Digital Commons Network^™

Senza Parole: A Review, Robyn Ravlich

RadioDoc Review

This is a charming radio feature of modest length in the form of a travel memoir. Its author-producer is Katharina Smets, a radio maker with a background in philosophy, theatre and philology with experience in teaching radio documentary at the Royal Conservatory in Antwerp, Belgium and as a reporter and feature maker for Radio 1, KLARA (VRT in Belgium) and Holland Doc Radio (VPRO in The Netherlands). Originally produced in Dutch, her English language version of Senza Parole has attracted attention at both the Third Coast International Audio Festival (2014), USA and the Sheffield Doc/Fest (2014) in Britain.

In Senza …

Laughing With The Lecturer: The Use Of Humour In Shaping University Teaching, Gordon Tait, Jo Lampert, Nan Bahr, Pepita Bennett

Journal of University Teaching & Learning Practice

This paper addresses the ways in which humour is used by university academics to shape teaching personas. Based upon the work of Mauss and Foucault, and employing semi-structured, in-depth interviews with a range of university teachers, this research suggests that most tertiary teachers deliberately fashion various kinds of teaching persona, which they then perform in lectures and tutorials. The use of humour is widely seen as an important component within this form of self-shaping, as it fits within dominant frameworks of expectation regarding contemporary models of “edutainment”. This research demonstrates that a wide range of practices of the self—including physical, …

Quality Assurance And Foreign Languages - Reflecting On Oral Assessment Practices In Two University Spanish Language Programs In Australia, Adriana R. Díaz, Hugo Hortiguera, Marcia Espinoza Vera

Journal of University Teaching & Learning Practice

In the era of quality assurance (QA), close scrutiny of assessment practices has been intensified worldwide across the board. However, in the Australian context, trends in QA efforts have not reached the field of modern/foreign languages. This has largely resulted in leaving the establishment of language proficiency benchmarking up to individual institutions and programs of study. This paper discusses the findings of a cross-institutional collaborative research project focused on the comparative analysis and review of assessment practices in the Spanish language majors at the University of Queensland (UQ) and Griffith University (GU), both members of the Brisbane Universities Languages Alliance …

Facilitating The Transition To Postgraduate Studies: Applying The Lessons From The First Year Experience, Diane Bunney

AALL 2015 UOW Conference

No abstract provided.

Modelling Interdisciplinary Collaboration To Build Cultural Competence: An Academic Literacies Approach, Arlene Harvey, Gabrielle Russell-Mundine, Eliot Hoving

AALL 2015 UOW Conference

No abstract provided.

Issues In Learning Development: Some Linguistic Perspectives, Carol Priestley

AALL 2015 UOW Conference

No abstract provided.

Academic Language Feedback Toolkit: Making Progress With Post-Entry Language Development, Anna Podorova

AALL 2015 UOW Conference

No abstract provided.

Using Online Exemplars As A Critical Intersection: Moving From Generic To Discipline-Specific Writing At The University, Florence Ma, Ann Walker

AALL 2015 UOW Conference

No abstract provided.

Intertextual Practices In Academic Writing: A Study Of First-Year Undergraduate Writing From Sources, Leighana Thornton

AALL 2015 UOW Conference

No abstract provided.

The Case For Using Translations At Victoria University, Fiona Henderson

AALL 2015 UOW Conference

No abstract provided.

What Difference Does It Make? Measuring The Effect Of Individual Intervention In Academic Writing, Steve Campitelli

AALL 2015 UOW Conference

No abstract provided.

‘You Want Me To Check Your Grammar Again?’ How Online Grammar Checkers Can Complement Our Feedback To Students, Siab Dianati, Michelle Cavaleri

AALL 2015 UOW Conference

No abstract provided.

“We’Ll Just See How It Goes…”, Vittoria Grossi, Caroline Wright-Neville

AALL 2015 UOW Conference

No abstract provided.

How An Awareness Of Metaphor Can Inform Mathematics And Numeracy Teaching And Learning, Tiffany Winn, Kathy Brady

AALL 2015 UOW Conference

No abstract provided.

Glimpsing The Ecological Curriculum, Ronald Barnett

AALL 2015 UOW Conference

No abstract provided.

Drawing The Line: Views From Academic Staff And Skills Advisers On Acceptable Proofreading With Low Proficiency Writers, Declan Mcnally, Ben Kooyman

AALL 2015 UOW Conference

No abstract provided.

Student-Facilitated Transition: Fostering Empowered Collectives, Clare Power, Evelyn Hibbert

AALL 2015 UOW Conference

No abstract provided.

Scaffolding And Assessing Academic Writing Competence: The 4‐Aspect Framework, Van Tran

AALL 2015 UOW Conference

No abstract provided.

Key Principles For A Successful Digital Pedagogy For Academic Literacy: Lessons From The Evolution Of Online Programs For Science And Engineering Genres, Helen Drury

AALL 2015 UOW Conference

Key principles for a successful pedagogy for academic literacy: lessons from the evolution of online programs for Science & Engineering genres.

Influences On The Development Of Tertiary Academic Writing In International Students: Teaching To The Unknown, Claire Aitchison, Janice Catterall, Nicola Rolls

AALL 2015 UOW Conference

No abstract provided.

Conference Program, Alisa Percy, Ruth Walker, Joanne Dearlove, Celeste Rossetto, Kimberley Mcmohan-Coleman, Jeanette Stirling, Emily Purser, Heather Jamieson, Meeta Chatterjee, Catriona Taylor, Lesley Wilkins

AALL 2015 UOW Conference

Print copy of conference program.

Editorial Overview, Volume 2, Issue 1, Siobhan A. Mchugh

RadioDoc Review

Overview of the nine audio features critiqued by Guest Reviewers, who are themselves eminent producers and curators of audio features. The works reviewed are from the US, UK, Canada, France, Poland and Denmark.

Building A Writing Community Through Learning Of French, Anu. Bissoonauth-Bedford, Ray Stace

Journal of University Teaching & Learning Practice

This paper reports on a pilot study designed to develop writing proficiency in French via collaborative writing activities at intermediate level at the University of Wollongong in Australia. Twenty four students in the final year of French studies program took part in this innovative approach which integrates multimodal functionality of the e-learning platform combined with face to face interaction and discussions. Methodology draws on educational practice influenced by a socio-constructivist approach, and particularly on the importance of relevant meaningful tasks in the target language as well as ‘constructively aligned’ (Biggs, 1999: 11) assessment in language learning. The results show that …

Kunapipi 20 (3) 1998 Full Version, John Kinsella

Kunapipi

Kunapipi 20 (3) 1998 Full version.

Kunapipi 18(1) 1996 Full Version, Anna Rutherford

Kunapipi

Kunapipi 18(1) 1996 Full Version.

Kunapipi 17 (3) 1995 Full Version, Anna Rutherford

Kunapipi

Kunapipi 17 (3) 1995 Full Version.

Kunapipi 17 (2) 1995 Full Version, Anna Rutherford

Kunapipi

Kunapipi 17 (2) 1995 Full Version

Kunapipi 15 (3) 1993 Full Version, Anna Rutherford

Kunapipi

Kunapipi 15 (3) 1993 Full Version.

Kunapipi 15 (1) 1993 Full Version, Anna Rutherford

Kunapipi

Kunapipi 15 (1) 1993 Full Version.

Kunapipi 14 (2) 1992 Full Version, Anna Rutherford

Kunapipi

Kunapipi 14 (2) 1992 Full Version