Open Access. Powered by Scholars. Published by Universities.®

Social and Behavioral Sciences Commons

Open Access. Powered by Scholars. Published by Universities.®

University of Wollongong

Deputy Vice-Chancellor (Academic) - Papers

Learning

Articles 1 - 29 of 29

Full-Text Articles in Social and Behavioral Sciences

Meet Them Where They Are: Bringing The Learning Co-Op Into The Digital Space, Kristy Newton, Courtney A. Shalavin Jan 2018

Meet Them Where They Are: Bringing The Learning Co-Op Into The Digital Space, Kristy Newton, Courtney A. Shalavin

Deputy Vice-Chancellor (Academic) - Papers

The University of Wollongong (UOW) Learning Co-Op developed an online portal to complement its physical services, providing support for the development of students’ academic, information, and digital literacies. A user-centred design process was used to identify student needs and create meaningful, relevant content. The project employed student partners to ensure the inclusion of a strong student voice, and integrated a peer-led design strategy where the student partners identified and advocated for the needs of other students. The project utilised a collaborative approach to the creation of resources and service models, working with UOW students and staff from multiple professional units.


Ethnography In Work Integrated Learning Research, Bonnie Amelia Dean, Christopher S. Sykes, Jan Turbill Jan 2018

Ethnography In Work Integrated Learning Research, Bonnie Amelia Dean, Christopher S. Sykes, Jan Turbill

Deputy Vice-Chancellor (Academic) - Papers

This paper introduces and discusses ethnography as a methodological approach to investigate phenomena at the place of practice in WIL. The commensurability of ethnography for examining WIL 'in situ' is presented in order to delve deeper into WIL phenomena on placement through greater temporal and physical proximity. Part of the reason we haven't been able to fully understand student learning on placement, for example, is because of a lack of awareness and uptake of methodologies that employ direct observation in WIL spaces. Ethnography could open the door to investigating a range of research areas previously obscured or inaccessible by ...


The Learning Co-Op: A Showcase Of Cooperative Leadership To Provide A Coherent Model Of Student Academic Support, Rebecca M. Goodway, Fiona B. Macdonald, Alisa J. Percy, Sally G. Rogan, Melissa L. Stephen, Heather Thomas Jan 2016

The Learning Co-Op: A Showcase Of Cooperative Leadership To Provide A Coherent Model Of Student Academic Support, Rebecca M. Goodway, Fiona B. Macdonald, Alisa J. Percy, Sally G. Rogan, Melissa L. Stephen, Heather Thomas

Deputy Vice-Chancellor (Academic) - Papers

This presentation showcases a cooperative model of leadership and governance at one Australian university that emerged out of a shared vision to improve student access to extra-curricular academic support services. The presentation begins by describing the strategic partnership formed by the diverse academic support providers within the DVCA Portfolio (Library, Learning Development, Peer Learning, Digital Literacies and UOW College) to deliver their services in a less fragmented and more visible and accessible space within the University Library, called the Learning Co-op. Drawing on the principles of effective cooperative models (eg. Taylor, 2015), the paper will discuss how some of these ...


Using Concept Maps And Goal-Setting To Support The Development Of Self-Regulated Learning In A Problem-Based Learning Curriculum, Lisa K. Thomas, Sue Bennett, Lori Lockyer Jan 2016

Using Concept Maps And Goal-Setting To Support The Development Of Self-Regulated Learning In A Problem-Based Learning Curriculum, Lisa K. Thomas, Sue Bennett, Lori Lockyer

Deputy Vice-Chancellor (Academic) - Papers

Problem-based learning (PBL) in medical education focuses on preparing independent learners for continuing, self-directed, professional development beyond the classroom. Skills in self-regulated learning (SRL) are important for success in PBL and ongoing professional practice. However, the development of SRL skills is often left to chance. This study presents the investigated outcomes for students when support for the development of SRL was embedded in a PBL medical curriculum. This investigation involved design, delivery and testing of SRL support, embedded into the first phase of a four-year, graduate-entry MBBS degree. The intervention included concept mapping and goal-setting activities through iterative processes of ...


