Written submission examples
Examples of how to address the Framework for Educational Excellence dimensions.
Dimension 1: Well-designed and engaging learning experiences
In 2023 I undertook the redesign of one subject I coordinate, aiming to better align it with course outcomes and the principles outlined in the Framework for Educational Excellence. This initiative has been particularly focused on creating learning experiences that foster inquiry, practical application, and collaborative learning.
Central to the redesign was ensuring a clear alignment between intended learning outcomes and learning activities. For instance, in (subject name) the learning outcome of “appraise and classify Victorian plants” was directly supported by the introduction of a mobile app that allows students to compile photos and observations of local flora. The app facilitated students in sharing their discoveries, allowing the whole cohort to explore various ecosystems virtually, observe plant species in their natural habitats, and practice classification skills in an interactive environment. Elements of assessment for learning were incorporated, with students able to quiz each other on classifications for plants they had recorded. This approach not only reinforced theoretical knowledge but also provided a practical (and fun) application that enhanced student engagement and understanding. Evidence of this engagement is provided through the uploads to the mobile app, which were 40% higher than the minimum requirements set by the related assessment task. Student scores on this classification assessment were also higher than in the years prior to the app’s introduction. The success of the project is attested to by two other colleagues in the department wishing to incorporate the approach in their own subjects, leading to a potentially programmatic approach across the year levels to developing students’ botanical portfolios.
To bridge the gap between academic learning and real-world application in this first year subject, I integrated authentic assessment methods. Students were provided with multimedia versions of a virtual field trip and used their app to conduct ecological surveys, collecting data on plant distribution and diversity. They then collaborated to analyse the data and produce comprehensive reports, in the style of professional botanists. This form of assessment evaluated their grasp of the subject matter, whilst honing the ‘meta skills’ of teamwork and scientific communication.
To stimulate intellectual curiosity and promote autonomous learning, I incorporated problem-based learning scenarios into the curriculum. For example, in (subject), students were presented with a virtual ecosystem exhibiting signs of ecological imbalance. They were tasked with investigating potential causes, formulating hypotheses, and proposing evidence-based solutions. This exercise required them to apply their knowledge critically, engage in independent research, and reflect on their learning process, thereby fostering evaluative judgment and decision-making skills.
Feedback from students has been overwhelmingly positive. Many have expressed that the virtual field trips made the learning experience more engaging and relevant, as they could visualise the subject matter more concretely. Students also appreciated the authentic assessment tasks, noting that they provided realistic insight, but also a fun way of testing each other. This feedback has been instrumental in refining the curriculum further, ensuring that the learning experiences remain dynamic and responsive to student needs.
In conclusion, the redesign of these botany subjects, guided by the University's Framework for Educational Excellence, has resulted in a more engaging, practical, and collaborative learning environment. By aligning learning activities with clear objectives, incorporating authentic assessments, fostering collaboration, challenging students intellectually, and effectively utilising educational technology, I have tried to design an experience that prepares students for both academic success and professional careers and deepened their engagement with the subject.
Dimension 2: Evidence-based and inclusive teaching practices
As a lecturer in beginner Spanish, I am acutely aware of the diverse backgrounds and experiences of my students. Although the university streams the entry points of language study, at the very beginner levels, some will have encountered Romance languages before, while others have no experience with this structure. Speaking a foreign language tends to create a situation of vulnerability, where students can feel judged and embarrassed if they don’t ‘get it right’. My approach is to foster an inclusive and accessible learning environment where all students feel valued and are confident to ‘have a go’. Additionally, I am responsive to student feedback, ensuring that the learning experience is shaped by their needs and perspectives.
Research on second language acquisition emphasises the importance of scaffolding and structured immersion to support learners with varying levels of prior exposure (Krashen, 1982; Swain, 2000). In line with this, I use a Communicative Language Teaching (CLT) approach, which integrates meaningful interaction and real-world contexts to develop linguistic competence (Savignon, 2005, Canale & Swain, 1980). For example, I incorporate task-based learning activities where students engage in authentic dialogue, allowing them to practice language structures in purposeful ways. I try to ensure a rough skill parity in the groups assigned to these tasks, so that students are being peer-supported or extended as required (Vygotsky, 1978).
