What is the Griffith Learning and Teaching Framework?

Griffith University has developed an evidence-informed Learning and Teaching Framework designed to facilitate the learning and success of our students and graduates and underpin the ongoing transformation of our learning and teaching practice. The framework provides the basis for a series of Program and Course Design Standards to inform the choice, design and alignment of learning outcomes, learning activities and assessment tasks, as well as our digital and physical learning environment.

What are the Course Design Standards?

The Course Design Standards (CDS) inform the choice, design and alignment of learning outcomes, learning activities and assessment tasks, as well as our digital and physical learning environment. We will use these standards to support staff in the process of reviewing and refreshing existing courses and developing and designing new courses. Course Design Standards will ensure that our students experience a level of consistency and quality, benchmarked with national standards, across the University. The development and implementation of course design standards will be iterative and will be continuously reviewed to respond to strategic priorities or emerging affordances and technologies (e.g., course and learning analytics, online assessment, immersive learning).

The six evidence-informed principles that underpin our Course Design Standards are: 

  1. Partnership-Based Learning 
  2. Engaging and Empowering Pedagogies 
  3. Scholarly-Inspired Curriculum 
  4. Locally and Globally Connected  
  5. Learner-Enabling Design 
  6. Digitally-Enabled Learning  

Why do we need the CDS?

To ensure that our students experience a level of consistency and quality, benchmarked with national standards, across the University. 

How do the CDS affect me?

Course Standards provide student-centred benchmarks (the experience we want to provide for our students) for each learning and teaching principle.   These are elaborated through descriptions of Exemplar Practices (activities that support each standard). A range of indicative ideas are provided for how one might address a standard within a course. However, educators have the design discretion as to how standards will be appropriately achieved given the level of their course (i.e., year one, year two) and their disciplinary contextClearly, other practices may be used in addition to those listed.  

What support is available?

There is a variety of ways that you can access support: