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$4.5 million in grants for universities and academics.

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Minister for Education, Training and Youth Affairs



8 December 1998




Grants to enhance university teaching were announced today by the Minister for Education, Training and Youth Affairs, Dr David Kemp.


Dr Kemp said $2.5 million in Commonwealth funding will provide 21 grants to fund projects from 29 universities for the development of innovative teaching projects and staff development.


Two outstanding university teachers will also each receive a grant to strengthen their teaching skills. Nine National Teaching Development Grants will be used to develop new teaching ideas and more effective delivery methods. Twelve Staff Development Grants will be used to broaden the skill base and professional expertise of university staff.


“There is some imaginative work being undertaken by academics to help achieve the quality outcomes expected by students, employers and the wider community. These grants will provide universities with funding for further innovative teaching and staff development projects,” said Dr Kemp.


“It is the students who will ultimately benefit from better delivery techniques and improved teacher performance. Australian university students are entitled to teaching of the highest quality.


“With this in mind, I am pleased to honour two teachers who have provided a significant contribution to teaching and learning in an Australian university.”


Associate Professor Marlene Le Brun, School of Law, Griffith University, and Ms Robyn Lines, Faculty of Business, Royal Melbourne Institute of Technology, have been awarded National Teaching Fellowships for 1998.


Associate Professor Le Brun, has been awarded $44,870 to study the teaching of legal ethics and professional responsibility in the USA and Australia. Ms Lines has been awarded $40,000 to examine how member universities of the Australian Technological Network are implementing their visions for change and improvement in teaching and learning


Dr Kemp also announced an additional $2 million worth of teaching enhancement grants for individual academics covering 46 projects. Twenty-six universities will be involved in the projects with 23 undertaking projects independently with three others involved in cross-institutional projects.


“The aim of the projects is to develop high quality, student-focussed improvements in higher education delivery. Ongoing enhancement to the quality of undergraduate teaching and learning in Australian universities is a top priority for the Federal Government,” said Dr Kemp.


“A university system which is regarded world-wide for its teaching excellence and the standards attained by its graduates is a key element of the Government’s strategy for higher education.”


All grants have been recommended by the Committee for University Teaching and Staff Development under its competitive grants programmes.


Further details of the projects are attached.


Media inquiries: Samantha Herron or Peta Lane 02 6277 7460 or 0412 465 273







Project Title




The University of New England

Associate Professor R Whalley

Development and adoption of the GrassGro decision support program to facilitate i ntegrative teaching across years in applied science and management degrees


Abstract : The object of this project is to develop teaching/learning specific applications using a decision support application, GrassGro, to assist students to learn about complex ecosystems. The GrassGro software will be adapted to allow lecturers to disable specified model inputs, so that students will focus on a selected aspect of the ecosystem, or of a model at a time. Because the GrassGro model is comprehensive and includes interactions between climate, soil, plants, grazing animals and economics, it is ideally suited to the teaching of aspects of both natural and managed ecosystems such as those studied by natural Resources and Rural Science students respectively. In this way, students will become familiar with single components of this comprehensive model in relevant subjects in first and second year. Exposure to this software throughout their undergraduate careers will enable students to come to a deeper understanding of system interactions and appreciate the usefulness of models. They will therefore be more employable in the workplace. An added advantage will be the bringing together of many academics to use a central modelling approach in teaching, leading to greater understanding by both the students and the academics.

University of Wollongong ( with The University of Western Sydney, The University of Melbourne )

Dr Greg Hampton

Development of interactive unilearning online resources


Abstract : The aim of this project is to bring about improved student learning outcomes through the development, evaluation and implementation of interactive student-centred online resources that will enable students to access, identify and address their generic learning needs 24 hours a day. At present, online learning support is available via the unilearning page that is maintained by the Learning Centre at The University of Western Sydney, Macarthur. However, most of the resources available online are simply print based materials and are not pedagogically designed to support student learning through interactive instruction. This proposal seeks to extend the scope of the unilearning page in a collaborative venture with The University of Wollongong, The University of Western Sydney (Macarthur) and The University of Melbourne to develop a comprehensive range of interactive learning resources on such skills as critical analysis, essay writing, structuring an argument, critical reading, note-making, note-taking, oral presentations, research reports and thesis writing.



