Centre for Learning and Professional Development publications
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Item Metadata only 2020 vision: An information literacy continuum for students primary school to post graduation(Higher Education Research and Development Society of Australasia Inc., 2005) Willison, J.; O'Regan, K.; Conference of the Higher Education Research and Development Society of Australasia (2005 : Sydney, Australia); Brew, A.; Asmar, C.By the year 2020, those now commencing school will have emerged into a variety of contexts. Despite their years of education, these young people may lack the skills of information literacy that an information age demands. One reason for this could be a lack of information literacy vision on the part of their educators. Th e term Information Literacy was coined in the1970s and has, since then, developed a substantial academic literature. Despite the acknowledged need for information literacy, to date there has been little in the way of a comprehensive vision of information literacy development. Ideally, such a vision would accommodate both the vertical and lateral transitions students make as they proceed on their educational journey. One starting point is to perceive learning as a lifelong endeavour, the information literacy needed for that endeavour being the responsibility of all the participants in the learning process. A model which presents information literacy as a continuum off ers a framework which allows the whole information literacy journey to be conceptualised by the participants. Th e model presented here fulfi ls the challenge put by those developing information literacy standards to convert those standards into a useable continuum. It attempts to chart information literacy development form novice reader-writer to independent researcher. As well as having practical, pedagogical application, the information literacy continuum may provide a framework for future research.Item Metadata only A characterisation of the planes meeting a non-singular quadric of PG(4,Q) in a conic(Janos Bolyai Mathematical Soc, 2013) Butler, D.; Division of the Deputy Vice-Chancellor and Vice-President (Academic)By counting and geometric arguments, we provide a combinatorial characterisation of the planes meeting the non-singular quadric of PG(4,q) in a conic. A characterisation of the tangents and generators of this quadric when q is odd has been proved by de Resmini [15], and we give an alternative using our result. © 2013 János Bolyai Mathematical Society and Springer-Verlag Berlin Heidelberg.Item Metadata only A collaborating colleague model for inducting international engineering students into the language and culture of a foreign research environment(Institute of Electrical and Electronics Engineers (IEEE), 1996) McGowan, U.; Seton, J.; Cargill, M.; ACUE (now Learning and Teaching Development Unit)Practitioners of research in a particular field have extensive knowledge of how to operate successfully in that field and communicate effectively with others, within the boundaries of their own language and culture. However, when it comes to inducting novice researchers into these skills, difficulties are often encountered, and more so when the novice comes from a different language and cultural background. At the same time, specialists in English teaching or cross-cultural communication aiming to prepare novices to enter such a research environment often lack access to the details of how things are really done there. At The University of Adelaide, South Australia, this situation is being addressed through a new program for international postgraduate students in their first semester of enrolment. This Integrated Bridging Program (IBP) relies on collaboration between the discipline specialist researcher and language and learning specialists and is informed by the perspectives of systemic functional linguistics (SFL). This paper presents an overview of the IBP, followed by details of its operation in the Faculty of Engineering. Information is included on outcomes of the collaboration in specific instances, and how SFL theory has been applied to develop a flexible and effective induction which is highly valued by both staff and student participantsItem Metadata only A pilot discussion board for questions about referencing: What do students say and do?(ATLAANZ, 2006) Goldfinch, M.; Supporting Learning the Twenty- Century (15 Nov 2006 : Dunedin, NZ); Grigg, G.; Bond, C.Item Metadata only A problem-based learning approach to science teacher preparation(Kluwer Academic Publishers, 2001) Peterson, R.; Treagust, D.; Lavoie, D.; Roth, W.Item Metadata only A Provisional Thumbs Up to New Zealand Bank Call Centres(University of Auckland Business School, 2003) Sayers, J.; Barney, A.; Page, C.; Naidoo, K.; Centre for Learning and Professional DevelopmentCall centres have been called the factories of the future. But this perception is challenged by recent research involving three large New Zealand bank call centres and conducted in the Department of Management and International Business at Massey University in Albany. Most importantly, the thumbs up for the call centres has come from staff, Ecustomer service representatives (CSRs), who are at the forefront of the banks Eservice-delivery strategies. Staff also have provisos, however, and bank managers can learn a lot from listening to workers speak through this research and through developments overseas as well, where a variety of call centre practices have shown what constitutes successful and unsuccessful employment strategies in call centre work.Item Metadata only Academic integrity: An awareness and development issue for students and staff(Centre for Educational Development and Interactive Resources, University of Wollongong, 2005) McGowan, U.Item Metadata only Academic practice and the purpose of higher education: What is the role of professional societies such as HERDSA?