Multidisciplinary analysis of clinical cases: a transition towards active learning in dental education

In the past 2009/10 academic year, we took steps towards introduction of active methodologies, from a multidisciplinar approach, into a conventional lecture-based Dental Education program. We consolidated these practices in the current 2010/11 year, already within a new Bologna-adapted scheme. Transition involved (i) critical assessment of the limitations of traditional teaching (ii) identification of specific learning topics allowing for integration of contents, (iii) implementation of student-centred learning activities in old curricular plans (iv) assessment of students' satisfaction and perceived learning outcomes, (v) implementation of these changes in new Bologna-adapted curricula

A tool for mapping research skills in undergraduate curricula

There has been considerable interest recently in the teaching of skills to undergraduate students. However, existing methods for collating data on how much, where and when students are taught and assessed skills have often been shown to be time-consuming and ineffective. Here, we outline an electronic research skills audit tool that has been developed to map both transferable and discipline-specific skills teaching and assessment within individual modules, the results of which can be collated and analysed across entire degree programmes. The design and use of the audit tool is described in detail and a bioscience case study is presented to illustrate the types of data that can be collected. The audit tool has been designed as a time-effective way of collecting information on skills teaching and assessment, but also actively encourages staff to reflect on their teaching and learning practices. Conclusions are drawn about the practicalities of using the audit tool and its importance in both curriculum design and as a resource to encourage dialogue with graduate employers.

Strategies for accommodating individuals` styles and preferences in flexible learning programmes

There has been a considerable growth in the use of flexible methods of delivery for workplace learning and development. However, in designing programmes of flexible learning there is often the assumption that learners will exhibit uniformity in the ways in which they process and organise information (cognitive style), in their predispositions towards particular learning formats and media (instructional preferences) and the conscious actions they employ to deal with the demands of specific learning situations (learning strategies). In adopting such a stance one runs the risk of ignoring important aspects of individual differences in styles, preferences and strategies. Our purpose in this paper will be to: (i) consider some aspects of individual difference that are pertinent to the delivery of flexible learning in the workplace; (ii) identify some of the challenges that extant differences in styles and preferences between individuals may raise for instructional designers and learning facilitators; (iii) suggest ways in which models of flexible learning design and delivery may acknowledge and accommodate individual differences in styles and preferences through the use of an appropriate range of instructional design, learning and support strategies.

Teaching in context : some implications for e-learning design

One of the major advantages of e-learning technologies is the expanded opportunities that they offer for when and where learning takes place. Until recently, little attention has been given to the implications that variation in the learner’s context creates for e-learning design. The context of learning with technologies is often considered quite narrowly, sometimes at the level of specific learning transactions, with limited acknowledgement of whether learners will be engaging with them on-campus, off-campus, across national boundaries or in some other contexts. While there are limitations to teachers’ control of contextual variation, their knowledge of the student cohorts to whom a particular unit of study will be offered provides some clear implications for choices to be made in relation to e-learning design. This paper illustrates these choices through the use of examples from e-learning showcase sites at two institutions. The examples are analysed within a selected theoretical framework to provide preliminary guidelines for accommodating contextual variation in elearning.

Newbs vs. geeks : encouraging creativity in an online learning community

This article explores the development and creative practices of an online  community within an Australian university. The authors argue that creativity can be enhanced and supported by the development and implementation of purpose-specific learning environments, such as an online learning community. Within such a community the participants are exposed to a number of requisite elements designed to support the exploration of their own learning process and the development of creativity. The following study discusses the establishment of such a community and the social, cultural and learning practices of the student participants.

It takes more than breadcrumbs to learn generic skills : collaborating to improve information literacy

The effective teaching and learning of generic skills is becoming an important component of undergraduate education with the introduction of graduate attribute programmes in some Australian universities. Research shows that contextualised learning of these skills is important, but is a discipline-specific context sufficient to ensure student success in acquiring these skills? This paper studies the effectiveness of information skills
learning by a group of undergraduates using Brookfield’s concept of critical reflection and Critical Incident Questionnaire (CIQ). Most students reported positive experiences where the learning environment encouraged a deep approach to learning and negative experiences where that environment encouraged a surface approach. To ensure that students’ approach to
learning is appropriate for achieving the level of information literacy required of graduates, the study recommends the integration of information skills learning into course curricula through the close collaboration of academic and library staff.

