Page 1

LTQ Creative Connections An update from the Office of the Pro Vice-Chancellor (Learning, Teaching and Quality)

Welcome to the second edition of LTQ Creative Connections This second edition of ‘creative learning connections’ provides an update of initiatives within LTQ and across the University. First though, I wish to congratulate all staff involved in the smooth rollout of Moodle 2. In this edition you will also find a handy pull-out overview of tools in Moodle and their application which we hope you will find useful. Also an update of the LITE teams progress, an overview of Research in Higher Education at USQ and a special focus on open education resources. In the Higher Education 27th July edition, Ian O’Connor (VC, Griffith University) is quoted as saying “online open courseware and the connected rising interest in eportfolios for student assessment will be as much a challenge for standards as it is now for the educators looking to adapt their curricula”. He also pointed out that “the growth of massive open online courses (MOOC), backed by the likes of Stanford, Harvard, and MIT are impossible to ignore and universities are increasingly taking advantage of such content”.

Furthermore, “as students increasingly used open online resources, institutions would need to ensure they were adequately scrutinising the learning that stemmed from them” (2012).

‘International Relations’ will be launched in September and Professor Peter Terry is working towards developing an open textbook. There are many more initiatives across the University.

Hardly a week passes where the media is not highlighting the challenges between formal and informal learning and the intersection of quality standards with online learning.

It is also timely to remember that USQ is also an OpenCourseWare member and with 30,000 unique hits every month it is worth a deeper consideration for how we might accredit those who are completing these courses.

Standards are on the lips of us all in the higher education sector and the USQ Learning and Teaching Committee has put forward a set of eight draft standards for consideration. These standards are an attempt to create a pathway for understanding best practice online. They will affirm for the University and its many stakeholders that the quality of our learning and teaching in the online environment is competitive and fit for purpose within the sector. I would encourage you to participate in the consultation. LTQ and OAC are working closely with the OERu initiative (see article in this edition). Dr Anna Hayes, (Senior Lecturer) and EP Jim Taylor and their prototype for the OERu

Recently I was fortunate to represent USQ and be able to vote for the UNESCO OER Declaration heralding the ten year maturity of the open education resources movement. As we read in the media the movement is gaining momentum. The globe, it seems, is becoming more ‘open’. What this means for USQ needs to be debated. How will we engage with the open movement, what will be our business model and how will we assure the learning that students might bring to USQ after having participated in the latest MOOC from Stanford? I hope you enjoy this edition of ‘creative connections’.

Inside this issue Moodlemoot report


USQ leads the way with OER


UNESCO report


24/7 online support


USQ & Moodle—making history together


USQ HTML5 Symposium


USQ in higher education




Graduate attributes


TLC Sausage Sizzle


Meet-Up leaders


LITE teams


Save these dates


Visiting Scholars


Engaging students


ALTC citation


AQF report


ALTC fellowship


LTQ Boxing Day in July


Moodle 2 Tool guide


Fast Fact

Learning Resources Development produced: 863 books 376 CD/DVDs 398 online courses for S2, 2012.

Australian Moodlemoot 2012 Conference (1-4 July) The University of Southern Queensland was the major partner and contributor to this year’s Australian Moodlemoot Conference. The conference was held at the Gold Coast Convention and Exhibition Centre and was attended by approximately 500 delegates who travelled from all over Australasia, Asia Pacific, USA and the UK.

The theme of this year’s conference was 'Riding the Wave', representing the sweeping wave of Moodle's popularity in the education and corporate sector. Dr Michael Sankey was the convener of the Academic Program which included over 70 presentations, as well as panel discussions, ‘show-andtells’ and sector meetings.

The delegates investigated strategies and techniques used to evaluate and deploy Moodle, along with research and case studies of smart practices and demonstrations on how to set up and complete various components of Moodle and more. Professor Belinda Tynan opening the conference.

