Abstracts A – H

(to Abstracts I – Z)

Matthew Absalom,
Australian National University

General stream - assessing students' work

All too often, language courses at tertiary level make use of assessment methods which actively militate against learning in an integrated, connected way and promote a disjointed approach involving memorisation and rote learning. Realisation of this state of affairs has prompted the author to trial a number of different assessment techniques in a bid to maximise and encourage deep and active learning. Two other important issues at work in the choice to innovate assessment were:

• the desire to make explicit the connection between the aims and objectives of the course and assessment tasks; and,
• the need to challenge the notion that language is easily dissected into distinct and apparently unrelated competencies - writing, reading, speaking, listening, metalinguistic., a message implicitly conveyed by traditional assessment tasks.

After an initial discussion of the context of the innovation, we will examine a number of assessment techniques used from the point of view of both lecturer and students. Why specific techniques were chosen and what they offered will form an important focus of the paper.

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Taking Higher Education to the People

Susan Bambrick, OBE,
University of Southern Queensland

Keynote speaker

Flexible delivery has been an educational catchcry for more than a decade. The concept is itself flexible, still developing rapidly as technological options develop further. It is perhaps an unfortunate term, as it creates an image of educational institutions pumping information out into the world on a 'take it or leave it" basis. Flexible learning, which recognises the student side of the equation, is for many the preferred term. This paper, which considers both the supply and demand side, examines how flexible delivery/learning, can be used in support of small regional campuses, in locations remote from the main university campus. Such campuses, established in Australia as government funding has followed political pressure, have been found by their sponsoring Universities to be both financially and pedagogically challenging. While the prime if unpublicised reason for their establishment may have been to provide economic stimulus to a depressed area or marginal electorate, they have given access to students who would otherwise not have had a university option. These students are often of low socio-economic status, perhaps educationally disadvantaged, sometimes indigenous. They are no less deserving of a high quality educational experience than their fellow students at metropolitan or major regional campuses where economies of scale are possible, facilities may be superior and staff may be more experienced.

The author has been involved in establishing and fostering regional campuses in universities in three Australian states, and shares the strategies which she has found successful in ensuring quality individual outcomes within a constrained institutional budget.

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Kaushal Bhuta,
Macquarie University
R.Beirman ; A. Dickinson; S. Eaton,
Macquarie University,
and
G. Isaacs,
The University of Queensland

Science based stream

This paper outlines the aims behind and the steps involved in the development of a web based teaching tool. It discusses the positive as well as negative aspects of the tool and the various obstacles that needed to be overcome in the implementation of such tools in clinical teaching curricula.

The module is for use by final year students to enhance clinical decision making and information gathering skills by the use of an interactive teaching medium such as the world wide web. The aims of the module are as follows:

• To use aspects of the world wide web such as hyperlinking to simulate the cognitive processes required to translate theory into practice.
• To encourage peer support.
• To foster a cross-discipline application of knowledge.
• To encourage students to explore the tremendous resources available to them on the www so as to be able to utilise the resource in professional practice.
• To provide multi-mode, flexible learning.

The presentation will then demonstrate the tool and invite discussion from the audience.

The Development of a Clinical Competency Based Assessments Part 2 : Assessing the Assessors

Kaushal Bhuta,
Macquarie University
and
Alan Dickinson,
Macquarie University

Science based stream Assessing students' work

In a criterion referenced or competency based system, who decides what is acceptable and what are their frames of reference? This question is complicated in the clinical sciences as clinical judgement is less objective than in the other sciences. Hence, after the initial implementation of a clinical competency based system, a need for being able to understand how the assessor was coming to judgements about the abilities of the student was apparent.

Apart from judging what was competent and according to whom the assessment system also had to satisfy the following criteria:

• satisfied the demands of a competency system
• satisfied the demands of a summative University system.
• Presented some form of accountability of decision making
• Gave a guide as to the competency of the examiner to judge competency
• Keeping quality control amongst a group of more than thirty different assessor across five separate assessments for each student.

This paper outlines the key features and improvements to a criterion referenced , clinical competency based system that seems to adequately satisfy the above criteria. It also presents the results of the improved system and contrasts these with those presented in the last paper.

Mediated Action Between Animals

Lea Bierman,
The University of Queensland

General stream Beyond the classroom / Applying learning in context / Other

Equestrian knowledge is unique in several ways - it requires communication and cooperation between tow very different animals, one with desire to achieve and one without, one with a spoken and written language and one without, one very large and one not! How such knowledge is transmitted, interpreted and extended has become an academic field of interest for animal behaviourists, coaches, trainers and educators.

James Wertsch has developed a theory whereby he uses mediated action, "(the irreducible tension between human active agents and cultural tools), as a productive method of explicating the complicated relationships between human action and its manifold cultural, institutional and historical contexts". This approach researches behaviour through focussing on agents acting with and reacting to cultural and physical tools.

In this paper I will explain how this theory can be extended and in some ways even challenged when it is applied to equestrian knowledge.

In doing so, I may be able to encourage a fresh approach to researching behaviour and teaching/learning skills in other situations.

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Team teaching using interactive videoconferencing - Virtual 'chaos'

Julie Bradshaw,
Central Queensland University
Leone Hinton,
Central Queensland University

Science based stream Other - technological teaching methodologies

Teaching diverse student populations via videoconferencing across distributed campuses becomes an exercise in not just logistics, but requires some degree of 'risk-taking' by teachers in order to create a critical enquiry milieu. Two members of the School of Nursing and Health Studies decided to enhance their teaching repertoire by team teaching using this mode of delivery. This paper explores the teaching journey taken by these two academics as they reflect on their experiences and the innovative changes they adapted in using videoconferencing in this mode. The results proved to be a unique scholarly challenge and demonstrated to students that scholarly discussion and interaction is fun, at times chaotic and not always daunting.

