Category: 2014
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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.