August 2012 Issue 2

Page 2

LTQ Creative Connections

USQ leads the way with OER university prototype course In November last year, the founding anchor partners of the OER university network convened an open meeting where the inaugural credential, a Bachelor of General Studies, was selected and plans were consolidated for the prototype courses to be trialled in 2012 in preparation for the official launch of the OER university in 2013. One of the first OERU prototype courses to be offered later this year is USQ’s ‘Regional Relations in Asia and the Pacific’ which was developed by Dr Anna Hayes, Senior Lecturer (International Relations) in conjunction with Emeritus Professor Jim Taylor. Developed originally in Moodle 1.9 format, Regional Relations in Asia and the Pacific has recently been converted into a wiki format in WikiEducator, and is currently the subject of a peer review process. The course exemplifies the pedagogy of discovery, which is designed to enable students to develop learning literacies for a

digital age, as well as to develop expertise in international relations, the substantive content of the course. Based solely on OER, the course also has a number of innovative features, including video signposts, peer learning support and a comprehensive series of e -learning activities. Why not take a look and provide some feedback? The OER university network is an international innovation partnership which will provide more affordable education for learners currently excluded from the formal education sector. The network will be able to accredit OER learning in Africa, Asia, North America and Oceania. Conceived during an open planning meeting held in February, 2011. It was streamed live on the Internet with funding support from the UNESCO Office for the Pacific States. The OER university network aims to provide free learning opportunities for all students

worldwide using OER courses with pathways to achieve formal academic credit on a feefor-service basis to cover the recurrent institutional costs of credentialing services. USQ is a founding anchor partner of the OER Tertiary Education Network, the force behind the OERu initiative, which includes an impressive line-up of education providers including: Athabasca University, BAOU (Gujarat’s open university), SUNY Empire State College, Nelson Marlborough Institute of Technology, NorthTec, Open Polytechnic, Otago Polytechnic, Southern New Hampshire University, Thomas Edison State College, Thompson Rivers University, University of Canterbury, University of South Africa, University of Southern Queensland, University of the South Pacific and the University of Wollongong. BCcampus and the OER Foundation are supporting the network as nonteaching partners.

UNESCO Open Educational Resources (OER) Congress Professor Belinda Tynan was invited to address the UNESCO Open Educational Resources (OER) Congress held in Paris from 20-22 June. Professor Tynan spoke at the Congress about USQ’s membership of OERu. OERs are defined as ‘teaching, learning and research materials in any medium, digital or otherwise, that reside in the

Fast Fact

public domain or have been released under an open license that permits no-cost access, use, adaptation and redistribution by others with no or limited restrictions’. An outcome of the Congress was the 2012 Paris OER Declaration. http:// MULTIMEDIA/HQ/CI/CI/pdf/Events/ Paris%20OER% 20Declaration_01.pdf)

Digital Media Services has completed 269 audio/visual productions this year and uploaded 247 videos to the new externally hosted high-definition video delivery system.

Shortly LTQ will be providing seminars about Open Educational Practice, the use and re-use of OERs and a significant professional development program that includes how to understand and use Creative Commons Licences. For more information contact

Fast Fact

Learning Systems Support has attended over 2246 separate enquiries in the first six months of this year.

Page 3

LTQ Creative Connections

Now that is SMART… 24/7 online academic support program A 24/7 online academic support in assignment writing and basic mathematics will be trialled by LTQ in semester 2. The virtual tutors will complement a suite of academic support and services already being provided by LTQ and The Learning Centres at the three campuses.

The trial will extend academic learning support to focus on reaching our external students residing in various time zones. The service has a response time of 3-4 hours and students can have both live tutorial support and/or specific feedback on essays.

All virtual tutors are qualified to at least Masters level and the professional service is yet another unique response to providing personalised learning support that is ‘just in time’. The 24/7 academic support will be hosted by Smarthinking in the USA.

USQ and Moodle - making history together USQ has ensured that it is staying at the forefront of digital education through the recent upgrade of the learning management system (LMS), Moodle 1.9, to Moodle 2.2 for S2, while also hosting many Australian and international educators in two major eLearning events this year. USQ was the first university in Australia to use the Moodle LMS at a corporate level, proving to be a leader in the sector, with many other universities now adopting this system. With the upgrade to Moodle 2.2 and with the proliferation of HTML5, USQ is taking a front-foot approach. USQ was the joint host for the ‘2012 Moodlemoot’ on the Gold Coast in July and will also be hosting the first ever ‘HTML5 in Higher Education Summit’ in

