Those who deliver learning activities and interactions at Deakin support students learning on-campus, at work, online and in communities.

These lists are not exhaustive and not all staff will engage in all activities

Areas of Activity

Typical activities undertaken by those who design teaching and learning

A1: Learning design

  • Design and develop course and unit curriculum, materials and activities that are engaging, inclusive and accessible, in collaboration with teaching teams
  • Develop and ensure constructively aligned learning outcomes, volume of learning and assessment of learning at the course and unit level
  • Introduce innovative curriculum, learning materials and activities

A2: Teach and support learning

  • Collaborate effectively with teaching teams to incorporate a range of strategies for teaching in a range of contexts
  • Deliver learning activities which instil enthusiasm for the discipline amongst learners, encourage inclusive, respectful participation of learners, and create a culture of inquiry and collaboration which enhances learners’ autonomy
  • Introduce innovation to teaching practice

A3: Assess and give feedback

  • Design and utilise a variety of authentic, accessible and inclusive assessment tasks and rubrics, which encourage academic integrity in collaboration with teaching teams
  • Design and deliver purposefully designed feedback opportunities and practices which support learners to develop evaluative judgement
  • Take part in assessment panels and moderate between markers within the unit
  • Introduce innovation to assessment feedback and practice

A4 (a): Learning environments

  • Provide learning environments which are accessible and inclusive, and adapt materials for diverse learners where necessary
  • Create opportunities in the learning environment to develop a culture of respectful, inclusive collaboration among learners, teachers and communities
  • Introduce innovation to learning environments

A4 (b): Student support and guidance

  • Design and deliver learning activities that scaffold learning to build towards achievement of graduate learning outcomes
  • Provide academic counselling and mentoring to students, including referring students to university services
  • Incorporate academic and other student support within learning materials

A5: PD, research and scholarship

  • Engage with and contribute to research in learning and teaching to inform teaching practice
  • Evaluate practice and innovations through evidence and evaluation frameworks
  • Contribute to professional bodies and communities of practice in teaching practice
  • Engage in relevant capability building activities
  • Reflect and develop own teaching philosophy

Core Knowledge

What teachers should know about teaching and learning

K1: Discipline knowledge

  • Relevant and current discipline knowledge including applications of unit content
  • Threshold concepts in the discipline
  • How concepts in the unit relate to other units in the course

K2: Teaching practice

  • Current teaching practices in the discipline
  • Different approaches to explaining concepts to facilitate a diverse range of students to learn equitably, and to adapt materials where necessary for diverse learners with specific additional needs
  • Ways to ensure the unit is designed to scale so that models can be equally effective with large or small numbers of learners

K3: How students learn

  • Contemporary learning theory
  • The implication of learners’ discipline backgrounds on the unit or course design
  • Development of support material to ensure all staff contributing to teaching are aware and supported to deliver the teaching philosophy
  • Development of a safe and respectful learning environment, including modelling and setting codes for respectful interactions, using inclusive language, managing sensitive content and conflict/disagreement effectively
  • Ways to sequence the curriculum to support development and evidence of learning outcomes

K4: Learning technologies

  • Ways to implement innovative, accessible and inclusive educational technologies in units and courses
  • Minimum standards and best practice in design and development of online resources
  • Use of learning technologies that facilitate collaboration between learners
  • Electronic assessment and marking approaches

K5: Evaluating your teaching

  • Ways to collect and analyse evidence and analytics about teaching and learning in a unit or course across time
  • Ways to use evidence to implement changes to design and delivery

K6: Quality assurance and enhancement

  • Deakin and Faculty teaching and learning policies, procedures and minimum standards
  • Ways to review and monitor student feedback at the course and unit level including unit review processes
  • The practice and importance of evidence-based teaching practice for teaching teams

Professional Values

Activities undertaken by teachers that demonstrate these values

V1: Respect diverse learners

  • Develop inclusive and accessible learning environments, activities, resources and assessments
  • Demonstrate and promote indigenous and other cultural competence and awareness in teaching and in student interactions
  • Provide appropriate scaffolding to support a range of student interactions
  • Identify and nurture high achieving learners

V2: Promote participation and equality

  • Provide a variety and choice of learning activities, resources and assessments to support success of all learners
  • Provide links to resources within the unit to enable learners to actively seek appropriate support
  • Direct students to appropriate support services and resources for their needs
  • Be aware of factors that impact on student progress, retention and success; monitor and act on student progress, retention and success
  • Negotiate support or alternative pathways for students at risk or who have previously failed the unit

V3: Use evidence-informed approaches

  • Engage in reflective practice for teaching
  • Contribute to scholarship of learning and teaching through sharing of practice, developing evidence-based approaches, research into dissemination and/or application of research
  • Seek opportunities for relevant capability building activities

V4: Acknowledge the wider context

  • Implement university, faculty and discipline priorities into teaching practice
  • Be aware of emerging trends and issues within the wider HE context around the student learning experience, student support and professional practice
  • Be aware of the changing nature of student demographics and implications for teaching practice