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Facilitating experiential teaching and learning in a cross cultural organisational communication program with the aid of electronic media : an international project

Ann Bramwell,
Australian Catholic University
Melissa Vial,
Australian Catholic University

General stream: Applying learning in context / Beyond the classroom.

No one would deny that teaching and learning is a dynamic process. Today, more than ever before, we are utilising a greater array of strategies to enhance our teaching and learning. This paper summarises the efforts of an Australian and Russian lecturer and tutor to utilise electronic media (e-mail and the internet) as adjuncts to other strategies being used in their respective workshop classes. This international, collegial project, involving volunteer undergraduate students on two continents in different hemispheres, with different cultural backgrounds and different languages sought not only to encourage cross cultural communication between students, but to assist them in identifying, at first hand, some of the major issues involved with organisational communication from a cross cultural perspective. It also sought to assist students in gaining an appreciation of the strengths, weaknesses and difficulties of cross cultural communication using electronic medium such as email. Whilst initially, the project was an informal one, it was monitored and evaluated. The findings, conclusions and recommendations will be presented for discussion.

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Who will I be when I leave University - the development of professional identity

Sara Branch,
Griffith University

General stream Beyond the classroom / Applying learning in context

Universities play an important role in socialising and preparing students for work and developing an early and accurate professional identity (Loseke & Cahill, 1986; Lum 1988). In order to develop an accurate professional identity an understanding of the values, skills and situations that commonly occur within that work role as well as organisational issues need to be considered. Mortimer and Simmons (1978) suggests that as a socialising organisation, the first task of a University should be to correct inaccurate images or misconceptions about the future work role. The career development literature supports the necessity for inaccurate images of work roles to be modified, and adds that an important aspect of career development is to adjust misconceptions about work roles (Figler, 1975; Lewis & Gilhousen, 1981; Thompson, 1976).

In order for Universities to assist students to adjust inaccurate expectations about their future work role it may be necessary for course providers to discuss with students a number of issues that relate to the profession (Mortimer & Simmons, 1978). Thus, it is at least partially the responsibility of Universities to support and assist students to develop an accurate professional identity by adjusting any inaccurate expectations that exist. It is expected that by addressing the issue of inaccurate expectations, the match between students' expectations and the reality of work will be enhanced, thus reducing difficulties graduates may encounter when they make the transition to work.

A review of the career development literature supports the development of a professional identity training program within tertiary courses. Within this paper a program which will assist in the development of professional identity for Human Service students will be proposed. Although the field of the Human Services will be used as a case study by which to discuss the proposed program, alternative programs for other fields will also be discussed.

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Teaching Inside and Beyond the Classroom: New Opportunities with Flexible Learning

Allison Brown,
The University of Queensland

General stream

Higher education both in Australia and overseas has been experiencing sweeping change in terms of the structure, functioning and financing of the university sector for the past two decades, which has had considerable impact on teaching and learning in higher education. Classes are not only larger but more diversified in terms of student ability and motivation. Fewer staff are teaching more students. A greater proportion of school leavers are now in higher education than ever before, and the student population is more diverse in age and experience, socio-economic background and cultural background. Increasing fees have created demand for more value for education and employer bodies are increasingly seeking to influence the vocational usefulness of degrees.

Many institutions are turning to more flexible ways of teaching and learning as a means of coping with these changes. This paper will explore ways in which flexible pedagogy can be used both inside and beyond the classroom not just to deliver content, but to improve learning.

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The Games We Play: Learning the Biosciences through the Construction of a Board Game

Shane Bullock,
Australian Catholic University-Sydney
Laurine Hurley,
Australian Catholic University-Sydney

Science-based stream Inside the Classroom / Assessing Students' Work

A novel approach to the teaching, learning and assessment of selected topics in biological science will be presented. We directed students enrolled in this unit to form small groups and construct a board game in reproductive biology. The topic covered by the group was of their choice, but drawn from the unit content (eg: normal reproduction, pregnancy, fetal development, reproductive diseases or drugs). Students were given some class time during the semester to meet and work on their games. After handing in their games, the student groups had to play and assess two other games. The students were provided well in advance with assessment criteria. We assessed each game ourselves and also marked the peer-assessment.

In the presentation we will report on our evaluation of this experience. Issues that will be covered include: the level of student motivation, the nature of the student learning, a perspective on the teaching and assessment of this material, the responses of academic peers to this approach and the standard of work produced.

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Interactive Concept Maps for Statistics

Michael Bulmer,
The University of Queensland

Science based stream: Outside the classroom

An introduction to statistics is becoming an essential subject in many degree programs. However, students have usually encountered statistics already, as part of their secondary school mathematics. This leads many to retain the perception that statistics is their "maths" subject and that it is all about mechanical calculations and methods. As a result, I always see a few students at the end of semester who have no real understanding of what the subject has been about and why it is essential to their course. I have found that one way to give them the "big picture" they are missing is to create a concept map in front of them while also telling them the story of how the pieces fit together and where the maths is actually needed. This kind of narrated diagram has been successful and much appreciated by a number of students but is of course very time consuming for the lecturer. We are currently developing a multimedia equivalent, a narrated interactive concept map, so that the overview can be used more widely. In this paper we describe the tool and discuss its effectiveness.

