Vol. 12 No. 4 (2015)
Published:
1 September 2015
Articles
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Can we teach effective listening? An exploratory study
This paper describes an exploratory study that was conducted with Business School and School of Population Health undergraduates to assess whether we can teach effective listening. Effective listening is conscious listening when the
This paper describes an exploratory study that was conducted with Business School and School of Population Health undergraduates to assess whether we can teach effective listening. Effective listening is conscious listening when the listener hears both verbal and non verbal communication that is being transmitted by the sender. We developed an intervention using open space technology that was administered to both groups of students to explore our research focus. Drawing on our findings, we argue that effective listening can foster transformative learning. However, this requires educators to plan to manage the listening factors/filters that influence effective listening in the same way that they plan to teach content and generic skills to students. Our study provides some empirical understanding of the factors/filters that influence effective listening by students. The study also makes a theoretical and practical contribution to a gap in teaching and learning literature about listening.
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Disembodied creativity: The role of action research in moderating educator expectations of marketing and public relations students
This paper explores the experience of a communications educator who instigated an action research project in a third year marketing and public relations cohort, to investigate levels of engagement with higher order critical thinking and
This paper explores the experience of a communications educator who instigated an action research project in a third year marketing and public relations cohort, to investigate levels of engagement with higher order critical thinking and behaviours associated with creativity. A qualitative methodology was used to 1) identify the key attributes, skills and behaviours of creativity in learning and working environments; 2) invite students to critically reflect upon and assess their own creative abilities; and 3) analyse the implications of the questionnaire data for students, teaching practice and curriculum design. The action research project exposed divergent views of creativity between the students and the educator and this perception gap offers insight into McCorkle et al’s (2007) conclusion that students’ individual creative abilities are inadequately developed for the workplace.
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Using industry professionals in undergraduate teaching: Effects on student learning
Universities are increasingly emphasising and utilising close ties with industry and industry professionals to keep up with the changing role of universities in society, from centres of learning to centres training graduates to be
Universities are increasingly emphasising and utilising close ties with industry and industry professionals to keep up with the changing role of universities in society, from centres of learning to centres training graduates to be job-ready. This study investigates the effect of the utilisation of guest lecturers, specifically practicing industry professionals, and the related impact of limited small group discussion and continuity between lectures on undergraduate student learning. Two hundred and seventeen students were surveyed, 38 prior to and 179 after the addition of five full-cohort tutorials to the unit curriculum. These tutorials were added to assess the impact of tutorials on students’ perceptions of the unit for future implementation of small group tutorials. The survey investigated student perceptions of the benefits of a lecture/tutorial style unit and those of a seminar series style unit. It was found that students recognise the importance of both industry professionals as lecturers and small group discussion in tutorials, which are not always compatible. As a result, recommendations for a compromise between the two unit formats are given, in order to take advantage of the benefits of both styles of teaching for student learning. This study has implications for any subject with close ties to industry, where a seminar series from a diverse range of professionals may be seen as a more desirable way to introduce undergraduate students to the subject area.
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Strengthening pre-service teachers’ mathematical content knowledge
The tertiary training of pre-service teachers is pivotal in their professional preparation and formation as qualified educators. Multiple authors posit that teachers require a development of pedagogical content knowledge, or knowing a
The tertiary training of pre-service teachers is pivotal in their professional preparation and formation as qualified educators. Multiple authors posit that teachers require a development of pedagogical content knowledge, or knowing a variety of ways to present mathematical content and to assist students to deepen their understanding (Chick 2012; Shulman 1987). Emerick, Hirsch & Berry (2003) argue that high quality teachers must possess appropriate mathematical content knowledge, and must also possess considerable background in communicating effectively to students. There are two aims of this educational research. The first is to investigate the self-perceptions of pre-service primary and secondary teachers enrolled in a mathematics education unit as they engage with and consolidate their mathematics content knowledge. The second aim is to explore how these pre-service teachers understand and perceive their ‘readiness’ to undertake such a task, based on their recent tertiary training. Data were collected from participants through the exercise of pre-unit (Phase 1) and post-unit (Phase 2) surveys. Following the completion of Phase 1, participant self-reflections indicated varying degrees of readiness to teach mathematics to upper primary and lower secondary students. Less than half of the sampled participants asserted that they felt confident in teaching mathematics, and almost all participants stressed the need to strengthen both their content knowledge and pedagogical content knowledge. This paper will discuss the key findings of Phase 1 in light of the extant literature on the preparation of pre-service mathematics teachers.
