Topic outline

  • General

    Publications & Resources

  • ACODE Benchmarks for Technology Enhanced Learning

    This version of the ACODE Benchmarks for Technology Enhanced Learning are licenced under a Creative Commons Attribution Non Commercial, Share Alike 4.0 International Licence.

    You are free to share, copy, distribute and transmit the work under the following conditions:

    • Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
    • Non Commercial — You may not use the material for commercial purposes.
    • Share Alike — If you remix, transform, or build upon the material, you must distribute your contributions under the same license as the original.

    For further information about these Benchmarks please contact the ACODE Secretariat at: secretariat@acode.edu.au

    return to list

  • Investigating Sector-wide Approaches to Institutional Digital Video Management

    This is an ACODE project to investigate and scope a sector-wide approach to media management, primarily but not exclusively from the teaching and learning perspective. It is in part, a NATA partner project that will use Media Management as a case study for how to go about the process of engaging members and subsequently developing a guide to a contemporary issue.

    Aims: The overarching aim of this project is to develop recommendations and guidelines for higher education digital media management encompassing specific institutional strategic interests and sector-wide interests in tandem. The project will be judged a success if ACODE member institutions are able to leverage benefit from the work of the project.

    return to list

  • Sustaining eLearning Innovations - A Research Study Report

    Cathy Gunn and Rhiannon Herrick

    2011 - 2012

    All Australasian universities support an enterprise learning management system (LMS) for efficient administration of courses, and to provide a standard suite of elearning tools for staff and students. A broad range of specialized elearning systems and tools has also evolved to support learning activities that are beyond the capabilities of the LMS. These activities are often integrated with the LMS, and from the student perspective, may be perceived as extended functionality of the LMS.

    While such initiatives may attract start up grants and support from both institutional and national sources, they are not so well served in ways that support long-term sustainability. Opinions vary on the best ways to promote sustainability, and where responsibility for action lies. A group of practitioners from the Australasian university sector used literature and case studies to explore issues of sustainability for both established and emergent elearning initiatives. The outcomes of the study include recommended strategies to improve the long-term prospects for initiatives that prove viable in educational terms, but risk failure through lack of operational budget or ongoing maintenance provision. The literature identifies this as a common problem, so the outcomes have broad relevance across national education sectors.

    This study "Sustaining eLearning Innovations" explored issues of sustainability for learning innovations that begin as funded projects in Australasian universities and develop outside of an enterprise learning management system environment. The study identified ten recommendations regarding sustainability of learning innovations.

    return to list

  • National Networking Initiative

    July 2011

    The National Networking Initiative (NNI) is a joint project with the Australian Society for Computers in Learning Tertiary Education(ascilte).

    The project is informed by Australian Learning and Teaching Council(ALTC) guiding principals of: Excellence, Sustainability, Collaboration, Diversity and Inclusiveness. The NNI has been established to continue ALTC's role of: facilitating the sharing of best practice; promoting collaboration and collegiallity; and continuing to engage academic staff in the wider sphere of the scholarship of learning and teaching. Underpinning the NNI is a focus on the four objectives of the Innovation and Development Grants programme:

    • Transparency
    • Value for money
    • High impact
    • Future looking

    A key goal of the NNI is to work collaboratively with the kindred organisations of ACODE and ascilite such as HERDSA, CADAD and ODLAA to enable a cordinated, collaborative and intergrated approach to enhancing and promoting the vision and goals established by ALTC.

    return to list

  • Australian Annual Higher Education Student ICT Study (AAHESIS) Project

    June 2010

    The aim of the project is to provide a survey instrument and process that will provide information about ICT capability, use and experience of commencing higher education students in Australia. As more and more higher education institutions begin offering online courses and seek to cater for diverse student groups, the complexity of accommodating differences in student preparedness, including ICT skills, for higher education study will increase. The availability of the information gathered by this survey will enable universities to better target their programs and services to support students’ success.

    return to list

  • e-Maturity Model

    The E-Learning Maturity Model (eMM) provides a means by which institutions can assess and compare their capability to sustainably develop, deploy and support e-learning. The eMM is based on the ideas of the Capability Maturity Model and SPICE (Software Process Improvement and Capability Determination) methodologies.