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Unit Outline and Student Learning: Teachers' Perspective

Nasir Butrous,
Australian Catholic University

General stream

The Unit Outline is an important learning tool and is regarded as a legal contract between the teachers of the unit and those attempting the unit. It specifies what is required in order to successfully complete the unit. This is an ongoing project that contains three stages: University policy, Teachers' perspective and students' perspective.

This paper will investigate what university teachers perceive to be an essential inclusion in the unit outline. It will seek to explore from the teachers' perspective what is supposed to be included in the unit outline. Attempts will be made to compare these perceptions with what teachers actually include in their unit outline. The content of the unit outline in relation to the discipline and the university year level will also be examined. Australian Catholic University - McAuley Campus will be chosen for the in-depth investigations.

Perceptions of participants who attended 1999 "Effective Teaching and Learning at University" conference will be analysed and reported. A similar instrument is used to gather data regarding teachers within Australian Catholic University - McAuley Campus. Data gathered will be analysed using statistical techniques available in SPSS.

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Using divergent case method to facilitate integration of student learning.

Glenys Carlson,
The University of Queensland
Nikki Munro; Jenny Fleming,
The University of Queensland

Science based stream Applying Learning in Context

"Divergent case method" was originally developed by Helene Polatajko a Canadian occupational therapist and academic. Divergent case method combines aspects of problem based learning, which develops divergent thinking, and traditional case method, which develops convergent thinking.

A set of open-ended questions guides the students' analysis of the case scenarios. Divergent case method involves three steps: individual analysis of the case scenario information with further reading; small group discussion (in students' own time and without a tutor present); and large group discussion (facilitated by lecturers), hence helping the students to form effective links between theory and application.

This paper will describe the application and further development of divergent case method to increase the flexibility of delivery for a second year occupational therapy course. In addition, in this course, divergent case method aims to increase the students' opportunities to integrate information derived from lecture notes, suggested readings, skills labs and fieldwork. It is suggested that the analytic process involved in divergent case method is applicable beyond the content of the course in which it is being used. It appears to be applicable to a wide range of professional situations.

Taking the chore out of learning difficult basic concepts in nuclear medicine

Diane Cheong,
Curtin University
Andrew Campbell,
Curtin University

Science based stream

Instruction in various aspects of nuclear medicine science begins in third semester of the Medical Imaging Science degree course at Curtin University of Technology. Radiography occupies the major part of the course, while nuclear medicine, ultrasound, computed tomography and magnetic resonance imaging are introduced in second year. As the basic concepts of nuclear medicine are distinctly different from those of the other modalities, many students have difficulty understanding the important aspects. The available equipment at the University cannot perform all the tasks required, while student numbers and time constraints prohibit organisation of clinical visits this early in the program.

The aim of this project is to encourage learning of basic nuclear medicine concepts via the use of a series of short videos. The videos are presented in lectures, but the main intent is to make them available to students for individual study. This study is ongoing. The videos have been produced at minimal cost and illustrate the operation of equipment and performance of some clinical studies. Pre-, post- and postpost-tests administered to the students have been designed to assess the effectiveness of the prepared material.

This teaching and learning project is funded through the competitive LEAP (Learning Effectiveness Alliance Program) 2000 Grant in the Division of Engineering and Science at Curtin University of Technology.

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Eccentric experiences changing Attitudes

John Clegg,
Sydney University

General stream

I've been teaching for a long time. I reckon my duty is to put the students in a situation where they can learn. Experience suggests at most students at pour institution who get a good education, do it IN SPITE OF what the teachers and institutions are trying to do. There are two main problems: teachers' incompetences (mine) and strange attitudes, (mostly about feeling threatened), and students attitudes- that they must take what is offered. I have various techniques (coffee, lollies, respect for students aims and needs, specially when they clash with mine) and an overall aim at transparency and encouraging the victims to take responsibility for their own actions and the forseeable results thereof, which seem to work. Perhaps only for small classes.

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Assessing the use of Flexible Assessment in Quantitative Analysis

Averill Cook,
The University of Queensland

General stream Assessing students' work

Quantitative Analysis in the Department of Economics has a very large student enrolment and consequent heavy load on instructors. Assessment for many years has been through midsemester and end of semester exams as well as Computer Managed Learning (CML) assignments. This year it was decided to incorporate a system of flexible assessment where neither the CML nor the midsemester exam were compulsory. The outcomes are assessed and the advantages and disadvantages discussed.

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Using PASS and tutorials for teaching effectiveness

Averill Cook,
The University of Queensland
Brooke Freeman,
The University of Queensland

General stream Applying learning in context

Theory suggests that students retain more knowledge if they have engaged in deep rather than surface learning. This has been investigated within the EC135 Quantitative Analysis course in the Department of Economics. This course has a reputation for being difficult, and is compulsory for students in first year in the Business Economics and Law (BEL) faculty. Data was gathered by means of a questionnaire. The analysis should provide information about relationships existing between retention of knowledge, methods and approaches used for studying and grades achieved.

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Enhancing the teaching team with sessional markers

Kennece Coombe,
Charles Sturt University
Susan Clancy,
Mark McFadden,
Charles Sturt University

General stream Assessing students' work

This paper reports on the progress of a CUTSD funded project on "Improving Assessment Practices in Distance Education". The focus of the project has changed over time to reflect the perceptions in the university community that the work of sessional markers, generally, needed to receive particular attention.

