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University of Wollongong

Deputy Vice-Chancellor (Academic) - Papers

Teaching

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Full-Text Articles in Social and Behavioral Sciences

A Vision Of You-Topia: Personalising Professional Development Of Teaching In A Diverse Academic Workforce, Lisa K. Thomas, Kathryn Harden-Thew, Janine Delahunty, Bonnie Amelia Dean Jan 2016

A Vision Of You-Topia: Personalising Professional Development Of Teaching In A Diverse Academic Workforce, Lisa K. Thomas, Kathryn Harden-Thew, Janine Delahunty, Bonnie Amelia Dean

Deputy Vice-Chancellor (Academic) - Papers

The higher education (HE) sector in Australia is in a state of flux due to a range of social, political and economic factors. Increased competition, greater student diversity, tautening of industry exigencies, reduced funding, and rapid technological advances are key drivers of change in this environment. Within this period of transformation, HE institutions remain steadfast in maintaining quality teaching and learning practices. Challenges are therefore presented on the traditional role and function of the teaching academic, creating opportunities to explore how staff can be better prepared to teach into the new era of HE. Professional development for learning and teaching ...


3d Immersive Collection And Teaching Environments: The Yellow House Project At Uow, Michael K. Organ, Christopher L. Moore, Rebecca Daly, Neil R. Cairns Jan 2016

3d Immersive Collection And Teaching Environments: The Yellow House Project At Uow, Michael K. Organ, Christopher L. Moore, Rebecca Daly, Neil R. Cairns

Deputy Vice-Chancellor (Academic) - Papers

This paper discusses the Yellow House VR project at the University of Wollongong. Innovative virtual reality technologies such as Oculus Rift are being utilised to recreate the 1970s Sydney artist community space known as the Yellow House, as both an historic replication and openly accessible, immersive teaching and learning environment for use and adaptation by teachers, students, researchers and the general community. The paper considers the role of the library in the enhanced presentation of digitised collections through new and evolving technologies that provide opportunities for knowledge enhancement and support the development of student e-portfolios.


Team-Based Curriculum Design In Creating Continuing Professional Development For University Teaching Staff, Lisa K. Thomas, Kathryn Harden-Thew, Janine Delahunty, Bonnie Amelia Dean Jan 2016

Team-Based Curriculum Design In Creating Continuing Professional Development For University Teaching Staff, Lisa K. Thomas, Kathryn Harden-Thew, Janine Delahunty, Bonnie Amelia Dean

Deputy Vice-Chancellor (Academic) - Papers

Academic teaching staff are often required to complete a compulsory learning and teaching program for probation. Until recently, the University of Wollongong has offered such a course to their probationary staff which aimed to enhance teaching practice within the institution. However, there was no expectation of further development of learning and teaching practice following probation. During 2014 a new program was developed. The Continuing Professional Development for Learning and Teaching program - CPD (L&T) - is underpinned by a framework of teaching criteria emanating from an extensive review of institutional, national and international benchmarks. For CPD (L&T) certification, staff may ...


Institutional Wide Implementation Of Key Advice For Socially Inclusive Teaching In Higher Education. A Practice Report, Lisa Thomas, Jennifer Heath Jan 2014

Institutional Wide Implementation Of Key Advice For Socially Inclusive Teaching In Higher Education. A Practice Report, Lisa Thomas, Jennifer Heath

Deputy Vice-Chancellor (Academic) - Papers

Government policy and institutional initiatives have influenced increases in enrolment of non-traditional students to Australian universities. For these students, university culture is often incongruent with their own, making it difficult to understand the tacit requirements for participation and success. Academic teaching staff are important in creating socially inclusive learning experiences, particularly in first year subjects. This paper presents an institution-wide approach to enhancing socially inclusive teaching at one Australian university. Underpinned by a framework of "bridging social-incongruity" the initiative was guided by six principles of socially inclusive teaching to support practice as proposed in the 2012 "Effective support of students ...


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.


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 ...