Deakin University

Professor Malcolm Rimmer

The 'Social and Organisational Life Data Archive' (SOLDA)


Abstract: The purpose of this project is to improve the capacity and confidence of undergraduate and postgraduate students of management and marketing in using empirical data. Recent decades have witnessed rapid growth in the volume of data generated through the collection of official statistics and through social surveys relevant to management. However, students are generally exposed only to summary results. These datasets offer an untapped resource in fostering inquiry and independent learning, if adequate support, guidance and access are developed. The project proposes to establish an online collection of survey and other statistical data relevant to research in the fields of management, organisational studies, industrial relations, marketing and other related social science fields. SOLDA will use CD-ROM technology and the Web to deliver: a resource which second and third year undergraduates can tap to support learning by use of real world data; data for teaching research methods courses; support material for undergraduate classes in management (and related fields) in the form of Powerpoint slides, Excel tables and graphs, suitable for lectures, tutorials and assignments. A secondary benefit of the project is that it will provide a collection of publicly available national and international survey data appropriate to the needs of researchers and postgraduate students.

Monash University

Professor John Rickard

G eneric tools for Web courseware


Abstract : This project involves the preparation of a number of generic tools designed to both enhance and simplify the preparation of courseware delivered via the internet, (and/or CD-ROM and floppy disk) where the material is designed using HTML code or intended for downloading from the internet. The tools will not only allow for faster preparation of courseware but will allow academic staff with limited programming ability to prepare and alter their courseware without reference to Web technicians. For example, model answers to open-answered questions could be modified or enlarged on the fly. This project will enhance the learning of students as it will improve student interaction with teaching materials, allow the students to obtain immediate feedback on exercises undertaken and reduce or demystify student uncertainty in assignment preparation. It will also establish protocols for use of Computer Mediated Communication (CMC) within the academic learning environment.



The University of Queensland ( with The University of Sydney, The University of Adelaide )

Professor Gordon Gordh

BioED: Biodiversity and Education in an interactive, multimedia environment


Abstract: A computer-based software package called LucID has been developed at The University of Queensland. LucID transforms the identification exercise into something dynamic, information-rich and entertaining. The LucID keys to be developed will be combined into a CD-ROM package called BioED. BioED consists of 14 projects and will include taxonomic information on major groups of organisms (bacteria, Protozoa, arthropods, plants and frogs). BioED will be developed for specified taxa by specialists in the participating institutions and will demonstrate Australian leadership in reform of teaching methodology in an important area of the biological sciences. The project has three goals: (1) to develop new identification tools (LucID keys) for CD-ROM and the Internet to enable us to teach organismal biology subjects more effectively and provide information which relies upon the accurate identification of organisms; (2) to restructure and alter the way subjects are taught which rely heavily upon the identification and classification of organisms; (3) to stimulate a chain-reaction in other tertiary institutions within Australia with new and additional taxonomic keys which are easier to use.



Edith Cowan University

Associate Professor Geoff Ring

Creating integrated and collaborative online learning environments for off-campus and on-campus students


Abstract : The project proposes to design, develop, apply and evaluate several integrated and collaborative online learning environments which will be characterised by the blurring, if not the removal, of the existing distinctions between the experiences of off-campus and on-campus students who are enrolled in the same unit of study. The proposal recognise that various combinations of approaches/technologies may work better with some units of study than others. It is the intention that each single unit of study be able to be conducted, as far as is practicable, as if there was one community of learners (a single "class') comprising both off-campus and on-campus students. This would be achieved through judicious use of available and emerging internet technologies and applied to the University's Graduate Diploma of Arts (Interactive Multimedia Technologies) which is a cross-faculty initiative between the Faculty of Education and the Faculty of Science, Technology and Engineering, and involves staff from these two faculties as well as staff from the Division of University Learning Systems (DULS). The aim of the project is to provide both the discipline areas, and ultimately the Australian tertiary sector at large, with an approach which can cohesively combine this community of learners and add value for off-campus students while offering flexibility to on-campus students.