The result of a pilot study which spawned the project indicated that students were sometimes unhappy about their work being marked by people who were not seen as being part of the university faculty. In an attempt to alter such perceptions the project development team has sought to reconceptualise "markers" as members of the university teaching team. As members of the teaching team, then, their contribution should be regarded in similar light to that of substantive members of staff.

The outcome of the project has been the development of four folios supported by a training kit to assist lecturers, markers and line managers to clarify their particular roles in improving assessment practices. The folios will support the presentation of the paper.

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Curriculum Design for Chemical Engineering Graduate Attributes

Caroline Crosthwaite, Ian Cameron, Paul Lant,
Department of Chemical Engineering, University of Queensland

Stream: Science Based

This paper outlines our vision, experience and issues arising from the development and implementation of a new team project based curriculum. The new curriculum aims to develop the full range of engineering graduate attributes, while also meeting the needs of graduates who will work in the diverse and uncertain industrial and commercial environments of the next millennium.

The motivation for major curriculum change related to perceived

• lack of vertical and horizontal integration of individual subjects into ownership of a knowledge and skills continuum,
• need to better accommodate a diversity of new horizons eg the 'bio' 'materials' 'minerals' interfaces within the chemical engineering curriculum,
• failure to contextualise the development of 'soft' engineering graduate attributes such as communication and team skills, and
• need to take better advantage of new teaching and learning strategies.

Strategies adopted to address these issues include

• horizontal integration of project work with traditional chemical engineering science subjects and electives,
• cumulative development of 'soft' graduate attributes in context via a vertically integrated stream of project subjects,
• the provision of flexible, specialised elective streams,
• team teaching as a role model for student learning and skills development.

Issues associated with the implementation of the new curriculum include

• establishing best practices for the management and assessment of student learning in team project subjects,
• evaluation of the new curriculum against extensive baseline data collected for the previous curriculum.

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'But that's your job!': peer assessment in collaborative learning projects

Christine Crowe,
Sydney University
Alec Pemberton,
Sydney University

General stream Assessing students' work

This paper outlines methods used in a large undergraduate unit of study in Sociology which imbue individual responsibility for peer learning whilst students are engaged in collaborative group learning. The technique employs peer assessment as a factor in the derivation of an individual student's mark from the group project mark. Members of learning groups graded their peers' performances according to specific criteria which included task and process work.

The paper reports on the development of these techniques, and compares students' initial and later responses to peer assessment. Students were required to justify, in writing and confidentially, their assessment of peers' contribution to collaborative learning and task management. An examination of these justifications reveals a diversity in students' experiences of collaborative group learning.

Specific case studies are provided in which the group project mark, the 'individualized' mark derived from the group mark, and an individual mark subsequently achieved, are compared. Suggestions are made regarding the degree of correspondence between group and individual learning.

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Interactive lecturing with large classes: teacher development, students' experiences, and performance in assessment

Christine Crowe,
Sydney University
Alec Pemberton,
Sydney University

General stream Inside the classroom

Social constructivist approaches to learning emphasise student interaction as conducive to effective learning. Research was conducted over a two year period to ascertain the efficacy of interactive lecturing techniques in relation to the promotion of student learning. The study aimed to investigate a relationship between the use of interactive lecture techniques and students' performance in assessment tasks.

The paper firstly outlines the circumstances which gave rise to the development and use of interactive lecture techniques for large undergraduate classes in Sociology. The paper proposes that the advantages of such techniques include: promoting student learning during lectures, allowing the lecturer to assess the progress of student learning and to respond accordingly during the lecture, allowing students to highlight issues which require elaboration in tutorials, and prompting the development of metacognitive skills.

Secondly, the paper reports on students' responses and experiences of interactive techniques. An analysis of the range of marks for specific examination questions reveals a significant relationship between the use of these techniques, students' selection of questions, and their performance in assessment tasks.

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Closing the Feedback Loop

Robina Cummins,
The Waikato Polytechnic

Science based stream: Inside the classroom

Feedback on teaching practice may be formal or informal (Zepke, Nugent and Roberts, 1996). In many tertiary institutions formal evaluations of teaching practice are performed on completion of teaching the course. The lecturer is left with feedback which may be, but is not necessarily, relevant to the next cohort of students.

In this paper I reflect upon two changes that I made with respect to the gathering of formal feedback on teaching practice from a class of 48 students. Feedback was obtained by administration of a SETPAC (Student Evaluation of Teaching, Programmes and Courses) questionnaire (The Waikato Polytechnic, 1999). The questionnaire included ten questions that required a quantitative rating on a scale of 1 (strongly disagree) to 5 (strongly agree) and three open ended questions. The SETPAC questionnaires were administered according to guidelines specified by the Academic Unit of The Waikato Polytechnic.

The first change I made to the collection of the formal feedback was to administer the SETPAC questionnaires twice (once mid-way through the semester and once at the end of the semester) rather than just once at the end of the semester when the course had finished. The second change was to share the collective collated feedback with the students. I subsequently made minor changes to my teaching style in consultation with the students.

Comparison of the responses to the two sets of SETPAC questionnaires indicated a significant improvement in the students' perception of my teaching from the first to the second administration of the questionnaire (Wilcoxon Matched Pairs Signed Ranks Test, p=0.01). The mean score across ten questions increased from 4.2 to 4.4. The score for the question on overall teaching of the course increased from 4.3 to 4.5.

Although there was no control group against which to make a comparison, it is my perception that 'closing the feedback loop' in the manner described allowed for an efficient use of feedback and that this contributed to the students' experience of increased satisfaction with the course as it progressed.

