This post was written by Samantha Carruthers, Jude Williams and Louise Maddock (Learning Futures)
At Griffith, our capacity to ensure high quality student learning experiences depends on our remarkable people.
Each of us has personal values and capabilities that we use in a variety of roles, both within and outside of Griffith, including Educator, Course Convenor and Program Director roles. The Griffith Learning and Teaching Capabilities Framework (the Framework) makes explicit the individual capabilities underpinning our roles in learning and teaching. It reminds us that central to our practice, are our values. Capability is defined as the ability to apply specific knowledges, skills and/or values in your learning and teaching practice.
When first considering the Framework, we suggest you start with the Educator role. It describes foundational learning and teaching capabilities, across ten interdependent clusters of capabilities. The Framework is designed with the assumption that you build upon capabilities as you transfer them to the context of Course Convenor and Program Director roles. In the table below is an overview of the Educator Capabilities (more detailed descriptions are available in the full Framework).
To see how these capabilities are elaborated in these different role contexts, please see the full Griffith Learning and Teaching Capabilities Framework on the GLTCF website, or download the PDF version.
The Framework has been created in collaboration with over 100 colleagues across Griffith University.
Please contact Samantha Carruthers, Jude Williams and Louise Maddock (Learning Futures) for more information.
|Understanding the learning context||
|Contributing to teams, communities and networks for learning||
|Implementing policies and procedures||
|Designing for learning||
|Developing processes and resources for learning||
|Optimising digital technologies for learning||
|Facilitating and teaching for learning||
|Managing assessment for learning||
|Academic advising for learning||
|Practising reflection, evaluation and scholarly inquiry||