Teaching and Learning Centre

Conceptualising creativity in the creative arts: seeking common ground

Chris Morgan — Wed, 01 May 2013 21:34:33 PDT

This paper reports on a research study that investigated how university academics in the creative arts conceptualise creativity, both as a general concept and also as a set of situated disciplinary beliefs and practices. The study, located primarily in the UK and Australia, reveals that the problems of defining and articulating creativity lead to a series of ongoing dilemmas for teaching and assessment in the creative arts. These dilemmas include the ability to explain and foster the creative endeavour with students; to provide transparency to students about expectations and standards; and to make demonstrably fair and reliable judgements about student work in a relatively subjective domain. It argues that if tertiary-level teachers are to devise creative curricula, facilitate creative environments and make judgements about the quality of creative work, they need to both share an understanding about the creative endeavour and the ability to communicate this to students effectively.

The implementation and evaluation of a new learning space: a pilot study

Gail Wilson et al. — Mon, 01 Apr 2013 17:31:43 PDT

A dramatic, pedagogical shift has occurred in recent years in educational environments in higher education, supported largely by the use of ubiquitous technologies. Increasingly, emphasis is being placed on the design of new learning spaces, often referred to as ‘‘Next Generation Learning Spaces’’ (NGLS) and their impact on pedagogy. The traditional idea of ‘‘classroom’’ now incorporates the use of both physical and virtual space. Increasing availability of digital technologies has enabled access by teachers and students to a wider range of communication and information that can now be incorporated into the formal learning process. This change has meant a greater focus on the design and use of flexible learning spaces, more use of blended learning approaches and more personalised, individualised learning opportunities for students. While many such classrooms have been built and used in universities globally, only a few formal studies have been reported on how these spaces are used by both teachers and students. This article focuses on a pilot study of the use by academic staff and students of a next generation learning space - the Pod Room - and makes recommendations for further research into the effectiveness of new learning spaces in universities.

Communication in WIL partnerships: the critical link

Ann Jeffries et al. — Tue, 26 Mar 2013 19:22:00 PDT

The widespread use of Work-Integrated Learning (WIL) in the higher education sector in recent years highlights the importance of forging successful relationships with employers, business, industry and government. This article reports on a large ethnographic study conducted by Victoria University into host organisations’ perceptions of WIL. Perhaps, unsurprisingly, this study confirms the findings in the literature that good communication is important for successful WIL outcomes. However, rather more surprisingly, it found that despite the literature, a small but significant number of hosts were not satisfied with the communication practices of some of the tertiary institutions they worked with and cited examples of unsatisfactory practices. This study explores patterns in the data in relation to satisfactory and unsatisfactory communication practices on the part of tertiary institutions, showing ways in which communication practices can impact on WIL opportunities and student learning for better or worse.

From herb garden to wiki: responding to change in naturopathic education through scholarly reflection

Airdre F. Grant et al. — Wed, 20 Mar 2013 15:41:11 PDT

The study of naturopathy in Australia has undergone a number of significant changes that have impacted dramatically on scholarly and academic practice. Naturopathic education has shifted from apprenticeship style with a charismatic teacher, to several private colleges offering advanced diplomas/degrees with Government accreditation, and into the university system. In the university context, reflective practice and scholarship have been key to effective responses to change. These changes include the introduction of new models of technology and delivery, access to greater resources and collegial networks and adoption of innovative teaching approaches; all of which have had a significant impact on a developing pedagogy in naturopathy. Utilising a ethnographic methodology, interviews were conducted with ten naturopathy lecturers to investigate their scholarly reflective approaches to decision making and pedagogy. Some of the changes to academic practice within this context and the innovations arising are discussed. These innovations, whilst increasingly common in higher education, are new pedagogical approaches within the contexts of naturopathy, a discipline that traditionally has sat outside formal learning structures.

Proceedings papers of the ALT-C 2012: a confrontation with reality

David Hawkridge et al. — Tue, 12 Mar 2013 16:08:53 PDT

Benchmarking as a catalyst for institutional change in student assessment

Chris Morgan et al. — Thu, 07 Mar 2013 20:13:34 PST

Beyond blended learning: a case study of institutional change at an Australian regional university

Janet A. Taylor et al. — Thu, 07 Mar 2013 20:06:34 PST

Higher education institutions that teach both on-campus and at a distance are challenged to provide all students with equitable access to learning. While the concept of blending or converging learning environments supported by technology and Internet use is common in Australian universities, institution wide implementation is rarer. This paper provides a case study of an Australian regional university that investigated institutional processes and teaching and learning approaches that would facilitate diverse students' equitable access to learning. This investigation identified facilitators and barriers to systemic implementation of blended learning. It was found that as teaching and learning environments are socially dynamic, strategic institutional change will only happen if there is a shared vision and energy that touches all parts of an organisation.

