http://www.researchonline.mq.edu.au/vital/access/services/Feed ${session.getAttribute("locale")} 5 http://www.researchonline.mq.edu.au/vital/access/manager/Repository/mq:1592 This paper reports on a research project currently undertaken at Macquarie University. The research explores internationalisation of the University’s curriculum offerings and how this affects international students. The central focus of this paper is to highlight some of the student commentary on communication between teachers and students by problematizing the way it subsequently affects the quality of student learning. The paper concludes by raising some questions around how we may best meet the needs of international students by drawing on inclusive teaching philosophies. 2011-02-11T02:21:16.771Z ]]> http://www.researchonline.mq.edu.au/vital/access/manager/Repository/mq:1586 The main aim of the teaching project described here was to provide a student-centred approach to improving German language skills by using email as a means of communication with German native speakers. This aim was to be achieved by using an email tandem approach – described in this article - which is a form of autonomous learning where the focus is on learning through authentic communication with a native speaker. The email tandem project was bilateral in that Macquarie students of German corresponded with German university students of English. The German email partners wrote in English whereas the Macquarie students wrote in German. The students corrected and commented on their partner’s writing and a bulletin board, which was monitored by the project leader throughout the duration of the project, provided all participating students with a forum for discussion. 2011-01-07T00:40:04.549Z ]]> http://www.researchonline.mq.edu.au/vital/access/manager/Repository/mq:1594 Online learning has infiltrated tertiary learning and teaching applications. It has also presented some serious challenges for learning and teaching outcomes, not the least of which is reducing / eliminating face-to-face contact and interaction with students. Nevertheless, online learning presents enrichment in the construction of student learning through opportunities unfathomable for most university teachers when they were students. In this review, we present our ongoing journey in integrating web-support into teaching undergraduate units in early childhood, the lessons we learned, and the pedagogical / curriculum reflections and revisions we undertook in quest of maximising teaching learning outcomes for our students. We conclude at this point in our journey, that online learning is an indispensable learning/teaching tool that contributes to student empowerment when it enriches but does not displace face-to-face teaching. Additionally, we maintain that relational and socio-emotional contexts of learning enriched with online applications are paramount in obtaining maximal student gains. 2010-06-21T11:51:32.902Z ]]> http://www.researchonline.mq.edu.au/vital/access/manager/Repository/mq:1597 This paper presents the Submit! project which aims to enhance teaching and learning in computing by developing automated web-based tools that assist in providing critical feedback to students about the computer programs they write. By developing sophisticated computer-based tools that will improve our monitoring of student progress and maintenance of consistent standards we aim to provide structured assessment with a level of detail and consistency that would be difficult or impossible to provide manually. By allowing students to use the critiquing tools before final submission of an assignment we offer formative assessment that supports self-directed learning. Submit! has been integrated into many computing units at Macquarie University. Usability evaluations show that Submit! generally effective while needing improvement in certain areas. A preliminary study of the impact of Submit! on student results shows that students who make use of the system to get feedback on assignment submissions do better than those who don’t. 2010-06-21T11:51:31.875Z ]]> http://www.researchonline.mq.edu.au/vital/access/manager/Repository/mq:1587 Assessment plays a significant role in the learning process, with both positive and negative feedback providing useful information for students. In the case of positive feedback students are comforted in their quality and direction of their study efforts, whereas negative feedback can encourage a reassessment of study strategies and effort. However, the relationship between negative feedback and future performance is a complex one that must take into consideration the cognitions of students about the feedback process. Specifically how a student thinks about their assessment will influence their response. In this exploratory study, using post-graduate business students, we examine how assessment results influence fairness perceptions and the consequences for selfefficacy beliefs regarding future performance. Implications for teaching are also discussed. 2010-06-21T06:01:08.632Z ]]> http://www.researchonline.mq.edu.au/vital/access/manager/Repository/mq:1591 With the widespread commercial use of the Internet, secure data communications over the Internet has become an important aspect of business operations. Thus, it is an important study for information technology and management students. The Security Protocol Game is an interactive group activity for exploring secure data communication protocols. Using pen and paper, envelopes and game tokens, students simulate security protocols and possible attacks against them. The game provides simple and intuitive representations for cryptographic methods, including both public key and secret key techniques. Using these representations, students can simulate Internet application protocols such as Pretty Good Privacy (used to secure email) and Transport Layer Security (used for secure web transactions). They can explore well-known protocols for authentication, key exchange and blind signatures. Students can also develop and test their own protocols using public key certificates, encrypted key transmission, tunnelling and other well-known techniques. Through this learning activity, students gain a deep understanding of how security protocols operate and are designed. The game has been used in tertiary units of study for managers and information technology students. 