November, at USQ’s Toowoomba Campus. The implementation of Moodle 2.2 has brought many updates and enhancements to the current USQStudyDesk platform including integrating Moodle, the ePortfolio and digital repository systems into one integrated USQStudyDesk environment. Dr Michael Sankey, Director, (Learning Environments) has been instrumental in leading the upgrades and ensuring USQ is on the front foot. On the surface students will not see much difference between Moodle 1.9 and Moodle 2.2, but it is what is under the hood that makes this really exciting for the users. In 2013 we will also start using the powerful data sets that sit

behind Moodle and trial the Moodle Learning Analytics Plug -in developed by NetSpot and Monash University. This enables USQ staff to start exploring learning analytics to inform their course development. The HTML5 Symposium will be looking at what affordances HTML5 can provide the higher education sector and we will be having brainstorming sessions, as well as a key note address from Phil Whitehouse from DT Digital in Sydney and Frances Kneebone from V2 Training in Brisbane. HTML5 paves the way for agonistic device delivery of content.

Fast Fact

StudyDesk welcome page EDX1280 accessed 40,557 times in the first four weeks of S2, 2012

Fast Fact

StudyDesk welcome page LAW3202 accessed 1,789 times in the first four weeks of S2, 2012.

See below for registration details.

USQ HTML5 Symposium HTML5: Exploring New Dimensions: HTML5 in Higher Education

The technology to watch in 2012 and beyond, particularly in higher education, is HTML5 (Higher Ed Tech Talk, 2012). Not because it is more efficient, but because of the way it has stimulated mobile and e-book proliferation to the user. It simplifies the playing of media on mobile devices and it provides greater usability for ebooks.

So it’s all about how HTML5 will provide us with enhanced standards for web development and e-publishing.

This symposium will have two distinct themes running through it; Designing for HTML5 and HTML5: Exploring New Dimensions: Developing for HTML5.

As we are now seeing a surge in the use of digital content consumption devices by our students (and staff), it is important as educators and developers, to fully understand the affordances HTML5, CSS3 and Java Script have for us.

Keynote Speakers: Phil Whitehouse , DT Digital – Sydney and Francis Kneebone, V2 training – Brisbane

HTML5 in Higher Education November 19 & 20 University of Southern Queensland, Toowoomba Sponsors:  USQ: PVC (Learning, Teaching & To find out more and to register Quality) and Faculty of Sciences, go to: Dept. of Mathematics and Computing html5-symposium  QSITE Toowoomba Chapter

 ACS Toowoomba Chapter

Page 4

LTQ Creative Connections

USQ Research in higher education

...Key gap areas for USQ higher education research could start with... crossdisciplinary teams using diverse methodologies with a focus on ‘praxis’ for improving learning and teaching and the outcomes of tertiary students ...through the exploration of diverse pathways...

At the Learning and Teaching Committee in July, a 200 page plus report was tabled providing a deep dive analysis of how USQ is performing in relation to higher education research. Data was drawn from USQ ePrints on 24 May 2012 - and a search ‘higher education’ in Full Text/Title/Abstract/Keywords / Publication Title/Field of Research. Publications for the period 2006-2011 were selected. 349 refereed outputs were found. Quantitative and qualitative thematic analysis was undertaken by loading the titles of articles, books, book chapters, edited books and conference papers through ‘Leximancer’. Key questions that were being asked included:  What areas of higher education are being researched at USQ?  What journals and quality of journal (listing of journal)?  What types of outputs? How many outputs?  What type of research (methodology)?  Who are the key researchers?  Is research collaborative or individual?

 Is there potential to build

 Develop USQ’s Teaching

substantial capacity in higher education?  What is happening in the sector?  Who should we compare ourselves with?  Is there strategic advantage in this area for USQ?  What themes of research might we pursue?  Could we create a cluster in higher education?  How can we enhance the teaching research nexus or praxis??

Research nexus - … the many ways in which teaching informs research and research informs teaching; this mutually supportive relationship operating to the benefit of both (CHEQ, Monash University, 2004, as published at http:// university-glossary.html, 2008).  Focus research through a lens for developing capacity and density for impact.

Key findings of the report concluded:  Research that can improve learning and teaching and the outcomes of students studying at a distance is relevant in the current political environment.  Research that has a focus on strengths or newly identified gaps in the field could create an exciting focus for quality research in higher education.  As a University a focus on research Praxis (Praxis is the process by which a theory, lesson, or skill is enacted, practiced, embodied, or realised. ‘Praxis’ may also refer to the act of engaging, applying, exercising, realizing, or practising ideas).