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The use of a decision support program to facilitate the teaching of biological principles in the context of agricultural systems

Helen Daily,
University of New England
Geoff Hinch,
Jim Scott,
John Nolan,
University of New England

Science based stream

The effective teaching of agricultural science requires the development of an appreciation and understanding of the complex interactions that occur within agricultural systems. These interactions cover a large diversity of discipline areas including: climate, soils, plants, animals and markets and the fine detail of the biology of each of these components. As these disciplines are largely taught as separate entities, often with little communication between teachers, there can be a lack of continuity between disciplines and students often do not link biological principles across discipline boundaries.

This paper will report an attempt to use a commercially available decision support package, GrassGro, to provide a framework throughout an agricultural science degree. The agricultural modeling computer program provides a common interface for students to examine a wide range of biological principles contributing to a complex system and to develop an appreciation of the interrelationships that exist between discipline components. To date the program has been used in 11 units from first to fourth year, mostly but not exclusively as practical components of these units. The objectives of the teaching exercises have been to teach either principles or to demonstrate scenarios to assist in management decisions associated with agricultural production systems. Associated with these developments has also been the integration of some basic skill competencies that are seen as necessary for students at various stages of their degree and as graduates. Work is currently underway to evaluate the effectiveness of this approach both in increasing teacher interactions and for quality learning outcomes.

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The Many Dimensions of University Teaching

Lloyd Davis,
The University of Queensland

Featured speaker

This paper examines the diverse aspects of teaching--including mentoring, research, communication and technology--which university teachers strive to address and practise in their work. Based on my experience in teaching various areas of English studies--from Renaissance literature to media and communication studies--and my recent work as director of studies in the Arts Faculty, the paper considers strategies through which academics might respond to and integrate the complex pedagogical, vocational and social demands that seem increasingly to inform and shape university teaching.

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The use of cartoons as a teaching and learning strategy

Allan Doring,
Australian Catholic University

General stream

In their search for effective teaching and learning strategies, tertiary educators are often on the lookout for variety in their teaching methods which will improve student learning. For a long time, cartoons, as a concise pictorial representation, have been acknowledged and used as a means of communication. As a teaching resource, they have a valuable contribution to make.

This paper explores potential uses and benefits of using cartoons as a medium particularly to stimulate discussion, promote divergent thinking and encourage active involvement in the learning process.

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Teaching Minerals Education across Boundaries

Diana Drinkwater,
The University of Queensland
Andrew Schroder;
Allison Brown;
Greta Kelly,
The University of Queensland

Science based stream

In 1998 the Minerals Council of Australia challenged the mining industry, government and academia to critically examine and improve minerals education in Australia and recommended the "Development of a World-Class Education for a World-Class Minerals Industry." The University of Queensland is responding to this challenge with several new initiatives in minerals education.

One of these initiatives is the development of undergraduate subjects in flexible mode to allow students on location at various remote mine sites to study the same subjects as campus based students at the same time.

In developing one of these subjects Simulation & Control the course developers were keen to focus on providing a quality learning experience as opposed to just delivering content remotely. The challenge lay in how to harness the new technologies in ways that would support and improve learning, not just replace a traditional form of delivery (lecturing) with its digital equivalent (lecture notes online).

A variety of learning resources that work together to form a cohesive pedagogical whole were developed and these are now attracting interest from universities in South Africa and Canada involved in minerals education.

This paper outlines the key decisions that influenced the design of Simulation and Control, describes the features of the learning resource design that encourage learner interaction, problem solving, and small group work and those which provide some learning autonomy for the learners. It also reports on learner experiences and evaluations of this new approach to minerals education.

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Questioning in Statistics

Sylvia Elmes,
Griffith University

Both streams Inside the Classroom / Beyond the Classroom

In Statistics, students need to learn how to ask the right questions if they are to develop good problem-solving skills and move beyond surface learning techniques such as memorising definitions and formulae in isolation. Many students (and perhaps many teachers) of Statistics are unaware of the importance of questions for learning the subject. Questioning can be used to improve self-regulatory practice so students learn to monitor their own problem-solving skills and develop more "expert" behaviours (Schoenfeld 1992). It is also important for understanding the relationships between different statistical ideas.

This paper briefly discusses the reasons for developing questioning skills, and provides some simple strategies, such as concept mapping, to help students' practice these skills.

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Students' Feedback on Flexible Learning

Terrie Ferman,
The University of Queensland
Trish Andrews,
The University of Queensland

General stream Inside the classroom / What is successful and what is not

In 1999, The University of Queensland opened a new campus at Ipswich. It was designed to operate in flexible mode and from the beginning was supported by the latest technology.

From the outset, UQI was designed with its own particular characteristics, including small seminar size rooms with a minimum of large lecture rooms and ample numbers of state-of-the-art computers. This quite new learning environment has impacted on the kind of learning which students have experienced.

In order to examine the nature of the learning experience of early in-take students, a major evaluation was undertaken in 1999 and 2000 funded by the then Pro Vice-Chancellor (Academic), Professor Trevor Grigg.

To investigate this area, questionnaire and focus group methodologies were used. Findings were analysed under various categories including a whole range of teaching and learning issues. In reporting on these teaching and learning issues, this paper examines what is and isn't successful in terms of classroom learning.

It needs to be remembered, however, that the models of learning at UQI are constantly evolving and what has been reported as 'unsuccessful' in this paper might well be the very areas which current or future students judge as 'successful'.

