Transition from clinical manager to university lecturer : a self-reflective case study

This paper is a case study exploring the author’s use of reflective practice to facilitate the transition in role from a clinical manager with teaching responsibilities in a critical care unit to university lecturer. The similarities and differences in the roles with respect to learner characteristics, teaching contexts and effective teaching strategies are discussed. Brookfield’s model provides the methodological framework for the process of critically reflective practice undertaken to support and inform the transition. This case study describes a novice academic’s reflection through the four lenses of autobiography, the theoretical literature, student feedback and the perspectives of colleagues as she seeks to optimise student engagement and learning using the large lecture as the teaching and learning activity. The author suggests that the use of a framework such as Brookfield’s model that supports critical reflection may be of significant benefit to accelerate the personal and professional growth of new academic staff in their teaching practice.

Is the lecturer in the room? a study of student satisfaction with online discussions in practical legal training

Reports an exploratory practitioner-initiated study that developed and implemented an online questionnaire to collect data from PLT students in three states, regarding their satisfaction with online discussions. Students’ perceptions of ‘community of inquiry framework’ elements, Marzano and Kendall’s ‘self-system’ factors, and other contextual aspects, were investigated and tested for correlations.The study found student satisfaction with the online discussions was most closely associated with ‘teaching presence’. Students’ satisfaction with student-student interactions was closely associated with ‘self-system’ factors.

Exploring tablet PC lectures: lecturer experiences and student perceptions in biomedicine

Lecturers using tablet PCs with specialised pens can utilise real-time changes in lecture delivery via digital inking. We investigated student perceptions and lecturer experiences of tablet PC lectures in large-enrolment biomedicine subjects. Lecturers used PowerPoint or Classroom Presenter software for lecture preparation and in-lecture pen-based inking. Using surveys and lecturer interviews, students and lecturers were asked to reflect on their tablet PC lectures in comparison to non-tablet lectures that used prepared images and a laser pointer. Quantitative survey responses suggested that students felt that the tablet lectures were more interesting, that they were more capable of keeping up with the lecturer, and they enhanced their understanding of the lecture content. Qualitative analysis of written comments indicated that students appreciated the real-time writing and drawings, particularly because these were visible on lecture recordings. When reflecting on their non-tablet lectures, most lecturers used the pen-based writing, drawing and highlighting tablet functions and reduced lecture pace and content for their tablet lectures. Long-term tablet use led to lecturers making more use of digital inking, with less use of prepared images. Our results support the idea that tablet PC-supported lectures are conducive to improved management of cognitive load via reduced lecture pace and content.

Separoh jalan (halfway)

The sign that marked the exact mid-point of the journey between Launceston and Hobart was located at the far side of the road in one of the overtaking lanes on the highway. The road that connected the two main towns in the state of Tasmania was full of overtaking lanes, special lanes that allowed drivers to pass others going in the same direction at slower speeds. Even though the north-south highway was wide and newly surfaced, there was only one lane in each direction. The passing lanes brought relief to a driver trapped behind a truck with a heavy load or who was in a hurry like Rusli that morning. He had only been in the southernmost Australian state for four months but had travelled back and forth between Launceston and Hobart nearly 20 times in a car belonging to the University of Tasmania where he worked. For some reason, he had never before noticed the marker which was only a knee-high sign with three sides. The one facing north to Launceston said H100 while the one facing south to Hobart said L100. Rusli had been hired as a lecturer for one academic year of about eight months to teach at the Indonesian programme at the university. Because Indonesian was the one language offered on both campuses, at least once a week Rusli had to drive from Launceston where he was appointed.

Development of an internet supportive platform for online teaching and learning of construction planning and scheduling

Construction Planning and Scheduling is taught for the fIrst time ill Semester 2, 2004 in the School of Architecture and Building, Deakin University. During the unit development process and the implementation of teaching activities, several issues arose in relation to implementing computer-aided construction scheduling and unit delivery in a unitary environment. Although various types of construction planning and scheduling software have been developed and applied, none of them can be run inside an online teaching software package, which provides powerful functions in administration. This research aims to explore the strategies to connect a project planning and scheduling software package and an online ~aching and learning software package by a Web-based support platform so that both the lecturer and students can draw up and communicate a construction plan or schedule with tables and fIgures. The key techniques of this supportive platfonn are idt;nlifies and they include a web-based graphically user-interfaced, dynamic and distributed multimedia data acquisition mechanism, which accepts users' drawings and retrieval information from canvas and stores the multimedia data ona server for further usage. This paper demonstrates the techniques and principals needed to construct such a multimedia data acquisition tool. This. research will fill the gap.in the literature in respect to an online pedagogical solution to an existing problem.