Rethinking a learning environment strategy

I have committed a significant period of time (in my case five years) to the purpose development of learning environments, with the belief that it would improve the self-actualisation and self-motivation of students and teachers alike. I consider it important to record and measure performance as we progressed toward such an outcome. Education researchers and practitioners alike, in the higher (university/tertiary) education systems, are seeking among new challenges to engage students and teachers in learning (James, 2001). However, studies to date show a confusing landscape littered with a multiplicity of interpretations and terms, successes and failures. As the discipline leader of the Information Technology, Systems and Multimedia (ITSM) Discipline, Swinburne University of Technology, Lilydale, I found myself struggling with this paradigm. I also found myself being torn between what presents as pragmatic student learning behaviour and the learner-centred teaching ideal reflected in the Swinburne Lilydale mission statement. The research reported in this folio reflects my theory and practice as discipline leader of the ITSM Discipline and the resulting learning environment evolution during the period 1997/8 to 2003. The study adds to the material evidence of extant research through firstly, a meta analysis of the learning environment implemented by the ITSM Discipline as recorded in peer reviewed and published papers; and secondly, a content analysis of student learning approaches, conducted on data reported from a survey of ‘learning skills inventory’ originally conducted by the ITSM Discipline staff in 2002. In 1997 information and communication technologies (ICT) were beginning to provide plausible means for electronic distribution of learning materials on a flexible and repeatable basis, and to provide answers to the imperative of learning materials distribution relating to an ITSM Discipline new course to begin in 1998. A very short time frame of three months was available prior to teaching the course. The ITSM Discipline learning environment development was an evolutionary process I began in 1997/8 initially from the requirement to publish print-based learning guide materials for the new ITSM Discipline subjects. Learning materials and student-to-teacher reciprocal communication would then be delivered and distributed online as virtual learning guides and virtual lectures, over distance as well as maintaining classroom-based instruction design. Virtual here is used to describe the use of ICT and Internet-based approaches. No longer would it be necessary for students to attend classes simply to access lecture content, or fear missing out on vital information. Assumptions I made as discipline leader for the ITSM Discipline included, firstly, that learning should be an active enterprise for the students, teachers and society; secondly, that each student comes to a learning environment with different learning expectations, learning skills and learning styles; and thirdly, that the provision of a holistic learning environment would encourage students to be self-actualising and self-motivated. Considerable reading of research and publications, as outlined in this folio, supported the update of these assumptions relative to teaching and learning. ITSM Discipline staff were required to quickly and naturally change their teaching styles and communication of values to engage with the emergent ITSM Discipline learning environment and pedagogy, and each new teaching situation. From a student perspective such assumptions meant students needed to move from reliance upon teaching and prescriptive transmission of information to a self-motivated and more self-actualising and reflective set of strategies for learning. In constructing this folio, after the introductory chaperts, there are two distinct component parts; • firstly, a Descriptive Meta analysis (Chapter Three) that draws together several of my peer reviewed professional writings and observations that document the progression of the ITSM Discipline learning environment evolution during the period 1997/8 to 2003. As the learning environment designer and discipline leader, my observations and published papers provide insight into the considerations that are required when providing an active, flexible and multi-modal learning environment for students and teachers; and • secondly, a Dissertation (Chapter Four), as a content analysis of a learning skills inventory data collection, collected by the ITSM Discipline in the 2002 Swinburne Lilydale academic year, where students were encouraged to complete reflective journal entries via the ITSM Discipline virtual learning guide subject web-site. That data collection included all students in a majority of subjects supported by the ITSM Discipline for both semesters one and two 2002. The original purpose of the journal entries was to have students reflectively involved in assessing their learning skills and approaches to learning. Such perceptions were tested using a well-known metric, the ‘learning skills inventory’ (Knowles, 1975), augmented with a short reflective learning approach narrative. The journal entries were used by teaching staff originally and then made available to researchers as a desensitised data in 2003 for statistical and content analysis relative to student learning skills and approaches. The findings of my research support a view of the student and teacher enculturation as utilitarian, dependent and pragmatically self-motivated. This, I argue, shows little sign of abatement in the early part of the 21st Century. My observation suggests that this is also independent of the pedagogical and educational philosophy debate or practice as currently presented. As much as the self-actualising, self-motivated learning environment can be justified philosophically, the findings observed from this research, reported in this folio, cannot. Part of the reason for this originates from the debate by educational researchers as to the relative merits of liberal and vocational philosophies for education combined with the recent introduction of information and communication technologies, and commodification of higher education. Challenging students to be participative and active learners, as proposed by educationalists Meyers and Jones (1993), i.e. self-motivated and self-actualising learners, has proved to be problematic. This, I will argue, will require a change to a variable/s (not yet identified) of higher education enculturation on multiple fronts, by students, teachers and society in order to bridge the gap. This research indicates that tertiary educators and educational researchers should stop thinking simplistically of constructivist and/or technology-enabled approaches, students learning choices and teachers teaching choices. Based on my research I argue for a far more holistic set of explanations of student and staff expectations and behaviour, and therefore pedagogy that supports those expectations.

