scholarly journals Editorial

2014 ◽  
Vol 43 (1) ◽  
pp. iii-iii
Author(s):  
Elizabeth Mackinlay ◽  
Martin Nakata
Keyword(s):  
Learning Strategies ◽  
Teaching And Learning ◽  
New South ◽  
Indigenous Education ◽  
Indigenous Studies ◽  
Early Career ◽  
Learning And Teaching ◽  
South Wales ◽  
Teaching And Learning Strategies ◽  
The University

We are very proud to present this timely and significant Special Issue of The Australian Journal of Indigenous Education, guest edited by Katelyn Barney (The University of Queensland), Cindy Shannon (The University of Queensland) and Martin Nakata (The University of New South Wales). This collection of articles focuses on the activities of the Australian Indigenous Studies Learning and Teaching Network, an initiative funded by the Office for Teaching and Learning. The Australian Indigenous Studies Learning and Teaching Network was formed to bring leaders and early career academics in the field together to build relationships, debate and discuss central issues, and explore and share teaching and learning strategies in the discipline at tertiary level. These discussions at once untangle and re-entangle the processes, pedagogies and politics at play when Indigenous Studies becomes defined as a discipline.

scholarly journals Editorial

2012 ◽  
Vol 41 (1) ◽  
pp. iii-iii
Author(s):  
Martin Nakata ◽  
Elizabeth Mackinlay
Keyword(s):  
Teaching And Learning ◽  
New South ◽  
Indigenous Studies ◽  
Special Edition ◽  
Learning And Teaching ◽  
South Wales ◽  
Curriculum Renewal ◽  
Pedagogical Innovations ◽  
Key Participants ◽  
Renewal Project

The AIJE has an established tradition of publishing special Supplements to highlight papers on a particular topic. This special edition of the AJIE is an outcome of a 2-year curriculum renewal project funded by the Australian Learning and Teaching Council, which focused on teaching and learning practice in Australian Indigenous studies. The project involved collaboration between academics of Australian Indigenous studies in Queensland, New South Wales, Victoria, Tasmania and the Northern Territory. The articles in this special edition comprise descriptions of pedagogical innovations and discussions or reflections on the issues engaged in the course of the project by some of the key participants.

Introduction: Exploring the Scope of the Australian Indigenous Studies Learning and Teaching Network

2014 ◽  
Vol 43 (1) ◽  
pp. 1-7 ◽  
Author(s):  
Katelyn Barney ◽  
Cindy Shannon ◽  
Martin Nakata
Keyword(s):  
Teaching And Learning ◽  
Indigenous Education ◽  
Indigenous Studies ◽  
Early Career ◽  
Learning Approaches ◽  
Future Directions ◽  
National Network ◽  
Learning And Teaching ◽  
Key Issues ◽  
Effective Teaching And Learning

The Australian Indigenous Studies Learning and Teaching Network was established in 2011 to develop a focused national network of scholars to engage in key discussions about teaching Indigenous Studies at tertiary level. Funded by the Office for Learning and Teaching (2011–14), the Network combines leaders and early career academics and builds relationships between scholars in the discipline, identifies key issues and explores effective teaching and learning approaches. This introductory essay places this Special Issue of The Australian Journal of Indigenous Education (AJIE) in context by exploring the aims and outcomes of the Network along with the positioning of the Network team. It also examines key challenges for the Network and possible future directions.

Embedding an Indigenous Graduate Attribute into University of Western Sydney's Courses

2010 ◽  
Vol 39 (S1) ◽  
pp. 40-52 ◽  
Author(s):  
Berice Anning
Keyword(s):  
Indigenous Knowledge ◽  
Cultural Competency ◽  
Indigenous Education ◽  
Indigenous Studies ◽  
Department Of Education ◽  
Disciplinary Culture ◽  
Learning And Teaching ◽  
Workplace Relations ◽  
The University ◽  
Professional Capacity

