TLC global project


Global teaching and learning conversations are an informal collaboration between institutions designed to provide support and strengthen pedagogical practice in Higher Education.

The intention is to provide a structured collaboration using web based interaction to support colleagues, provide feedback and share new ideas. The interaction is web-based to allow collaboration across disciplines, institutions and continents and provides a unique opportunity that allows for the exchange of resources, peer support, forum and visual communication. Central to this proposal is the premise that the collaboration is conducted in a professional atmosphere of openness to the quality of thinking that underpins the teaching strategy and the enhancement to learning that the combined weight of experience, intellect and institutional resource the participants and institutions bring. The aim of such collaboration is to develop a significant momentum of peer review of teaching between academics from different institutions to endorse the enhancement and quality assurance of subjects within those institutions.

The first iteration of the conversation will be as a pilot between academics from Manchester Metropolitan University(UK) and Charles Sturt University (AU).

Structure of the Project

  1. Video introduction (synchronous) at a mutually convenient time of all participants and the university leads. Explanation of the project intent and outcome, it is thought that the lecturers will communicate on a minimum of three occasions (the duration is difficult to determine given that the teaching sessions are not parallel but 12 weeks is initially suggested as a workable timeframe); > 15 March 18
  2. Lecturer in one institution are to share their teaching strategies and resources they use for one subject with a lecturer in the participating institution in a forum; > March to June 18 in private Google plus community
  3. Lecturers are to comment on the following;
    1. Organisation and ordering of each topic is appropriate;
    2. The teaching strategies are innovative, interactive and varied;
    3. There is an appropriate selection of resources to support the learning strategies; and
    4. Free comment to suggest alternatives
  4. At the commencement of this collaboration lecturers are to nominate one strategy that they will focus on to comment in web-space. It is suggested for the commentary to focus on why select this strategy, how effective was it and what improvement could be made, however, there is much potential for the individuals to mutual agree upon a set of goals;
  5. The last interaction will take place at the end of the teaching session and concentrate on the changes to the strategy and why. The partnering lecturer will respond as a critical friend; and
  6. At the conclusion of the session the participating lecturers are invited to submit a downloaded version of the forum posts and select one of the four ratings [a rubric, to be developed, will point to the enhancement of practice, value adding, is it worthwhile to continue?];
    1. ⭐⭐⭐⭐
    2. ⭐⭐⭐
    3. ⭐⭐

Whilst only three interactions are suggested, it does not preclude a richer interaction between the participants nor the opportunity to collaborate for conference presentations or further activities.

Due to the different time zones and different university calendars it is anticipated that the majority of communication will be asynchronous and that teaching will not be taking place at the same time.