Faculty of Education

Education, Learning & Teaching

Wordle

Education, learning & teaching research.

This project concerns the incorporation of e-portfolios across 4 units offered within the Bachelor of Education Early Childhood program. The fundamental aims of this study are to: 1. plan, develop and implement two EP pilot modules for use across selected BEd (EC) units of study within the FoE; 2. contribute to EC pre-service teachers' skills, knowledge and competencies in using EPs as evidence for teaching pedagogies, through the documentation of their undergraduate studies; 3. examine BEd (EC) pre-service teachers' perceptions of their experiences of using an EP pilot module; 4. develop a framework to enrich ongoing student learning and to enhance the quality of teaching for students using e-portfolios in the New MyLO system.

Project Members:

Dr Frances Fan Dr Bronwyn Reynolds Dr Helen Yost

The primary aims of this project are to provide opportunities for collegial discussions about authentic assessment practices, as well as explore teacher educators' beliefs about the potential and purpose of authentic assessment in teaching and learning. Through participation in the project, teacher educators will reflect on the assessment strategies they employ and describe the key ideas that influence their decisions about assessment.

Project Members:

Dr Jillian Downing Dr Noleine Fitzallen

Beyond a Phenomenology of Learning Space Design This project aims to investigate how teachers and learners experience and use built learning environments in a range of educational settings in Australia and Europe. It explores the relation between form and function in internal and external learning space design, and analyses the meanings embedded in, and the value that derives from, this nexus. By investigating key philosophical, pedagogical and sociological aspects of school architecture, and connecting these to student learning outcomes, this multi-dimensional study will result in an evaluative model that can be used by school leaders, architects, policy makers and community stakeholders to inform best practice in learning space design and infrastructural investment.

Project Members:

Dr David Moltow (CI) Dr Heidi Smith Dr Haydn Aarons Dr Virginia Kinnear Prof Beate Weyland (CI)

A digital habitat refers to a collaborative learning space which arises from the engagement with Web 2.0 technologies. It has the potential to assist the establishment of active, sustainable and capacity building community of practice. The primary aim of this project is to introduce the idea of a digital habitat to early childhood (EC) professionals and families of young children attending child education and care centres, and to examine their perceptions and level of acceptance of this potential tool in building a Community of Practice.

Funding Body: University of Tasmania

Project Members:

Dr Frances Fan Dr Bronwyn Reynolds Dr Helen Yost

This project is researching the development and implementation of a new software tool, referred to as "U-Map", in the Faculty of Education. This tool aims to support Unit Coordinators facilitate the effective alignment of units with learning outcomes, graduate attributes, professional standards and evaluation feedback, at the point of unit design.

Project Members:

Dr Peter Brett Dr Jillian Downing Dr John Kertesz Dr David Moltow

The aims of the Constructive Alignment of Student Learning project are to develop and validate a student questionnaire to assess students' perceptions of the constructive alignment of units studied in undergraduate degrees at the University of Tasmania through examination of students' perceptions of the: a) Clarity of the intended learning outcomes stated in a unit outline b) Alignment of the teaching and learning activities to the intended learning outcomes c) Alignment of assessment tasks to the intended learning outcomes.

Collaboration with: Tasmanian Institute of Learning and Teaching

Project Members:

Assoc Prof Natalie Brown Adjunct Prof John Biggs Dr Noleine Fitzallen Dr Ben Kelly
Adjunct Prof Catherine Tang

This project concerns ways to support fathers' and male carers (participants) with their young children's learning and development. The fundamental aim of the study is for fathers and male carers to recognise the importance of their involvement in young children's play and learning.

Funding Body: Tasmanian Early Years Foundation

Project Members:

Dr Frances Fan Dr Bronwyn Reynolds Dr Helen Yost

Explored the use of school-based teaching to provide authentic teaching experiences in preparing primary pre-service teachers to teach science. The project developed a range of tools and resources which may have application to the education of students in other curriculum areas and professions which include a partnership with the university as a component of their course.

S.T.E.P.S. website

Funding Body: OLT   Project No: 104786-13

Project Members:

Dr John Kenny Dr Coral Campbell Dr Gail Chittleborough Dr Sandra Herbert Dr Linda Hobbs
Dr Mellita Jones Dr Christine Redman

Project title: Does alignment of research interests matter? Exploring doctoral students' perception of supervisors' expertise In this research project I am working with a team of doctoral students and the Student Evaluation, Review and Reporting Unit (SERRU). The project investigates the influence of supervisors' discipline expertise on doctoral students' research in the Faculty of Education in University of Tasmania. It looks at the types of support they draw on from their discipline expert and non-discipline expert supervisors.

Project No: H0014236

Project Members:

Mr Adnan Satariyan

The Bachelor of Education (Applied Learning) BEd(AL) is a unique course where experienced Vocational Education and Training (VET) teachers can broaden and deepen their knowledge and skills in education and achieve teacher registration. Appreciating the specialist skills, teaching experience, and learning needs of these in-service students has prompted innovative educational approaches different to those following traditional pre-service teaching pathways. Teaching Alliances for Professional Practice – (TAPP) is a School of Education approved pilot initiative that seeks to better match BEd(AL) practicum student availability and capabilities with school needs and activity plans.

Project Members:

Dr Jilian Downing Dr John Kertesz