Academic Learning

The UQ website on teaching and learning offers information about teaching and learning initiatives for academic staff. There are professional development courses and information to help you in your teaching and learning career.

Research Opportunities for Students

Academic staff who wish to advertise research project opportunities suitable for Honours, Postgraduate and RHD students may complete this request form and email it to

The University of Queensland has a strong commitment to student integrity as a core value and requires students to conduct themselves in a reasonable and proper manner at all times, both on and off campus.  The University’s policy on Student Integrity and Misconduct provides a fair and consistent framework for dealing with allegations of student misconduct.

The Student Integrity and Misconduct Policy (PPL 3.60.04) is available for viewing here.

Other helpful pages: 

Student Complaints and Grievance Resolution

Student Grievance Resolution - Staff

Student Integrity and Misconduct - Staff

Frequently Asked Questions for Staff

School of Agriculture and Food Sciences Processes

Student Integrity - Report all possible allegations to the School Integrity Officer – Val Powell at
Examples include: plagiarism, self-plagiarism, TurnItIn reports, cheating in exams, collusion, copy & paste in online quizzes.

General Misconduct is to be reported directly to HOS at

Academic Integrity Online Tutorial

Academic integrity is a core value of UQ and a comprehensive education package has been developed to improve understanding of students on issues related to academic integrity.  An online tutorial has been developed which explains the university's expectations in relation to academic integrity and to ensure that you do not engage in practices that involve plagiarism and academic misconduct.  

The tutorial is available to students online and a link to the tutorial website will be displayed when students log into mySI-net.

The tutorial takes about 30 minutes and covers topics such as auto- or self-plagiarism, collusion and when to reference sources.


You may want to use some of these resources with your students.

21st Century Learning

Below are a series of videos about teaching and learning that may inspire you to rethink your teaching or to try different ways of teaching to facilitate learning.
(Kerry Kruger)

Student Centred Learning

What is your conception of teaching?
Is teaching equal to learning?
Do you think of yourself more as the "sage-on-the-stage" or the "guide-by-the-side"? Why?
How should we redefine teaching today based on the 70:20:10 principle/model?









Traditional teaching - We may laugh at it, but we should be asking ourselves the question - how is my 'teaching' different from this kind of teaching?

21st Century Learning - how do we need to change in order to remain relevant to the 21st century education? Can we teach today's generation as we were taught in the past?

Self-organised Learning - students are able to learn 'without' the presence of a teacher. A really interesting video, 22 minutes but worth watching.

Memorisation or Understanding: Are we teaching the right thing? Many, if not all of you, will relate to this. Professor Mazur from Harvard has been teaching "peer instruction" for many years. (This first video is lengthy (1 hour) but worth watching).

Peer Instruction for Active Learning

Learning by doing (inspirational)

 Student-centred learning - hopefully a motivational video to help us shift from a "content-based teacher-centric" approach to a more "learning-based learner-centric" approach to education.

 Student centred learning 2

 Inspired Learning by Doing (interesting example of how to combine theory with practice)


Below are a series of videos about teaching and learning that may inspire you to rethink or to try different ways of teaching to facilitate learning.
(Kerry Kruger)

How to design a learning program - the ADDIE model is widely used in all forms of education. This video outlines instructional design principles.

What is learning design? - 8 key questions to be answered when designing a learning program.

 21st Century Learning Design - one example of a technology rich lesson and 21st Century learning design activity rubrics; you may not agree with it but think about it as a way to structure our thinking. (24 minutes, so it may be a bit long and you might lose interest but the PDF that this video uses for its rubric can be downloaded here. Or you may prefer this concept of the 21st Century classroom. On the other hand, it might all be incorporated in this image or this document.)

There are five videos here that explore ways to re-design learning in order to meet the growing challenges of preparing our students to function in tomorrow's world.  This series of FIVE videos is entitled 'Thinking Creatively: Teachers as Designers of Content, Technology and Pedagogy' by Matthew Koehler and Punya Mishra (elaborating on the idea of TPACK).


 Teachers as Designers fo Content, technology & Pedagogy (Part 1)

Teachers as Designers of Content, Technology & Pedagogy (Part 2)

Teachers as Designers of Content, Technology & Pedagogy ( Part 3)

Teachers as Designers of Content, Technology & Pedagogy ( Part 4)

Teachers as Designers of Content, Technology & Pedagogy ( Part 5)

You might find this interesting:

Ways to design learning

Why is learning by doing an effective approach in education?

Probably because learning is an active process. We learn by doing. Only knowledge that is used sticks in your mind (Dale Carnegie)

How we learn

  • 10% of what we READ
  • 20% of what we HEAR
  • 30% of what we SEE
  • 50% of what we SEE and HEAR
  • 70% of what is DISCUSSED with OTHERS
  • 95% of what we TEACH TO SOMEONE ELSE
  ...or so says William Glasser.

A theoretical understanding may come from hearing about... or be seeing others do... but only by completing a task yourself do you truly understand the connection between the thoughts and the actions.

You might like to watch these videos on Design Thinking and think about what we can do to make our lessons more engaging and meaningful.

What is design thinking?

Design Thinking is to solve the problems in a creative way.