Transforming Practice: Designing Rubrics For Cumulative And Integrative Assessment Of Disciplinary Learning And Development Of Students' Language Communication, Honglin Chen, Emily Rose Purser, Alisa J. Percy Jan 2016

Transforming Practice: Designing Rubrics For Cumulative And Integrative Assessment Of Disciplinary Learning And Development Of Students' Language Communication, Honglin Chen, Emily Rose Purser, Alisa J. Percy

Deputy Vice-Chancellor (Academic) - Papers

While it is widely recognised that university graduates should be good communicators, and that close attention be paid to the development of students' communication skills within their disciplinary learning contexts (Arkoudis, 2014; Johnson, Veitch, & Dewiyanti, 2015), it remains open to debate how an effective and sustained focus on language communication can be achieved within disciplinary curricula. The past few years have seen major efforts to identify good practices in teaching language communication, yet as Arkoudis (2014) notes, these are often fragmented and not explicitly linked to disciplinary assessment. The existing literature on language communication consistently points out that designing assessment tasks and rubrics with built-in linguistic development will make a significant difference to students' language learning and development (Baker, 2015; Briguglio, 2014; Dunworth, 2013). However, current observation of practice across the disciplines indicates that un-theorised attempts to integrate 'language' into assessment rubrics tend to translate into a simplistic deduction of marks for superficial grammatical infringements. Addressing this significant gap in higher education practice, this presentation showcases the aims, method and preliminary findings of an interdisciplinary collaborative project to design, trial and evaluate a set of cumulative ...


Transforming Assessment Practice: Evidencing And Benchmarking Student Learning Outcomes In Chemistry, Siegbert Schmid, Simon Bernard Bedford, Adam Bridgeman, Glennys A. O'Brien, Ian Jamie, Gwen Lawrie, Kieran Lim, Samuel Priest, Simon Pyke, Madeleine Schultz, Daniel Southam Jan 2015

Transforming Assessment Practice: Evidencing And Benchmarking Student Learning Outcomes In Chemistry, Siegbert Schmid, Simon Bernard Bedford, Adam Bridgeman, Glennys A. O'Brien, Ian Jamie, Gwen Lawrie, Kieran Lim, Samuel Priest, Simon Pyke, Madeleine Schultz, Daniel Southam

Deputy Vice-Chancellor (Academic) - Papers

Higher Education in Australia is in a phase of rapid change due to a number of regulatory changes. Over the past five years the Australian Chemistry community has agreed on a list of Chemistry Threshold Learning Outcomes (CTLOs) that every student graduating from an Australian University will have attained. In addition, the Royal Australian Chemical Institute (RACI) has changed its accreditation process for Chemistry degrees and now uses these CTLOs as the basis for accreditation. Therefore, it is now paramount to ensure that our assessment items allow students to demonstrate attainment of the CTLOs during a degree [1]. The "Assessing ...


Curriculum Design For Assuring Learning - Leading The Way: Final Report, Romy Lawson Jan 2015

Curriculum Design For Assuring Learning - Leading The Way: Final Report, Romy Lawson

Deputy Vice-Chancellor (Academic) - Papers

Executive Summary: Assuring learning is a vital element in educational practice. It is a feedback mechanism for learning and teaching practice, allowing educators to review students' achievements in relation to the expectations set for the learning experience, and to use this data to continually inform practice. All those involved in education should be engaged with assuring learning, but in the current standards-driven climate, it is regularly viewed as a compliance activity and a burden that encroaches on teaching and research time. This view needs to be dismissed: a cultural change is required to encourage mindsets that recognise that assurance of ...


New Learning Opportunities In A Networked World: Developing A Research Agenda On Innovative Uses Of Icts For Learning And Teaching., P A. Krischner, M J J P M Boon, P Janssen, Fleur Prinsen, Susan Mckenney, L Kester, S Stoyanov Jan 2015

New Learning Opportunities In A Networked World: Developing A Research Agenda On Innovative Uses Of Icts For Learning And Teaching., P A. Krischner, M J J P M Boon, P Janssen, Fleur Prinsen, Susan Mckenney, L Kester, S Stoyanov

Deputy Vice-Chancellor (Academic) - Papers

No abstract provided.