The University of Tasmania

Professor David Hogan

The teaching of research practice: The pursuit of collaborative, cross-disciplinary and cross-sectoral capacities in social science research


A bstract: This project targets the teaching of the skills, understandings and attitudes associated with research practice. It seeks funding for the development, trial implementation and evaluation of teaching resources designed for use in undergraduate, graduate and staff-development contexts, with a particular focus on the social sciences and related fields. The focus of these resources would not be on traditional elements of research practice such as research design, data-gathering and data-analysis. Rather, it is proposed that these resources be used to augment those traditional curricula elements in such a way that quite different learning outcomes emerge - outcomes that revolve around capacities to engage in research practice in collaborative and/or cross-disciplinary and/or cross-sectoral contexts. The proposed project would build on an extensive and rapidly growing literature on collaboration, a narrower but exciting set of curricular materials being used in cross-disciplinary research training in other countries, and the valuable experiences of those researchers from the University of Tasmania and other sectors who have participated in cross-sectoral research partnerships. The primary vehicle for the proposed development, however, will be the teaching of staff directly involved in the provision of research training within targeted faculties.



Batchelor College

Ms Jenny Brands

Media as a teaching and learning tool in indigenous education


Abstract : The project has two key elements: (1) looking at the way that media, particularly radio and Broadcasting for Remote Aboriginal Communities Scheme (BRACS) units can be used as a powerful tool in Aboriginal education. Students will work on content from a range of higher education courses taught at Batchelor College, using radio as the medium of expression. The aim is to encourage vigorous engagement with and discussion of ideas, accessing the oral skills and knowledge of Aboriginal students who are often restricted when confined to working in written and spoken English; (2) developing cross-cultural evaluation tools which provide easy-to-use ways for indigenous students to give critical feedback on the workshops, units, courses and course delivery. The project aims to help staff make better use of living resources through the medium of radio, achieve better outcomes for students from the empowering and expressive medium of radio; and to strengthen all teaching programs through the development of an evaluation tool which is not print-dependant and can thus be more effectively used in a context in which there is often limited overlap in the languages spoken by staff and by students.

Northern Territory University

Dr Brian Devlin

Facilitating flexible online teaching using structured frameworks


Abstract: The project is designed to address important access and equity issues in north Australia, as well as enhancing effective educational practices at the Northern Territory University. This approach will combine professional development and materials development activities to create a series of guidelines, or templates, to be used when developing units of study that use online educational approaches. These guidelines/templates will initially be formulated through collaboration between the Faculty of Education and the Open Learning Branch and within twelve months become available to all sections of the University as a basis for rapid, responsive, cost-effective development of additional online units. The project will have a number of aspects including an evaluation of the learning environments of students in urban, rural and remote north Australia, in order to ascertain appropriate modes of electronic delivery of educational activities; the implementation of a professional development program for Faculty of Education staff in the area of online communications and materials development, focusing on the technologies and pedagogy identified as appropriate during the earlier evaluation; the involvement of Faculty of Education and Open Learning Branch staff working in collaborative teams to develop the pedagogic and technical frameworks for four units of study, each unit exemplifying one of the four nominated pedagogic strategies; pilot delivery and evaluation of the four units of study.


TOTAL AUSTRALIA: $1,363,940.00








Project Title




Charles Sturt University ( with Griffith University, The University of Wollongong, The Australian National University, Southern Cross University, Central Queensland University )

Dr Ian Barnard

Staff development for flexible learning and the use of resource based learning ma terials: A national initiative


Abstract : The project capitalises on the investment already made by the National Council for Open and Distance Learning (NCODE) in the development of a national web site for staff development about Resource Based Learning (RBL). A multi-institutional team working on behalf of their institutions and NCODE has designed the web site, drawing together existing links and commissioning new content. Stage 2 and Stage 3 proposed by this project practices what the site preaches about RBL: the resources in themselves do not constitute learning; it is the learning activities based on the resources that are important. NCODE will work with universities' flexible learning and staff development units to organise a series of national face-to-face and web delivered workshops which will integrate the national web site into institutional staff development. Stage 3 moves the resources at the web site past static one-way delivery of information and towards a forum for dynamic debate and construction of meaning by academics about the nature of their teaching. The workshops will consequently facilitate the resolution of institutional implementation issues and set the agenda for future web site and workshop development.

