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Quality teaching practices

In the quest for high-quality teaching practices, educators face pressures to provide evidence of effective methodologies and student outcomes. This discussion, led by Greg Whymark, emphasizes the importance of evidence-based decision-making in higher education. It explores challenges like attrition and failure rates, while proposing systemic solutions for reviewing curricula and teaching methods. By adopting a systematic approach to feedback and continuously improving through data collection, course providers can confirm that their practices meet the standards required for excellence in education.

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Quality teaching practices

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  1. Quality teaching practices Where is your evidence? Greg Whymark

  2. The pressures of evidence based decisions • Attrition, failure rates, WIL, authentic tasking • Proof required that your teaching practices are of a high quality • Proof required that your assessment works • SFIA • ALTC

  3. The need for evidence • Many course providers are doing the right thing and using evidence based methods to improve their curriculum. • It is difficult to benchmark and convince university management • Course developers and teaching staff are spending more and more valuable time on reinventing the evidence collection.

  4. A Systemic Solution • Focus on what is done with feedback • Need to show that “the loop is closed”. • Develop a systematic way of reviewing curriculum and teaching • Current “peer review” is inadequate. It ignores curriculum design & innovation, design of learning activities, WIL and authentic tasking activities.

  5. Summary of evidence collection practices A list generated by academic staff • Website design • Course management activities • Technology use • Course statistics • Course design, development and delivery • Assessment • Teaching practices • Student feedback • Staff feedback – continuous improvement • Self reflection

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