Curriculum development

Curriculum is a big arena of scholarship. One that is entangled with pedagogy and assessment. In ITaLI, we contribute to curriculum development across degree programs, development guided by complex outcomes of learning (e.g. graduate attributes, employability skills) and co-creation of curriculum involving students and educators.

ITaLI has led/contributed to the following projects related to curriculum development research:

ITaLI research staff in curriculum development include Dr Eleanor BrowneDr Deanne GannawayA/Prof Jason LodgeA/Prof Kelly Matthews and Dr Karen Sheppard.

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Academic integrity

UQ is committed to academic integrity as a core value and takes academic misconduct very seriously, authoring and implementing the recommendations of the UQ Academic Integrity Action Plan in 2010-2021.

This work began in 2016, when Slade, Rowland and McGrath authored an Issues Paper for the UQ Assessment Sub-Committee, titled Addressing Student Dishonesty in Assessment. Also, a grant funded by the Asia Pacific Forum for Educational Integrity (APFEI) enabled the design and implementation of two national workshops to improve student identity verification in assessment design, with outcomes published in the International Journal for Academic Integrity.

The workshop model is still used today. In 2017, a UQ student as partners’ project looked at the vulnerability of students to persuasive contract cheating marketing and was published in Assessment & Evaluation in Higher Education.

UQ was represented by Dr Christine Slade in a small team of experts in academic integrity research and practice, led by Professor Tracey Bretag, which won the tender from TEQSA to design and deliver 21 three-hour workshops across Australia in late 2019 to foster a shared understanding and culture of academic integrity across the sector. The team also developed a Toolkit of Academic Integrity Resources available on the TEQSA website. The accompanying research was published by Higher Education Research & Development.

The UQ academic integrity research work continues to explore new challenges, with a student-as-partners project in the summer of 2020-21 looking at the ethical pitfalls in using file-sharing sites. UQ is currently the lead institution on a Higher Education Research and Development Society of Australasia (HERDSA) grant investigating how and why students use file-sharing sites.

If you are interested in academic integrity research or would like further information about the presented work, please contact Dr Christine Slade. For guidance and resources on the topic, go to the Academic integrity page.

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ePortfolios

UQ collaborates with the international Association for Authentic, Experiential & Evidence-based Learning (AAEEBL) based in North America, ePortfolios Ireland and ePortfolios Australia to promote quality ePortfolio research that enables evidence-based pedagogies and practices.

ITaLI has been involved in a number of initiatives related to ePortfolios: Digital ethics in ePortfolios - research projects - multi-university project investigating students’ secondary use of data in their ePortfolios (mainly from assessment tasks) in other online contexts and mediums.

References

Slade, C, Kelly, K, Mize, M & Stuart, H (2020) ‘In-depth consideration of digital ethics in using ePortfolios: Resource development by the AAEEBL Digital Ethics ePortfolio Task Force’ Short peer-reviewed paper presentation at Australian ePortfolio Forum Online, Digital Identity-Ethics and Experience. Recording found at: https://eportfoliosaustralia.files.wordpress.com/2020/12/2020-eportfolio-forum-program-recordings-031220.pdf

Slade, C & Brown Wilson, C (2020) ‘The Digital Student: Using an ePortfolio as a digital maturity pedagogy to successfully engage online’ Short peer-reviewed paper presentation at Australian ePortfolio Forum Online, Digital Identity-Ethics and Experience. Recording found at: https://eportfoliosaustralia.files.wordpress.com/2020/12/2020-eportfolio-forum-program-recordings-031220.pdf

Kirby, M, Downer, T & Slade, C (2020) ‘Digital Ethics in ePortfolio Practice’ Short peer-reviewed paper presentation at Australian ePortfolio Forum Online, Digital Identity-Ethics and Experience. Recording found at: https://eportfoliosaustralia.files.wordpress.com/2020/12/2020-eportfolio-forum-program-recordings-031220.pdf

Philip, Robyn, Wozniak, Helen, Bowker, Shari, Bailey, Chantal and Green, Alison (2019). Personalising medical education: ePortfolios for workplace-based assessment. ASCILITE 2019, Singapore, 2-5 December 2019. Tugun, QLD Australia: Australasian Society for Computers in Learning in Tertiary Education.

Wozniak, Helen and Bowker, Shari (2018). Building a scalable ePortfolio based assessment strategy to connect clinical learning experiences: preliminary lessons. ePortfolios Australia Forum, Brisbane, Australia, 9-10 October 2018. ePortfolios Australia.

UQ is represented in the Australian ePortfolios’ Community of Practice.

For more information about ePortfolios research, please contact Dr Christine Slade or A/Prof Kelly Matthews.

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Assessment changes caused by COVID-19

ITaLI has led/contributed to the following projects related to changes in assessment caused by COVID-19:

These projects have involved research staff from across the University including Dr Eleanor BrowneDr Christine SladeProf Gwen LawrieA/Prof Kelly MatthewsDr Karen SheppardDr Nantana Taptamat.

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Engaging students as partners in assessment and feedback

ITaLI has led the following projects engaging students as partners in assessment and feedback:

Staff and students involved in these projects include A/Prof Kelly MatthewsDr Eimear EnrightA/Prof Jason Lodge and Caelan Rafferty.

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Students as partners in teaching and learning

Relationships matter. How students and teachers interact influences the learning process and outcomes of learning. Fostering a sense of inquiry, community and belonging also come down to the relationships that students form with each other and teaching staff.

UQ is a global leader in engaging students as partners in education, both as:

  • leaders in innovative practices to engage students in discipline-based research and educational projects with staff; and
  • leaders in research on learner-teacher relationships in higher education.

Particularly research strengths are engaging students as partners in

  • curriculum co-creation
  • pedagogical partnerships, and
  • assessment co-design.

UQ is both evidence-informed and evidence-creating when it comes to fostering meaningful student-teacher interaction through partnership.

If you are interested in research in students as partners or would like further information about the work of the group, please contact A/Prof Kelly Matthews.

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 Research outputs

ITaLI's educational research outputs are available on UQ eSpace.

  Teaching guidance

Contact

Our teams of Higher Education Academics and Principal Practitioners have a wealth of experience and expertise in their fields. Contact us to share your research proposals or ideas.