Dr Kennece Coombe

Staff development of sessional markers in distance education: Improving assessment practices


Abstract : The outsourcing of marking in universities to individuals who are not part of the designated faculty staff brings with it a set of challenges for assessment relating to the consistency of expectations that staff hold for sessional markers; markers' responsibilities in terms of consultation with students; the availability of on-campus staff members to consult/liaise with and offer support for sessional markers; clarification of assessment requirements for both markers and students; ensuring consistency across markers; and establishing appropriate mechanisms for the recruitment of sessional markers. This staff development project seeks to address these concerns through the development of four folios, the conduct of staff development workshops and the implementation of strategies for lecturers, sessional markers and line managers. these folios will be used in staff development workshops. Their use will be evaluated both formatively and summatively.

Macquarie University ( with The University of Sydney, The University of Newcastle)

Mr Brian Spencer

NGURRA - Internet campsite for learning and sharing: Using the web for professional development in indigenous higher education


Abstract : The project proposes the establishment of a co-operative national interactive web site, focussed on the professional development of academic and administrative staff working in indigenous higher education. The web site, titled NGURRA, is to be managed by a consortium (in the first instance) of three universities. The project consists of a phased implementation strategy where key pilot studies and research activities are used to test and refine web based applications, while at the same time promote the project to both institutions and potential participants. Once established NGURRA has been designed to be both self-managed and self-sufficient, with the expectation that it will continue after all external funding has ceased. It is intended that online communication, resources and activities will provide a range of professional development experiences that are culturally appropriate and closely aligned with the unique needs, demands and opportunities in indigenous higher education.

The University of New South Wales

Ms Anit a Devos

Beginning women researchers' program


Abstract : This is a program to improve the research effectiveness, confidence and productivity of beginning women academic researchers at The University of New South Wales. This will be achieved through a coherent plan of staff development, based on an assessment of the identified needs of staff at this University, an analysis of the literature, and a review of similar programs undertaken at other universities. The program will run for two groups of staff over two years. It has four main elements: an opening forum to canvass the issues and outline the program; a seminar series to inform and support participants; individual research projects to develop research skills and strategies, and a closing forum to evaluate the program and disseminate outcomes.

University of Western Sydney

Ms Judith Townsend

Assessment of learning: Accommodating students with a disability


Abstract : The project will address a significant issue for universities in the 1990s. Students with a disability are seeking and gaining access to university courses in increasing numbers. Access and equity, mass entry to higher education, changes in approaches to teaching and learning and increasingly limited funding have placed pressure an academic staff to maintain efficiency and effectiveness in all their work. The project offers a comprehensive, cohesive and practical staff development program which will provide structured, experiential opportunities for staff to explore the needs and problems of students with disabilities; challenge their values and beliefs about students with disabilities and the necessity for making suitable assessment accommodations; learning about their obligations and responsibilities in relation to the Act and particularly issues relating to assessment accommodations; expand their knowledge and understanding of alternate, inclusive, authentic assessment based on best practice; participate in supported development teams to modify, trail and evaluate a number of assessment tasks in classes which have students with a disability.



Royal Melbourne Institute of Technology ( with Queensland University of Technology, University of Technology, Sydney, University of South Australia )

Professor John Bowden

Improving ju dgements about university teaching


Abstract : A range of staff development modules will be produced to assist university personnel in making informed judgements about teaching quality. There are many contexts (eg committees concerned with promotion, tenure, teaching grants, teaching awards, course development and review) in which such judgements of teaching quality play a critical role. Furthermore, recent enterprise bargaining agreements will require all academic supervisors to make judgements about teaching performance. To date there has been no systematic professional development support to prepare committee members or supervisors for their responsibility to judge teaching performance, more specifically to judge teaching performance in terms of the quality of student learning. This project will develop more explicit criteria for the application of indicators of good teaching in the contexts outlined. The outcomes will be increased skill and confidence by those judging teaching quality, a better fit between those judgements and what is known about the relation between teaching and learning and thereby an increased confidence in the university community in the mechanisms by which good teaching is recognised and rewarded.