To address the range of prior knowledge, I implement differentiated instruction (Tomlinson, 2014). Each lesson includes multiple entry points to accommodate varying levels of readiness. For example, in vocabulary acquisition exercises, students who are very inexperienced may focus on recognition and reproduction, while those more familiar are encouraged to experiment with more complex sentence structures or contexts. This ensures that all students are challenged at an appropriate level without feeling overwhelmed.
To create inclusive space, I draw from Universal Design for Learning (UDL) principles (Meyer, Rose, & Gordon, 2014). I structure my curriculum to provide multiple means of engagement, representation, and expression. This includes multimodal teaching strategies, such as incorporating visual aids, audio recordings, and kinaesthetic activities to support different learning preferences. For instance, I use interactive role-plays and storytelling to contextualise language structures. This supports the principal learning outcome of the subject: to conduct everyday social conversations in Spanish. To cultivate an environment where students feel comfortable taking risks without fear of embarrassment (Dörnyei, 2009), I emphasise class norms of mutual respect, collaborative peer support, and the normalisation of making mistakes as part of the learning process. Students are encouraged to reflect upon their own cultural norms in comparison with each other, and the different cultural identities that make up the Hispanic World.
A responsive teaching approach requires ongoing engagement with student feedback. I incorporate regular formative feedback mechanisms, such as anonymous exit slip surveys via the Mentimeter tool to gauge student experiences and adjust my instruction accordingly. For example, when students expressed difficulty with pronunciation of certain words following one lesson, I followed up at the next meeting with targeted phonetic drills and peer-assisted learning activities.
The success of this approach is evidenced by the number of students opting to continue their Spanish studies, with student retention increasing by just over 30%.
By integrating evidence-based teaching methods, fostering an inclusive learning environment, and maintaining an openness to student perspectives, I aim to create a dynamic and supportive space for language acquisition. My goal is not only to teach Spanish but to empower students with confidence and the skills necessary to engage meaningfully with the language and its cultural contexts.
Dimension 3: Effective assessment and feedback
A challenge in teaching Middle East politics and history is to create a sense of empathy and connection among students to a system that may be very unlike their own. The sheer size and scale of what can be ‘learned’ about an entire region also creates challenges in assessing this learning. To address these challenges, I use an online role-playing simulation as a form of assessment for learning. This political negotiation task fosters learner immersion, allows for ‘walking in the shoes of others’ and permits both synchronous and asynchronous activity. Moreover, it contributes to students learning skills in communication and collaboration and requires self-directed enquiry and autonomous decision-making. This is an experiential learning activity that uses scaffolded micro-tasks and assessment throughout the semester to allow for cycles of reflection and learning, as well as multiple points of feedback. This includes introductory tasks such as writing a ‘manifesto’ for the role they are playing and defining the goals of their faction. As students move through the semester’s tasks, they build their skills and knowledge about the region's politics and competing national interests, as well as the 'literacy' of diplomatic language. This learning is then able to be evidenced in the final assessment piece, which centres on the wording of an MoU between various states on a particular 'crisis' in the region (this changes from year to year, e.g. water rights, people movement, border disputes). In order to increase the authenticity of the learning, I invite at least one guest from 'industry' to speak to the students each year. This will be someone connected as a stakeholder to the topic under negotiation; perhaps a diplomat from one of the states involved, an NGO officer or journalist. This further strengthens the link the students make between their learning and practical applications in terms of career and real-world experience, and becomes a kind of ‘feed forward’, letting students know where their learning could take them (Hattie and Timperley (2007)).
As well as giving feedback to the group and individual students on their tasks, I also collect feedback from them via an anonymous survey after each run of the simulation. I ask questions about their experiences with learning, the online resources and suggestions for improvement. The data from this feedback has allowed me to make improvements and adjustments to online interface and the task components. For example, I used a Canvas discussion board to simulate a Twitter feed so that the negotiating parties could have access to an authentic experience of public relations comment. The anonymous surveys also show a constantly high level of learner engagement, with over 90% of respondents over the last three years indicating that they found the negotiation exercise a Good or Excellent learning experience. As one student wrote in their overall feedback on the unit “The treaty simulation is an amazing way to learn. It forced us to tackle a much broader and more complex set of issues that we might have been able to avoid if we had just been asked to write an essay. It challenged me to really improve and engage.” The simulation has been showcased at three Political Science conferences and been the subject of several scholarly publications (refs.)