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|Title:||Principles of Quality Teaching @ UNE: A digitally-enabled platform for contextualising peer review of teaching as targeted professional development||Contributor(s):||Hathaway, Tanya (author); Clark, Jennifer (author); Winslett, Greg (author)||Corporate Author:||Office for Learning and Teaching||Publication Date:||2016||Handle Link:||https://hdl.handle.net/1959.11/19131||Abstract:||Principles - 1: Sharing subject/discipline concepts effectively and in ways that engage students in deep approaches to learning. 2: Providing engaging and intellectually challenging activities that stimulate students' interest in learning. 3: Actively engaging students in a discipline's research enquiry process. 4: Using digital technologies and technology-mediated practices that create intellectual challenge for students and are appropriate to the discipline's learning outcomes. 5: Creating activities, tasks and assessments that widen opportunities for diverse learners to link subject matter/processes to their own experiences. 6: Encouraging effective teacher-student relationships to facilitate access to disciplinary expertise for diverse learners. 7: Operating from a position of discipline mastery to guide student achievement. 8: Reflecting on teaching practice in context for continuous improvement.||Publication Type:||Conference Publication||Conference Details:||OLT Learning and Teaching 2030 Conference: Collaborating to Shape the Future of Learning and Teaching, Melbourne, Australia, 28th - 29th April, 2016||Source of Publication:||OLT Learning and Teaching 2030 Conference Posters (Teaching Quality and Standards)||Publisher:||Office for Learning and Teaching||Place of Publication:||online||Field of Research (FOR):||130103 Higher Education||Socio-Economic Objective (SEO):||930501 Education and Training Systems Policies and Development||HERDC Category Description:||E3 Extract of Scholarly Conference Publication||Other Links:||http://oltconference2016.com.au/Program/?IntContId=7742&IntCatId=54||Statistics to Oct 2018:||Visitors: 99
|Appears in Collections:||Conference Publication|
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