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A framework to embed communication skills across the curriculum: A design-based research approach
This paper will report on the development of a university-wide framework to embed communication skills in learning, teaching and assessment at Murdoch University. The framework is based on a multi-layered approach that aims to support both
This paper will report on the development of a university-wide framework to embed communication skills in learning, teaching and assessment at Murdoch University. The framework is based on a multi-layered approach that aims to support both staff and students through an integrated set of services and resources. These include communication skills rubrics, professional development workshops and online resources for staff, and diagnostic assessment and online modules for students. Although the project has been driven by pragmatic, institutional needs, it has aimed to contribute to theoretical understandings concerning ways of embedding the teaching, learning and assessment of communication skills in higher education curricula. Alongside the development of a practical, university-wide Communication Skills Framework, the project has followed a design-based research approach to generate guiding principles for embedding communication skill across the curriculum in higher education.
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Using video of student-client interactions to engage students in reflection and peer review
Graduates are expected to be lifelong learners and reflective practice is a key tool to enable allied health professionals to learn from their practice. Reflection enables students to learn from their clinical experiences and develop goals
Graduates are expected to be lifelong learners and reflective practice is a key tool to enable allied health professionals to learn from their practice. Reflection enables students to learn from their clinical experiences and develop goals for their future practice but can be difficult for students to learn and develop. Researchers are beginning to explore the use of videos of students with clients as a tool for developing reflective practice and clinical skills. In the speech pathology course at Edith Cowan University third year students were required to bring a video of an interaction with a client for discussion in a peer group during a clinical tutorial. The structured format used a strengths-based format to ensure a safe reflective environment. Twenty students participated in the process. Students were then invited to evaluate their experience of the process by completing questionnaires giving both qualitative and quantitative data. Students were generally positive about feasibility, usefulness and overall satisfaction with the activity. The peer review method and the results of the student evaluations will be presented. Discussion of the feedback and recommendations for future use will be given.
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‘ICreate’: Preliminary usability testing of apps for the music technology classroom
In the world of music technology where, “music practice is challenged, mediated and redefined through performers’ and composers’ uses of ICT” (Savage, 2005, p. 168), curriculum change is necessary if the world of the classroom is to keep
In the world of music technology where, “music practice is challenged, mediated and redefined through performers’ and composers’ uses of ICT” (Savage, 2005, p. 168), curriculum change is necessary if the world of the classroom is to keep pace with the world outside (Cain, 2004, p. 219). For newcomers to music technology, the glittering array of increasingly sophisticated flashing, emulated, and modulated interfaces can invoke virtual interface dyslexia before giving way to options anxiety. Change is the only constant in the ever-evolving techno-scape of sound and music applications. This paper proposes that the development of an introductory tertiary music technology unit curriculum using loop-based music iPad apps may effectively engage non-traditional music (NTM) students in both music and technology. The course design was underpinned by two intentions. Firstly, the aim was to stimulate student creativity and secondly, to encourage immersion (focused attention) in sonic composition (Witmer & Singer, 1998). This paper reports on the preliminary usability testing of five loop-based music iPad applications. It is administered to a sample of one, namely the author, using the System Usability Scale (SUS) (Brooke, 1996) and is guided by the following questions: Would this testing methodology be appropriate? What factors specific to loop-based music app design might be pertinent for educators? Would this testing method indicate the potential for student immersion and creativity? While the pilot study, described here, is conducted solely by the researcher to determine the effectiveness of the method, future research intends the study to be administered to a small classroom group if determined appropriate.
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Prudentia: A medical school’s solution to curriculum mapping and curriculum management
The School of Medicine (SoM) at the University of Notre Dame Australia has developed a curriculum mapping system called Prudentia. This web-based application allows users to explore curriculum across all four years of the MBBS to determine
The School of Medicine (SoM) at the University of Notre Dame Australia has developed a curriculum mapping system called Prudentia. This web-based application allows users to explore curriculum across all four years of the MBBS to determine what and when students are expected to learn, and if there are any anomalies evident within this data. A five-level hierarchical, outcomes-based curriculum framework underpins Prudentia, ranging from the macro Australian Medical Council's Student Outcomes Statements to the micro daily learning objectives. Data in all five levels of the framework can be mapped and constructive alignment between the outcomes, instructional and assessment methods can also be investigated. While Prudentia is a user-friendly application, it is only as good as the curriculum framework which underpins it. This paper discusses the critical questions that were pivotal in developing the SoM’s curriculum framework, upon which a robust curriculum mapping system was eventually built.