This project will therefore  include the development of a set of Course Learning Outcomes for the restructured MSW. Development of these outcomes will entail careful consideration of their relationship to the Australian Association of Social Workers (AASW) standards and requirements, as well as to JCU Graduate Attributes. Consultation  with AASW and other social work education providers may be required as part of this process.

Edward Helmes -  Postgraduate psychology degrees. This project will develop a schedule for the transition process for postgraduate psychology programs and establish preliminary competencies in preparation for the next accreditation in 2015.

Peter Jones - Restructuring the  Bachelor of Social Work. The BSW is an accredited professional degree that must comply with a set of accreditation standards prescribed by the Australian Association of Social Workers (AASW). These standards describe the professional practice attributes (knowledge, skills, values, etc) that  successful graduates must achieve. However, the expression and form of these standards is quite different from those of Course Learning Outcomes as understood for the purposes of AQF/TEQSA. This project will develop a set of Course Learning Outcomes for the BSW and will entail careful consideration of  their relationship to AASW standards and requirements, as well as to JCU Graduate Attributes. Consultation with AASW and other social work education providers may be required as part of this process.

School of Education

Cliff Jackson - Assuring learning in the new Bachelor of  Education at JCU. A set of draft Course Learning Outcomes (CLOs) has been developed for the new Bachelor of Education. As part of this project, staff will be surveyed for feedback on these CLOs. The survey results will be analysed and changes to the CLOs incorporated, based on the feedback from  the surveys.

Paul Pagliano -  Ensuring the Master of Guidance and Counselling and Graduate Certificate of  Career Development meet AQF and TEQSA requirements

This grant will be used to ensure the Master of Guidance and Counselling and Graduate Certificate of Career Development meet AQF and TEQSA requirements. Course learning outcomes will be developed to include literacy and numeracy standards, volume of learning, and the mapping of assessment to outcomes.  Course learning outcomes will inform course design at three levels namely: introduced, developed and assured, with the assured level forming capstone experiences. Finally attention will be given to the moderation of assessment, and the benchmarking of course learning outcomes with other courses nationally.

Hillary Whitehouse - Redevelopment and articulation of  research education and postgraduate education in the School of Education. This integrated project will ensure that Course Learning Outcomes are developed coherently for all postgraduate research education subjects and those that feed into the new Master of Education.

School of Law

Sam Hardy - Developing the  postgraduate Conflict Management and Resolution programs for AQF and TEQSA. This project will ensure that the postgraduate Conflict Management and Resolution courses meet the requirements of AQF and TEQSA, particularly in relation to (1) volume of learning; (2) course and subject learning outcomes;  (3) assessment; (4) English language and numeracy proficiency. The courses will be mapped to ensure alignment between course and subject learning outcomes and assessment across the various subjects. Courses will also be benchmarked with comparable programs in other Australian universities.

School of Business

David Low and Lynn Eagle -  Embedding Aboriginal and Torres Strait Islander Perspectives into the Business  Curriculum. The School of Business and the School of Creative Arts, together with the Indigenous Business Network (Townsville) and the Indigenous Business Association, will collaborate in developing video case studies (with supporting photographic and print material) illustrating successful  Aboriginal and Torres Strait Islander businesses, together with unique approaches to their resolution of challenges. Students will hear ‘authentic voices’ and explore ‘complex and contested knowledge terrains’ together with barriers that may be unique to Aboriginal and Torres  Strait Islander entrepreneurs. These resources will provide a unique learning experience and a key means of aiding commitment to JCU’s Reconciliation Statement.

Janelle Rose - Embedding English  language and numeracy proficiency across the Bachelor of Business. This project builds on the English language and numeracy assessment conducted within the SILA model in the BBus to ensure that the course learning outcomes relating to these two areas are embedded in assessment across subjects  at first, second and third level of the degree. Through workshops, subject coordinators will be assisted with developing rubrics that incorporate criteria to assess dimensions of English language and numeracy relevant to assessment learning outcomes within specific subjects. Feedback to students will  be supported with online resources to assist in developing skills in these areas. The development of English language and numeracy will be mapped across the course.