    The underlying idea that guides the development of the eMM is that the ability of an institution to be effective in any particular area of work is dependent on their capability to engage in high quality processes that are reproducible and able to be extended and sustained as demand grows.

    Invitation to participate in an Australian University Sector eMM Project

    At the last ACODE business meeting a report summarising the ACODE pilot of the e-learning Maturity Model (eMM) was provided to members (see http://www.utdc.vuw.ac.nz/research/emm/acode/ for electronic copies). In light of the success of the pilot, we are planning to undertake a much larger scale project applying the eMM to as many Australian universities as possible over an 18 month to two-year period.

    Questions

    NOTE: responses are indications not commitments; we will follow-up with requests for formal commitments if there is sufficient interest – all responses will be treated in the strictest confidence.

    • Would your institution be sufficiently interested in being part of an eMM assessment project that it would be prepared (if asked) to provide a letter of provisional support signed by a senior manager (PVC L&T or similar)?
    • Is there a natural grouping of other universities that you would like to work with during the assessment process?
    • All direct costs of the project will be sought from the external funders. If they requested a tangible contribution as a measure of commitment what amount, if any, might be available to support your institutions involvement, perhaps to cover costs associated with additional slices pertinent to your institutions situation?

    Please send your responses to Stephen.Marshall@vuw.ac.nz by the 13th of November. If you have any questions or need additional information before responding, please contact Stephen Marshall (Stephen.Marshall@vuw.ac.nz).

    return to list

  • Academic Integrity Audit Project

    The issue of plagiarism is of interest to ACODE member institutions, including policy makers, teachers and support staff. As the peak body associated with practical and policy issues in higher education in Australasia, ACODE funded an audit of academic integrity and plagiarism issues in Australia and New Zealand. This project was carried out through the Teaching and Learning Centre at Murdoch University.

    The aim of this project was to conduct an Australasian audit of initiatives about academic integrity, including plagiarism and measures intended to reduce its frequency, culminating in the development of a repository of academic integrity resources.

    A website was developed which provides a snapshot of the current state of play in academic integrity in Australasia and elsewhere. The final report of the project can be downloaded.

    return to list

  • Professionalisation Project

    'Portfolios for Flexible Learning Designers/Developers'

    Aims and significance

    The aim of this project is to identify the nature of the evidence, and from whom and how it can be gathered, that flexible learning designers/developers can use for the preparation of portfolios for academic promotion and professional development.

    The significance of this investigation is that it will meet a dire need in the higher education sector to identify flexible learning designer/developers as a profession with an articulated career path. This project will identify a range of key parameters to guide the construction of portfolios that effectively reflect their roles, responsibilities and expertise. In turn, the development of quality portfolios will inform the development of benchmarking for best practice and the identification of career paths for this emerging profession. The project:

    • Identified a range of stakeholders with whom designers/developers work
    • Identified a range of artifacts which can serve as evidence for portfolios
    • Identified processes by which designers/developers can gather evidence to support the development of portfolios
    • Produced a resource 'How to prepare a portfolio for academic promotion and professional development'’ for the ACODE website, a report to ACODE, an ACODE workshop, and a conference paper.

      This project commenced in November 2005 and concluded in October 2006 - the reports are shown below and are saved in a PDF format. For further information on this project, please contact the Project Manager Ms Jenny Bird at Southern Cross University.

      return to list

    • EdTech Survey Results 2011

      Data collected via Survey Monkey: April - May 2011.

      2011 Australasian Educational Technology Survey

      This report covers the aggregate results for all 19 questions into Education Technologies, thus revealing sector trends. Individual universities are not identified unless they have chosen to do so in the open text comments at the end. See Appendix for complete survey questions.

      Data checked, tidied, analysed and summarised by Sarah Lambert, ACODE Treasurer and Executive Member, May 2011.

      return to list

    • LS

      Space, whether physical or virtual, can have a significant impact on learning. Learning Spaces focuses on how learner expectations influence such spaces, the principles and activities that facilitate learning, and the role of technology from the perspective of those who create learning environments: faculty,