Ngā ara whakaako

Teaching for learning

Guides and resources for academic staff on ways they can approach teaching at Victoria University of Wellington.

At the University, we recognise that there is no one ‘right’ way to approach teaching. The approach needs to suit the teaching context. This includes the course, the teaching space—physical or online—and the students.

We encourage staff to try new and creative approaches to teaching. We want to see them exploring how they can adapt and improve their teaching to meet the needs of their students and course.

If they need some direction, the Centre for Academic Development is there to help. They can provide practical advice and resources.

Learning and teaching guides

The University’s Centre for Academic Development develops practical guides for teachers interested in developing their learning and teaching skills.

The guides cover:

  • assessment for learning
  • developing questions
  • group work and assessment
  • peer reviews
  • teaching international students
  • informal feedback.

Inclusive teaching

The University encourages staff to use inclusive methods in every part of their teaching—from everyday communication with students to designing assessments.

Find out more about inclusive teaching at the University and the resources available to teachers.

Māori and Pasifika learning and teaching

These resources have been designed for teachers interested in helping their Māori and Pasifika students succeed at university. They include:

  • language guides to help teachers improve communication and pronunciation
  • learning and teaching research with a focus on Māori and Pasifika students
  • guides to socially acceptable behaviour
  • research and innovation by Māori at the University.

Support for academic use of technology

The Centre for Academic Development can help you take control of what tools you use and how you use them. At the University, we offer a number of ways for you to think about teaching with technology.

Learning and teaching technologies supported by the University

If you're interested in self-directed learning, take a look at the Tools for Teaching and Learning in Nuku course. The list provides an overview of pre-selected digital tools and software supported at the University, guidance on getting started, tutorials, examples and research on how to use them. This includes:

Talking to an expert

Support for technology use in learning and teaching is available from a team of staff based throughout the University, working for groups including CAD and Digital Solutions.

If you want to discuss changes to your teaching that involve thinking about course design and the implications that technology has on student activities, assessment and outcomes, contact any member of the CAD staff.

Locally, every faculty has access to a learning designer. They are able to work directly with staff supporting the use of technology for teaching, research and administration. They can also help you identify and work with other expert staff on more substantial technology initiatives.

Requests for assistance with issues such as password access, course creation in Nuku, etc. email the service desk.

If you're uncertain where to go to for help, contact either Stephen Marshall or Jonathan Flutey. We are there to ensure you are able to get the support you need to use technology effectively in your work.

Register for a workshop

Nuku training and digital technology workshops and courses are offered by the Centre for Academic Development and Digital Solutions.

Principles of good practice

Successful online teaching depends on aligning digital tools and software with:

  • your personal teaching beliefs and values
  • objectives and desired outcomes of the planned teaching and learning activities
  • subject-specific content, skills and competencies.

The following seven principles of good practice in undergraduate education by Chickering and Gamson (1987) apply to both face-to-face and online learning.

  1. Encourage contact between students and faculty.
  2. Develop reciprocity and cooperation among students.
  3. Encourage active learning.
  4. Give prompt feedback.
  5. Emphasise time on task (practice makes perfect).
  6. Communicate high expectations.
  7. Respect diverse talents and ways of learning.