Students' experiences of e-learning at school

The dissertation describes the experiences of senior secondary students taking an online course for the first time to further their language education. The experiences are presented from the perspective of students, of supervising teachers and the 'virtual' teacher. Issues of importance with younger learners are identified and discussed and guidelines for the conduct of online courses at school level developed. It is proposed that online courses may have a worthwhile place in school education if specific learning needs can be met using this medium.

Evaluation of Australian undergraduate engineering management education for flexible delivery

This thesis examines issues in Australian undergraduate engineering management studies in the context of flexible learning delivery. It is proposed that, within an Australian context: a) the management skills and competencies required by graduate engineers can be determined and classified on a rational basis, permitting an educational focus on those elements most appropriate for graduates; and b) on-line and other computer-based technologies are a practical and effective method for the support of undergraduate engineering management studies. The doctoral project incorporates: • an examination of the nature of engineering management; • a review of the relevant literature establishing the importance of management studies in undergraduate engineering courses; • a review of historical and recent developments in Australian undergraduate engineering management studies; • an investigation of the management skills and competencies required by graduate engineers - based on original research; • an examination of flexible delivery of engineering education - based on professional practice experience; and • an evaluation of case studies of flexible delivery of engineering management education - based on original research and professional practice experience. A framework of ranked classified management skills is developed. Broadly, the ranking framework is generic professional skills, followed by general management skills and technical discipline specific management skills, followed by other professional discipline skills and theoretical skills. This framework provides a rational basis for design of undergraduate engineering management studies. This is supplemented by consideration of the management skills required for the future of engineering practice. It is concluded that undergraduate engineering management education is well suited to delivery and support by on-line and computer-based technology. Recent developments in improved access to the Internet, software systems for on-line collaboration and changes in copyright legislation to create a broad-based right to communication via on-line media have contributed to the facilitation of on-line delivery of teaching and learning. It is noted that though many on-line infrastructure issues have been satisfactorily resolved, higher level issues will emerge as being crucial, including the academic staff development and reward for operating in an online teaching environment and the financial sustainability of on-line development and delivery of courses.

A multidimensional framework for embedded academic skill development : transition pedagogy in social work

As a consequence of the widening participation agenda, student cohorts in Australian higher education are becoming increasingly diverse. While diversity is often characterised by a focus on culture or ethnicity, this variability also independently exists in regard to competence in academic skills (Dillon, 2007). Successfully developing discipline-specific academic skills is crucial to a student’s learning, progress and attainment in higher education. The growing recognition that students are entering Australian universities with varying levels of academic preparedness as a result of the widening participation agenda has made effective academic skill support even more important, since ‘access without a reasonable chance of success is an empty promise’ (International Associations of Universities, 2008, p. 1).

