Graduate capabilities are an essential aspect of undergraduate development in higher education. Accordingly, La Trobe University's Design for learning has identified particular university-wide graduate capabilities and required all faculties to explicitly embed these in their curricula. The Faculty of Law and Management developed an approach to map the teaching and assessment of eight graduate capabilities across the first year of the faculty's degree programmes, allowing staff to evaluate the embedding of graduate capabilities and identifying where they might further develop their curricula. This article describes a process designed to collect, analyse and present data on current teaching and assessment of graduate capabilities. The discursive approach supports reflective practice in curriculum design while the resulting heat maps provide diagrammatic accounts of current practices and indicators of where redesign of curriculum should centre.

He has a background in learning and teaching, curriculum, evaluation, and more specifically, instructional design. His research focuses on blended learning, learning oriented assessment, authentic learning, learning spaces and transformative learning using design based research. He is currently President of ascilite. In 2007 he edited a book through IGI Global titled

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The University of Melbourne has a history of traditional teaching modes, with a strong emphasis on bridging discipline-based research and teaching. A major strength of the Web at this institution is its ability to allow mounting of high quality specialised graduate teaching programs, characteristic of a research-based university. Such courses might attract only a few students at the source university, and hence be uneconomical to run. But on the Web they can attract more than enough students (from other campuses) to fill quotas. Other advantages of the Web for science teaching include: multiplatform access; non reliance on specified classrooms with consequent saving in teaching space; off campus delivery; hypertext facilities with structured guidance; ability to offer students choice of resources and student feedback using 'fill-out forms'. Issues specific to science teaching at the University of Melbourne, are presented. The University of Melbourne has a history of traditional teaching modes, with a strong emphasis on bridging discipline-based research and teaching. A major strength of the Web at this institution is its ability to allow mounting of high quality specialised graduate teaching programs, characteristic of a research-based university. Such courses might attract only a few students at the source university, and hence be uneconomical to run. But on the Web they can attract more than enough students (from other campuses) to fill quotas. Other advantages of the Web for science teaching include: multiplatform access; non reliance on specified classrooms with consequent saving in teaching space; off campus delivery; hypertext facilities with structured guidance; ability to offer students choice of resources and student feedback through the use of 'fill-out forms'. Issues specific to science teaching at the University of Melbourne, are presented.

This article undertakes a detailed case study of The Campaign, a teaching and learning innovation in media and communications that uses an online educational role-play. The case study draws on the qualitative analysis of classroom observations, online communications and semi-structured interviews, employing an interpretive approach informed by models drawn from social theory and sociotechnical theory. Educational authors argue that online educational role-plays engage students in authentic learning, and represent an improvement over didactic teaching strategies. According to this literature, online role-play systems afford students the opportunity of acting and doing instead of only reading and listening. Literature in social theory and social studies of technology takes a different view of certain concepts such as performance, identity and reality. Models such as performative self constitution and actor network theory ask us to consider the constructed nature of identity and the roles of all of the actors, including the system itself. This article examines these concepts by addressing a series of research questions relating to identity formation and mediation, and suggests certain limitations of the situationist perspective in explaining the educational value of role-play systems