Benchmarks For Technology Enhanced Learning, Michael Sankey, Helen Carter, Stephen Marshall, R Obexer, Carol Russell, Romy Lawson Jan 2014

Benchmarks For Technology Enhanced Learning, Michael Sankey, Helen Carter, Stephen Marshall, R Obexer, Carol Russell, Romy Lawson

Deputy Vice-Chancellor (Academic) - Papers

The ACODE benchmarks have been developed to assist institutions in their practice of delivering a quality technology enhanced learning experience for their students and staff (recognising that some institutions refer to their practice with terms such as e-learning, online or flexible learning, blended, etc.). There are eight benchmarks, each of which can be used as a standalone indicator, or used collectively to provide a whole of institution perspective. However, where these benchmarks become even more powerful is when they are used in association with other institutions, as part of a collaborative benchmarking exercise. This is where one or more institutions ...


A Critical Turn In Higher Education Research: Turning The Critical Lens On The Academic Language And Learning Educator, Alisa Percy Jan 2014

A Critical Turn In Higher Education Research: Turning The Critical Lens On The Academic Language And Learning Educator, Alisa Percy

Deputy Vice-Chancellor (Academic) - Papers

This paper suggests that historical ontology, as one form of reflexive critique, is an instructive research design for making sense of the political and historical constitution of the Academic Language and Learning (ALL) educator in Australian higher education. The ALL educator in this paper refers to those practitioners in the field of ALL, whose ethical agency has largely been taken for granted since their slow and uneven emergence in the latter half of the twentieth century. Using the lens of governmentality, genealogical design and archaeological method, the historical ontology proposed in this paper demonstrates how the ethical remit of the ...


'Sense Of Belonging' Enhances The Online Learning Experience, Lisa K. Thomas, James Herbert Jan 2014

'Sense Of Belonging' Enhances The Online Learning Experience, Lisa K. Thomas, James Herbert

Deputy Vice-Chancellor (Academic) - Papers

For the past couple of years Australian universities' enthusiasm for online learning has increased, following the lead of international universities in realising the potential of MOOCs to replace traditional face-to-face learning. While the number of students undertaking studies on campus has remained relatively stable over the past three years, the number undertaking online or a combination of on-campus and online education continues to grow.


Tools For Learning: Technology And Teaching Strategies, Michelle J. Eady, Lori Lockyer Jan 2013

Tools For Learning: Technology And Teaching Strategies, Michelle J. Eady, Lori Lockyer

Deputy Vice-Chancellor (Academic) - Papers

This chapter aims to help preservice teachers consider the possibilities for embedding technology into teaching. After reading this chapter you should be able to: 1. Understand the role of technology in education. 2. Identify technological applications and resources used in classrooms today. 3. Be aware of how you might embed technology through a range of teaching and learning strategies. 4. Evaluate technological tools to support teaching and learning. 5. Understand possible challenges and barriers you may face as a new teacher using technology.


Creating Socially Inclusive Online Learning Environments In Higher Education, Lisa Kay Thomas, James Herbert Jan 2013

Creating Socially Inclusive Online Learning Environments In Higher Education, Lisa Kay Thomas, James Herbert

Deputy Vice-Chancellor (Academic) - Papers

The expansion of higher education across the broader Australian population has led to a more diverse student population than ever before. While research in the Australian context has focussed on support for some traditionally underrepresented students in a face-to-face learning context, how to enhance participation and success of these groups in online education has remained relatively unexplored. This paper presents the rationale and approach of a study investigating the challenges of students from traditionally underrepresented groups in online higher education (i.e. low SES, first in family, indigenous, disability, mature age, primary caregivers, remote and regional students, international, English as ...


Realising The Potential Of Peer-To-Peer Learning: Taming A Mooc With Social Media, Emily Rose Purser, Angela Towndrow, Ary Aranguiz Jan 2013

Realising The Potential Of Peer-To-Peer Learning: Taming A Mooc With Social Media, Emily Rose Purser, Angela Towndrow, Ary Aranguiz

Deputy Vice-Chancellor (Academic) - Papers

ELearning and Digital Cultures, from the University of Edinburgh, was offered on the Coursera platform in January 2013. Over 40,000 enrolled, from every continent. The course was aimed mainly at educators wanting to “deepen their understanding of what it means to teach and learn in the digital age”. As participants, we experienced deep and significant learning, very much through social media. The peer-to-peer learning we engaged in and benefitted from was not traditionally organised ‘group work’ or micro-managed interaction, but something more fluid, open, student-initiated and led, that seems to have gone to the very core of what online ...