School of Engineering and Physical  Sciences

Shaun Belward -  Developing Course Learning Outcomes and mapping of assessment to them for the  Mathematics major. An essential starting point for the Mathematics major to be TEQSA-compliant is a set of clearly articulated learning outcomes. Currently course learning outcomes for the Mathematics major within the BSc do not exist. The task of determining learning outcomes cannot occur in  isolation from ensuring learning outcomes for the other disciplines that mathematics serves are met. This task necessarily involves consideration of learning outcomes for students who take mathematics subjects as part of other degree programs (such as Engineering or Education).

David Holmes, Rabin Tuladhar,  Madoc Sheehan, John Ginger and Peter Grabau - Mapping the Engineering  curriculum to the Engineering Australia accreditation competencies with  alignment to TEQSA. The work to be undertaken in this project involves the identification and articulation of course level learning outcomes for all JCU engineering disciplines, as well as the rolling out of subject-level mapping activities to formally link subject learning outcomes to both  the developed course outcomes, and the Engineers Australia (EA) Stage 1 Competency Standard. Additionally, a database tool will be developed to facilitate the mapping process and enhance the analysis capabilities. The objective is to conduct the mapping in such a way as to directly enhance course development  and coherence within the Bachelor of Engineering.

School of Marine and Tropical Biology

Garry Russ - Identifying Course  Learning Outcomes and mapping of assessment to CLOs in the Bachelor of Science  (Marine Biology). This project will identify the Course Learning Outcomes (CLOs) of the BSc (Marine Biology). Defining and identifying these is a necessary first step to the subsequent mapping of assessment in Marine Biology subjects within the Marine Biology major. The project will map all  of the assessment tasks (exams, reports, field trips, practical assessments) in all MB subjects that make up the BSc in Marine Biology. The project will use an Excel Spreadsheet developed at UTS in Sydney by Associate Professor Romy Lawson.

School of Medicine and Dentistry

Louise Young - Postgraduate  curriculum alignment project (discipline of Medicine). This project aims to revise and update all postgraduate courses offered by the discipline of Medicine in the School of Medicine and Dentistry so there is consistency in course design and documentation. All courses will be aligned and compliant  with TEQSA and AQF requirements. In meeting the criteria specified by these authorities, clear course learning outcomes encompassing course objectives, required cognitive demand, postgraduate attributes and distinctiveness of JCU will be produced. Achievement of course learning outcomes will be evidenced  through assessment tasks that are varied, sequentially graded and include tasks aimed at building English language and numeracy proficiency. Articulation and credit agreements will be revised, updated and publicly documented through the appropriate forums.

School of Veterinary and Biomedical  Sciences

Brenda Govan - Being TEQSA ready:  constructive alignment of a non-accredited program in the health sciences. We have identified, purchased the right to use and modified a mapping tool designed for tertiary institutions to enable appropriate data capture and subsequent mining of the Bachelor of Biomedical Science. This project  will input the Course Learning Outcomes, subject outcomes and assessment tasks to map the Bachelor of Biomedical Science program.

Category 2: Innovative  flexible learning activities 

Innovative  flexible learning activities that capitalise on new learning spaces and virtual  innovations

School of Arts and Social Sciences

Susan Gair, Dorothy Savage and  Narayan Gopalkrishnan - New active learning and engagement spaces  for WS2121 distance education students through a technology-mediated model. In this project the team leader, engaging with a team of library, teaching and learning, and other academic and support staff, sought the redesign, trial and evaluation of online active learning spaces for WS2121: Aboriginal  & Torres Strait Islander Skills & Frameworks for Practice. This subject is compulsory for Social Work students. The redesign will provide active learning through the use of innovative tools such as Collaborate, and other available online technologies to facilitate enhanced engagement for distance  education students. This project was developed as a direct response to student evaluation feedback requesting more engagement for distance education learners. This redesign will inform a sustainable model of technology-mediated, blended learning for all WS2121 students.

Wendy Li - CAR (Concepts, Action  & Reflection) in the flipped classroom: an innovative learning experience  beyond knowing and doing. This project employs the concept of CAR as a curriculum framework. CAR stands for concepts (core knowledge and understanding to engage in action), action (applied active learning of concepts in a community context) and reflection (supported by analytical, evaluative  and critical reflection frameworks). The project will redevelop three subjects using the CAR framework: Social Psychology (PY3102); Social Survey Design & Analysis (SY2012/3012); and Social Science Curriculum (ED3212). CAR promotes an experiential pedagogy that is discursive, flexible and reflective.  New learning spaces such as LearnJCU and the technologies that it enables (video vignettes, blogs, and online assessments) will be used to support and leverage the learning in the classroom, so lecturers can spend more time facilitating interaction.