  1. Empathy – to understand personal and organization
  2. Define – what are the needs and  problems and framing the problems
  3. Ideation – brain storming to have creative solution
  4. Prototype – built the creative idea
  5. Test – testing the creative idea for feedback
  6. Choose and implement the creative idea

All about learning: thinking design

How it works: Design Thinking

What is design thinking (2015)?


Problem based learning (or inquiry based learning) - all designed to achieve critical thinking, collaboration and communication skills.


Project based learning

Why are many educators choosing inquiry-based learning?



The benefits if IBL

Inquiry and Problem Based Learning



What is blended learning? There are various models, but usually it involves using technology more cleverly - accessing a great deal of information online.

Benefits fo blended learning

What does it look like in the classrooom?

 But use it effectively to transform the classroom. One of its great benefits is that it helps you use all the rich resources that benefit all the imagined "learning styles".

Differentiation is well supported in blended learning environments.


It will help if you are familiar with Web 2.0 tools to help you create "blended" lessons.

Snagit is one of the easiest to use, especially if you are creating at your desktop:

But so too is Blendspace - it is even really good for lecturers to share resources to help in building lessons for students.






EDpuzzle tool

Flipped learning can be thought of as "learning by exploring", "learning by doing" and "learning by creating". This video provides you with an overview of the flipped classroom at a university.

In summary, it appears that a "flipped classroom" means "putting the learners in the drivers seat to produce user-generated content". This means that contents (whether they are teacher-produced or OER-repurposed) are not given to students; instead pre-lessons are task-based requiring students to search, select, analyse, synthesize and create learning contents for presentation and discussion during class. In this regard, Flipped Learning can be regarded as 'Learning by Exploring', 'Learning by Doing', and 'Learning by Creating'. Read this PDF.

Or look at the resources provided by the Highed Education Academy UK: Flipped learning

Some evidence of the success of flipped classrooms.

See the information from ITALI:

The following articles about flipped learning highlight some of the successes and problems found in this approach:


You can capitalise on OER (open educational resources) to help in flipping your classroom, especially in preparing pre-lesson materials for your students. Is the idea of Flipped Learning possible and/or practical?

You can find OER at

Directory of OERs

OER - a toolkit for teachers, Curriculum and eLearning Developers

Please note that MOOC (Massive Open Online Course) are not OERs - users are required to comply with Terms and Conditions.

Well known examples of MOOC platforms are: | |

The following videos provide  some ideas on how our teaching contents can be digitized.


Turn your PowerPoint slides or class notes/manuals into an interactive format using Flipsnack.

Create a teaching avatar using Voki.

Use Symbaloo to create a wide range of webmixes or get your students to create them.


To make flipped learning work you need to encourage your students to search, analyse, select, synthesize and create learning content (sometimes called 'content curation') even before they come to class. This can be done by giving the students a question in a form of a task to be completed before thay come to class. The following are four curation tools that students can use to curate their own learning contents. How can we make use of these tools to make Flipped Learning a reality? There are many other content creating tools - would you like to share some that you know? Perhaps you would find inspiration from this booklet: The following URL links to a free e-book on how to curate content:

1. Storify

2. Pinterest


4. Padlet

FAQs on eSpace

MyUQ eSpace Researcher Guidelines

UQ eSpace is the single authoritative source for the research outputs of the staff and students of the University of Queensland and is the archival home of UQ Research Higher Degree Theses in only digital form. UQ eSpace raises the visibility and accessibility of UQ publications to the wider world and provides data for mandatory Government reporting requirements such as the Higher Education Research Data Collection (HERDC) and Excellence in Research for Australia (ERA) as well as for the internal UQ systems such as the Q-Index. It also operates as an institutional repository for open access publications, research datasets and other digitised materials created by staff of the University such as print materials, photographs, audio materials, videos, manuscripts and other original works.

The University of Queensland has implemented an Open Access for UQ Research Outputs policy that requires UQ researchers to make publications arising from their research openly available via UQ eSpace. It has also implemented a Research Data Management policy that sets out the requirements for University of Queensland researchers to ensure that their research data are managed according to legal, statutory, ethical and funding body requirements.
For further information about open access please read the University of Queensland Open Access Library Guide. For information about research data management please see the University of Queensland Research Data Management Library Guide. For more information about UQ eSpace please read our Scope and Policy document. Click here for information on UQ eSpace storage and backup.
UQ eSpace aims to make UQ's research visible and accessible through a global network of services such as OAIsterTrove and Google Scholar.

Please submit helpful articles and papers to be added to this resource page.  

Using UQPoll in your lectures

Traditional lecture classes have higher failure rates than those using active learning techniques. This message comes from a paper circulated by the Science Faculty Office. Improve your teaching with a simple addition to your lecture slides.
You can easily introduce active learning in lecture classes by asking students to use their smart phone or other web-enabled device to respond to questions posed on your lecture slides. A survey found over 90% of students said this improved their understanding and learning experience.
Consider spending a few minutes to insert UQPoll in your lecture slides. This will possibly lead to better teaching evaluation for you and better teaching and learning outcomes for our school and students.
Here is the simple instruction for you to add UQPoll on your powerpoint slides.
If you don’t have time to read the full journal paper, John Gaughan found an easy summary of this on:
(Submitted by Luke Leung)

On this site

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