In 2016, ITaLI and faculties worked together to plan and implement 11 collaborative projects.

ITaLI staff provided technical expertise and support across the areas of curriculum design and development; evaluation and data analysis; online pedagogies; assessment; professional learning and project management.

Student Dashboard Project

Faculty of Business, Economics and Law (BEL)

Project team

  • Associate Professor Phil Bodman, BEL
  • Marcel Lavrencic, Learning Analytics, ITaLI

This project examined the effectiveness of a user friendly dashboard to enable students to acquire a better understanding of their progression in a course or program. The design of the data presented in the dashboard centred on the design by students, not for students.

The study also explored what aspects of curriculum or teaching practice have a positive and engaging impact on students completing this program.

Employability Framework for EAIT Students

Faculty of Engineering, Architecture and Information Technology (EAIT)

Project team

This project worked towards developing a systematic approach to enhancing employability, work-readiness and work-reflectiveness for all EAIT students. To achieve this aim, the project team developed and piloted a framework that encouraged students to record and reflect on learning relevant to employability and work-readiness.

The framework was contextualised initially to the needs of students within the Schools of Architecture, Information Technology and Electrical Engineering, and Chemical Engineering.

Flagship Master of Data Science

Faculty of Engineering, Architecture and Information Technology (EAIT)

Project team

Advances in information and communications technology have given us the ability to collect, store and analyse data relating to practically every aspect of our lives.

This project proposed a Master of Data Science to bring together courses from the closely related areas of computing, statistics and mathematics. New specialised courses would be developed to ensure an academically coherent and viable program, which also meets the needs of employers.

Common Course for Health and Behavioural Sciences

Faculty of Health and Behavioural Sciences

Project team

What constitutes a 21st century work-ready health and behavioural sciences professional? The consensus from recent health reports is the need for effective multidisciplinary teams, who have a shared foundational knowledge.

This project was established to develop a ‘common course’ for first-year HaBS students across 15 pre-qualifying degrees, covering core generic health system and practice issues, and offering a unique experience through experiential learning activities.

Interprofessional Education

Faculty of Health and Behavioural Sciences

Project team

As healthcare becomes more complex, teamwork and collaboration between professions is increasingly important. Higher education activities are needed for pre-registration health professional students to learn about each other’s professions prior to transition to practice.

This project proposed an interprofessional (IPE) activity across HaBS to best prepare graduates to be collaborative and adaptive healthcare leaders.

The project developed an IPE activity for HaBS students covering issues such as teamwork, roles and responsibilities, communication, learning/reflection, the patient (client), ethics and attitudes.

Nursing and Midwifery Program Design

Faculty of Health and Behavioural Sciences

Project team

In anticipation of reaccreditation processes, the School of Nursing, Midwifery and Social Work redesigned three key programs – Bachelor of Nursing, Bachelor of Midwifery and Dual Bachelor of Midwifery/Nursing – to ensure that curricula were aligned, innovative, and incorporated good practice in pedagogy and blended learning.

Undergraduate Program in Advanced Humanities

Faculty of Humanities and Social Sciences

Project team

The HaSS Faculty proposed a project around the development of a new undergraduate program, the Bachelor of Advanced Humanities (Honours). The proposed new program was intended to provide for a target intake of 50-80 OP1-5 students per year, and would be a flagship program for the faculty.

Flagship Masters of Leadership in Global Development

Faculty of Humanities and Social Sciences

Project team

Recent trends in international development policy have led to increased private and public sector involvement in development.

This project proposed a new program to bring together a cohort of public and private sector leaders and managers. Its challenging curriculum would prepare future leaders in core analytical, management and leadership skills, and include PhD-level training in quantitative methods; multidisciplinary coursework across the spectrum of current development policy and practice; and an industry focus through case studies, field projects and networking opportunities.

Flagship Masters of Environmental Health

Faculty of Medicine and Biomedical Sciences

Project team

Rapid environmental and demographic changes are putting pressure on environments. Recent international and regional initiatives indicate a demand for multidisciplinary training to develop a workforce that can effectively respond to the complexity associated with the multifaceted challenges.

This project sought to develop a truly multidisciplinary postgraduate degree, integrating understanding of ‘health and environment’ complexities and their solutions in a single comprehensive program following block (intensive), as well as semester modes to ensure maximum flexibility for students.

Health and Medical Sciences Undergraduate Program

Faculty of Medicine and Biomedical Sciences

Project team

The aim of this project was to develop a detailed business case that examined the viability of a proposal to discontinue and replace both the Bachelor of Health Science (BHlthSc) and the Bachelor of Biomedical Science (BBiomedSc) with a new Bachelor of Health and Medical Sciences (BHlthMedSc).

The degree would provide an integrated, pre-clinical undergraduate program informed by the M+BS Faculty’s clinical translational agenda and research activities, spanning biomedical sciences, clinical sciences and public health. The project would also include a comprehensive analysis of student profile data for the BBiomedSc, BHlthSc, BSc and MBBS degrees.

Student Learning in a Digital Age

Faculty of Science

Project team

Anecdotal evidence from academics says that for some large first-year classes, lecture attendance is approximately 30% of enrolled students and, similarly, unique views of the Echo360 lecture recordings is approximately 30% of enrolled students. There is undoubtedly some overlap between these groups, so how are the remaining students learning the course material?

This project sought to gather evidence on how students are learning, and then use this evidence to inform and improve teaching methods.