Impact of Assurance of Learning (AOL) in programming course for novices

One of the aims of any higher education institution is to align its curriculum with program learning goals. Programs which ensure proper learning have positive effects on students, instructors, departments and also on the higher education institution itself. This paper discusses the implementation and effects of Assurance Of Learning (AOL) processes on introductory programming (IP) courses. It elaborates five stages of AOL to align program learning goals with IP curriculum. Then, it discusses how the AOL process identifies shortcomings in the assessment methods of IP courses. Furthermore, it enlightens how the assessment findings, as a result of the AOL process, provide mechanisms to address the drawbacks during the delivery of such courses. Feedback on

We did the how to teach it: music teaching and learning in higher education in Australia

The Australian Government recognizes that the Arts are acritical part of formal school education and it should not be viewedas subordinate or extra. This paper forms part of a wider researchproject titled “Pre-service teacher attitudes and understandings ofMusic Education” that started in 2013. The focus of this paperinvestigates music teaching and learning in a core unit within theBachelor of Education (Primary) course at Deakin University(Australia). Using questionnaire and interview data gathered in 2014,I employ Interpretative Phenomenological Analysis to analyse andcodify the data. Three themes are discussed in relation to: Why it isimportant to include music in the primary school? What wasenjoyable and what aspects were challenging in the musicworkshops? What can students integrate as generalist teachers intotheir future classrooms? Though the findings focus on “we did thehow to teach it”, it also highlights some challenges and opportunitiesfor students and staff. Tertiary educators are challenged to raise thecapacity and status of music when preparing students to translate themusic curriculum into their future classrooms.

Evidencing learning outcomes: a multi-level, multi-dimensional course alignment model

This conceptual framework proposes a multi-level, multi-dimensional course alignment model to implement a contextualised constructive alignment of rubric design that authentically evidences and assesses learning outcomes. By embedding quality control mechanisms at each level for each dimension, this model facilitates the development of an aligned curriculum. The use of rubrics is a crucial theme for many higher education institutions owing to the binding requirement by universities to provide evidence to quality assurance agencies. The success of evidencing learning outcomes through rubrics, however, is only one piece of the puzzle. The other is the contextualised constructive alignment of intertwined factors. Despite the significance of embedding these factors, there has been little, if any, systematic framework in this area. The two key instrumental forces underpinning the conception of this model are: seeking external accreditation and the implementation of programme enhancement thus realising the strategic agenda for an Australian university.

Student opportunities in materials design and manufacture: Introducing a new manufacturing with composites course

The shift towards strong and lightweight fibre reinforced polymer-matrix composites for many high performance applications has resulted in an increasing need to expose students to composite design and manufacture courses in the undergraduate curriculum. In contrast, student exposure to composite materials is often still limited to a topic within a materials or manufacturing related course (unit). This paper presents the initial offering of a composite materials elective at Griffith University in Australia. The course also addresses environmental concerns through the inclusion of natural fibre composites. An evaluation of student perceptions is considered from Griffith’s Student Experience of Course (SEC) and separate Student Experience of Teaching (SET) surveys. These evaluations demonstrate the high level of student engagement with the course, but also highlighted areas for improvement, including the need to incorporate even more hands-on practical work. Interestingly, the inclusion of natural fibre composites and the related discussion surrounding environmental and societal issues are not focused on in student feedback.

The importance of outreach programs to unblock the pipeline and broaden diversity in ICT education

There is a need for outreach programs to attract a diverse range of students to the computing discipline. The lack of qualified computing graduates to fill the growing number of computing vacancies is of concern to government and industry and there are few female students entering the computing pipeline at high school level. This paper presents three outreach programs that have the underlying assumption that students need to be reminded about the creativity and potential of computing so that it remains on the radar of their future career options. Each program instigated social and cultural change through a paradigm shift where girls moved from being ICT consumers to ICT creators. By exposing students to a wide variety of ICT activities and careers during secondary schooling, they were more likely to consider studying information systems, computer science or any other computing course at the university level. Results are presented showing student attitudinal changes as well as observed increases in enrolments at secondary school and university courses

ePortfolios in business education: a national study of ePortfolio implementation 2013 to 2015

To be launched in March 2016, this study explores the transformative potential of ePortfolios in business education. Educators and higher education institutions are increasingly looking for innovative ways to enhance learning outcomes through technology. Given their potential to aid in the development of engaged, reflective lifelong learners, and develop and showcase employability skills, ePortfolios are increasingly being used around the globe.

This study shares the experience of, and lessons learned from, the implementation of ePortfolios in one general business management course and three accounting related courses at three higher education institutions. The recommendations and principles proposed provide benchmarks for best practice and practical guidance for embedding ePortfolios into business curricula.