Creating the conditions for self-fulfilment for aged care residents

Sonya Brownie et al. — Sun, 24 Feb 2013 17:23:07 PST

In 1991 the United Nations General Assembly adopted the Principles for Older Persons as a framework for international policy responses to population ageing. These principles promote independence, participation, care, self-fulfilment and dignity as legitimate entitlements of all older people. Although these principles, or variations of them, are embedded in standards of best-practice in residential aged care facilities, the literature shows that in reality institutional care can deny older people opportunities to exercise some of these entitlements. More specifically, residential aged care facilities can deprive older people of access and support to pursue opportunities for the full development of their potential, i.e. their entitlement to self-fulfilment. This discussion article explores the influence of institutional care on older people’s ability to exercise their entitlement to self-fulfilment. We identify the characteristics of a ‘good life’ in institutional care, according to aged care residents themselves. The Eden AlternativeTM is presented as a model of aged care that aims to create the conditions for a ‘good life’ and self-fulfilment for aged care residents.

Response to Petersen on ‘staying or going?’ Australian early career researchers’ narratives

William E. Boyd et al. — Sun, 24 Feb 2013 16:56:41 PST

A response to Eva Bendix Petersen’s commentary on ‘Australian early career researchers’ narratives of academic work, exit options and coping strategies’, published in AUR 53(2).

A blind spot in higher education research? a call for the explicit use of qualitative survey validation methods

Cathryn L. McCormack — Thu, 22 Nov 2012 16:53:48 PST

This research paper was reviewed using a double blind peer review process that meets DIISR requirements.Two reviewers were appointed on the basis of their independence and they reviewed the full paper devoid of the authors’ names and institutions in order to ensure objectivity and anonymity. Papers were reviewed according to specified criteria, including relevance to the conference theme and sub-themes, originality, quality and presentation. Following review and acceptance, this full paper was presented at the international conference.

Incorporating spirituality into the work of the holistic practitioner

Airdre Grant — Mon, 24 Sep 2012 23:20:05 PDT

This paper looks at spirituality and health and the challenge to incorporate spirituality into the holistic model of practice. The holistic approach to health and healing is represented by an integrated balance of mind, body and spirit. Many natural medicine practitioners are trained in treating the physical manifestations of illness; this paper questions to what extent are they familiar with treating the spiritual aspect of being? It looks at definitions of spirituality and religion (S/R), the research on the intersection of S/R and health and the challenges for practitioners to integrate it into practice. Recommendations are made for education to include training about S/R as part of practice protocols, to enable practitioners to incorporate it in practice authentically and with confidence.

Understanding Australian first year university students’ experiences of teaching and learning technologies

Diane Newton et al. — Thu, 30 Aug 2012 18:02:02 PDT

Access to information and communication technologies can enable academics to design courses with learning opportunities that bring together and engage students from diverse backgrounds and locations. For first year university students, knowing how to access and participate in learning opportunities is part of their transition to successful study. With the availability of online content and support, a challenge for students and academics is awareness of how technologies work and how they can be integrated effectively into study. While there is increasing empirical evidence documenting the technology-related uses, experience, expectations, skill levels and training needs of the board range of students that are currently entering Australian Universities, there are still some major gaps. This paper reports on a pilot survey of a sample of first year students entering a regional Australian University. Contrary to expectations, this research indicates that the youngest students had the lowest desire to use the technologies in their studies.

The implementation and evaluation of a new learning space: a pilot study

Gail Wilson et al. — Wed, 09 May 2012 18:33:38 PDT

Students' opinions and attitudes to ethics in the accounting profession

Josie Fisher et al. — Thu, 05 Jan 2012 19:46:01 PST

Motivation: an appropriate topic for a teaching evaluation?

Cathryn McCormack — Wed, 04 Jan 2012 17:00:03 PST

Professional development online: ethics education for accountants and business managers

Cathryn McCormack et al. — Wed, 04 Jan 2012 16:52:16 PST

Higher education research and development anthology

Gail Wilson — Tue, 20 Sep 2011 19:57:30 PDT

The article reviews the book "Higher Education Research & Development Anthology," edited by Peter Kandlbinder and Tai Peseta.

Promoting Web-enhanced learning in university teaching: current practice in Web-enhanced faculty development

Gail Wilson — Mon, 19 Sep 2011 21:14:39 PDT

Encouraging faculty’s adoption of and innovation in learning and teaching with technologies continues to be a critical challenge for those responsible for faculty development in today’s higher education institutions. This chapter examines current practice in Web-enhanced faculty development to promote Web-enhanced learning in university teaching. It begins by locating faculty development with the context of workplace learning and professional learning. Faculty development is seen as a continuum of formal and informal learning experiences offering a range of options. Critical questions are offered to assist the planning and implementation of faculty development to address the need for new learning models and pedagogy for the 21^st century, followed by an overview of learning perspectives which dominate the design of faculty development to support adoption and widespread use of new technologies. Specific frameworks used to design faculty development to support Web-enhanced learning are explained and illustrated – technology adoption, skills acquisition, scholarly engagement, and the use of resources to support faculty learning. This chapter concludes with a summary of implications for faculty development practice.

Podcasting for learning in universities

Gail Wilson — Mon, 04 Apr 2011 19:58:54 PDT

Nature, nurture and culture: breastfeeding in Hong Kong

Louise Horstmanshof et al. — Sun, 20 Feb 2011 20:39:42 PST