AbstractThe paper reports on embedding an Indigenous graduate attribute into courses at the University of Western Sydney (UWS), providing the background to the development and implementation of a holistic and individual Indigenous graduate attribute. It details the approach taken by the Badanami Centre for Indigenous Education in advising the UWS staff on the process for endorsement of the Indigenous graduate attribute. The UWS's recognition of its moral purpose and social responsibility to Indigenous people in Greater Western Sydney has led to the successful re-establishment of Indigenous education at UWS. The paper outlines the unique and innovative approach taken to implement the Indigenous graduate attribute, including: consultation across the Schools at UWS; developing and establishing relationships through the respect of disciplinary culture and tradition; the UWS-wide reform of the traditional discipline approach and the first step towards recognition of the domain of Indigenous knowledge in teaching and research; establishing a team of Indigenous academics; developing a learning and teaching framework for Indigenous knowledge and Indigenous studies; and integrating Indigenous content into curricula at UWS. The Department of Education, Employment and Workplace Relations funded UWS to develop the Indigenous graduate attribute and implement it by embedding cultural competency and professional capacity into UWS courses.

scholarly journals Language Support for First Year Human Physiology and Biology

2011 ◽  
pp. 129-159
Author(s):  
Karen Elizabeth Mate ◽  
John Cameron Rodger ◽  
Brett Andrew Lidbury
Keyword(s):  
Human Physiology ◽  
University Students ◽  
Student Performance ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
First Year ◽  
Specific Context ◽  
Language Support ◽  
Teaching And Learning Strategies ◽  
The University

This chapter examines student performance in Human Physiology and Biology in response to a number of interactive language-focused and career-oriented interventions that were integrated into both lecture and tutorial formats. The study took place at the University of Newcastle, Australia and involved around 1000 students on two campuses. Although it was not possible to demonstrate a clear overall improvement in student performance as a result of these interventions, the activities were viewed positively by the majority of students. Arguably, the major impact of the language and other interventions was in the level of student motivation and engagement with the course topic. Contemporary university students are highly focused on the relevance of a course to their chosen career path, suggesting that language-based teaching and learning strategies would be most effective if placed within a vocation-specific context.

Students’ Questioning and Creativity

2011 ◽  
Vol 2 (3) ◽  
pp. 73-85 ◽  
Author(s):  
Patrícia Albergaria Almeida ◽  
José Joaquim Teixeira-Dias ◽  
Jorge Medina
Keyword(s):  
Higher Education ◽  
University Students ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Higher Order ◽  
Teaching And Learning Strategies ◽  
The University ◽  
The Relationship

University students must develop several higher-order skills along their higher education route. One of these fundamental skills is creativity. The practice of questioning is one of the modes to enhance creativity. In this paper, the authors illustrate how students’ approaches to creativity can be linked to the types of questions they ask in Higher Education. Several teaching and learning strategies were implemented in a geology course and a chemistry course, at the University of Aveiro, Portugal, as a way of promoting students’ questioning competence. The relationship between the kinds of questions asked and the students’ approaches to creativity is analysed and discussed.

Incorporating a Self-Directed Learning Pedagogy in the Computing Classroom

2014 ◽  
pp. 348-371 ◽  
Author(s):  
Oisín Cawley ◽  
Stephan Weibelzahl ◽  
Ita Richardson ◽  
Yvonne Delaney
Keyword(s):  
Software Engineering ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Self Directed Learning ◽  
Alternative Teaching ◽  
Teaching And Learning Strategies ◽  
Directed Learning ◽  
Approach To Teaching ◽  
The University

With a focus on addressing the perceived skills gap in Software Engineering (SE) graduates, some educators have looked to employing alternative teaching and learning strategies in the classroom. One such pedagogy is Problem-Based Learning (PBL), an approach the authors have incorporated into the SE curriculum in two separate third-level institutions in Ireland, namely the University of Limerick (UL) and the National College of Ireland (NCI). PBL is an approach to teaching and learning which is quite different to the more typical “lecture” style found in most 3rd level institutions. PBL allows lecturers to meet educational and industry-specific objectives; however, while it has been used widely in Medical and Business schools, its use has not been so widespread with computing educators. PBL is not without its difficulties given that it requires significant changes in the role of the lecturer and the active participation of the students. Here, the authors present the approach taken to implement PBL into their respective programs. They present the pitfalls and obstacles that needed to be addressed, the levels of success that have been achieved so far, and briefly discuss some of the important aspects that Software Engineering lecturers should consider.

