
LTSE Teaching@JCU JCU Curriculum Framework Good Practice Resource Bank
Good Practice Resource Bank
- Courses
- Future Students
- Current Students
- Research and Teaching
- Partners and Community
- About JCU
- Celebrating 50 Years
- Anton Breinl Research Centre
- Agriculture Technology and Adoption Centre
- Living on Campus
- Advanced Prawn Breeding Research Hub
- Advanced Analytical Centre
- Applying to JCU
- Alumni
- AMHHEC
- Australian/NZ Students
- Australian Lions Stinger Research
- Boating and Diving
- Australian Tropical Herbarium
- ATSIP
- Careers at JCU
- Association of Australian University Secretaries
- Careers and Employability
- Australian Quantum & Classical Transport Physics Group
- CITBA
- Centre for Tropical Bioinformatics and Molecular Biology
- Chancellery
- CMT
- CASE
- College of Business, Law and Governance
- College of Healthcare Sciences
- College of Medicine and Dentistry
- College of Science and Engineering
- CPHMVS
- COVID-19 Advice
- CSTFA
- Centre for Disaster Solutions
- Daintree Rainforest Observatory
- Diploma of Higher Education
- Discover Nature at JCU
- Division of Research and Innovation
- Division of Tropical Environments and Societies
- Division of Tropical Health and Medicine
- Staff Intranet
- Economic Geology Research Centre
- Elite Athletes
- Estate
- Fletcherview
- Foundation for Australian Literary Studies
- Gender Equity Action and Research
- GetReady4Uni
- Give to JCU
- Information for JCU Cairns Graduates
- Graduate Research School
- Graduation
- JCU Ideas Lab
- Indigenous Education and Research Centre
- Indigenous Legal Needs Project
- IT Services
- Information for Agents
- International Students
- JCU College
- JCU Contact Information
- JCU Eduquarium
- JCU Global Experience
- JCU Motorsports
- JCU Prizes
- JCU Sport
- Language and Culture Research Centre
-
LTSE
- Teaching@JCU
-
Online Teaching Tools
- Standards for Blended and Online Subject Design
- Tips for Teaching Online
- Induction to LearnJCU
- LearnJCU
- Subject Site Setup
- Accessibility in LearnJCU
- H5P in LearnJCU
- Online Communication
- Collaborate Subject Rooms
- Online Computations
- Capturing Media
-
Mediasite Recorded Lectures
- Auto-captured lectures
- Recording with mobile devices
- Recording with the Mediasite Desktop Recorder (MDR)
- Upload existing media
- Create Vodcasts and Podcasts
- Edit with the Mediasite Web-Editor
- My Mediasite Dashboard
- Make your recording 'Viewable'
- Edit titles, descriptions and tags
- Adjust recording permissions
- Access the Web-Editor
- Manage your storage space
- Mediasite Analytics
- Publish recording to LearnJCU
- A catalogue for your auto-captured lectures
- Mediasite myths
- Using Mediasite for Assessment
- Mediasite FAQs
- DIY Auto-Captioning
- Online Group Work
- Online Tools for Assessment
- Grade Centre Setup
- Respondus Secure Online Exams
- PebblePad ePortfolios
- Online Learning Resources
- Activity Data
- Mobile Learning Apps
- Known Issues
- Support - Ask LearnJCU
- Assessment@JCU
-
Learning Data@JCU
- Subject Site Setup for Data
- Pre Semester Discovery Report
- Student Activity Data
- Item Classification
- PDF Guides
-
Video Guides
- 1. An Academic's User Guide
- 2. An introduction to Learning Analytics at JCU
- 3. How to run a Level 1 report in LearnJCU
- 4. How to access and run level 2 reports
- 5. An introduction to Learning Analytics reports and how to read the data
- 6. Overview of the Report - Subject at a Glance
- 7. Overview of the Report - Activity and Grade Scatter Plot
- 8. Overview of the Report - Activity Matrix
- 9. Overview of the Report - Subject Submission Summary
- Staff Information
- Student Information
- FAQs
- Glossary
- About LTSE
- Student Success
- Transitions & Retention
- Evaluation & Feedback
- Professional Development & Recognition
-
Policies & Frameworks
- Subject Outline
-
Inherent Requirements
- Diploma of Health (Nursing Pathway)
- Bachelor of Health Science (Physician Assistant)
- Postgraduate Biomedical Sciences
- Postgraduate Medicine and Dentistry
- Postgraduate Midwifery
- Postgraduate Nursing Science
- Postgraduate Psychology
- Postgraduate Public Health and Tropical Medicine
- Postgraduate Veterinary Science
- Bachelor of Clinical Sciences (Honours)
- Graduate Certificate of Aeromedical Retrieval
- Postgraduate Rehabilitation
- Bachelor of Psychology (Honours)
- Graduate Diploma of Rural Generalist Practice
- Master of Clinical Exercise Physiology
