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The interest in Professional Development (PD) in learning and teaching in Higher Education (HE) has seen an increase in the last few years owing to the evolving role of HE teaching academics in the futures of students and their employment. In Australia, while there is evidence that research in learning and teaching PD is growing, these studies appear sporadic and confined to predetermined disciplinary boundaries. From a practice perspective, the fragmented nature of the literature confounds the issues related to the uptake of learning and teaching PD by academics. It is proposed that a scoping literature review of studies of learning and teaching PD in Australian universities is necessary in identifying attributes within the sector, and will illustrate the gaps in the literature related to professional practice. A typology of the interrelated patterns of the attributes that emerge from the scoping review is presented. This typology has practical implications for both teaching academics and academic developers who respectively engage with and implement PD strategies.

This paper builds on the current studies on data mining’s potential benefits to online learning environments. Many Teaching Academics who are non-experts in data mining techniques however are not able to take advantage of these potential benefits. The objective of this paper is to illustrate how learning analytics is bridging the gap between data mined from Learning Management Systems and teaching practice development in higher education, specifically for Teaching Academics who recently transitioned into online teaching. The authors suggest that bridging this gap is an essential step in the development of online teaching practices and online courses. A customised Dashboard that curates data mined from a university’s LMS is discussed, showcasing the impact on the practices of Teaching Academics. The results from the preliminary exploration suggest that learning analytics can bridge the gap between expert and non-experts of data mining techniques and can become a valuable tool for teaching practice development.

The purpose of this study was to investigate the effects of sodium bicarbonate (NaHCO3) ingestion and acute hypoxic exposure on repeated bouts of high-intensity cycling to task failure. Twelve subjects completed 4 separate intermittent cycling bouts cycling bouts to task failure (120% peak power output for 30-second interspersed with 30-second active recovery) under the following conditions: normoxia (FIO2% at 20.93%) alkalosis (NA), normoxia placebo (NP), hypoxia (FIO2% at 14.7%) alkalosis (HA), and hypoxia placebo (HP). For the NA and HA trials, the buffer solution (0.3 g·kg of NaHCO3) was dispensed into gelatin capsules and consumed over 90 minutes with 1 L of water. Whole-blood acid-base findings demonstrated metabolic alkalosis in both NA and HA before exercise (HCO3: 32.8 ± 1.8 mmol·L). Time to task failure was significantly impaired in the hypoxic conditions (NA: 199.1 ± 62.3 seconds, NP: 183.8 ± 45.0 seconds, HA: 127.8 ± 27.9 seconds, HP: 133.3 ± 28.7 seconds; p < 0.001; η = 0.7). There was no difference between the HA and HP conditions (p = 0.41); however the 2 normoxic conditions approached significance with the NA condition on average resulting in approximately 15-second improvement in time to task failure (p = 0.09). These findings suggest that an acute decline in FIO2% consistent with hypoxic exposure is more inhibiting than metabolic acidosis during intermittent high-intensity cycling to task failure. In application, the use of hypoxia and NaHCO3 concurrently to improve performance under these conditions does not seem warranted.

Context factors were more strongly correlated with job satisfaction than content factors in all stages of tenure for 921 technical and professional employees of a state agency.

Formative assessment benefits both students and teaching academics. In particular, formative assessment in mathematics subjects enables both students and teaching academics to assess individual performance and understanding through students’ responses. Over the last decade, educational technologies and learning management systems (LMSs) are used to support formative assessment design. In mathematics, this is problematic because of the inflexibility of LMS and educational technology tools. Automating formative assessment generation and marking to support mathematics learning is made possible by utilising specific software and technologies in new ways. This paper proposes a new method of creating mathematics formative assessments using LaTeX and PDF forms in conjunction with a computer algebra system (e.g., Maple), independent of an LMS. This method is implemented in undergraduate mathematics subjects servicing non-mathematics–focused higher education courses. The method generates individualised assessments that are automatically marked. Results show that the method provides the teaching academic with a more efficient way of designing formative mathematics assessments without compromising the effectiveness of the assessment task. This study contributes to the growing research on mathematics in higher education. The implication is an increased understanding of how existing technology, implemented in new ways, can potentially benefit both mathematics students and teaching academics.