Deakin Teaching Capability Framework

AREAS OF ACTIVITY

Typical activities undertaken by those who design teaching and learning support

A1 : Learning design

• Advise and collaborate with teaching teams on the design and development of engaging, inclusive and accessible course and unit curriculum and materials
• Develop frameworks for curriculum design to support course and unit development
• Introduce innovative learning design to the unit’s curriculum

A2 : Teach and support learning

• Advise and collaborate with teaching teams on student-centred, active and inclusive teaching practice in a range of contexts
• Develop unit materials and learning activities in collaboration with teaching teams
• Introduce innovation to learning activities and teaching practice

A3 : Assess and give feedback

• Advise and collaborate with teaching teams on the design and development of authentic, accessible and inclusive assessment tasks and rubrics
• Advise and collaborate with teaching teams to support learners to develop evaluative judgement and to encourage academic integrity
• Introduce innovation to assessment and feedback design

A1a : Learning environments

• Advise and collaborate with teaching teams to design learning environments which are accessible and inclusive, and adapt materials for diverse learners where necessary
• Advise and collaborate with teaching teams on the design of interactions and collaborative learning opportunities among learners, teachers and communities
• Design innovative learning environments

A4b : Student support and guidance

• Advise and collaborate with teaching teams to design learning activities that scaffold learning to build towards achievement of graduate learning outcomes
• Advise and collaborate with teaching teams to incorporate academic and other student support within learning materials

A5 : PD, research and scholarship

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

CORE KNOWLEDGE

What designers should know about teaching and learning support.

K1 : Discipline knowledge

• Relevant and current learning design standards and frameworks
• Ability to translate discipline specific activities for a general audience

K2 : Knowledge of effective teaching practice

• Current teaching practices in the discipline
• Ways to adapt the standards and quality of disciplinary specific materials
• Alternative designs and learning materials to deliver on the same outcomes to facilitate a diverse range of students to learn equitably

K3 : Knowledge of how students learn

• Contemporary learning theory
• Ways to design and develop learning opportunities where social learning can occur between peers and teachers
• The implications of learners’ discipline backgrounds on the unit or course design
• Ways to sequence the curriculum to support development and evidence of learning outcomes

K4 : Knowledge of effective use of learning technologies

• Available educational technologies for learning and teaching for the discipline
• Minimum standards and best practice in design and development of digital resources
• Application of accessibility standards for creating premium digital resources
• Ways to implement innovative, accessible and inclusive educational technologies

K5 : Knowledge of how to evaluate your teaching

• Ways to collect and analyse evidence and analytics about teaching and learning resources and activities
• Ways to use evidence to implement changes to design and delivery

K6 : Knowledge of quality assurance and enhancement

• Deakin and Faculty Teaching and Learning Policies and procedures
• Minimum standards (course and unit sites) in digital learning environments
• The practice and importance of evidence-based teaching practice for teaching teams

PROFESSIONAL VALUES

Activities undertaken by designers that demonstrate the professional values

V1 : Respect diverse learners

• Design inclusive and accessible learning environments, activities, resources and assessments
• Advise on the accessibility of tools and platforms
• Evaluate and provide advice on indigenous and other cultural perspectives on learning materials and assessments

V2 : Promote participation and equality

• Design a variety and choice of learning activities, resources and assessments to support success of all learners
• Leverage open access learning materials in educational design
• Incorporate links and resources on support materials for learning

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 professional learning activities

V4 : Acknowledge the wider context

• Implement university, faculty and discipline priorities into learning design
• Be aware of emerging trends and issues within the wider HE context around curriculum design within higher education
• Be aware of the changing nature of student demographics and implications for learning design
• Be aware of accreditation requirements and application to learning design