Swinburne University of Technology ( with RMIT, Central Queensland University, The University of Wollongong )

Professor Ian Goulter

Unleashing the potential of work-integrated-learning through professionally trained academic and industry supervisors


Abstract : Work-Integrated-Learning is a powerful method of learning which integrates the rigour of an accredited academic program with periods of supervised and relevant experience in the workplace. This project will develop a professional staff development program for academic and industry mentors. The program will cover a range of skills to assist supervisors in understanding and managing the mentoring process during Work-Integrated-Learning including an understanding of student learning in the workplace, understanding workplace relationships and the impact of issues such as cultures, employment policies and practices, and performance appraisal and evaluations. It will be delivered face-to-face using a comprehensive set of resources (including case studies and video scenarios) developed specifically for the Work-Integrated-Learning context.

Victoria University of Technology

Professor Roger Gabb

Teaching development through peer-supported Assessment for Learning Teams (ALT's)


Abstract : The proposal seeks the establishment of nine Assessment for Learning Teams (ALT's) comprised of up to ten university staff responsible for undertaking point-of-entry assessment of students' learning needs as part of implementation of the University's Personalised Access and Study (PAS) Program. In addition, ALT's will offer associate membership to course-coordinators to allow them to participate in ALT-generated developmental activities over the life of the project. The ALT scheme will thus involve approximately 200 (or 20%) of University staff. The proposed ALT scheme is the latest iteration of a Professional Development (PD) model used at Victoria University over the past five years. This involves the formation and support of ALT's who engage in reflective professional development activities in the area of student assessment, with an emphasis on recognition of prior learning. Centrally-delivered programs support these group-generated activities. In this iteration, participants will be offered opportunities to gain accreditation for activities through advanced credit arrangements into the University's Graduate Certificate in Tertiary Education program.



Central Queensland University

Ms Leone Hinton

Building for the future - redesigning teaching and learning activities for more effective videoconferencing


Abstract : The project intends to introduce a comprehensive staff development process, driven by curriculum redesign, to develop more interactive, student centred teaching and learning environments using videoconferencing. Currently over 100 hours of video-conferenced teaching and learning activities are conducted each week at Central Queensland University (CQU). In the main, most uses of videoconferencing at CQU tend towards a didactic, teacher centred model of delivery. This project intends to involve staff in a series of activities that will assist in curriculum redesign and enable staff to practise using student centred teaching and learning strategies in a supportive environment, prior to using them in a videoconference class. These activities will include curriculum re-design workshops, two-day intensive workshops, a series of two-hour follow-up sessions for the duration of the semester and a comprehensive formative evaluation process.

Griffith University ( with The University of Melbourne, The Australian National University, The University of Queensland, The University of Wollongong, University of Tasmania )

Professor Mark Finnane

Changing history teaching


Abstract : It is easier to develop new teaching practices than to get staff to adopt them. The project addresses the conservatism of Australian university teachers of history in this respect. It does so by generating staff development resources to promote the implementation of new teaching practices such as the use of conceptual acceleration techniques, constructivist techniques, and interactive visual materials, where these are cental to internationalising history teaching. The innovative concept of the project is to provide experiential learning for staff of such teaching practices as a way of promoting change. The context of the project is the resistance many Australian university teachers of history are showing to implementing innovative teaching practices at a time when the need for internationalisation, changes in student literacies, and new electronic technologies make change vital. The outcomes of the project will include inter alia (1) new teaching practices integrated into existing courses taught by participating staff; (2) a highly effective professional development immersion course; and (3) innovative staff development materials, available in printed form and on an interactive website.