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Practising what we preach

Margaret Fletcher,
Griffith University
Fiona Bryer;
Carol Bowie,
Griffith University

General stream Assessment of students' work

"If academics put into effect what we already know about good practice, our higher education system would move a lot closer towards encouraging graduates to become lifelong learners" (Candy, Crebert & O'Leary, 1994, p.157). An innovative approach based on principles of effective teaching and learning is being implemented to encourage first year students' development as lifelong learners. Three first-year education subjects delivered on two campuses share a common assessment task. This task has been designed to facilitate students' learning through their interactive use of technology, reflective review of themselves as learners and synthesised understanding of what constitutes effective teaching. The approach was trialled in 1999 and is being implemented and evaluated this semester. Results of the evaluation will be reported and participants will be invited to critically respond to identified principles that underpin this research and our efforts to address Candy's (1994) challenge.

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Enhancing Student Performance Using Online Discussion

Tony Foley,
University of Western Sydney
Sandii Chan, University of Western Sydney

General Stream: Beyond the classroom: What are effective alternatives and supplements to classroom learning?

Recent developments in online communication and information technologies (CITs) have seen flexible delivery become a synonym for Web-based delivery. But this all too often has meant that a narrowing of focus with teaching and learning being seen in terms of standardised online courses accommodating the world's educational needs through economies of scale. The West Report (1998) offers the shift to online education as a solution to the current funding crisis in education. Often ignored in these developments are what teachers and students value most about 'traditional education'. In the rush to student-centredness, the core importance to students of contact with teaching staff and with other students is often forgotten.

The authors consider how best to use such technology to duplicate or enhance the "intense, face-to-face, intellectual exchanges possible in real as opposed to virtual communities" (Ryan 1998).

An online experience was organized for students studying Property Law at the University of Western Sydney Macarthur in 2000. The students were organized into small groups that met independently and then contributed to weekly online discussion of problem solving exercises. The results of an evaluation of the online experience of more than 80 students who participated are discussed. The authors consider the effect on student performance and propose a template for future implementation of the strategy.

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A Review of Applying Effective Teaching in First Year University Physics

Terry Freeman,
Macquarie University

Science based stream Applying learning in context.

Following a comprehensive study of effective teaching requirements, the author set out to modify a first year, mainstream, one-semester, physics course. This was done by applying a selection of appropriate strategies. Alterations included: reduction of content, clearly stated objectives, in depth case studies, pre-lecture summaries posted on the web, use of a cheap but educationally effective textbook and changes to the examination component of assessment. Although the course was not due for formal student evaluation, the lecture attendance and the assessment response indicates a good level of student participation. The assessment criteria can be compared with previous offerings and there are grounds for suggesting that the pass rate was exceptional. Some of the strategies were not effectively used as there remain some formidable constraints, nevertheless the changes will remain in place with the full approval of the departmental teaching staff.

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A proposal to improve the educational value and reliability of the long case examination

Paul Gaudry,
Sydney University

Science based stream Assessment of students' work

A critique of the long case examination of the Integrated Clinical Attachments (ICAs) of the University of Sydney Medical Program was undertaken, based on a review of the literature on student assessment and learning and discussion with examiners and students.

Assessment for learning

ICA supervisors need to systematise formative long case assessment of students and they need training in giving students quality feedback to help develop self-assessment and peer assessment.

More emphasis needs to be given to case discussion (to foster deep approaches to learning) rather than case presentation (which fosters surface approaches to learning).

Assessment of achievement of goals

The goals assessed in the long case examination need to be communicated to examination designers, examiners and students, to standardise comprehensiveness and improve validity.

Fair assessment

Examiner training in what the long case measures and in the use of global scale marking is required to improve reliability.

Effective assessment

ICA supervisors should also be summative long case examiners and they need to evaluate the effectiveness of their teaching.

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The Science of Effective Teaching with Adult Learners

Kathryn Gow,
Queensland University of Technology

General stream

The author demonstrates how theories and methods relating to effective teaching and learning can be utilised in a variety of teaching contexts across cultures. Whether the audience is large or small, there are ways to hold the interest of any type of participant at tertiary level. If we are to indeed become global teachers, then there is a need to draw from a wider source of mentors outside the circle of academic excellence is stressed, such as workplace trainers and sporting coaches, and an urgent imperative to involve students in ways of learning generally untried to date in university settings, utilising the best of old and new knowledge, techniques and technology.

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Effective Flexible Delivery: Some Empirical Evidence

Peter Green,
The University of Queensland
James Lamb;
Alastair Robb,
The University of Queensland

General stream

In 1999, the Bachelor of Electronic Commerce degree started at the Ipswich campus of the University of Queensland with an initial intake of approximately 50 students. Subjects were offered to students using technology and flexible delivery methods. This paper details the authors' experiences in building and presenting two cornerstone subjects in that new degree, using flexible delivery/learning techniques. This paper explains how the authors' concept of flexible delivery/learning was operationalised in the two subjects using a combination of email, web-based technologies, and face-to-face contact classes. These two subjects were presented to students over three semesters across the Ipswich and St Lucia campuses of the University in 1999/2000. Students in these subjects during the year were surveyed to obtain their views on the relative effectiveness of the delivery/learning methods employed. The results of these surveys, in conjunction with data from the subjects' TEVALs, provide some support for the specific characteristics of the operationalisation of flexible delivery/learning used in constructing the subjects.