PEARLs, Problems and Politics: Exploring Findings From Two Teaching and Learning Projects in Indigenous Australian Studies at The University of Queensland

2014 ◽  
Vol 43 (1) ◽  
pp. 31-41 ◽  
Author(s):  
Elizabeth Mackinlay ◽  
Katelyn Barney
Keyword(s):  
Critical Pedagogy ◽  
Teaching And Learning ◽  
Teacher Educators ◽  
Indigenous Education ◽  
Pilot Project ◽  
Indigenous Australian ◽  
Learning And Teaching ◽  
Education Theory ◽  
Curriculum Renewal ◽  
The University

This article explores the implementation of PEARL (Political, Embodied, Active, and Reflective Learning) in two courses at The University of Queensland: a first-year introductory Indigenous Studies course and a second year Indigenous Education course. We draw on findings from a 2-year (2010–2011) Office for Learning and Teaching (then ALTC) funded curriculum renewal project and findings from a pilot project (2013) implementing PEARL in a compulsory Indigenous Education course for all pre-service teacher educators in primary and secondary teacher training at The University of Queensland. Drawing transformative education theory into conversation with critical pedagogy and anti-colonial/racist education, we share student data from focus groups, questionnaires and reflective journals to examine the shift in students’ understanding of Indigenous issues, histories and peoples. Finally, we reflect on the ways the results hold great potential for the further implementation of PEARL into other university level courses, specifically in relation to a ‘pedagogy of solidarity’ between Indigenous and non-Indigenous people.

The Development of Work-Based Learning as Part of Post-Qualifying Education

2007 ◽  
Vol 21 (5) ◽  
pp. 361-366 ◽  
Author(s):  
Denise Owens ◽  
June Rutherford
Keyword(s):  
Higher Education ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Pilot Project ◽  
Radical Change ◽  
Traditional Methods ◽  
School Of Nursing ◽  
Learning Module ◽  
Teaching And Learning Strategies ◽  
The University

This paper describes the conception and progress to date of the development of work-based learning as part of post-qualifying education in the School of Nursing at the University of Salford. There is a changing culture in the university in relation to the delivery of programmes via non-traditional routes. In this context, work-based learning is a radical change from current teaching and learning strategies in the School of Nursing and in the university as a whole. This creative approach contrasts significantly with the more traditional methods of teaching and learning in higher education. The paper reports on the development, introduction and evaluation of a work-based learning module as a pilot project. It then outlines the development of a work-based learning degree using the lessons learnt from the pilot.

Improving Student Readiness for Inquiry-Based Learning

2015 ◽  
Author(s):  
Ivana Milanovic ◽  
Tom Eppes
Keyword(s):  
Learning Strategies ◽  
Teaching And Learning ◽  
Application Software ◽  
Student Work ◽  
Course Structure ◽  
Inquiry Based Learning ◽  
Student Readiness ◽  
Teaching And Learning Strategies ◽  
Multidisciplinary Modeling ◽  
The University

We document the four-year long experience aimed at improving student readiness to engage in research. A key ingredient has been the development of a multidisciplinary modeling course that integrates four teaching and learning strategies. Preceded by two sets of scaffolded projects, the course culminates with an inquiry-based learning (IBL) assignment on a topic that is relevant and supported by mentoring. Benefits include the development of modeling skills marketable to external entities, presentations at the University colloquia and symposia, peer-reviewed conference or journal papers, and application software releases. This paper describes the course structure, its evolution over time to meet various challenges, and provides examples of student work.

scholarly journals Mathwise Astronomy and the TLTP: aiding or degrading education?

1998 ◽  
Vol 162 ◽  
pp. 93-99
Author(s):  
E.M. McCabe
Keyword(s):  
Learning Strategies ◽  
Teaching And Learning ◽  
New Technology ◽  
Successful Implementation ◽  
Learning Technology ◽  
Remedial Teaching ◽  
Teaching And Learning Strategies ◽  
The Uk ◽  
The University

The Teaching and Learning Technology Programme (TLTP) in the UK was launched in 1992 to “develop innovations in teaching and learning through the power of technology”. Increasing numbers of students with mixed abilities and backgrounds were entering into higher education. Flexible course structures and the need for remedial teaching added further motivation in the search for methods of improving productivity and efficiency.Since 1992 over 33 million of funding has been awarded to 76 projects spanning the university curriculum. When support from host institutions is taken into account, overall funding for the TLTP is estimated at 75 million. TLTP materials are now becoming available to assist institutions in maintaining and enhancing the quality of their teaching provision. The successful implementation of this new technology is requiring each institution to rethink its teaching and learning strategies (Laurillard, 1993).

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