A research project was established to investigate the participants’ journey from learning new tools to adopting them in their teaching. The objective was to identify the elements of the professional development process that facilitated or impeded their journey.
Our motivations for adopting externally produced online resources were to avoid the costs (both time and monetary) of developing high-quality online content, and to offer students a variety of content sources from which they could choose according to their personal preferences. Our goals in this trial were: to gauge student opinion about this delivery mode; to learn how to maximise student satisfaction with, and the educational value of, a course taught in this mode; and to develop teaching staff experience in how to successfully adopt online course content.
The intent of the MINAD project was to address the shortage of mining engineers and minerals geoscientists. An aspect of this was to extol to the minerals industry the benefits of enhancing the para-professional workforce in order to establish an alternate pathway in the development of future professionals. In part this took the form of a MINAD Business Case as a mechanism to identify industry needs and expectations, to assess viability of proposed MINAD programs and to develop this new alternate para-professional into the workforce.
The purpose of the study was to explore how undergraduate students use Echo360 generated materials for study purposes. Reported use of Echo360 generated materials by students in maritime engineering and nursing disciplines was compared to establish whether there were differences in study approaches by these cohorts in their use of this technology-enhanced learning and teaching method.
The goal of the project is to evaluate student perceptions of the value and work load impact of the industry project and the other new first year initiatives.
This paper investigates opportunities and barriers to implementing the CDIO framework to distance and online education.
This study investigates the use of blended approach (mix of PBL and traditional) with the aim of eliciting the advantages of both approaches to enhance student learning outcomes. Constraints of PBL implementation in engineering education are their resource intensiveness, reluctance of teaching staff to embrace it and differences in students’ learning styles, beliefs and expectations. On the other hand, traditional approach is generally considered as a passive, surface learning and exam-focused teaching approach. Therefore the outcomes of blended approach of teaching are analysed and presented in this paper.
Research into the factors influencing student progression and attrition abounds in the disciplines of accounting, engineering, medicine and nursing. The Built Environment discipline however has not received the same amount of attention in terms of education research. Industry exposure for students in the Built Environment was believed to be important in improving student progression and decreasing attrition but this needed to be tested.
This project specifically seeks to identify high-impact practices for working with secondary and tertiary students to implement the proposed “Learn-To-Invent” (LTI) methodology to stimulate the higher-order thinking needed to participate as creative inventors of the future.
The PAb is a network of academics, students, alumni and industry members that undertakes to engage, advice and review discipline-specific faculty programs from multiple perspectives to ensure that programs remain relevant and valuable to industry. As the faculty moves towards reengineering their approach to teaching and learning as part of a university-wide initiative known as ‘Learning 2014’ (L2014), this provides the opportunity to shape a more engaged and collaborative teaching and learning culture within its programs.