Effective integration of teaching and research in a first year food and nutrition course

Previous research has indicated that undergraduate student learning can be enhanced through active involvement in research. Furthermore, creating an academic environment where teaching and research are intimately linked can facilitate the induction of students into a community of learners where new knowledge is created, explored and critiqued. Scaffolding and supporting student learning via engagement in authentic research experiences can work to ensure graduating students have the capacity to generate and investigate important questions that contributes to the development of new knowledge. This paper presents a case study that outlines curriculum design and pedagogical strategies aimed at integrating teaching and research within the first year of an undergraduate course. First year Food and Nutrition students were asked to partake in a research project where they were asked to complete a series of diet and food related questionnaires, analyse, interpret and critique the resulting data. Students were supported through this learning activity via small group tutorial support and question and answer sessions within the learning management system. Anonymous evaluation of the teaching and learning experience was conducted at the end of the teaching period and the results indicate that the students welcomed the opportunity to engage in an authentic, research based learning activity. Students’ found the assessment tasks were clearly explained to them (88% agreeing), and felt well supported in approaching this research based assessment task. Furthermore, the qualitative comments indicated that the students’ found the learning environment to be meaningful and relevant. This case study indicates that it is possible to effectively incorporate authentic research experiences within the curriculum of a first year course. The experiential, inquiry based learning approach used supported the students’ participation in a systematic, rigorous data collection process required in a structured research environment and blended these requirements with authentic learning of discipline specific skills and knowledge.

Marking time: leading and managing the development of assessment in higher education

This book highlights the University of New South Wales (UNSW) Assessment as Learning Project, a three year process of assessment change in faculty. The UNSW Vice-Chancellor, Professor Frederick Hilmer charged faculties with a learning and teaching agenda to investigate ways to make quality assessment practices more effective and efficient for both staff and students. The examples provided in this edited collection demonstrate exemplary case studies and theoretical perspectives on learning, teaching, and assessment. This book presents leading research in assessment as learning with a focus on changing practices as well as discipline specific practices.

The old and the new : student perceived efficacy of electronics laboratory equipment

Background
Undergraduate engineering students require exposure to an appropriate level of practical activities to complement the theory delivered in their course. This not only serves the purpose of catering to students’ different learning styles but in contributing to developing practical skills important to achieving an adequate level of job-readiness. The mode by which practical activities are implemented can vary widely across different units of study and different institutions. Electronics practicals within the School of Engineering at Deakin University have traditionally involved the construction and analysis of bread board circuits. Recently however, the practicals have changed to utilise modern computer-integrated Lab Volt FACET board equipment.

Constructive alignment in the built environment: enhancing teaching in line with graduate outcomes

The paper examines the manner in which to review an undergraduate degree in construction management using a top-down approach known as “Constructive Alignment”. The research addresses not only the perceived teaching problems, but it also discusses the methods used to rejuvenate the course in a manner that aligns with the graduate outcomes. However, it was also clear that teaching staff were not especially aware of the need to address the course learning outcomes. This highlighted the need for teaching staff to be involved in a process of constructive alignment to embed the course learning outcomes within their subjects, while also addressing the teaching issues involved with assessment. This process provided an opportunity to determine the incremental skill and knowledge development, both within the subjects, as well as between subjects across the course. The paper concludes with the production of a conceptual framework, which can be used to assist with the alignment of professional standards, course outcomes and graduate attributes into a discipline-specific degree program.

Transformation from student to occupational therapist : using the Delphi technique to identify the threshold concepts of occupational therapy

BACKGROUND/AIM: Understanding and facilitating the transformation from occupational therapy student to practitioner is central to the development of competent and work-ready graduates. However, the pivotal concepts and capabilities that need to be taught and learnt in occupational therapy are not necessarily explicit. The threshold concepts theory of teaching and learning proposes that every discipline has a set of transformational concepts that students must acquire in order to progress. As students acquire the threshold concepts, they develop a transformed way of understanding content related to their course of study which contributes to their developing expertise. The aim of this study was to identify the threshold concepts of occupational therapy. METHOD: The Delphi technique, a data collection method that aims to demonstrate consensus in relation to important questions, was used with three groups comprising final year occupational therapy students (n = 11), occupational therapy clinicians (n = 21) and academics teaching occupational therapy (n = 10) in Victoria, Australia. RESULTS: Participants reached consensus regarding 10 threshold concepts for the occupational therapy discipline. These are: understanding and applying the models and theories of occupational therapy; occupation; evidence-based practice; clinical reasoning; discipline specific skills and knowledge; practising in context; a client-centred approach; the occupational therapist role; reflective practice and; a holistic approach. CONCLUSION: The threshold concepts identified provide valuable information for the discipline. They can potentially inform the development of competencies for occupational therapy and provide guidance for teaching and learning activities to facilitate the transformation to competent practitioner.