Representing Learning Designs - Making Design Explicit And Shareable, Grainne Conole, Sandra Wills Jan 2013

Representing Learning Designs - Making Design Explicit And Shareable, Grainne Conole, Sandra Wills

Deputy Vice-Chancellor (Academic) - Papers

Most teacher design practice is implicit and practice based, focusing primarily on discipline content. In recent years, a number of visual design representations have emerged that help guide teachers; design practice, enabling them to create explicit designs, which can then be shared and discussed with others. These design representations help guide the design process and help teachers to think beyond content to the learning activities the learners will be engaged with and the ultimate learner experience. The paper will describe the representations and draw on empirical evidence of their use in a range of contexts, including the Joint Information Systems ...


Managing Institutional Change Through Distributive Leadership Approaches: Engaging Academics And Teaching Support Staff In Blended And Flexible Learning, Merilyn Childs, Mark Brown, Mike Keppell, Zeffie Nicholas, Carole Hunter, Natasha Hard Jan 2013

Managing Institutional Change Through Distributive Leadership Approaches: Engaging Academics And Teaching Support Staff In Blended And Flexible Learning, Merilyn Childs, Mark Brown, Mike Keppell, Zeffie Nicholas, Carole Hunter, Natasha Hard

Deputy Vice-Chancellor (Academic) - Papers

Higher Education institutions face a challenge: how to transform traditional learning and teaching to create enhanced learning for current digital age students. In some universities this challenge is acute - particularly in those Universities that focus on blended and flexible learning (BFL), and distance education (DE) approaches. Many universities have emphasised the development of leadership capacity. From 2008 to 2011, utlising a partnership research grant funded by DEHub, Charles Sturt University and Massey University studied their approaches to fostering change in blended and flexible learning and DE. The study research question was: What do the strategies and activities designed to foster ...


The Effect Of Viva Assessment On Students' Approaches To Learning And Motivation, Romy Lawson Jan 2012

The Effect Of Viva Assessment On Students' Approaches To Learning And Motivation, Romy Lawson

Deputy Vice-Chancellor (Academic) - Papers

Higher education aims to encourage students to achieve a higher level of understanding of their subject matter. In order for students to achieve these higher levels, they have to approach their learning at a deeper level (Prosser and Trigwell, 1999; Barrab and Plucker, 2002), and be motivated to achieve (Deci and Ryan, 1985). One factor that is seen as a major influence on students' intentions is their perception of the assessment of their learning (Gibbs, 2007; Ramsden, 2003; Biggs, 2003; Bransford, Brown and Cocking, 2000). A learner, who perceives that the learning outcome requires demonstration of understanding, application, and critical ...


Supporting The Language And Learning Development Of Eal Students In Australian Higher Education, Paul J. Moore Jan 2012

Supporting The Language And Learning Development Of Eal Students In Australian Higher Education, Paul J. Moore

Deputy Vice-Chancellor (Academic) - Papers

The role of learning advising in improving the educational outcomes of students for whom English is an additional language (EAL) in Australian universities has received significant attention in recent years. A combination of research findings, governmental pressure and media scrutiny has provided renewed impetus for universities to address issues of language proficiency and academic literacy amongst the growing population of onshore international students for whom English is an additional language (EAL). In this paper, I discuss the role of academic language and learning advising in the Australian university context, including how this practice is influenced by a range of political ...


Social Learning, Critical Reflection And The Perception Of Facticity In Deliberation On Water Reuse, Gregory R. Hampton Jan 2012

Social Learning, Critical Reflection And The Perception Of Facticity In Deliberation On Water Reuse, Gregory R. Hampton

Deputy Vice-Chancellor (Academic) - Papers

Critical reflection involves the uncovering and understanding of the assumptions, which are made in the development of knowledge and the establishment and perception of facts. A capacity to understand the development of facts is proposed as an important outcome of social learning. The public perception of the facticity of expert scientific and technological knowledge is analysed in four sets of workshops conducted with publics who utilised recycled water, were within close proximity to water recycling schemes or lived in an area where planned water recycling schemes were to be implemented. The purpose of these workshops was to develop a social ...