- Special Consideration
- Subject Lifecycle
- Register for Workshops & Events
- LearnJCU
- Library
- MARF
- Marine Geophysics Laboratory
- New Students
- Off-Campus Students
- Office of the Provost
- Office of the Vice Chancellor and President
- Open Day
- Orpheus
- Outstanding Alumni Awards
- Parents and Partners
- Pathways to University
- Planning and Performance
- Planning for your future
- Placements
- Policy
- PAHL
- Publications
- Professional Experience Placement
- Queensland Research Centre for Peripheral Vascular Disease
- Rapid Assessment Unit
- Researcher Development Portal
- JCU Connect
- Safety and Wellbeing
- Scholarships @ JCU
- SICEM
- Staff
- Student Equity and Wellbeing
- TESS
- TREAD
- TropEco
- TQ Maths Hub
- TUDLab
- Unicare Centre and Unicampus Kids
- UAV
- VAVS Home
- Work Health and Safety
- WHOCC for Vector-borne & NTDs
- Media
- Copyright and Terms of Use
- Australian Institute of Tropical Health & Medicine
JCU Learning, Teaching and Assessment Policy
CP1: Students are at the heart of our University.
The medicine program has a fairly unique setup encompassing its course design and support programs that effectively eases students’ transition into University and Medicine, and throughout the first three years of the course.
Example contributed by Dr Teresa O’Connor, Senior Lecturer Academic Support with the School of Medicine and Dentistry.
CP2: Students’ success is built on their whole of University experience.
For over 14 years of developing student-centred and evidence-based academic language and learning support initiatives that empower students to succeed in their own learning journeys. Example contributed by Mr Alan Calder.
CP3: The diversity of our students is recognised and welcomed.
The predominant objective of the First Year Experience (FYE) in Law is to enable a transformative, transitional experience that inspires students to stay and succeed. This exemplar provides an example of effective first year transition pedagogy embedded in the FYE.
Example contributed by Dr Nichola Corbett-Jarvis, a Lecturer with the School of Law.
CP4: Courses and subjects are designed with clear learning outcomes, coherent structure and manageable workloads for both staff and students.
The focus of this exemplar is on the development of English language and numeracy proficiency of students within first year courses with low-retention or highly diverse cohorts of non-traditional students.
Example contributed by Trudy Quantrill and Dr Andrea Lynch who coordinate the Systematic Integrated Learning Adviser (SILA) model within Teaching and Learning Development.
CP6: Effective Teaching is inspiring, motivating and research informed.
The second year Applied Soil Science program values a focus on discovery and successful student engagement to encourage deep learning.
Example contributed by Dr Paul Nelson, a Senior Lecturer with the School of Earth and Environmental Sciences.
The focus is on the Molecules to Cells module undertaken by first year medicine students. More specifically, it is about the exemplary teaching practices of Professor Jim Burnell who is driven by a desire to help students achieve their academic and life potential.
Example contributed by Professor Jim Burnell, a Lecturer in the Faculty of Medicine, Health and Molecular Sciences.
The third year Dentistry program is committed to the enrichment of students’ intellectual lives. Professor Alan Nimmo regards the compulsory learning activity referred to as COALS, as drivers for the process through which life-long learning skills develop.
Example contributed by Professor Alan Nimmo, a Professor of Medical Science within the School of Medicine and Dentistry.
CP8: Open communication builds shared understandings.
JCU’s graduate attributes advocate that students will ‘develop the personal and professional capabilities to effectively manage career and work life’. This exemplar highlights teaching and learning practice by which these goals are fulfilled.
Example contributed by Dr Josephine Pryce, a Senior Lecturer in the Discipline of Management and Marketing within the School of Business.
CP9: Teaching that develops learning is well organised and enhancement-led through the cyclical process of reflection, revision and improvement.
Example contributed by Dr Trina Myers, Dr Leo Foyle and Dr Paul Kebble.
Example contributed by Mr John Smithson and Mr Phil Gorbett.