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Effective Teaching Using the Flexible Learning Approach: A Case Study from School of Environmental Engineering, Griffith University

Dr Margaret Greenway,
Griffith University
Dr Sunil Herat;
Mr. Venkatesan Narayanaswamy,
Griffith University

Flexible learning approach has been widely emerging as an effective teaching and learning tool in several universities around Australia as well as overseas. Flexible learning practices focus on how the students will engage in learning activities in terms of the options available to them and also how the university community can support such activities. The School of Environmental Engineering at Griffith University is in fore front in this area having adopted such practices for several years in engineering subjects. This paper focuses on two such subjects: Cleaner Production and Environmental Management Systems and Audits. The paper details the need for adopting flexible learning practices in general and then focuses on the initial and continual development of the above two subjects in the flexible learning mode. The paper details the activities undertaken inside the classroom as well as beyond the classroom for effective teaching of these subjects. The paper also discusses some of the concerns of flexible learning approach to teaching and learning and how these concerns were addressed. The issues discussed in this paper would be useful to current practitioners of flexible learning practices as well as for those university teachers who are planning adopt such practices in their subjects.

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Pedagogical Issues in the Teaching of Tertiary Economics

Ross Guest,
Griffith University
Alan Duhs,
The University of Queensland

General stream

This paper presents the results of a survey of recent economics graduates and investigates poor pedagogical practice as a possible cause of the relatively poor results consistently obtained for economics on the Good Teaching Scale of Course Experience Questionnaires.

First-year economics courses in particular have often been criticised as "too encyclopaedic" and over concerned with formalism at the expense of application. The common format of low cost, large scale lectures coupled with low cost MCQ tests is perhaps overdone at the expense of teaching students "to think like economists".

Our survey results imply that too many topics are presently covered in too little depth; that application is under-emphasised relative to theory; that more attention could be given to financial markets in the macroeconomic context; that the perceived applicability of cost and revenue curves could be improved by use of a problem-solving context in the microeconomic context; and in general that there are pedagogical implications in the general notion that "less is more" in economics.

Comment is provided on the survey result that graduates deem assignments to be preferable assessment instruments to essay examinations which in turn are deemed preferable to MCQ tests.

In evaluating teaching effectiveness, traditional items including knowledge of the subject matter, oral communication, and enthusiasm still ranked highest with graduates. This of course has implications for the way in which new teaching strategies are introduced.

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Teaching Archaeological Research Discipline In Simulation

Jay Hall,
The University of Queensland
Sue O'Connor;
Jon Prangnell;
Jim Smith,
The University of Queensland

General stream Beyond the classroom

In the 1980s Dr. Jay Hall introduced the first Australian field-based undergraduate course in archaeological research discipline. For 10 years it served the needs of the 10-12 third-year students who enrolled each year, producing some internationally recognized field archaeologists. However, the course required attention at several levels, suffering from pedagogical, ethical, pragmatic, logistical and equity issues. In response, Dr Hall successfully sought funding for the development of his concept of a simulated archaeological site and enlisted the assistance of a team of specialists who designed and operationalized the TARDIS in 1995. In 2000 the Field Archaeology course has over 40 students enrolled in two separate cohorts and, far from reaching its anticipated conclusion, the site continues as a rich learning environment. This poster illustrates the three relevant phases: TARDIS production, excavation, and evaluation. While field archaeology has always required learning in context, the TARDIS demonstrates a successful solution to the complex barriers to delivery of this kind of experiential learning to undergraduates (beyond the classroom). It also facilitates greater equity in assessment. Another positive outcome was collaboration between staff and students across sub-disciplines.

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Developing a First Year Biology Program for 1000 Students

Susan Hamilton,
The University of Queensland

Commissioned session - organiser

Biology has emerged as the central science, a junction of all the natural sciences and the busiest intersection between the natural sciences and the humanities and social sciences (Campbell et al, 1999)

The Faculty of Biological and Chemical Sciences has developed a new first year biology curriculum in which genetics and evolution provide the unifying theme. We are committed to providing this ambitious program to a large number of students (~1000) in an educational environment which caters to their different needs. Our specific goals have been to:

• encourage a collaborative student centred approach to learning which will set the pattern for successive years of study
• develop an understanding of the centrally important concepts in modern biology and show how they apply in different contexts across the biologies;
• encourage discussion of the ethical implications of biological research;
• facilitate the development of core laboratory and computer skills relevant to biology.

Reflections on an evolving model for a major school-based innovation - a work in progress

Ann Harper,
The University of Queensland
Lesley Chenoweth; Andrew Jones; Terrie Ferman; Trish Andrews,
The University of Queensland

General stream Beyond the classroom

Growing international competitiveness within the tertiary education sector poses challenges for universities wishing to maintain their enrolments. The School of Social Work and Social Policy at The University of Queensland aims to extend its postgraduate program by attracting students from throughout Australia and from the Asia Pacific Rim.

To achieve this, a major project is underway to develop all postgraduate courses in flexible mode. This involves the design or re-design of 34 courses within Graduate Certificates, Graduate Diplomas and Masters qualifications over a 5-year development period. The project will ultimately involve all staff from the school's postgraduate program. Currently, curriculum, marketing and administrative teams are working away, applying a range of talents to the multiple aspects of the project. The various development teams consist of lecturers, support staff (academic, marketing and technical) educational designers and library staff.

Though exciting, the project is also extremely challenging as it requires participants to think about learning and teaching differently and to come up with innovative ways of reaching students who are physically remote from the lecturer. All of this means the creation of a new culture. The scope of the project is ambitious and the model being used combines both top-down long-term strategic planning as well as bottom-up micro planning of individual components of particular courses. The model is a work in progress.

