Editorial 1.1: Journal to address gap in high education sector
Journal to address gap in high education sector
Journal to address gap in high education sector
Vol. 1 No. 1 (2004)
Published:
1 January 2004
Articles
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Can the love of learning be taught?
This paper is an expanded version of a talk given at a Generic Skills Workshop at the University of Wollongong, and was intended for academic staff from any discipline and general staff with an interest in teaching. The issues considered
This paper is an expanded version of a talk given at a Generic Skills Workshop at the University of Wollongong, and was intended for academic staff from any discipline and general staff with an interest in teaching. The issues considered in the paper include the capacity of all to learn, the distinction between learning as understanding and learning as information, the interaction between the communication and content of ideas, the tension between perception and content in communication between persons, and the human functions of a love of learning. In teaching, the creation of a fear-free environment is emphasised, as is the use of analogy as a means of breaking out of one discipline and making connections with another, with mathematics and history being used as a possible example. Some of the issues raised are explored in more depth in the notes at the end of the paper, to which there are references in the main text. About the author. Rodney Nillsen studied literature, mathematics and science at the University of Tasmania. He proceeded to postgraduate study at The Flinders University of South Australia, studying mathematics under Igor Kluvánek and, through him, coming into contact with the European intellectual tradition. He held academic positions at the Royal University of Malta and the University College of Swansea, Wales. Upon returning to Australia, he took up a lecturing position at the University of Wollongong, where he continues to teach and conduct research in pure mathematics. At the University he is a member of Academic Senate and is the Chair of the Human Research Ethics Committee. He received a Doctor of Science degree from the University of Tasmania in 2000. His interests include literature, classical music and the enjoyment of nature.
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A web environment linking university teaching strategies with graduate attributes
This article describes the design of a web-based environment that links teaching strategies used in different faculties with graduate attributes. Whilst graduate attributes have existed at the University of Wollongong since the 1990s, this
This article describes the design of a web-based environment that links teaching strategies used in different faculties with graduate attributes. Whilst graduate attributes have existed at the University of Wollongong since the 1990s, this is the first time teaching strategies that enable students to develop these attributes have been articulated and shared electronically. The strategies are the practical or tacit knowledge of university teaching. The paper provides a background for the role of graduate attributes in higher education and explains the reason for focussing on teaching strategies. It describes the website resource with some examples and outlines dissemination and evaluation plans for the initiative. It is hoped that the website will become a “growing” site as a resource for a university community to share teaching strategies across different faculties.
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Using the nominal group technique to select the most appropriate topics for postgraduate research students' seminars
In 2003, the Faculty of Health & Behavioural Sciences at our university offered a series of postgraduate research seminars. The series of seminars, selected by a three-person faculty team, received a mixed reaction - some seminars
In 2003, the Faculty of Health & Behavioural Sciences at our university offered a series of postgraduate research seminars. The series of seminars, selected by a three-person faculty team, received a mixed reaction - some seminars attracted a large proportion of the students whereas others were poorly attended. Thus, it was decided to continue the seminar series in 2004, but to undertake some formative evaluation to determine the students' preferences for the seminar topics. It was important to gain input from as many students as possible, and to allow maximum latitude for responses. It was decided to conduct a two-stage evaluation process: nominal groups with a subset of postgraduate research students; followed by a survey of all students based on the groups. It was apparent from the results of this study that the students' preferences for seminar content were quite dissimilar to those anticipated by academic staff. This study demonstrates the advantages and disadvantages of the nominal group technique in investigating information and skill needs among postgraduate research students.
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Managing large foreign language classes at university
The rationalisation of class sizes and subject offerings in majors, and the implementation of workloads models establishing parity in teaching hours and in student load per staff member across Faculty have created considerable challenges
The rationalisation of class sizes and subject offerings in majors, and the implementation of workloads models establishing parity in teaching hours and in student load per staff member across Faculty have created considerable challenges for tertiary foreign-language teaching over the past decade. This paper presents one way of responding to the imperatives of the new order, involving the adaptation and management of traditional class activities so that they remain valid in a group of 60 or more students, and the development and delivery of computer-based activities to allow students to receive as much (or as little) individualised instruction as they need outside of class. It reflects on principles and practices which, although not new, have assumed particular importance in the new environment, and analyses the impact of the changes on the dynamic of the class.