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'Role Based Design' An evaluation of a 'schediogogical' (ski.dio.gogical) approach fo... - 0 views

www.itdl.org/...Aug14.pdf

educational development

shared by Leigh Blackall on 16 Oct 14 - No Cached

- Leigh Blackall on 16 Oct 14
  
  Boundary Objects I've designed: The Otago Polytechnic unit template - http://wikieducator.org/Template:Otago_Template_Unit Based on the following design principle - https://en.wikibooks.org/wiki/Open_Education_Practices:_A_User_Guide_for_Organisations/Models_of_Open_Education#Development_structures_for_educational_wikis and https://en.wikiversity.org/wiki/Professional_Development_for_Teachers_of_Health_Professionals/Write_a_subject_outline/subject_outline_template
  
  <div class="cArrow"> </div><div class="cContentInner">Boundary Objects I've designed: The Otago Polytechnic unit template - <a href="http://wikieducator.org/Template:Otago_Template_Unit" rel="nofollow" target="_blank">http://wikieducator.org/Template:Otago_Template_Unit</a> Based on the following design principle - <a href="https://en.wikibooks.org/wiki/Open_Education_Practices:_A_User_Guide_for_Organisations/Models_of_Open_Education#Development_structures_for_educational_wikis" rel="nofollow" target="_blank">https://en.wikibooks.org/wiki/Open_Education_Practices:_A_User_Guide_for_Organisations/Models_of_Open_Education#Development_structures_for_educational_wikis</a> and <a href="https://en.wikiversity.org/wiki/Professional_Development_for_Teachers_of_Health_Professionals/Write_a_subject_outline/subject_outline_template" rel="nofollow" target="_blank">https://en.wikiversity.org/wiki/Professional_Development_for_Teachers_of_Health_Professionals/Write_a_subject_outline/subject_outline_template</a></div>
  
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Leigh Blackall on 16 Oct 14

The main thesis of this research report is that to systemically develop Organisational eLearning Design capacity there first needs to be systemic and targeted Mentoring of eLearning 'Team Leaders' and One to One Tutoring of Teachers as 'Designers' in order to catalyse Teamwork

<div class="cArrow"> </div><div class="cContentInner">The main thesis of this research report is that to systemically develop Organisational eLearning Design capacity there first needs to be systemic and targeted Mentoring of eLearning 'Team Leaders' and One to One Tutoring of Teachers as 'Designers' in order to catalyse Teamwork</div>

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Pivot - Grants database - 0 views

pivot.cos.com

FundingSource educational development

shared by Leigh Blackall on 16 Oct 12 - No Cached

Leigh Blackall on 16 Oct 12

Maybe accessible to La Trobe accounts only

<div class="cArrow"> </div><div class="cContentInner">Maybe accessible to La Trobe accounts only</div>

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Leigh Blackall: Searching for the blockages in Australian Universities - 0 views

www.leighblackall.com/...r-blockages-in-australian.html

educational development

shared by Leigh Blackall on 15 Oct 12 - No Cached

Leigh Blackall on 15 Oct 12

I'd like to find out exactly what Jane and Jim are referring to, if it's reasonable to say that such regulation is stifling innovation, or rather if what I've always thought the problem to be - that the premise and traditions of education, copy-cat administration, and narrow approaches to ICT, are the true-er reasons for lack of innovation.

<div class="cArrow"> </div><div class="cContentInner">I'd like to find out exactly what Jane and Jim are referring to, if it's reasonable to say that such regulation is stifling innovation, or rather if what I've always thought the problem to be - that the premise and traditions of education, copy-cat administration, and narrow approaches to ICT, are the true-er reasons for lack of innovation.</div>

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TERTIARY EDUCATION QUALITY AND STANDARDS AGENCY ACT 2011 - 0 views

www.austlii.edu.au/...teqasaa2011466

higher education educational development

shared by Leigh Blackall on 14 Oct 12 - No Cached

- Leigh Blackall on 15 Oct 12
  
  TEQSA Accredits courses only, not units of study. So there may be difficulty in getting new units or subjects up, that are not attached to an accredited course.
  