School of Education

Max Lenoy - Designing an  Indigenous pedagogical framework. Each JCU campus is and has always been an Indigenous learning place. The local knowledge of the traditional custodians should be incorporated into the narrative of the higher learning spaces where we teach and learn. This project will create a specific pedagogical  framework for the School of Education outdoor teaching space (to be built in 2013 on the Douglas campus). The proposed pedagogical framework will enable all teachers, learners and the wider community to understand the innovative and sustainable way that Aboriginal people and Torres Strait Islander people  valued and integrated space, country, flora and fauna into teaching and learning.

School of Nursing, Midwifery and  Nutrition

Jane Mills - Developing online communities of inquiry to  teach masters level nursing and midwifery research: a mixed methods study. Based on the pedagogical model ‘Communities of Inquiry’, we will use the Learn JCU platform to implement assessable blog-based facilitated learning circles and fortnightly collaborate sessions, in conjunction  with individual online student journaling. These activities will increase student’s social and cognitive presence and improve online teaching interactions. The aim of this project is to evaluate the impact of student satisfaction and outcomes from redesigning the online subject NS5201 Research  Theory and Methodology. ‘Communities of Inquiry’ is an evidence-based model rarely used in online nursing or midwifery education.

School of Public Health, Tropical  Medicine and Rehabilitation Sciences

Aya Pellatt - Implementation of an e-Portfolio across the  undergraduate Physiotherapy curriculum. This project aims to evaluate electronic systems and roles required to support a student ePortfolio, identify relevant activities to map against TEQSA standards, Australian Physiotherapy Standards, OLTC threshold learning outcomes, and JCU Graduate Attributes,  determine how to collate experiences, and develop evaluation tools with respect to outcomes for the student, the University and the employer. Students are to collect, select and reflect on designated activities and, based on these activities, present ePortfolio evidence of learning outcomes. Activities  may include the delivered curriculum (placements, subjects), the experienced curriculum (placements, reflections), and their lived curriculum (experiences prior to, alongside University) as they move beyond 'work-readiness' into life-long employability. Emphasis will be placed on the processes involved  in creating an e-Portfolio.

School of Veterinary and Biomedical  Sciences

Nicole Reinke - Capitalise on new technologies to improve  the face-to-face learning experience of nursing students with a challenging  timetable. The project aims to develop and evaluate methods that effectively promote learning of complex concepts for students in a large cohort across multiple campuses. Emerging technologies and techniques that have the potential to innovate face-to-face delivery and support student learning  will be explored. These will include desktop/whiteboard sharing, lectorials and webquests.

School of Earth and Environmental  Sciences

Tom Blenkinsop -  Digital mapping for geology students: preparation for the modern workplace. This project will trial several methods of geological digital mapping (using GPS and electronic mapping devices in the field) in order to prepare students better for careers in the resource industry. The most suitable  method for the conditions on the JCU field camp will be selected and introduced as an integral part of the syllabus in 2014. This project will capitalize on recent new developments in hardware (ruggedized tablets) and software (light and open access GIS packages). Success will lead to implementation  at Honours and Masters levels, and establish JCU at the forefront of an important pedagogical reform in geology.

Colin Macgregor -  Developing pedagogy for sustainability education in Second Life, a virtual  world (VW). Second Life is an existing VW environment currently hosting approximately 30 VW games with a sustainability focus. This project will develop pedagogy for VW learning utilising Second Life as a learning platform. The subject EV2011 The Case for Sustainability will act as a trial for  the project. Practical exercises will be developed to involve students in sustainability decision-making and task completion (albeit virtually). Students will work in the practicals (individually and in teams) virtually, testing and demonstrating sustainability thinking and action. Students’ engagement  and experiences in the practical exercises will monitored and findings will be reported in a suitable Learning for Sustainability (LfS) journal.

2012 Successful Learning and Teaching Grants

In 2012, there were seven categories offered over two rounds, providing academic and professional staff the opportunity to investigate, develop and implement innovative learning and teaching practices and methods around the following key issues: The first-year experience, Postgraduate education, Assessment,  Inclusion, Services supporting student learning, Feedback on teaching and finally Education partnerships and collaborations within and beyond James Cook University.