2010-06-18T07:02:38.478Z ]]> http://www.researchonline.mq.edu.au/vital/access/manager/Repository/mq:1588 Innovative teaching methods are needed that will achieve good learning outcomes on substantive content as well as developing generic skills. Ability to work in teams is always included in short lists of desirable generic skills, whether it be those of employers or universities, along with information literacy, communication and computer skills. I argue that teamwork is not one skill but a compendium of many of the most useful generic skills, so that its use develops and fosters a broad range of key skills. My aims in this paper are to demonstrate one way in which teamwork can be used as a teaching and learning tool, explain the underlying rationale, show how it promotes student autonomy and generic skill development, and canvass some of the obstacles to innovation. First, the paper reviews aspects of learning and teamwork theory, and makes the case for use of teamwork in the higher education context. The educational model is derived from experiential learning theory, and based on the view that skills are most effectively learned when situated in a purposeful context. Secondly, implementation of the model in various law courses over three years at two universities is discussed, and its effectiveness considered. In conclusion, barriers to implementation, strategies to minimise obstacles, lessons learned and future directions are discussed. 2010-06-18T06:31:41.135Z ]]> http://www.researchonline.mq.edu.au/vital/access/manager/Repository/mq:1596 "To a teacher of an applied mathematics subject this makes heart-warming reading. If only all students could share the insights of this student! Perhaps that would be expecting too much. Nevertheless, it is both reassuring and inspiring to know that many students can and do experience the excitement, confidence and satisfaction that come with that kind of understanding”. This paper outlines the development of the course unit ACST201 over the period 1999-2001. The development was an attempt to implement several basic teaching principles within that unit. The reflection quoted above is regarded as one small indicator of the success of the development. 2010-06-17T07:10:07.139Z ]]> http://www.researchonline.mq.edu.au/vital/access/manager/Repository/mq:1585 This paper outlines the development of a Work Integrated Learning (WIL) program for introduction into courses run by the Division of Environmental and Life Sciences (ELS) at Macquarie University. It explores the conceptual learning framework that underpins the approach, and supports such a learning environment. It reviews best practise models from across the world to initiate the development of a program with real stakeholder ownership and a structured curriculum framework that defines the expected learning outcomes for all students. The elements common to successful WIL programs are noted. Potential strategies addressing learning and managerial issues associated with WIL placements detail the way forward for the Division of ELS and possibly the wider university. 2010-06-17T07:00:07.309Z ]]> http://www.researchonline.mq.edu.au/vital/access/manager/Repository/mq:1593 The Student Advocate program attempts to both strengthen the voice of students and to increase the engagement with reflective practice by staff. The method has similarities to both Peer Assisted Learning and Peer Observation in that a senior student attends lectures in a junior unit. The role of the senior student, the Student Advocate, is to speak on behalf of the students in the lecture, to gather opinions from the students concerning their learning experience, and to take this information to the staff involved in the unit to provide timely feedback on their teaching practices. Having a student gather comments may allow more candid feedback to be obtained than might otherwise be the case. In addition, having a person other than the lecturer gather the feedback reduces the effort required by the lecturer and therefore makes the uptake of reflective practices as easy as possible. This project is being evaluated in a 100-level Chemistry subject. The outcomes to date suggest that while this system has some benefits, the cost-to-benefit ratio is not sufficiently favourable to warrant a large-scale implementation of it. However, in conjuction with other schemes, such as Peer-Assisted Learning, the Student Advocate scheme may prove to be useful. 2010-06-17T06:00:12.873Z ]]> http://www.researchonline.mq.edu.au/vital/access/manager/Repository/mq:1579 From a viewpoint of seeking ways to assist International students to attain their academic potential, the English usage of a group of first year students was examined and parallels found with academic performance. The implications for universities and teachers are discussed and possible teaching strategies proposed. It is acknowledged that the data did not permit a causal relationship to be concluded. 2010-06-17T06:00:12.662Z ]]> http://www.researchonline.mq.edu.au/vital/access/manager/Repository/mq:1578 This paper explores the clinical practicum experience of students in their first semester of the new Master of Speech & Language Pathology program at Macquarie University. Ten students and nine clinical educators were interviewed in order to gain insight into the appropriateness of the schedule instigated as well as procedures for assessment. The interviews were semi-structured and the resultant data was analysed for common themes. Results suggested that while the students coped relatively well and made significant progress over the semester, both clinical educators and students expressed the need for clearer expectations of the students’ performance, and for more observational experience/ preparation prior to undertaking a full clinical placement. Implications of the results and changes made to the clinical practicum component of the program as a result of the evaluation are discussed. 