  <div class="cArrow"> </div><div class="cContentInner">TEQSA Accredits courses only, not units of study. So there may be difficulty in getting new units or subjects up, that are not attached to an accredited course.</div>
  
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Objects   4. Simplified outline  
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16. Principle of proportionate regulation  
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...4 more annotations...
41. Applying to self-accredit courses of study
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- Leigh Blackall on 15 Oct 12
  
  DO universities self accredit?
  
  <div class="cArrow"> </div><div class="cContentInner">DO universities self accredit?</div>
  
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58. Making the Higher Education Standards Framework
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134. Functions and powers
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HIGHER EDUCATION SUPPORT ACT 2003 - 0 views

www.austlii.edu.au/...hesa2003271

higher education educational development

shared by Leigh Blackall on 14 Oct 12 - No Cached

- Leigh Blackall on 14 Oct 12
  
  What does this mean: "This Division does not of its own force require a higher education provider to do any act or thing"?
  
  <div class="cArrow"> </div><div class="cContentInner">What does this mean: "This Division does not of its own force require a higher education provider to do any act or thing"?</div>
  
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19.15. Provider must maintain quality  
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- Leigh Blackall on 15 Oct 12
  
  Refers to TEQSA http://www.austlii.edu.au/au/legis/cth/consol_act/teqasaa2011466/
  
  <div class="cArrow"> </div><div class="cContentInner">Refers to TEQSA <a href="http://www.austlii.edu.au/au/legis/cth/consol_act/teqasaa2011466/ " rel="nofollow" target="_blank">http://www.austlii.edu.au/au/legis/cth/consol_act/teqasaa2011466/ </a></div>
  
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Compliance with the tuition assurance requirements  
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- Leigh Blackall on 15 Oct 12
  
  The Minister may, by declaration in writing, exempt a specified higher education provider from the requirement in subsecti
  
  <div class="cArrow"> </div><div class="cContentInner">The Minister may, by declaration in writing, exempt a specified higher education provider from the requirement in subsecti</div>
  
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19.102. Meaning of fee
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- Leigh Blackall on 15 Oct 12
  
  Commonwealth contribution pays for offering open online course. Student contribution is paid when assignments are submitted, and assessment is required.
  
  <div class="cArrow"> </div><div class="cContentInner">Commonwealth contribution pays for offering open online course. Student contribution is paid when assignments are submitted, and assessment is required.</div>
  
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Provider to have policy upholding free intellectual inquiry
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Funding agreement to be published
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33.10. Commonwealth contribution amounts
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Advice on whether a person is a Commonwealth supported student  
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The Other Grants Guidelines   41.10. Eligibility for grants under this Part
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- Leigh Blackall on 15 Oct 12
  
  Is there a difference between COmmonwealth COntribution, Commonwealth Grant, and COmmonwealth Scholarships?
  
  <div class="cArrow"> </div><div class="cContentInner">Is there a difference between COmmonwealth COntribution, Commonwealth Grant, and COmmonwealth Scholarships?</div>
  
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46.35. Rollover of grant amounts  
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- Leigh Blackall on 15 Oct 12
  
  IS this a contradiction?
  
  <div class="cArrow"> </div><div class="cContentInner">IS this a contradiction?</div>
  
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90.10. Students not entitled to HECS-HELP assistanc
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PART 3-3--FEE-HELP ASSISTANCE
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Subdivision 104-C--Bridging courses for overseas-trained professionals 104.45. Meaning of bridging course for overseas-trained professionals   104.50. Assessment statements   104.55. Meaning of assessing body   104.60. Meaning of listed professional occupations   104.65. Occupation includes part of an occupation   104.70. Requirements for entry to an occupation
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Leigh Blackall on 14 Oct 12

This Act primarily provides for the Commonwealth to give financial support for higher education and certain vocational education and training: (a) through grants and other payments made largely to higher education providers; and (b) through financial assistance to students (usually in the form of loans).

<div class="cArrow"> </div><div class="cContentInner">This Act primarily provides for the Commonwealth to give financial support for higher education and certain vocational education and training: (a) through grants and other payments made largely to higher education providers; and (b) through financial assistance to students (usually in the form of loans).</div>

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