The Flinders University of South Australia

Professor Frances Baum

Kokotinna - Cultural awareness through action


Abstract : The proposed program is designed to raise the awareness of indigenous health issues and perspectives. It will enable staff to take more appropriate account of these perspectives as an everyday part of their administrative, clinical, course development, research and teaching responsibilities and equip them better to implement important University and Faculty initiatives involving indigenous people. The program consists of a series of six workshops and a small, practice-applicable research project negotiated with, undertaken through and supported by indigenous people. There are systematic formative and summative provisions to ascertain appropriateness and effectiveness and to establish bases for sustaining, replicating and extending the program. The program will lead to significant, practical advances in staff development. It will provide a staff development model and mechanisms that enable the Faculty to sustain, replicate and extend the changes sought by the program and allow the production of modules for further staff development in the areas of indigenous health perspectives. It will also better equip staff to implement important University and Faculty initiatives involving indigenous health and indigenous people. It will also increase the number of staff appropriately acknowledging and representing indigenous health and other perspectives as an everyday part of their work and advocating and modelling this amongst colleagues and students.



The University of Western Australia

Dr Sarah Mann

Achieving diversity and inclusivity in the wider educational context: Enhancing general staff's capacity to provide services to a diverse student body


Abstract : The project will aim to raise staff members' awareness and knowledge of diversity and inclusivity issues within the wider educational context of service provision; increase staff member's competence in inclusive communication practices, including cross-cultural communication; and increase staff groups' competence in designing and implementing more inclusive administrative and organisational practices. Development strategies will include diversity awareness workshops; diversity audits; cross-cultural communication workshops; work-based groups engaged in action learning projects aimed at enhancing the inclusive nature of existing practices and communication; and facilitated networking events. This project will contribute to practical advances in staff development through the linking of diversity audits to action learning group projects, and through the combination of workshop-based development, action learning processes and networking for general staff in a range of service delivery roles across a range of levels and departments.


TOTAL AUSTRALIA: $1,076,699.00




Awardee : Associate Professor Marlene Le Brun, School of Law, Griffith University

Project title : The promotion of effective teaching and learning of legal ethics and professional responsibility in Australian law schools

Project Budget: $44,870

Project Summary: The two main aims of this interdisciplinary project are to investigate and to share ideas about how legal ethics is best taught and assessed in Australian and American law schools. The teaching approaches adopted by law teachers of legal ethics and professional responsibility in Australia and in selected universities in the United States, the materials used, and the strategies for assessing what has been learned and whether effective change has occurred will be considered. The teaching and assessment approaches and materials used by selected moral philosophy teachers in Australia will also be explored to provide an interdisciplinary perspective on how the learning of legal ethics and professional responsibility can best be promoted in Australian law schools.

The project will seek to provide information and teaching/learning/assessment materials to promote the effective teaching and learning of legal ethics and professional responsibility in Australian law schools. They will be designed for students in any year of undergraduate law study.


Awardee : Ms Robyn Laraine Lines, Faculty of Business, Royal Melbourne Institute of Technology

Project Title : The exploration and dissemination of the ways the Australian Technological Network (ATN) universities are implementing their visions for change and improvement in teaching and learning.

Project Budget: $40,000

Project Summary: Through a collaborative exchange, this project will explore and disseminate the ways the ATN universities (the University of Technology, Sydney; Curtin University; the University of South Australia; the Queensland University of Technology and the Royal Melbourne Institute of Technology) are implementing their visions for change and improvement in teaching and learning. In particular, the project will focus on the ways visions and broadly framed strategies (and the conceptions of the changing nature of academic work they embody) are communicated to and implemented at the Faculty and individual course level. Dimensions of the project include: ways of structuring Faculty and course team strategies; methods for involving Heads of Department, course leaders and academic staff; guidelines and tools for managers and course team members as well as instruments for measuring achievements.

The project involves: an initial dissemination and study phase using examples from RMIT to focus discussion and stimulate the contribution of examples from other ATN universities; a reflection stage leading to a kit of detailed, annotated case studies; and a second dissemination phase where the outcomes will be discussed and tested at the ATN universities. This will be complemented by a broader communication of outcomes to the sector.