Category 1: The  first-year experience


School of Arts and Social Sciences

Anita Lundberg - Engaging the Tri-City Culture (etc!). Addressing student engagement and retention in vulnerable phases of BA undergraduate students. It will provide a robust virtual environment for BA students including online cross-cultural mentors who network between  the tri-city campuses plus a capstone e-portfolio.

School of Business

Sizhong Sun - A multidisciplinary new assessment for  BU1003 Economics for Business. Students create an educational but fun four-minute video using either smartphones or video cameras, to demonstrate an economic topic in their own way.

School of Engineering

Phil Turner - The programming apprenticeship: engaging  students through expert modelling. Assisting students to gain programming knowledge and skills by replacing 50% of lectures with screen casts modelling skilled practice and using feedback and assessment practices that encourage collaborative learning.

School of Marine and Tropical Biology

Marcus Sheaves - Developing an e-supported self-paced  learning environment to promote the systematic acquisition of key quantitative  skills required for first year biology. Developing an e-Iearning program and set digital resources for first year biology students to gain proficiency in clearly defined, sets of key quantitative skills, at their own pace. Using flexible delivery, students off campus and in remote areas can  revise their skills during vacation as well as at other times during their course.

School of Pharmacy and Molecular  Sciences

Martina Mylrea -  Professional identity development during Year 1 of the Bachelor of Pharmacy:  using PebblePad to reflect on professional learning opportunities. Using PebblePad™ software to create opportunities for student reflection on aspects of their professional identity development, to improve the first year curriculum.

School of Public Health and Tropical  Medicine

Alan Hauquitz -  Using the blended learning approach to improve engagement with first year  students. Redeveloping a large, introductory subject taken by many students in the Faculty of Medicine, Health, and Molecular Sciences. Integrating face-to-face teaching, LearnJCU and 3D virtual reality technology (Second Life) to enhance student learning and satisfaction.


School of Marine and Tropical Biology

Dr Lin Schwarzkopf - Authentic experiences in foundation  science: enhancing the first year experience with new learning technologies. The Faculty of Science and Engineering is refreshing 3 foundation subjects. The refresh includes reducing the number of practical classes and changing assessment methods. Entirely new practical classes will be developed  in two new subjects (BZlAG1007 & 1009) and one old subject (BZlAG1001). To examine a series of concepts and species, we will provide students with hands-on, tactile experiences. Also, we will source commercial materials including videos, slide show and quizzes, and produce materials that allow students  to document and reflect upon their experiences and new skills.

Dr Marcus Sheaves -  Developing an E-supported self-paced learning environment to promote the  systematic acquisition of key quantitative skills required for 1st year biology. This project will develop an e-Iearning program and a set of e-Iearning resources to enable 1st year biology students to develop proficiency in a specific set of key quantitative skills, at their own pace. Through  flexible delivery this will enable off-campus students, particularly those in remote areas –to revise their skills during vacation as well as at other times during their course.

School of Pharmacy and Molecular  Sciences

Christopher Glasson - Implementation of digital support for the  first year chemistry practical series

CH1001 is the largest course offered at JCU and a core subject for majors in the Faculty of Medicine, Health and Molecular Science and the Faculty of Science and Engineering. This project develops a rejuvenated delivery system for practical laboratories by implementing online theoretical background  with assessable quizzes; video demonstrations of practical experiments; and Work Health and Safety (WH&S) issues to bring the subject into the digital age.

Category 2:  Postgraduate education

ROUND  1: no submissions


School of Education

Margaret Carter -  Interactive homepage learning community hub for postgraduate students in  guidance and counselling and career development. This project will create a comprehensive, one-stop interactive homepage learning community hub for students enrolled in the Master of Guidance and Counselling (MGC), Graduate Certificate of Career Development (GCCD) and Higher Degree by Research  in Counselling and Career Development (HDR-GCCD) across the three campuses of Townsville, Cairns and Singapore. In particular the homepage will feature innovative technology learning applications from Blackboard Collaborate and PebblePad, which will then be continued into particular subject offerings  through LearnJCU and into research. The project evolved from a study findings into JCU Singapore students’ engagement and satisfaction with the blended program. This identified a need for students to develop a conceptual overview of their study and deeper understanding of how blended learning fits  into the learning process.

