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Peer review of teaching practice and resources: Exploring new spaces to embrace cultural change

Philip, Robyn and Wozniak, Helen M. (2009). Peer review of teaching practice and resources: Exploring new spaces to embrace cultural change. In: 26th Annual ASCILITE International Conference 2009, Auckland, New Zealand, 6-9 December 2009.

Document type: Conference Paper
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IRMA ID 82058811xPUB8
Author Philip, Robyn
Wozniak, Helen M.
Title Peer review of teaching practice and resources: Exploring new spaces to embrace cultural change
Conference Name 26th Annual ASCILITE International Conference 2009
Conference Location Auckland, New Zealand
Conference Dates 6-9 December 2009
Conference Publication Title Same places, different spaces : Proceedings ASCILITE Auckland 2009
Place of Publication Auckland, New Zealand
Publisher University of Auckland, Auckland University of Technology, and Australiasian Society for Computers in Learning in Tertiary Education (ascilite)
Publication Year 2009
Issue Number Auckland, New Zealand
ISBN 978-1-877314-81-0   (check CDU catalogue open catalogue search in new window)
Start Page 786
End Page 790
Total Pages 5
HERDC Category E1 - Conference Publication (DEST)
Abstract The implementation of systematic peer review as a professional development activity, and as a support for educational design activities is under-utilised in many Australian higher education institutions. This case study reports on the first stages of planning and implementation of an institution-wide project to enhance teaching and learning quality at a remote and regional university, where one of the major strategies for improvement is peer review. Through a systematic process of staff engagement in peer review, within and from outside the organisation, a substantial change in flexible learning is envisaged. A mix of new and different learning spaces are to be used in the project, including blended learning spaces for academic development. This paper describes the research framework that will guide the peer review process and examines the early findings of the design-based research. Leadership, awareness raising and development of a supportive community of inquiry are seen as key components for successful implementation of peer review. In addition, unique contextual elements add to the complexity of designing for transformative change within such a relatively new organization
Keyword Peer review
Academic development
Flexible delivery
Blended learning spaces
Description for Link Link to conference homepage
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