Open Access. Powered by Scholars. Published by Universities.®
Social and Behavioral Sciences Commons™
Open Access. Powered by Scholars. Published by Universities.®
Articles 1 - 4 of 4
Full-Text Articles in Social and Behavioral Sciences
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
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
Senior Deputy Vice-Chancellor and Deputy Vice-Chancellor (Education) - 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
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
Senior Deputy Vice-Chancellor and Deputy Vice-Chancellor (Education) - 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 …
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
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
Senior Deputy Vice-Chancellor and Deputy Vice-Chancellor (Education) - 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 …
Team-Based Curriculum Design In Creating Continuing Professional Development For University Teaching Staff, Lisa K. Thomas, Kathryn Harden-Thew, Janine Delahunty, Bonnie Amelia Dean
Team-Based Curriculum Design In Creating Continuing Professional Development For University Teaching Staff, Lisa K. Thomas, Kathryn Harden-Thew, Janine Delahunty, Bonnie Amelia Dean
Senior Deputy Vice-Chancellor and Deputy Vice-Chancellor (Education) - 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 …