Project Title




The University of New South Wales

Dr Christiana Honsberg

Application of cognitive load theory for improved understanding of equations in photovoltaics


Mr Henry Yip

Developing spreadsheet applications for the conduct of innovative tutorials and evalu ating the effectiveness of the development as a tool to enhance student learning.


The University of Sydney

Dr Penny Hawe

Enhancing student engagement in an integrated interdisciplinary course in public health problem solving.


Dr Jul ia James

Use of structure recognition software in computer assisted learning and assessment of organic chemistry.


Dr Nicholas King

Assessment of clinical reasoning - A simulated computer-based patient case series.


Dr Paul McGreevy

A nimal Behaviour Learning Environment (ABLE): A Web/CD-ROM hybrid for veterinary undergraduates in which users analyse common animal behaviour problems in an interview context, make observations from videos of abnormal behaviour, visit resource material and develop behaviour modification strategies.


Dr Patricia Weerakoon

Sexuality education for health sciences: Development and evaluation of a web-based interactive multimedia sexuality education programme using case studies to provide resources to support flexible, student-centred learning in Australian health professional training.


University of Technology, Sydney (with Macquarie University)

Mr Mark Freeman

Student peer and self assessment of group work: adaptation and dissemination of a generic template for the internet.


University of Western Sydney (*with Macquarie University and ** with The University of New South Wales)

Associate Professor Elizabeth Deane

Doing something different in science: Development of resources to support the introduction of student-centred learning processes into science subjects to facilitate a more cooperative learning approach.


Mr Graham Miller*

Enhancing student learning outcomes during compulsory industry experience.


Ms Jacqueline Simmonds **

Integrating contemporary dance and somatic education: Integrating empirically-based education systems that facilitate development of human abilities through the medium of movement into current contemporary dance teaching. The integration will promote more effective understanding of dance technique and performance and minimise risk of injury in the dance profession.


University of Wollongong

Associate Professor Ainslie Lamb

Problem-solving and representational skills teaching in the undergraduate law subjects in family law and child welfare law




Deakin University (with The Australian National University and The University of Queensland)

Dr Frances Devlin Glass

A cross-cultural interactive study of myth-making on the World-Wide Web: To enable students from different cultures to work collaboratively to learn about Aboriginal myth-making by developing websites.


La Trobe University (*with The University of Melbourne)

Ms Susan Block

Development of an interactive computerised procedure for training in speech and stuttering rating.


Dr Geoff Cumming*

Using multimedia 'demos' to enhan ce statistics education: Use of unique software to record and play back short sequences of interactions in a multimedia learning environment to improve student motivation and understanding in statistics education.


Professor Alison Perry

Learnin g laryngectomy speech rehabilitation by using an interactive multimedia program.


Monash University

Ms Debra Kiegaldie

The virtual patient: A clinical case-study. An interactive, web-based case-study of a critically ill patient to provide a focu s for on-line discussions between post-graduate students and national and international clinicians to increase students' problem solving and decision making abilities.


Royal Melbourne Institute of Technology

Dr George Gerdan

A Web-based package for student-centred discovery of satellite differential positioning in typical Australian environments, using satellite measurement data collected at six environmental locations: rural, marine, urban, industrial, timbered and an environment which has a combination of these features.


Ms Deb Verhoeven

Developing authentic research and writing skills in cinema studies using a hypermedia database to create an online learning environment to enable the linking of cinema studies essays, 'written' in w ords and pictures, between students and the film industry at large.


Swinburne University of Technology (*with La Trobe University)

Mr Brian Costello

Development and implementation of career orientated learning (COL): A tripartite, student-centr ed, approach to postgraduate study based on a learning agreement which accommodates student prior learning and career aspirations, and the strategic requirements of the employer.


Dr Margaret Mazzolini*

Astro Concepts - Learning underlying phys ics principles in conceptual astronomy.


University of Ballarat (with Australian Catholic University)

Ms Lynne Noone

TULIP (Tertiary undergraduate literacy integration programme): Development of a resource kit to assist tertiary teachers to inte grate literacy skills into the teaching of their disciplines.