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The role of the lecture in University Teaching

Neil Hart,
University of Western Sydney
Geoffrey Waugh,
University of New South Wales

General stream Inside the class room / Teaching methods

The lecture method continues to play a prominent role in university teaching in most disciplines. This is despite persistent and widespread criticism of the lecture as a teaching method. In this paper we examine the perspective from which much of this criticism emanates, and offer a defense of the lecture method founded on an alternative view of the role and value of the lecture as a method of teaching. From this alternative perspective we can also suggest key variables that can be influenced by the lecturer, which increase the effectiveness of the large student university lecture.

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Pathways to increase problem solving skills, motivation and depth of knowledge in a first year physics course

Winfried Hensinger,
The University of Queensland

Science-based stream Inside the classroom / beyond the classroom / assessing students' work

I will show how problem solving skills, motivation and depth of knowledge can be significantly increased by introducing a modified first year physics curriculum. This new curriculum consists of a series of educational interventions which can be applied in the frame-work and conditions of a standard Australian first year physics course.

The problem context was a traditional first year physics course design. Students complained about a lack of motivation, and problem solving skills were not likely to be developed as well as they should be. The system unintentionally encouraged students to memorize knowledge and not necessarily to really understand the physics involved. A typical signature of this mechanism was the approach of many students to gain most of their skills a week before their exams rather than constructing them during the whole length of the course. I will introduce a series of educational interventions concerning assessment, learning inside and beyond the classroom as well as motivation, which I have applied and modified in the past two years. Outcomes, which will be discussed, indicate that these have successfully addressed the issues mentioned above. Furthermore I will also introduce some highly effective teaching evaluation schemes while critically evaluating some of the conventional ones.

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Learning 'health' using the real world experiences: who am I?

Leone Hinton,
Central Queensland University

Science based stream Applying learning in context

The importance of learning about health is to embed this concept in real world experiences. The teaching team in the School of Nursing and Health Studies at Central Queensland University used the student's own life's experiences along with allowing them to 'experience' professional life through innovative assessment items. Through this process the student came to see themselves as firstly an individual that has valuable life experiences. Secondly, the assessment placed the student in the role of a community health professional and thirdly the student was positioned as a scholar and required to contribute new knowledge through exploration. This case study contributed to embedding first year students into their respective disciplines as well as highlighting generic skills such as information literacy, communication and problem solving and proved to be a valuable tool for staff to take students forward in their academic programs.

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Enhancing the learning of science in first year by developing students' metacognitive skills

Rowan Hollingworth,
University of New England
Catherine McLoughlin,
University of New England

Science based stream

The teaching of science subjects at university, particularly at first year level is often very heavily weighted towards the transmission of content. Now that a wider range of students with different backgrounds and skills are now studying at tertiary level, it is now necessary to consider explicitly the development of the skills required to successfully study science. We describe a web-based tutorial being developed at the University of New England to help first year students of science to develop their metacognitive skills. The tutorial is designed for students in Biophysics, Biology and Chemistry, studying both internally and externally. (This is important for UNE, which has a large external student population.) Metacognitive skills are fostered in the tutorial by developing learners' awareness of the problem solving approaches of their peers and experts, by offering modeling and training in problem solving strategies and by employing pedagogies that enable learners to monitor and self correct their own problem solving approaches and become more reflective learners.

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A Strategic Approach to Curriculum Design at the University of Queensland

Alan Holzl, The University of Queensland

General stream Applying learning in context

A strategic approach to curriculum design as described in this paper is one that is based upon a series of sound decisions which take into account all the relevant factors at the broadest, generic level. These factors will be considered within the categories of Pedagogy, Technology and Pragmatics. Once each of the relevant factors are identified, a series of deductions will be drawn to develop a generic model of curriculum design which is most appropriate for the University of Queensland. Some examples of factors to be considered under the appropriate headings will be, learning theories; access to, and literacy levels in the use of, the Internet; and policies contained in documents such as the Strategic Plan and the Teaching and Learning Enhancement Plan. The outcomes of this process will be a generic model which addresses such issues as: application of appropriate learning theory; appropriate use of the new information and communications technologies; and the resolution of conflicts between different, competing factors.

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How do we Assess Graduate Attributes?

Alan Holzl,
The University of Queensland

General stream Assessing students' work

The University of Queensland Teaching and Learning Enhancement Plan, 2000-2002, places great emphasis on the development of 12 graduate attributes in areas such as communication, critical thinking, ethics, problem solving and teamwork, to name a few. This paper proposes a strategy to foster these attributes by properly integrating them into the assessment process. It is recommended that the attributes are assessed within the context of different disciplines as opposed to treating them like generic or foundation subjects in their own right and assessing them in isolation. Some examples are provided of how the assessment of graduate attributes can be integrated into the course assessment. In addition, the paper will identify a number of potential problems in trying to assess selected attributes, especially those which lie in the affective, as opposed to the cognitive and psychomotor domains of Blooms Taxonomy.

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The Application of a Strategic Curriculum Design Model to the teaching of Biochemistry

Alan Holzl,
The University of Queensland
Paul Reilly,
The University of Queensland

Science based stream Applying learning in context

This paper follows on from an earlier paper which describes a generic model of curriculum design developed specifically for the University of Queensland. The generic model is applied to a specific teaching situation within the Department of Biochemistry to illustrate how it may be used within other disciplines in other contexts. The teaching situation chosen is the teaching of a complex biochemical process (Oxidative Phosphorylation) to second year general science and vet science students. As a result of applying this model, a problem based learning strategy is recommended. The paper provides a rationale for selecting this strategy and provides details of how it should be implemented. This new strategy is then compared with the current method of teaching the topic and the relevant advantages and disadvantages of each approach are discussed.

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