What is the on-campus experience? Engineering student study and work

Accreditation for off-campus engineering programmes has proven to be problematic. In Australia, off-campus programmes are compelled to contain mandatory residential sessions so that offcampus students can have an `on-campus experience'. This paper explores the nature of modern oncampus undergraduate engineering study, and finds that it now typically involves at least part-time employment and has more in common with off-campus study than the on-campus experience enjoyed by most of the current institutional (education and professional) administrators when they completed their undergraduate studies. Rather than ignore student term-time work, engineering programmes should use it to enhance the development of desirable graduate attributes.

Corporations law : text and essential cases

Corporations Law: Text and Essential Cases is designed specifically to meet the needs of students undertaking one-semester, case-based courses in Corporations Law. The 13 chapters each contain extracts from the leading cases supported by commentary, further readings, and review questions.

Decimals and percent - walls, and clocks

The diagrams of fraction-walls, and beyond, may be useful aids for teaching those fascinating topics of fractions, and their cousins decimals and percentages.

Fractions Versus VELS : Making sense and teaching richly

Fractions are different from other numbers: they need new ways of working - right? No. That’s a recipe for relying on unexplainable rote rules. Fraction calculations are sensibly based in properly understood whole-number operations. If we really know how to multiply and divide (and add and subtract) whole-numbers, doing the same kinds of things with fractions will be easy, and memorable. But how does this fit with VELS and Progression Points? What is the Fraction Curriculum, and how could we teach it?

Appearing pedagogy : from embodied learning and teaching to embodied pedagogy

In this paper images are used to support the conceptualisation and recognition of embodied pedagogy. Analysis of data gathered during an arts-based teaching project in pre-service teacher education revealed the presence of an embodied pedagogy and supports the further deployment of embodied teaching and learning in teacher education. Embodied pedagogy includes embodied teaching and embodied learning but is conceptualised through ‘pedagogy as relational’ – between teaching and learning and between teacher and learner. Through image this paper presents traces of embodied pedagogy from the classroom. These tracings of embodied pedagogy in classrooms defy baseline certainty and instead assert Benjamin’s thesis that knowledge can only ‘stand up’ through multiplicity, through all acts of knowing.

Game-centred models and teaching in culturally diverse settings

This presentation draws on the observations and experiences that we, as teacher educators, have had using Teaching Games for Understanding (TGfU) as a pedagogical tool with generalist pre-service teachers in two different sites: Malaysia and Australia. TGfU is a game-centred pedagogy in which students learn the „Why‟ of game playing before the „How‟ of the skills associated with the game. This concept is based on a student-centred approach to learning. The benefit of this pedagogy to generalist teachers is the notion that they are not required to be a master of many sports. This narrative relates the observations and experiences of teacher educators of Malaysian and Australian generalist pre-service teachers confronted with teaching and learning TGfU for the first time in their culturally specific contexts. The two key issues arising from teaching the TGfU model were: the disparity in the cohorts‟ experiences arising from institutionalised conceptions by the pre-service teachers of what and how learning occurs in physical education; and the pre-service teachers‟ difficulty with implementing the TGfU model in a practical situation. Crossing the cultural divide for the Malaysian and Australian pre-service teachers required them to explore more fully the range of approaches to teaching and to recognise a more student-centred approach as a valid and authentic tool. As both teachers and observers of this process, our intention was to examine the two cohorts‟ learning and subsequent teaching with the aim of developing better understandings of the challenges when teaching TGfU in tertiary settings.