School of Law

Samantha Hardy - Experiences of conflict between higher  degree supervisors and students during the research candidature. Research higher degree students and their supervisors may experience conflict relating to their candidature. While the incidence of such conflicts is relatively rare, their consequences for the university, the supervisor and especially  the student are serious. The cross-cultural challenge of such conflicts is high at JCU because of our commitment to improving 'Life in the Tropics World Wide'. Another factor that may contribute to conflict in this context is JCU's requirement for a supervisory panel, instead of one supervisor. Thus  there is a need for improved guidelines and training for both supervisors and students on effectively preventing and managing conflict at an early stage in the process. There is little research into supervisor/student conflict and the project aims to explore higher degree supervisors' and research students'  experiences of conflict across all faculties and schools at JCU. Research findings will be published and recommendations made to improve policies procedures and guidelines at JCU.

Teaching and Learning Development

Cecily Knight -  Academic practice – promoting quality in the Graduate Certificate of Education. The Graduate Certificate of Education (Tertiary Teaching) is a qualification offered to both early and mid-career academics at JCU and is designed to develop participants' teaching, research and leadership  skills relevant to contemporary higher education settings. The project will redesign the course to better reflect national and international trends in academic practice. The project aims to use Pebble Pad as a personal learning platform for students and will involve creating assets within PebblePad for  subject assessment. Students will develop ePortfolios and use BlackBoard Collaborate as a collaborative tool to research lecturer and student perceptions of pedagogy and assessment.

Category 3: Assessment


School of Arts and Social Sciences

Jo Mensinga and Tracey Dickinson - e-Portfolios: Personal Learning  Environment for Social Work Field Education (also linked to categories 4 and 5). Developing and trialling an e-portfolio (PebblePad™) personal learning environment model for Social Work field education. The E-portfolio enhances student learning by providing a tool for critical reflection,  evaluation and feedback and reduces the burden on community stakeholders involved in field placement.

School of Engineering

Phil Turner - Developing professional competence:  PebblePad across the Engineering curriculum. Using PebblePad to support reflection on attainment of the professional competencies (and graduate attributes) that are embedded in individual subjects, assessments, and learning activities.


School of Pharmacy and Molecular  Sciences

Dr Patrick Schaeffer - An integrated self-assessment and  problem-based learning framework to prepare students for the real world of  biotechnology. Undergraduate Biotechnology/Biochemistry/Molecular Biology programs need to ascertain that students progressing into Honours/postgraduate studies or who are leaving to join industry need the appropriate theoretical knowledge and practical skills to be “ready” for their  next educational/professional steps. Biotechnology subject BC3201/BC5201 is a core third year subject and notoriously demanding, due to its multidisciplinary and technical nature. This project will develop a framework that drives learning so that students who may have problems applying theoretical knowledge  and practical skills can be identified early with new online survey/assessment forms. This will lead to better equipped graduates and improved retention.

School of Public Health, Tropical  Medicine and Rehabilitation Sciences

Dr Tomomi McAuliffe - HS1003 Lifespan development assessment  redesign. This project aims to develop an innovative web-enhanced assessment which will provide an opportunity for students to: (1) engage with deeper levels of learning while collaborating with their interdisciplinary peers in a more flexible way; and (2) create lifelong learning platform by  developing their own learning resources. The project will include: (1) the development of a new assessment by using new technology (i.e. PebblePad). The new assessment will support students' different learning needs to lead to a quality learning experience; (2) continuity and reusability of learning  resources through PebblePad means students will develop their own resources as they work through their assessments;(3) development of a user guide to support students during technology facilitated learning; (4) Developing teaching staff competency to incorporate web-enhanced teaching methods into subject  management;(5) Encourage interdisciplinary student collaboration by overcoming geographical and time barriers; and (6) Online assessment guides to provide timely feedback.

Category 4:  Inclusion


School of Arts and Social Sciences

Jo  Mensinga and Tracey Dickinson - e-Portfolios:  personal learning environment for social work field education (see Category 3 Assessment for abstract).

ROUND  2: no submissions

Category 5: Services  supporting student learning


School of Arts and Social Sciences

Jo  Mensinga and Tracey Dickinson - e-Portfolios:  personal learning environment for social work field education (see Category 3 Assessment for abstract).

School of Business (Information Technology)

Colin Lemmon- Flexible and engaging  psychology experimental investigation with 3D virtual world. To develop a 3D virtual world to address difficulties in recruiting subjects for psychological experiments and the need to engage with subjects over extended periods of time.