Concepts Of Ability And Their Effect On Approaches To Learning And Motivational Orientation, Romy Lawson Jan 2011

Concepts Of Ability And Their Effect On Approaches To Learning And Motivational Orientation, Romy Lawson

Deputy Vice-Chancellor (Academic) - Papers

There are a wide variety of experiences, psychological attributes, beliefs, prior knowledge and skills that students enter a learning situation with, that have been acknowledged (Biggs, 1999). They also enter with a range of expectations about their learning (Prosser and Trigwell, 1999). For example, the value that students' place on the learning experience will have an impact on their motivational orientation during their learning (James, 1892). Their selfefficacy will also affect their learning behaviours, with low self-esteem and motivation leading to lack of effort and persistence (Bandura, 1986). The concept of ability (whether it is fixed or changeable), is a ...


Constructively Aligned Teaching Methods And Students' Approaches To Learning And Motivational Orientations, Romy Lawson Jan 2011

Constructively Aligned Teaching Methods And Students' Approaches To Learning And Motivational Orientations, Romy Lawson

Deputy Vice-Chancellor (Academic) - Papers

Most studies have found that, at the contextual level (e.g. degree programme) approach to study is stable over time (e.g. Busato, Prins, Elshout and Hamaker, 1998). At the situational level (e.g. a module) the results are possibly less equivocal, with studies reporting a decrease in deep approach at the end of the module (e.g. Newstead, 1998). Fazey & Lawson (2000) conducted a study that was contingent upon the use of a teaching approach that consistently raises expectations that a deep approach to learning is required and uses an assessment methodology that will reward such an approach. They ...


Digital Integrity And The Teaching/Learning Nexus: Taking The Pedagogical Pulse Of The Multi-Location University., Jeannette Stirling, Kerryn Hopkins, Brendan Riddick Jan 2010

Digital Integrity And The Teaching/Learning Nexus: Taking The Pedagogical Pulse Of The Multi-Location University., Jeannette Stirling, Kerryn Hopkins, Brendan Riddick

Deputy Vice-Chancellor (Academic) - Papers

This case study considers questions of pedagogical and educational integrity in relation to multi-location or distributed learning environments that deploy blended learning models. Specifically, we engage with the implications of these models in light of recommendations that Australian universities continue to improve access for students from low socio-economic backgrounds and other identified equity groups. We provide an overview of the critical success factors germane to the implementation of these models at the University of Wollongong in 2000 and examine some of the pressure points that have emerged as the project expands into 2010.


Enhancing Learning Through Strategies Lecturers Use: A Snapshot Of Students' Learning At A Satellite Campus, Joanne Dearlove, Jennifer Rowley Jan 2010

Enhancing Learning Through Strategies Lecturers Use: A Snapshot Of Students' Learning At A Satellite Campus, Joanne Dearlove, Jennifer Rowley

Deputy Vice-Chancellor (Academic) - Papers

This study sought to investigate undergraduate Education and Commerce students’ perceptions of learning within a distributed learning environment at the Loftus Education Centre (LEC), University of Wollongong (UOW). The LEC was established in 2003 as part of a distributed learning environment comprising regional campuses and centres to enable UOW to deliver tertiary education opportunities to regional students. It offers both undergraduate and post-graduate degrees. The distance of Loftus from the hub campus requires that, for reasons of economy and efficiency, studies often involve a blended learning approach. Also, the campus is small in size (an enrolment of 286 in 2009 ...