The University of Melbourne (*with La Trobe University)

Dr Virginia Grossman

The embryo under the microscope - An interactive multimedia program integrating medical embryology and de velopmental pathology.


Dr Carol Johnston

Identifying and correcting student misconceptions in economics.


Ms Clare Newton

Pathways into a maze: Development of a street directory, signposted tours and scavenger hunts to help architect ure and building students explore a 4D relational database containing photographs, drawings and images of buildings under construction.


Dr Neil Thomason*

Integrating meta-analysis into the statistics curriculum: Development of interactive multi media simulations to help students understand and extract maximum information from several related experiments.




Griffith University (* with University of Southern Queensland)

Professor John Bain*

Development of computer-based modul es to assist students' understanding of difficult statistical relationships by using statistical testing techniques to explore realistic research scenarios. The project aims to promote understanding of the relevance of statistical analysis in research.

$50 ,023.00

Professor Marlene Le Brun

Enhancing ethics in legal education through the use of multi-media. The project aims to develop the ability of law students from diverse backgrounds to recognise, identify, and resolve ethical problems routinely encountered in leg al practice.


Dr Liisa von Hellens

Development of case studies and accompanying instructional notes to advance students’ learning and understanding of information systems quality management (ISQM) skills


James Cook University of Nort h Queensland

Ms Margaret Genever

Regional art in a global context: contemporary art and art history on the WWW.


Queensland University of Technology

Ms Carmel Diezmann

Enhancing the teaching and learning of science education by undergraduate stu dents in early childhood and primary teacher education courses.


Associate Professor Mahen Mahendran

Improving the quality and flexibility of the learning environment for engineering students through the use of interactive multimedia.


The University of Queensland

Dr Marianne Hanson

Introducing enhanced case study teaching in international relations.


Dr Debra Hoven

Web-based Indonesian language multimedia package.




Curtin University of Technology

Mr Michael Oborn

The development of a bank simulation for teaching the measurement and management of financial risks with financial institutions.


Associate Professor Alexandra Radloff

Enhancing student academic writing: Developing a bookle t of instructional activities and strategies to support lecturers to teach writing in the context of their disciplines.


Murdoch University

Dr Jennifer Robinson

Transforming essay assessment in large classes: Development of an online system for anonymous peer review.


Dr Ross Taplin

Student Interactive Statistical Support (SISS). Teaching and learning of statistical consulting skills through interdisciplinary, collaborative learning between statistics and non-statistics students.

$40,1 13.00

Dr Jan Thomas

Developing a cross-cultural perspective in science graduates: A model for introducing cultural and contextual influences on science to Australian veterinary students - an aspect currently not addressed in the curriculum, but necessary for effective transition into the global workplace.




The Flinders University of South Australia

Ms Alison Russell

"Open Wide": Orofacial examination - to enable students to gain a thorough understanding of the normal structures and function of the face and mouth in the assessment and treatment of all clients with swallowing or speech disorders and to develop more expert diagnostic skills.


The University of Adelaide

Dr Carolyn Leach

A computer simulation system for te aching population genetics.


Dr Katherine Massam

Research Workbook (Humanities and Social Sciences): To provide undergraduate students with training in research techniques and methodologies in a range of humanities and social science disciplines using team teaching and group work.


Dr Robert Woodbury

The promotion of competence and confidence in form-making amongst beginning built environment students: Development of student-centred, computer-based learning resources to enrich student s' capacity in this crucial aspect of their education.




The University of Tasmania

Dr Peter Jarvis

Improved outcomes in applied physics courses: Re-conceptualisation of teaching in applied physics courses involving the development of better defined, criterion-based assessment and more student-centred, enquiries-based, context-rich learning.




The Australian National University

Mr John Tillotson

The medieval compendia project: Integrating electro nic discussion groups into teaching to foster students' understanding of historical interpretations, their development as self-sustained learners, and teachers' awareness of students' conceptions of learning.




Northern Territory University

Dr Michael Christie

Lipalipa - a CD ROM teaching/learning resource for the Yolngu languages and culture program at Northern Territory University.