Teaching Academic Writing At The University Of Wollongong, Emily Rose Purser Jan 2012

Teaching Academic Writing At The University Of Wollongong, Emily Rose Purser

Deputy Vice-Chancellor (Academic) - Papers

Initiatives for the development of literacy at the University of Wollongong are growing within an Australian national commitment to increase overall tertiary enrollment, provide access to students from less-advantaged groups, and enroll more international students. While this essay describes successful programs within the Academic Services Division at Wollongong built to support student literacy, especially academic writing, it primarily emphasizes the work of a problemsolving task force on English language proficiency aimed at building consensus for a collaborative, cross-disciplinary paradigm of literacy growth that moves away from the traditional idea of separable services. The essay profiles a new initiative in the ...


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.


Good Practice Guidelines: Leading Teaching Teams, Alisa Percy, Gerry Lefoe, Jeannette Stirling, Rosemary Beaumont, Kathy Rudkin Jan 2009

Good Practice Guidelines: Leading Teaching Teams, Alisa Percy, Gerry Lefoe, Jeannette Stirling, Rosemary Beaumont, Kathy Rudkin

Deputy Vice-Chancellor (Academic) - Papers

1.The University of Wollongong is committed to providing an excellent teaching and learning experience for its staff and students. The University recognises that: a. the leadership of the Subject Coordinator can facilitate the development of a community of practice; b. an effective community of practice can result in a significant reduction in the overall time required for effective subject coordination; c. communities of practice entail a culture of respect, participatory engagement and collegiality where teaching and teachers are valued; d. teaching teams inspire teachers when they function as communities of practice; and e. the teaching team is a key ...


Originality, Imitaton And Plagiarism: Teaching Writing In The Digital Age: Book Review, Ruth Walker Jan 2009

Originality, Imitaton And Plagiarism: Teaching Writing In The Digital Age: Book Review, Ruth Walker

Deputy Vice-Chancellor (Academic) - Papers

At one stage in the anthology Originality, imitation and plagiarism: Teaching writing in the digital age, it is pointed out that students 'worry' about plagiarism in the same way that they worry about engaging in file-sharing or illegally downloading software. That is - they don't. The attendant risks of getting caught or becoming vulnerable to a computer virus are recognised as the potential bad outcomes, but have become steadily normalised. This analogy, with its viral undertones, nicely expresses the quandary at the heart of a discussion of students' writing in the digital age, where the expanded possibilities of online research ...


Trialling Collaborative Tools And Processes For Teaching Graphic Design At The University Of Wollongong, Sarah Lambert, Marius Foley Jan 2003

Trialling Collaborative Tools And Processes For Teaching Graphic Design At The University Of Wollongong, Sarah Lambert, Marius Foley

Deputy Vice-Chancellor (Academic) - Papers

This paper reports on the work of the authors in devloping online and face-to-face collaborative processes and tools for teaching graphic design and new media studensts. A modified teaching and learning model was trialed with approx 45 undergraduate students in the subject "DESN301 commercial practice" in session one of 2003. Significant components of the teaching and learning model trialed are: I . Revised assessment centred on teams of four collaborating to produce a client project 2. New resources to support individual learning 3. New resources and online tools to support collaborativelteam learning 4. Website as a doorway to tools and resources ...


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 ...


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.


A Systematic Approach To Improving University Teaching, Max Gillett, Maureen E. Bell Jan 1996

A Systematic Approach To Improving University Teaching, Max Gillett, Maureen E. Bell

Deputy Vice-Chancellor (Academic) - Papers

Traditionally the Australian system of higher education has evaluated and rewarded universities on the basis of their research output. In recent years, however, there has been a Significant move to evaluate and acknowledge excellence in teaching. Consequently many institutions have established policies and programs for the improvement of teaching. Centres for staff development, graduate award courses and research programs for research on teaching and learning have appeared in universities across the country (Martin & Ramsden, 1994).

In this context several interesting developments have occurred at the University of Wollongong. First, several initiatives were designed to identify and reward good teaching. These ...