The increasingly visual and ‘computer/tech savvy’ nature of course enrolees render it necessary to develop materials that can appeal to and stimulate them in the most effective manner. Thus, the Moodle website has been enormously important to the success of my teaching. It has been instrumental in reaching more students in a way that is easily accessible and user friendly, and the teaching team has also benefitted from this accessibility to the students and to the materials. The basic aim in redesigning course materials into the Moodle website has been to facilitate the learning experience of my students, and to cultivate attention and sustain interest. The vibrant design, such as the series of mini organisational video- clips, colourfully highlights key pedagogical features of the modules throughout the course. The Objectives provide an overview of the topics to be covered, giving a clear indication of what students can expect to learn. The Activities appear throughout modules to reinforce learning via problems and practical activities, and Figures are used to illustrate the key points, models, theories and processes to be discussed each week. The module Summary allows weekly recap and review of the main points of each module. Quizzes and questions can be used for self- testing, class exercises and debates, and to test students’ understanding and retention of theoretical concepts and their practical application. Furthermore, the Case Studies used in the tutorial activities help students to consolidate their learning of major themes by applying them to real-life situations selected and designed to equip them with knowledge and skills that will enable them to better address real-world problems and issues. Finally, the References and Further Reading sections are in place to support the students’ learning journey and to guide additional study. His excellent multimedia talents in designing the Moodle sites and class lectures … are very impressive. The structure and graphic design of the course profiles he prepares are of remarkably good quality. [a colleague, Melbourne campus]

I strive to be helpful to my colleagues and to offer advice and assistance to junior teaching colleagues. This approach to my collegiate responsibility may take the form of mentoring a successful doctoral candidate in becoming a tutor in the subjects falling under my disciplinary area, inviting a new colleague to attend my classes, monitoring his/her progress and assisting with subject-related issues, such as effective delivery, assessment and feedback. Additionally, I make myself available to assist colleagues in utilizing effective technologies that can facilitate the teaching/learning process and enhance student/teacher communication. His patience and professionalism have enabled us to develop a very good working relationship, which has facilitated an efficient and effective assessment and moderation process [a colleague, Brisbane campus]

Each group has its own entity. Students collect information individually and then work as members of a team in their small group to collate, analyse and present it. This has the desired effect of ‘sharing the load’, thereby removing much of the anxiety and stress that accompanies the learning of new material. It also accelerates the process of making new relationships and removing the sense of isolation that accompanies learning new course materials in a foreign culture, delivered in a second language. The fact that we all get the chance to negotiate our subject, share our knowledge while not going out of the subject framework … it’s the first time in my life to be introduced to these educational methods [student feedback]

Students are naturally concerned about their final mark, and may neglect to read the in-text comments. I therefore initiated an approach to student assessment and feedback that asks them to spend time, at the point at which the first graded assignment is returned to them, on re-evaluating their work and reflecting on their performance. This is not just a request; it is a requirement. Students are required to relate their evaluation to the particular week’s lecture, and to debate the importance of performance management, treating this exercise as part of the appraisal process. Thus, they are able to identify their strengths and weaknesses, and to capitalize on their learning in order to apply it in subsequent assignments. The visible realization of their reflection on performance is contained in individual hands-on presentations that are prepared following the viewing of presentations given by past students. Critiquing of their own and each other’s presentations is an important part of the learning process; it allows students to identify the areas in need of improvement, as well as enabling students who are yet to present to avoid pitfalls already identified. This whole process naturally enhances student performance and helps them to achieve the intended learning outcomes.