Problem Based Learning - Not Just for the clinical sciences
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The document discusses using problem-based learning (PBL) for a wine science bachelor's degree program. It notes that the program has a diverse student body and uses PBL during a required 3-day residential school. For PBL, students are assigned to small groups that work through wine-related problems. They must define the problem, identify knowledge gaps, conduct research to address those gaps, and present their proposed solution to the class. The "Rumsfeld moment" refers to determining what is known versus unknown. Feedback is provided during presentations but no formal assessments are used. The best group size is 4-5 students with a mix of experiences, while large groups or dominant personalities can hamper the effectiveness of PBL
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The research methodology includes a force field analysis as a mechanism for analysing and describing the driving and constraining forces that shape the project at international, national, and local institutional levels.
Distributive Leadership and Transformative Institutional Change – Blended and...
Distributive Leadership and Transformative Institutional Change – Blended and...Charles Sturt University
This presentation was made at the Education 2011 to 2021 Summit (Global challenges and perspectives of blended and distance learning) 15th-18th Feb 2011, Sydney. (MIke Keppell, Merilyn Childs, Lyn Hay, Richard Taffe, Lucy Webster).
Also see http://www.youtube.com/watch?v=WECwGe9RgZABroadening Student Horizons With International Experiences
Report on an international study tour to Vietnam for final year Bachelor of Science(Agriculture) students.
Towards a complete online package: CSU Interact Modules
1. The document discusses improving the experience of distance education students in horticultural production subjects through the use of CSU Interact modules.
2. CSU Interact modules allow the creation of interconnected web pages containing text, multimedia, and other resources to cater to different learning styles.
3. While modules provide flexibility and tools to improve online learning, their use also requires new skills and significant time investment from educators.
Aligning The Curriculum
This document discusses curriculum alignment and its importance in educational design. It explains constructive alignment, where learning activities and assessments are aligned to achieve learning outcomes. It provides Bloom's taxonomy and an adapted version as frameworks for writing learning objectives using verbs. The document suggests analyzing how objectives, activities, and assessments are classified across cognitive dimensions to ensure alignment. Regularly reminding students of this alignment can help learning.
Transformative Learning In Honours Csu Ed 2009
Students learn in several key areas through honours, including learning about research methods, extending their professional knowledge, developing their clinical practice, learning about their occupation, working with supervisors, engaging with the research community, and learning about themselves. The honours experience supports students' development as practitioner-researchers in allied health through transformative learning.
M Tulloch Curriculum Renewal
The document discusses curriculum renewal through connections and collaboration at universities. It proposes designing curriculum collectively and managing it as a collective enterprise through deep reflection. Collaboration can help manage workload, with course directors helping develop curriculum themes. Learning and teaching services can support collaboration through educational designers, media development, and professional development resources. Federated models allow students to study common topics from different disciplinary perspectives. Interprofessional practice involves expert practitioners from different fields working together on shared problems and clients.
Using Hrvard 1 Minute Papers
Accounting 1 students used the one minute paper at the end of each tutorial over one semester. there was a significant improvement in final results compared to the same cohort in the previous years. Students recognised that the revision component of the one minute paper assisted their learning but did not recognise the benefits in the reflection process implicit in writing the one-minute paper. Students may need assistance with reflection.
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Preliminary results of a series of interviews canvassing what ethical content is taught and how it is taught, either explictly or implicitly within the undergraduate business degrees.
Authentic learning: Collaborating, creating, critiquing and reflecting in Int...
Authentic learning: Collaborating, creating, critiquing and reflecting in Int...Charles Sturt University
This presentation discusses the process and outcomes of rethinking the design of a second year dual mode subject 'Principles of Channel Planning' to utilise more authentic learning strategies.Playing the ePortfolio Game
Designing a game about ePortfolios, and how I then integrated an eportfolio into an undergraduate subject.
Csued 2009 Where Angels Fear To Tread
A brief description of an assessment piece for PSY202 (Developmental Psychology). The importance of information and scientific literacy in preparing students for public debate is examined.
Csued09 Albury Zheng
This document discusses teaching approaches for large and small classes. It suggests that classroom lectures are still relevant, especially for on-campus students, but that the number of face-to-face hours can be reduced by using online learning tools. Different techniques work best for different class sizes - conventional lecturing is effective for large classes while problem-based learning engages small classes more. For small classes, having students submit questions before class and answer each other's questions during class leads to better attendance, interest in the subject, and learning outcomes.
Charles Sturt 2009
The document summarizes the evolution of flexible learning pedagogy from behavioral/cognitive approaches, to constructivist approaches, to emerging connectivist approaches. It discusses how each generation of pedagogy has been influenced by technological changes. It argues that behavioral/cognitive approaches may be reaching an economic and pedagogical dead end, while constructivist approaches work well for cohort groups. However, connectivist approaches and tools that leverage online networks show promise as the future of higher education and lifelong learning.
Cs Ued09 Test Centre1
- The document discusses a survey given to nursing students about their perceptions of using the Test Centre online assessment tool for a pathophysiology and pharmacology subject.
- Students were given 7 online review quizzes throughout the semester totalling 14% of their final grade to help maintain their study schedule.
- The survey asked about ease of use of Test Centre, whether more quizzes should be used, and if Test Centre is useful for different question types. 46% of students responded.
- Responses indicated Test Centre was found easy to use and a good way to check understanding, but students wanted more time per question and correct answers shown after tests.
Csu Ed2009 Presentation Srl In Pbl
1. The study examined how third-year clinical science students regulated their learning over the course of a problem-based learning (PBL) year. Surveys and interviews were conducted to understand students' self-regulated learning (SRL) and how it changed over time.
2. Initial results found students had high levels of reflection but lacked motivation due to a lack of structure and assessment. Over time, students improved in self-evaluation, seeking help, and knowledge retention, but were influenced by less engaged peers.
3. While PBL afforded opportunities like small groups and self-assessment, constraints included the effect of disengaged peers and a lack of defined learning boundaries. Overall implementation of PBL may need
Critical Reflections on Building a Community of Practice about ICT-enabled Le...
Critical Reflections on Building a Community of Practice about ICT-enabled Le...Charles Sturt University
This document discusses strategies for building a university-wide Community of Practice around information and communication technology (ICT)-enabled learning and teaching at Charles Sturt University. It outlines three dimensions that define a Community of Practice: domain of knowledge, community of relationships, and shared practice. It then describes initiatives taken in 2009 to foster the Community of Practice through university-wide video conferences, microblogging, and an online learning design showcase. The goal is to continue supporting growth through appropriate technologies, encouragement, and international links to share knowledge and professional development.Csued 2008 2
The document title is "CSUED 2008". It appears to be related to California State University, East Bay as the acronym CSUED likely stands for California State University, East Day. However, without more context from the document, the high level information that can be summarized is limited to the document title.
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Distributive Leadership and Transformative Institutional Change – Blended and...
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Broadening Student Horizons With International Experiences
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Towards a complete online package: CSU Interact Modules
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Authentic learning: Collaborating, creating, critiquing and reflecting in Int...
Authentic learning: Collaborating, creating, critiquing and reflecting in Int...
Critical Reflections on Building a Community of Practice about ICT-enabled Le...
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Chapter wise All Notes of First year Basic Civil Engineering.pptx
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Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
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Chapter 4
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Chapter 5
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Chapter 6
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3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
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