School of Nursing, Midwifery &  Nutrition

Jane Mills - Mentoring circles as a  method of supporting students on Thursday Island: an action research study. Identifying, implementing and evaluating support strategies for student learning in the Bachelor of Nursing Science (BNSc) at Thursday Island, using mentoring circles led by an experienced Indigenous facilitator.


School of Public Health, Tropical  Medicine and Rehabilitation Sciences

Dr Fiona Barnett -  Building the teaching capacity of Allied Health peer tutors. This project aims to enhance student learning by building the teaching capacity of peer tutors for Allied Health disciplines. This project will have two stages: the first stage will involve research using a qualitative design to investigate  the current facilitators and barriers to peer tutoring within the Allied Health disciplines. This will help to inform the second stage, to use innovative web-based technologies for the development of an online community for Allied Health peer tutors. Project outcomes will be to: (1) identify the needs  of students, peer tutors and subject coordinators in regards to peer tutoring; (2) build capacity for peer tutoring skills specific to the Allied Health disciplines; (3) create an inclusive environment of students, tutors and subject coordinators to strengthen relationships between all parties; and (4)  enhance student learning and engagement for first and second year Allied Health students.

Category 6: Feedback on teaching

ROUND  1: no submissions

ROUND  2: no submissions

Category 7: Education  partnerships and collaborations 

Education  partnerships and collaborations within and beyond JCU


School of Environmental Sciences and  Geography

Sharon Harwood - Creating flexible delivery design and  implementing active learning experiences for the Graduate Certificate in  Planning and Indigenous Communities. Developing innovative delivery modes including web-based learning and on-campus intensive programs to reinforce the application of planning concepts through active community-based learning experiences.

School of Marine and Tropical Biology

Michael Kingston - Enabling cross-campus and distance based  learning with innovative computer laboratories for biology. To enable cross-campus teaching in cost-effective and innovative ways of developing digital biology laboratories on aquaculture and marine biology.

School of Veterinary and Biomedical  Sciences

Ellen Ariel - A collaborative approach to online learning  of diagnostic test function. This project will create an online program that enables students to manoeuvre through the different components of the ELISA (a tool of clinical immunology) and get feed-back on the appropriateness of their choices.


School of Arts and Social Sciences

Peter Jones and Debra Miles -Enhancing students' cross cultural  competence through international collaborative learning opportunities. This project aims to enhance student learning in relation to internationalisation and cultural competence. A collaborative educational partnership will be developed between the Department of Social Work and Community Welfare  at JCU, the De Paul Institute of Science and Technology (DIST) and a non-governmental organisation operating a community development project, the latter two partners both located in Kerala, India. Using flexible learning options and innovative technologies such as Blackboard, Collaborate and PebblePad,  the project will allow JCU undergraduate (BSW) and postgraduate (MSW) students to link with students at DIST and, using involvement with the NGO project as a focus, develop knowledge and skills for cultural competency and international social work practice. The project consolidates international collaborative  activities with other universities in the tropics.

School of Public Health, Tropical  Medicine and Rehabilitation Sciences

Dr Rebecca Sealey - Current practices for training placement  supervisors to assess clinical competencies of clinical exercise physiology  students: is there a need for a national training package? The project aims to capture the current practice of Clinical Exercise Physiology clinical placement supervision in Australia. Multiple-university collaboration with this project will increase national buy-in and enhance and refine the  scope of information collected through the project. Using online tool Survey Monkey, we will examine supervision experience, capacity and practices; supervision training undertaken/provided; teaching and learning (educational pedagogies) training undertaken/provided; student competency assessment experience  and training; and the scope of documentation provided to placement supervisors.

Matthew Yau - Utilisation of virtual technology in  engaging practice scholars in occupational therapy education. This project aims to develop a collaborative learning network with local, regional and international organisations for specialised expertise and training/education through the use of technology. The project builds on the significant  interest and innovative teaching methods already employed in the occupational therapy discipline e.g. flexible delivery of the formative years of the curriculum, modular teaching block and rescheduling of on campus learning to allow for intensive teaching, the development of a practice scholar model  and community of practice within the curriculum refresh project. Using technology to expand our collaborations and professional networks locally and nationally through offers a cost efficient way to include a broader range of experts from outside our region.