2010-06-17T05:50:14.447Z ]]> http://www.researchonline.mq.edu.au/vital/access/manager/Repository/mq:1590 The purpose of this paper is to demonstrate how our grants MUTDG "A computer-aided reading course for Greek historians based on the biographical writings of Plutarch" and MURGS "Plutarch and Thucydides on the Rise of the Athenian Empire" have been utilised. 2010-06-17T05:50:10.414Z ]]> http://www.researchonline.mq.edu.au/vital/access/manager/Repository/mq:1581 Although there is a first year statistics unit at Macquarie having an annual enrolment of around 2500 students, it does not mean that statistics is a wildly popular subject. Indeed, the reality is that virtually every student enrolled only does so because it is compulsory for them to do it as a prerequisite for another subject. There has always been a challenge for the department to convince a significant number to continue their studies in this area. A giant step in the right direction was the recent introduction of a new first year unit involving the statistics of gambling, sport and medicine. Its immediate success was evident when over 400 students enrolled in the first year of offering alone and now the annual numbers are consistently around 300. With the creativity of Macromedia’s Director Lingo and making full use of the capabilities of the World Wide Web, the unit has now become a university showcase and has led to increased numbers in statistics units at higher levels. This paper discusses the progress of this unit from its initial conception to the completed product. 2010-06-17T05:40:11.340Z ]]> http://www.researchonline.mq.edu.au/vital/access/manager/Repository/mq:1589 When University students enrol in Physics courses, they are usually more aware of the “physics” content than of the generic skills that they learn along the way. By contrast, employers are often more interested in the students’ generic skills. During the past year, we have aimed to increase staff awareness of generic skills through workshops and discussions, and through a greater emphasis on generic skills in unit outlines and assessment tasks. We thereby aimed to improve the students’ awareness of this component of their education. 2010-06-17T05:40:08.652Z ]]> http://www.researchonline.mq.edu.au/vital/access/manager/Repository/mq:1584 In order to meet the pressing problem of training first year students to write competent science reports, a course in Report Writing has been integrated into the undergraduate practical laboratories of a physics unit. This course uses a functional approach and was designed by language specialists to meet the requirements of the Physics department. At the commencement of the course less than 50% of the students were able to demonstrate a desirable level of competency; this figure rose to 80% by the end of the course. The surveys showed that the overall laboratory course was outstandingly popular with both the students and the staff who administered the course. Much of this popularity has been attributed to the clear, effective and simple marking procedures used for assessment. 2010-06-17T05:30:12.637Z ]]> http://www.researchonline.mq.edu.au/vital/access/manager/Repository/mq:1580 This paper describes our project titled “Creation of an animation component incorporated in the JPN261 online unit (Translation and Writing Japanese Workshop I)”. The project’s objective is to address students’ difficulties in choosing the appropriate Japanese prepositions/particles used to describe the relative position of objects. Acknowledging that certain animation has been previously used to assist students to develop language proficiency, the project endeavours to develop the student’s holistic understanding of language by using animation in a way that elicits students’ interactivity through their perceptiveness, sense of language and imagination. It sets out to develop a prototype exercise and implement it in the online unit, to facilitate research of the concept and the effectiveness of this type of animation as an educational tool. This is an initial step towards developing a full-scale exercise program, which will employ animation in E-learning of the Japanese language, and prospectively other languages. The development of the prototype exercise has just completed at the end of October 2002, and an analysis of its performance will be undertaken at the end of the second semester, 2002. 2010-06-17T04:28:42.500Z ]]> http://www.researchonline.mq.edu.au/vital/access/manager/Repository/mq:1595 During first semester of 2002, Macquarie University Library and Department of Biological Sciences conducted a self-assessment audit of biology undergraduate information literacy skills. A survey asking biology academic staff to identify what information literacy skills they expected students to have entering each year of study was also undertaken. The audit revealed that most first year students felt confident in their ability to find and use information resources and that confidence increased over the semester. Despite this confidence, testing at the end of semester demonstrated that the level of information skills of students still varied greatly. The results of the staff survey also highlighted that the type and level of information skills that students were expected to have varied considerably and often depended upon the specialized needs of unit content. 2010-06-17T03:50:08.540Z ]]> http://www.researchonline.mq.edu.au/vital/access/manager/Repository/mq:1583 The Graduate School of Management at Macquarie University has been offering post-graduate courses by an intensive (five day), or ‘block’ format, and also by a more traditional weekly format for over ten years. The format is so successful that it has been copied by most business schools in Australia for their local and/or offshore programs. However block teaching has received very little attention in the academic literature. This paper reviews the research findings on intensive teaching, analyses student and staff reactions to block teaching, and identifies perceived advantages and disadvantages of the format. Implications for block scheduling and for actions to address perceived disadvantages of the block method are addressed. 2010-06-17T00:12:19.333Z ]]>