In this highly student-focused unit, participants identify a research critical issue related to a teaching innovation and develop a proposal to undertake an evidence-based investigation to improve their own teaching practice. Participants will examine evidence-based pedagogic literature that evaluate teaching innovations. They will design and develop ethically appropriate data collection instruments and propose how that data will be collected and analysed. The assessments are authentic, drawn from participants own practice. The unit's social-constructivist approach is technology moderated to support peer-to-peer collaboration. The unit provides an entry into further scholarship in teaching and learning.

Unit details

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Learning Outcomes

On successful completion of this unit, students will be able to:
  1. Apply evidence-based and scholarly strategies to independently identify a researchable critical issue in innovative teaching practice;  
  2. Design a detailed educational investigation based on a systematic review of the literature, informed by ethical principles;  
  3. Develop appropriate data collection instruments in relation to a proposed investigation; and  
  4. Critique proposals and provide professional, improvement-oriented feedback.  


Assessment type Description Grade
Assignment Investigation of question related to a teaching innovation (Part 1) (20%) Peer-review (Part 2) (20%) 40%
Report Proposal to conduct research into a teaching innovation 60%
The 2 parts of the first assignment are interconnected: students develop a multi-faceted description of an issue (Part 1), then provide colleagues with feedback via the review (Part 2).

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This unit is studied as part of the following courses. Refer to the course page for information on how to apply for the course.

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