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Full-Text Articles in Arts and Humanities
Sharing Quality Resources For Teaching And Learning: A Peer Review Model For The Altc Exchange In Australia, Geraldine Lefoe, Robyn Philip, Meg O'Reilly, Dominique Parrish
Sharing Quality Resources For Teaching And Learning: A Peer Review Model For The Altc Exchange In Australia, Geraldine Lefoe, Robyn Philip, Meg O'Reilly, Dominique Parrish
Faculty of Health and Behavioural Sciences - Papers (Archive)
The ALTC Exchange (formerly the Carrick Exchange), is a national repository and networking service for Australian higher education. The Exchange was designed to provide access to a repository of shared learning and teaching resources, work spaces for team members engaged in collaborative projects, and communication and networking services. The Australian Learning and Teaching Council (ALTC) established the Exchange for those who teach, manage and lead learning and teaching in higher education. As part of the research conducted to inform the development of the Exchange, models for peer review of educational resources were evaluated. For this, a design based research approach …
Deferring The 'Main' Point: Teaching 'Narrative Desire' As An Alternative Creative Practice, Joshua M. Lobb
Deferring The 'Main' Point: Teaching 'Narrative Desire' As An Alternative Creative Practice, Joshua M. Lobb
Faculty of Creative Arts - Papers (Archive)
This paper examines the place of twentieth-century literary theory in Creative Writing pedagogy. It suggests that literary theory has become embedded in Creative Writing programs, despite the fact that many theories seem opposed to the concept of the author or to writing practice. It proposes that if we are to use these theories productively, we need to adapt both the theories themselves and our teaching practices. The paper outlines the ways in which I—in my teaching in the School of Journalism and Creative Writing, University of Wollongong—have approached the teaching of two post-structuralist psychoanalytic concepts: Brooks’ notion of ‘narrative desire’ …
Good Practice Guidelines: Leading Teaching Teams, Alisa Percy, Gerry Lefoe, Jeannette Stirling, Rosemary Beaumont, Kathy Rudkin
Good Practice Guidelines: Leading Teaching Teams, Alisa Percy, Gerry Lefoe, Jeannette Stirling, Rosemary Beaumont, Kathy Rudkin
Senior Deputy Vice-Chancellor and Deputy Vice-Chancellor (Education) - 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 site …
Originality, Imitaton And Plagiarism: Teaching Writing In The Digital Age: Book Review, Ruth Walker
Originality, Imitaton And Plagiarism: Teaching Writing In The Digital Age: Book Review, Ruth Walker
Senior Deputy Vice-Chancellor and Deputy Vice-Chancellor (Education) - 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 …
Challenges Of The Large Survey Subject: Teaching And Learning How To Read History, Georgine W. Clarsen
Challenges Of The Large Survey Subject: Teaching And Learning How To Read History, Georgine W. Clarsen
Faculty of Arts - Papers (Archive)
The large survey subject is a challenge to all humanities, but many of the problems it poses are specific to each discipline. This paper tracks the difficulties of teaching a first year university history subject, as class sizes increase and the traditional tutorial delivery mode is under pressure through fiscal constraints and administrative policy. It utilises the emerging literature on teaching and learning history, History SoTL, which reflects a new interest in disciplinary-specific pedagogical practices. This paper outlines the moves I have made - in keeping with the recent historiographical emphasis on developing students' historical consciousness, rather than simply expecting …