(2010) Crisp, Geoffrey Thomas; Higher Education Research and Development Society of Australasia Conference (33rd : 2010 : Melbourne, Australia); HERDSA 2010; Centre for Learning and Professional DevelopmentThis short paper reflects on the positions presented in a selection of recent articles on the purpose of higher education and the role that universities are expected to take in the current political, social and economic climate. The relationship between academic practice, national priorities and the role of professional organisations such as HERDSA is examined in the light of the tensions generated when universities are expected to play a dual role of benefitting the individual as well as being expected to enhance the public good.Item Metadata only Academic self-efficacy in ALL: Capacity-building through self-belief(University of Queensland, 2009) Habel, C.; Centre for Learning and Professional DevelopmentAcademic Language and Learning (ALL) Advisers are very often in the position of building students' confidence in their ability to study; indeed, this may even be a core business of what we do. This role can be clarified through a clear understanding of what academic self-efficacy is and how to develop it. This article reviews the literature on academic self-efficacy before giving clear and concrete suggestions for how these insights may be applied to the practice of ALL Advisers. This is a step towards articulating the approach of the ALL "community of practice".Item Metadata only Action teaching in academic language classrooms: A learner-centred approach to analytical writing in English(1997) Cadman, K.; ACUE (now Learning and Teaching Development Unit)Item Metadata only Action Teaching Student-Managed English for Academic Contexts(Southwood Press, Sydney, 1997) Cadman, K.; Grey, M.Item Metadata only Adapting to a changing environment: Improving the performance of evaluation services(Learning Support Network, Curtin University of Technology, 2006) Palmer, E.; Evaluations and Assessment Conference (2006 : Bentley, Western Australia); Bruce Shortland Jones,The introduction of the Learning and Teaching Performance Fund has generated great interest in evaluating teaching and learning at all levels in the Higher Education system. At the University of Adelaide , this has manifested itself by staff increasing the amount of surveys measuring the student experience, with ongoing ramifications for the workload of evaluation staff. Data from 2004 to 2006 was examined, looking for changes in the evaluation processes of staff. Since semester 1 2004, there has been an increase of 47% in the number of student experience surveys carried out by staff. The initial outcome of this increase was the increase in turnaround time for reporting from 11 days to 29 days despite the number of surveys processed per day increasing from 48 to 70. In order to respond to this challenging increase in workload, new survey forms were designed, new equipment was purchased and new processes were introduced. The outcome as measured in semester 1, 2006 was a turnaround time reduced to 6 days and an increase in the number of surveys processed per day to 200. Staff had the choice of standard teacher and course surveys, extended versions of these where they were able to add up to 5 additional questions and specially designed surveys. The latter require substantial effort from all parties concerned, but often provided information unlikely to be gleaned from standard survey instruments. The increase in survey usage was equally distributed across most survey types, but there was a significant drop in the number of extended teacher surveys carried out. There was no difference observed in the number of student responses per survey.Item Metadata only An Integrated Bridging Program for International Postgraduate Students(Informa UK Limited, 1996) Cargill, M.; ACUE (now Learning and Teaching Development Unit)International postgraduate students from language backgrounds other than English face difficulties in Australian universities related not only to language but also to learning and relational styles and discipline-specific expectations. Academic staff who supervise these students are often well aware of these issues but may lack specialist skills to help improve outcomes. At The University of Adelaide, collaboration between language and learning staff and discipline specialists has resulted in an integrated model of language and academic skill development which may be widely applicable in the Australian context. The Integrated Bridging Program (IBP) has been trialled in seven faculties and subsequently introduced university-wide. This paper describes the development of the IBP and its 1994 pilot, summarises the evaluative data collected and outlines resulting changes. The final section discusses factors found to have been important to the success of the program and suggests ways in which they may be more generally applicable. © 1996, Copyright Taylor & Francis Group, LLC.Item Metadata only An investigation into the effect of English learners? dictionaries on international students' acquisition of the English article system(Shannon Research Press, 2006) Miller, J.Learners’ dictionaries are a resource which is often overlooked by both students and teachers of English as a Second Language. The wealth of grammatical information contained within them, however, can help students to improve their English language skills and, ipso facto, their academic writing. In this study, four groups of university ESL students participated in a session to improve their use of the English article system. Two of the groups used English learners’ dictionaries and two did not. The results of the study indicate that the students who used the dictionaries achieved a slightly higher number of correct answers in the given article exercises, and expressed a higher level of satisfaction with the session, than those who had not used dictionaries. It is therefore suggested that greater use be made of learners’ dictionaries in ESL grammar classes and that more teaching time be allocated to exploring and utilising this valuable resource.Item Metadata only Assessing