Key gap areas for USQ higher education research could include a focus on the following areas of need which are reflected broadly across the sector. This would include crossdisciplinary teams using diverse methodologies with a focus on improving learning and teaching and the outcomes of tertiary students studying at a ‘distance’ by investigating:

 Attrition and progression interventions (Hygiene factors and Tinto methodologies etc.)

 Impact evaluations of long term benefit of interventions (e.g. Student Learning Journey)

 Learning analytics  Quality and standards  Cost benefit analysis for costing methodologies of content creation

 Workplace models for managing learning within technology rich environments

 Sustainable technology for curriculum enhancement

 Open Education Practice  Mobile learning

Higher Education Research Report

If you would like to know more or would like to feature your research in the next edition pf this newsletter please contact Professor Tynan

August 2012 Issue 2

Page 5

Student Personalised Academic Road to Success (SPARS) LTQ has initiated an innovative and sector-first response to support the student academic journey. SPARS is a studentcentred, adaptive and supportive framework with an emphasis on academic skills. SPARS allows students to create their own personalised academic learning journey for academic skills through an adaptive pathway needs assessment. Unique to the initiative is the way in which students can personalise what assistance they might need to be successful in their academic studies. The interactive assessment tool allows students to self-assess

their readiness for academic study and to develop an individualised learning plan with resources and support all interlinked from across USQ and beyond. The analytics sitting behind SPARS will inform on-going development in student support, curriculum design and provide data for ongoing program and course reviews. SPARS forms one of the ways in which USQ can understand the needs and experiences of its students so that we can facilitate an effective student learning experience and improve retention and

progression. We are working closely with Student Management Division and RightNow developers. In summary, SPARS consists of: 1. adaptive assistance; 2. pathways to academic learning resources and activities and support; 3. preventive and assertive strategies such as early alerts, feed-forwards; 4. closing the loop; and 5. data analytics for reporting and decisionmaking.

Fast Fact

The Learning Centre had almost 1860 contacts from students over three campuses for S1.

Students and lecturer Dr Megan Kek (2nd left) in The Learning Centre, USQ Toowoomba Campus

Assuring graduate attributes or skills at USQ This year, Dr Sara Hammer has been continuing her collaborations with faculty colleagues related to mapping and assuring graduate attributes or skills.

Much of her current work with colleagues takes place at the assessment level, ensuring that course assessments are aligned with the attributes or skills described in course objectives.

Graduate attributes include desirable forms of student learning, such as critical thinking or teamwork, that are interwoven with but distinct from disciplinary knowledge.

Sara has most recently worked with colleagues in Information Systems as part of their Schoolwide assessment review.

She is also currently working with colleagues in Environmental Science as part of a Learning Innovation Teaching Enhancement (LITE) team project to align existing course curricula with graduate attributes that have been flagged as important for the discipline. Dr Sara Hammer

The Learning Centre opening - sausage sizzle A free sausage sizzle was held on Wednesday 25 July 2012 to celebrate the opening of the new locations of The Learning Centre and the USQ Bookshop in the Learning Commons as well as The Hive (located in G213). Over 400 sausages were distributed to hungry staff and students. Two Saxophone Quartets from Concordia Lutheran College provided entertainment. Darling Downs Pottery Club provided a display of ceramics, a collection of artworks on display by Narelle Pitkin (Ramsay Shed Artists Group) and representatives from companies, Canson Australia, Faber Castell and Pilot Australia.

Meet-Up Leaders presentations The Meet-Up program was supported by 29 leaders on Toowoomba campus in semester 1; 12 at Fraser Coast campus; and 23 at Springfield. Meet-Up sessions attracted 625 students to attend on the Toowoomba campus alone. Meet-Up support is also offered online from participating course studydesks.

Pictured: Toowoomba campus Meet-Up leaders receiving their training certificates and words of congratulations and support from PVC (LTQ), Prof Belinda Tynan, on 8 May 2012.