Providing Language And Academic Skills Support In A Multi-Media And Distributed Learning Environment, Jeannette Stirling, L. Celeste Rossetto Jan 2007

Providing Language And Academic Skills Support In A Multi-Media And Distributed Learning Environment, Jeannette Stirling, L. Celeste Rossetto

Deputy Vice-Chancellor (Academic) - Papers

[extract] This paper examines the role of the language and academic skills (LAS) lecturer in a multi-media and geographically distributed learning environment at the University of Wollongong. By this we mean providing language and academic skills support where subjects comprising various degree programs are taught simultaneously across a range of networked satellite campuses including, at times, the central campus: hence the idea of a ‘distributed learning environment’. Subject delivery to this network of campuses is variously achieved through the use of multi-media teaching and learning technologies such as videoconferencing, web-based resources, online discussion spaces, pod-cast lectures, and face-to-face tutorials. We ...


Developing Familiarity With Learning Design Tools Through Subject Analysis, Christine A. Brown Jan 2006

Developing Familiarity With Learning Design Tools Through Subject Analysis, Christine A. Brown

Deputy Vice-Chancellor (Academic) - Papers

The application of quality processes to tertiary teaching can result in a more team-based approach to course curriculum planning, the instructional design of individual subjects or units, the learning support associated with subject implementation and subsequent evaluation. The "art" of teaching requires more explicit communication within and across different teams that may be involved in each stage. Learning designs provide tools for design teams to map out learning environment attributes such as resources, tasks, people and interactions. Experienced teaching academics, unfamiliar with such tools, require orientation to them to achieve their communication potential. One way to introduce learning design models ...


The Unilearning Project: Online Academic Learning Support, Edwina Pollock, Neil Trivett, Janice Skillen, Alisa Percy, Bronwyn James Jan 2001

The Unilearning Project: Online Academic Learning Support, Edwina Pollock, Neil Trivett, Janice Skillen, Alisa Percy, Bronwyn James

Deputy Vice-Chancellor (Academic) - Papers

The Unilearning project has developed a website that provides students with academic writing and study skills instruction. The development of the website has involved partnerships in three key areas. These are: a partnership between teaching and technology, a partnership between teaching and learning, and a partnership between theory and practice.


Subject Online Survey (Sos): An Online Tool To Support Improvement In Teaching And Learning, Robert M. Corderoy, Raymond J. Stace, Sandra Wills, Albert Ip Jan 2000

Subject Online Survey (Sos): An Online Tool To Support Improvement In Teaching And Learning, Robert M. Corderoy, Raymond J. Stace, Sandra Wills, Albert Ip

Deputy Vice-Chancellor (Academic) - Papers

Traditionally, data relating to the conduct of subjects at the University of Wollongong has been collected for teachers with one main purpose in mind: to provide the teacher with supporting information as to their teaching ability for the purposes of promotion. SOS is a web based system which teachers can use to author customised surveys to collect information about the subject they teach. These surveys are completed anonymously by the students via the web (using randomly generated, survey specific numeric tokens) and the data is automatically collated and returned to the teacher. The teacher may also produce the surveys in ...


Flexible Learning At The Crossroads: Are Our Teachers Ready?, Sandra Wills Jan 2000

Flexible Learning At The Crossroads: Are Our Teachers Ready?, Sandra Wills

Deputy Vice-Chancellor (Academic) - Papers

This paper reflects on managing technological change in teaching and learning, with particular emphasis on staff development. It draws on two national reports in Australia. One report team interviewed senior management in 50% of Australian universities (Wills and Yetton, 1997). The other reviewed 104 nationally funded IT based teaching projects (Alexander et al, 1998). Both make recommendations that have implications for staff development. A number of staff development case studies are described, most practising what they preach by adopting flexible learning techniques in order to teach teachers by example about flexible learning: Project LEAD, Teaching at a Distance, Flexible Delivery ...


Learning About Tertiary Teaching: Placing The Lecturer At The Centre Of The Learning Experience, Maureen E. Bell Jan 1999

Learning About Tertiary Teaching: Placing The Lecturer At The Centre Of The Learning Experience, Maureen E. Bell

Deputy Vice-Chancellor (Academic) - Papers

The attributes of effective university teachers are well documented (Ramsden, 1992). If universities wish to improve learning and teaching they need to provide academic staff with programs through which these attributes can be developed. A wide variety of courses now exist in Australian Universities that aim to develop academic staff as effective teachers (Martin & Ramsden, 1994). Some focus on developing skills through workshops and study packages, others on developing conceptions of teaching at a theoretical level or through reflective practice.