Well-designed and engaging learning experiences

Curriculum is core to the students’ educational experience and includes not just what is taught but how it is taught. Well-designed curricula carefully consider what learning activities students undertake and ensure they are aligned to clearly articulated learning objectives (intended learning outcomes). Engaging and impactful learning experiences involve students as active participants in inquiry, allow them to explore, experiment and learn from their experiences, and give them opportunities to experience practical applications of their learning. In the process, students are intellectually challenged in ways that encourage the development of autonomy, reflection and evaluative judgement. This intellectual challenge includes an engagement with Indigenous and global knowledge systems and under-represented voices. By undertaking collaborative learning, students develop workplace-relevant skills around communication, negotiation and collaboration.

Important aspects of practice in relation to this dimension

• clear alignment between intended learning outcomes and learning activities
• contemporary and relevant curricula taught by subject matter experts
• curricula, assessment designs and course materials that ensure equity and accessibility
• learning experiences that foster inquiry, experimentation and practical application
• ongoing opportunities for experiential learning through practice and consolidation
• peer- and self-directed learning activities that foster collaboration and teamwork skills
• intellectual challenges that encourage autonomous learning, decision-making and reflection
• effective use of educational technology for engagement and learning

Demonstrating excellence in relation to this dimension

Historically, staff have relied heavily on scores associated with student evaluations of teaching to demonstrate educational excellence, and in particular the End of Subject Survey (ESS). While the student voice is an essential element of evaluation, robust evidencing of educational excellence calls for a multidimensional approach that recognises the complexity of educational endeavours and allows for the student voice to be balanced and complemented by reasoned judgements made by other relevant parties, including the educator and external experts. These are described in the University’s guide to Evidencing Educational Excellence.

The table below provides examples of forms of evidence that could be used to demonstrate educational excellence for the dimension of well-designed and engaging learning experiences.

Educator evidence	Annotated course/lesson plans demonstrating constructive alignment of intended learning outcomes and learning activities Examples of course activities and other teaching materials that foster enquiry, and that draw on subject matter expertise Peer- and self-directed learning activities that foster collaboration and teamwork Examples of course activities and other teaching materials that demonstrate the qualities outlined under this dimension Class observations using validated protocols Intentional design or redesign of learning experiences, aligned with evidence from the literature Experimentation with, and successful development of, effective use of technology to support student engagement and learning
Student evidence	Student evaluations/commentary on learning experiences that are accessible, engaging, relevant and intellectually stimulating Student evaluations/commentary on learning experiences that have encouraged them to acquire effective teamwork and collaboration skills, and to study positively with peers Metrics of student engagement including through learning analytics Students’ reflective writing on their learning experiences Student evaluations/commentary on learning experiences that have supported them to better engage with technology for learning and in application in their discipline area Student evaluations/commentary on learning experiences that have encouraged them to reflect, and to learn independently and with self-direction Positive ESS responses to Q5
Independent expert evidence	Peer evaluation of curriculum design and student learning experiences, relative to best practice Department/School, Faculty, University and National teaching awards, Advance HE, Universitas 21 and GEM Scott Fellowships, grants and other esteem measures that recognise excellence in this dimension Delivery of an education-focussed development (eg LTI) or research project positively addressing this dimension Invited review of others' scholarship (eg as a journal reviewer) addressing this dimension, or invited keynotes or presentations Adoption of developed innovations or guidance by other educators or institutions that address this dimension