the assessment: Providing meaningful and sustainable methods for maintaining quality in exams(Univeristy of Technology, Sydney, 2005) Palmer, E.; Crisp, G.; Evaluations and Assessment Conference (2005 : Sydney, Australia); Kandlbinder Peter,Item Metadata only Assessment as a key learning and teaching tool: A case study using a Business Communications course(Curtin University of Technology, 2006) Singh, N.; Palmer, E.; Evaluations and Assessment Conference (2006 : Bentley, Western Australia); Bruce Shortland Jones,Item Metadata only Being First in Family: motivations and metaphors(Taylor & Francis, 2017) Luzeckyj, A.; McCann, B.; Graham, C.; King, S.; McCann, J.First in Family (FiF) is an under-recognised equity grouping which may encompass low-SES, mature-aged, regional and remote, and Indigenous students. FiF tertiary students are more likely to be in a position of educational disadvantage over students who have other family members available to share the experience of university life and discuss aspirations. Building on previous research, we conducted semi-structured interviews with 18 FiF university students from a range of disciplines across three South Australian institutions. We analysed the interview data based on themes derived through readings of FiF literature, adding new ones as they emerged as part of the process of analysis. In this paper, we specifically focus on the interview responses which included metaphors or analogies. Metaphors provide a conceptual framework for thinking about a particular problem and drawing comparisons between unlike situations. Our experience as educators told us that students often subtly and unintentionally utilise metaphors when articulating lived experiences. We both specifically asked the FiF students to identify a metaphor that reflected their experience of being at university and also considered their use of metaphors in response to other questions. In exploring these metaphors, we have gained insight into students’ day-to-day experience of attending university and have gained information about their motivations and their struggles. When considered by university staff and policy-makers, this information could be used to guide the development of strategies that may help future FiF students.Item Metadata only Blended learning approaches to practical teaching in pharmacology: the best of both worlds?(2011) Smid, S.; Salem, A.; Musgrave, I.; ERGA Conference (6th : 2011 : Adelaide, Australia); Centre for Learning and Professional Development (CLPD)Third year Pharmacology courses are offered in various Sciences programs with a compulsory assessable practicum, which reinforces teaching and learning objectives of lecture material while also introducing students to a range of research skills in experimental design, methods, analysis and reporting. These so-called ‘wet labs’ use conventional discipline-specific methodologies to investigate the effects of drugs directly on biological systems. These are highly valued by students as reported by consistent course evaluations indicating not only their value in reinforcing lecture theory, but also fostering further engagement in research methods. Budgetary and class size constraints associated with conventional wet lab practicals and noted limitations in computer simulation-based practicals (Hughes, 2001) necessitate further innovation in wet lab practical delivery in pharmacology. While students are often enthusiastic about practical classes in pharmacology, they also express being overwhelmed by the range of new techniques and practical skills they have to acquire quickly in order to be successful. This includes a familiarity with new experimental equipment, data acquisition and management software and graphical and statistical software for data analysis and reporting. Much of the specialised hardware and software is only accessible in the laboratory setting and it is difficult to therefore prepare students in advance of the practical class. There exists a need to better integrate the data acquisition, analysis and interpretive software in a way that can be utilised (i) in an incremental and staged manner and (ii) in a formative setting during the laboratory class. In this University-funded project we sought to integrate proprietary instructional practical software applications (LabTutor, ADInstruments®) into custom-designed practical sessions (via LabAuthor). Students worked in small groups generating biological data from conventional in vitro isolated tissue apparatus that was transmitted from each group’s laptop computer via wireless signal to a central LabTutor client server. Practical implementation was performed as a series of sequential tasks managed via LabTutor software, with pop-up help boxes that describe how the equipment, computer hardware and software operate while enabling students to generate biological data via discrete prompts at each step. At the completion of the practical, students could access their data file in the 'central server' for later online submission and reporting. Students therefore had the capacity for data analysis and reporting in a more flexible environment. This also had the advantage of the capacity for the provision of online assessment and feedback of practical reports. Student feedback suggested this had the potential to be a more intuitive, step-wise approach to discipline-specific learning, enhancing student engagement in practical classes while utilising the pedagogic advantages of the interactive online material (Bonakdarian et al., 2010). This blended approach of traditional and innovative techniques is readily adaptable for use in other compatible disciplines utilising similar in vitro methodologies in practicum delivery.Item Metadata only Broadening the context for teaching evaluation(Jossey-bass, 2001) Cannon, Robert Anthony; Centre for Learning and Professional DevelopmentItem Metadata only Cambridge advanced learners dictionary, Third Edition [Book review](Australian Council of T E S O L Associations (A C T A), 2009) Miller, J.