Page 6

LTQ Creative Connections

LITE teams - enhancing learning and teaching At the moment some LITE team projects have ended, some are well underway and some are just starting – the whole gamut. From informal and formal feedback we can say that LITE teams have so far been successful:

 Faculties have requested 11

The front cover of the Urban and Regional Planning LITE project.


projects to date with more in the pipeline  Project teams are achieving and sometimes exceeding deliverables – sometimes on schedule, sometimes later – but that is to be expected  Health check and workshop feedback so far indicates that

the LITE team approach is seen positively, whatever other reservations faculty colleagues may have about workloads etc.  LITE team projects have generated tailored PD and support for individuals (ePortfolios) and groups (constructive alignment)  90 courses have either had soft or intensive touch in the year to date All of this is due to three key features: • the first is the power of the multi-disciplinary team. We are definitely greater than the sum of our individual areas

of expertise so thanks to all team members for their fantastic support; • the second is the power of LITE teams as a best-practice academic development model: it is relevant and embedded in faculty and/or disciplinary environments, but it leverages the critical power of outsiders; • the third is the project management approach, which ensures aims are clear, milestones are reached, deliverables are delivered and evaluation is embedded to ensure constant improvement and a new accountability to the University!


Visiting scholars Prof Beverley Steventon: Head of Law, Coventry University UK. Prof Steventon’s current project is to provide an open resource for the UK Higher Education Academy that highlights aspects of innovation in teaching and assessment in the UK and beyond. Beverley highlighted the production of a resource emphasing common themes and evaluating innovative practice in the light of the current academic literature on student engagement. The seminar was held at USQ on the 3 May 2012 titled ‘The Meaning of Student Engagement’. Prof Beverley Steventon presenting

Dr Debra Hoven: Associate Professor in Distance Education at the Centre for Distance Education, Athabasca University, USA visited USQ on 18 July and conducted three workshops with USQ staff which provided participants with an overview of the breadth of uses and applicability of digital media, reflective practice, community and social networking in education. In particular the workshops covered e-Portfolios: construction, processes in post-secondary education. Dr Debra Hoven

Dr Trish Andrews: Senior Lecturer in Higher Education from the Teaching and Educational Development Institute (TEDI) at the University of Queensland visited USQ on 24 July 2012. Dr Andrews conducted two workshops at USQ- Pedagogical possibilities and new learning spaces and Exploring the student voice in online education. Dr Trish Andrews (standing)

Dr Stephen Marshall

Fast Fact

Creative Media Services completed 1410 jobs for the first six months of the year.

For more information on these and other USQ visiting scholars go to:

Dr Stephen Marshall: Victoria University of Wellington in NZ visited USQ on 26 July 2012. During Dr Marshall’s visit he gave a presentation on the e-Learning Model see < research/emm. The e-Learning Maturity Model (eMM) provides a means by which institutions can assess and compare their capability to sustainably develop, deploy and support e-learning. The eMM is based on the ideas of the Capability Maturity Model and SPICE (Software Process Improvement and Capability Determination) methodologies.

August 2012 Issue 2

Page 7

Engaging students in learning: Lecturers use of Assessment Understanding how institutional and personal influences affect an educator’s design of assessments and how the consequent designs affect student experiences of assessment, is a key area for exploration. Furthermore, knowing how student learning outcomes alter in response to the use of different assessment designs is critical in our design of learning experiences. Background An important challenge for today’s higher education remains the development and implementation of teaching and learning practices including assessment that will foster the skill to acquire and apply knowledge efficiently, think critically, analyse, synthesise, and make inferences (Tynja¨la¨, 2008). The literature indicates that teaching, learning and

assessment are linked (Smimou & Dahl, 2012). Ramsden (1992, p. 86) states that “good teaching and good learning are linked through the students’ experience of what we do”. Many higher education institutions have documented and even implemented useful ideas and practical methods for effective teaching and learning (Smimou & Dahl, 2012). However, the influences on the relationship between teaching and learning, assessment and students being able to attain learning outcomes remain obscure. Peter’s work in this area includes the use of case study to gain rich data surrounding lecturer and student experiences of assessment. Four cases are being developed each consisting of lecturers and students in a second year

educational program course. Each case is unique because three are based on different campuses of the university and the fourth is based on the online offering. Data is being collected through in-depth interviews, from reflective journals and from student results. Analysis will be undertaken using text-based techniques, based on such things as frequency counts of words and phrases significant to experiences with assessment.

Peter Ayriss , Learning and Teaching Support

References: Ramsden, P. (1992). Teaching and Learning in Higher Education. London: Routledge-Falmer. Smimou, K., & Dahl, D.W. (2012). On the Relationship Between Students’ Perceptions of Teaching Quality, Methods of Assessment, and Satisfaction, Journal of Education for Business, 87(1), 22-35. Tynja¨la¨, P. (2008). Perspectives into learning at the workplace. Educational Research Review, 3(2),130–154

Fast Fact

USQ has submitted 4 individual and team citation applications and one program award application for the 2012 OLT Australian Awards for University Teaching.