Socratic teaching, the law and professional identity

This paper uses critical discourse analysis of interactions between law students and their lecturer to show how ‘Socratic’ teaching is used as a powerful technique to shape student identities. Data from a moot or simulated court in taxation law is analysed to show how students position themselves and are positioned as legal professionals. The paper argues that one student’s poor performance in the moot can be interpreted as resistance to attempts to influence her to adopt an uncongenial speaking position. This example supports the view that the difficulty law students have in learning to ‘think like a lawyer’ results not from a failure of skill but from the problems they have in assuming the speaking position of a legal professional. It is suggested that educators should consider helping students come to terms with the fragmented and contradictory subject positions associated with professionalisation.

The power of rhythm and words : from little things big things grow

Primary literacy teacher educators need to re-conceptualise the ways in which they work together to model effective interdisciplinary practice. This paper reports on such practice in a team teaching unit for postgraduate students undertaking the Bachelor of Teaching (Primary/Secondary) at Deakin University, Melbourne. The interdisciplinary (Social Education, Language and Music) unit, a first in the Faculty of Education was conceptualised to challenge both lecturer and student (local and international) to 'rethink' their understandings of pedagogy, multi-literacies and teacher preparedness. For the purpose of this paper, the authors reflect on a particular team teaching experience whereby a text (song) was used to teach both the elements of music and literacy pedagogy. It opened up new possibilities for students to engage and participate with each discipline as well as how one area can inform and further deepen the understanding for learners of the other. For example, musical notation and score was used to explain and use the 4 resource model (Luke and Freebody, 1990). The authors contend that crossdisciplinary work cannot be reduced to simple cooperation among disciplines but that primary literacy teacher educators need to develop new conceptual frameworks for learning that will enhance their understandings of pedagogy and assist in preparing teachers in a challenging world.

Teaching building services to architecture and building students

Building environmental services can often be categorised as ‘one of the least desirable courses’ in the curriculum of architecture and building. Nevertheless, it is also one of the most important and confronting subjects in the procurement of real building projects. The principal message to designers is that of spatial requirements while to the builders it may become one of capital cost, installation specifications and maintenance of equipment. Getting these concepts across in a creative, yet project oriented, manner can be challenging to the students and to the lecturer. This paper presents the developments of ten years of teaching the subject, as well as the methods of delivery which have proven to be successful.

Solution-focused model for improving individual university teaching

Universities commonly use individual teaching development as one of a suite of strategies to improve teaching and learning outcomes. This paper outlines an individual teaching development programme based on the tenets of solution-focused brief therapy (SFBT). The programme was trialled with a senior lecturer of a large third-year subject in an Australian university. The approach resulted in evidence of positive changes in teaching. The potential and wider application of this approach is considered.

Torts

Third edition of a text for university students providing a basic coverage of the principles of torts law, first published 1997. Covers all aspects of torts law including battery, assault, false imprisonment, trespass, negligence and statutory duty. Designed to be used with 'Torts: Cases and Commentary' or with any other torts law casebook. Includes charts, diagrams, references and index. New edition contains recent High Courts decisions that have changed the law of Torts in Australia. Editor is a senior lecturer at the School of Law, Deakin University.

Labour law

Second edition university text discussing the principles of labour law, first published in 1999. Provides a comprehensive discussion of such topics as the employment relationship, termination of employment, the federal system of labour regulation and legal regulation of trade unions. Revised edition has been updated to reflect recent changes in the common law and under the Workplace Relations Act 1996. Features case examples, summary questions and graded exercises for students. Includes table of cases, table of statutes and index. Author is a Barrister and Solicitor and a lecturer in the School of Law at Deakin University.

Instructor's resource guide to accompany 'Management : core concepts & skills'

Prepared by Andrew Creed (Deakin University), this useful resource includes an introductory statement or question tp stimulate thought about topic, chapter learning objectives, chapter outline, chapter summary and teaching notes (including enhancements such as inserted activities for use in lectures/class). Responses for text questions including critical thinking, review, analysis and case study questions and additional class exercises.

Current affairs in audit

Current Affairs in Audit highlights and discusses developments in auditing. The Current Affairs in Audit are prepared monthly by Rod Johnson, lecturer in the School of Accounting and Finance at Deakin University. Tom Ravlic, Financial Journalist, is also contributing articles.

Australia's Prime Ministers: Bob Hawke

In the run up to the Federal Election Trevor Chappell has been look at some of Australia’s former Prime Ministers.

Bob Hawke is Australia's longest serving Labor Prime Minister, he was at the helm from 1983 to 1991.

Trevor Chappell spoke to Professor Geoff Robinson, a political historian and lecturer in Australian Studies and Politics at Deakin University about the Bob Hawke years.

Australia's Prime Ministers : R. G. Menzies

In the run up to the Federal Election, The Overnights show is taking a look at some of Australia's former Prime Ministers. The second PM we discussed was Australia's longest serving Prime Minister Sir Robert Menzies.

Often characterised as an extreme monarchist and British to the Bootstraps, Robert Menzies was responsible for many post-war socioeconomic developments and linked Australia more closely to South-East Asia and the USA to counter what was seen as the spread of Communism and the possible isolation of Australia.Michael Pavlich spoke to Geoff Robinson, a political historian and lecturer in Australian Studies and Politics at Deakin University.