SoLT requires:

  • a scholarly understanding of who the learners are, how they learn and what teaching practices are most effective in the context of the discipline
  • a commitment to continuous improvement in both pedagogies and teaching approaches, which invariably embraces Technology Enhanced Learning
  • the sharing of results with colleagues and the academic community.

For a comprehensive look at this topic, visit the Scholarship of Teaching and Learning section. This includes professional development modules developed by the Higher Education Research and Development Society of Australasia.

Computer and glasses

Select the links below for more information about implications of practice for the various SoLT principles.

Incorporate improved pedagogies including the development and implementation of new learning material and curricula.

Implications for practice

  • Staff critically reflect on LEO unit design and delivery and updated as needed.
  • Staff ensure information in LEO is current and relevant.
  • Staff reassess LEO unit content, including assessments, as a response to student surveys and other academic feedback from sessional staff, peers and supervisors.


The Learning and Teaching website provides detailed information on best practice in curriculum design (PDF, 279.53 KB).

ACU blended learning case studies

Academic staff are encouraged to participate in reflective teaching practices through the ACU Peer Observation and Review of Teaching (PORT) program.

The Evaluation of Learning and Teaching Policy encourages multiple means to collect relevant information on the quality of learning and teaching.

The Learning and Teaching Centre (LTC) facilitates data collection through surveys of student views on the quality of their learning experience, and on the teaching quality, in their units.

Scholarship of Learning and Teaching at ACU: Useful resources supporting scholarly teaching.

ACU Teaching Criteria and Standards Framework provides teachers and their supervisors with clear, objective and consistent criteria that will enable their pursuit of excellence in teaching

Benchmarking Leadership and Advancement Standards for Sessional Teaching (BLASST Standards): A project funded by the Australian Government Office for Learning and Teaching to support and enhance quality teaching by sessional staff in higher education

Develop, implement and evaluate innovative teaching approaches, including the use of educational technologies/learning spaces, in order to enhance the student learning experience.

Implications for practice

  • Staff keep abreast of new approaches to technology enhanced learning.
  • Staff demonstrate a commitment to trialling, implementing and reviewing new ways of learning and teaching in LEO.
  • Staff take an active role in research-informed projects on technology enhanced learning.


Teaching Online is a content-rich course for academics who want to learn more about teaching in online and blended units.

Teaching Online will provide you with a foundation in online pedagogy, online course design, online teaching, and technologies used to teach online. All levels of academic staff will find material of interest in the course, but it is especially valuable for staff with limited experience in teaching online.

Engage in sharing ideas about curriculum initiatives through informal discussions, faculty seminars, workshops, and conferences.

Implications for practice

  • Staff offer to lead discussion sessions about initiatives.
  • Staff contribute to showcasing initiatives that reflect scholarly teaching  in technology enhanced learning.


Teaching Online is a content-rich course for academics who want to learn more about teaching in online and blended units.

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