2011 ALTC Citation for Outstanding Contributions to Student Learning For sustained, continuous development of innovative and inspiring approaches that address the discipline-specific needs of nursing and science students within the biosciences. My key approach to teaching the biosciences to students across different programs isdeeply grounded in disciplinespecific approaches that promote student learning and understanding to stimulate their interest within the subject area. My successful 2011 ALTC Citation focused on two oncampus courses, namely NSC1500 Biophysical Sciences in Nursing and BIO2205 Introductory Microbiology, which showcased particularly engaging and effective learning and teaching approaches which meet the distinctive requirements of students in nursing and biological science programs.

Increasing student confidence in science study is central to my teaching approaches to nursing students. I developed and successfully implemented a prestudy package in response to the many nursing students who are apprehensive of their ability to understand biological and physical science concepts which has led to increased student confidence and better preparedness. Tablet PC technology has also been effective in enhancing constructivist approaches in my teaching of nursing students and, in combination with a ‘less is more’ threshold concept approach to teaching, has greatly improved their ability to

grasp difficult, abstract and alien concepts. In addition to these approaches used in my service teaching, I have adopted teaching methods which facilitate science students to link theory and practice, an aspect which is pivotal in the biological sciences. A novel, integrated approach to the use of concept maps and flow charts using Tablet PCs has enabled me to promote a more student-centred approach and allowed a majority of students to connect theory with practical and support students in recognising the interconnectedness of complex biological relationships both within microbiology and other science courses.

Bernadette McCabe, Faculty of Sciences

August 2012 Issue 2

Page 8

Australian Qualifications Framework (AQF) QUT, in partnership with USQ, held the Queensland Universities Roundtable on the Australian Qualifications Framework on 1 June 2012. This Roundtable event gave representatives from Qld universities the opportunity to share practice and discuss issues relating to the implementation of the AQF Framework.

Over 50 participants representing Central Queensland University, University of Queensland, Griffith University, University of the Sunshine Coast, Australian Catholic University, James Cook University, as well as USQ and QUT were in attendance. In addition representatives from both TEQSA (Tertiary Education

Quality and Standards Agency ) and AQF participated in the event. USQ staff attending included: PVC Prof Belinda Tynan, Assoc Prof Rhod McNeill, Dr Peter McIlveen, Dr Geoff Slaughter, Prof Mike Robertson, Dr Dave Roberts, Prof Alfio Parisi, Prof Peter Terry and Colleen Wilson.

Prof Belinda Tynan presenting

ALTC Fellowship completed Associate Professor Jacquie McDonald has completed her Australian Learning and Teaching Council (ALTC) Fellowship project titled ‘Community, Domain, Practice: Facilitator catch cry for revitalising learning and teaching through communities of practice’. Jacquie is the only USQ ALTC Fellow to date and her completion of this fellowship was celebrated at an afternoon tea sponsored by the Pro-Vice Chancellor (Learning, Teaching and Quality) held on 30 May. Pictured : Guests at the event.

LTQ Boxing Day in July The LTQ Social Club organised a Boxing Day in July on July 26th for LTQ staff. Noodle Box lunches were bought by staff and the theme of giving to those in need on the day after Christmas was the focus. (Refer: Good King Wensaslas).

Over 40 people attended. The lunch raised $135 from a meat tray raffle – which was kindly donated by Uni Plaza Meats and USQ Artworx kindly donated two double passes to Shakespeare in the Park.

90 items were donated which will make their way to USQ Flexi School Winter appeal. Thanks to everyone who came and joined in the fun!

Office of the Pro Vice-Chancellor (Learning,Teaching and Quality)

Third Floor S Block (S305) University of Southern Queensland West Street Toowoomba Qld 4350 AUSTRALIA

Phone: +61 7 4631 1676 Fax: +61 7 4631 2407 email:


we enable sustainable creative learning connections

Mission we provide quality innovative services to enhance the student learning journey Web:


creative and innovative, explorative and engaging, open and inclusive, clear and simple

LTQ Creative Connections 2nd Issue  

August 2012