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In 2006 all the Showcase presentations will be streamed live, as they are happening. To view the presentations from your computer, simply click here .
| Important! © CQUniversity 2006. The information contained in this presentation is provided solely for the information of staff of CQUniversity and should not be distributed beyond the organisation. It is prohibited to reproduce any part of these resources, or to provide access to unauthorised persons. |
If you are planning on using the live stream option you are advised to visit the link now and view the ‘promotion presentation' to check that your access and software are compatible. You will need your staff password to view the video. The live streams begin 8.30 am (Qld time) on Wednesday 8 th February.
9am: Keynote: David Timothy Duvall ( University of Otago )
Academic learning journeys - personal perspectives of global mobilities and the knowledge economy
In this presentation, I wish to discuss academic learning journeys in two contexts (with the hope that both share some common elements). First, I wish to discuss broadly the concept of global mobilities in the context of the international knowledge economy. I begin with an overview of the nature of mobilities in higher education, including issues of the 'massification' of universities, the global reach of programmes and fee differentials. I also consider transnational connections forged as a result, thus concluding that one way of conceptualising academic learning journeys is through the journeys that students themselves undertake.
The second part of the paper is more personal in orientation. Using my own experience in teaching TOUR 302 (Destination Analysis) as the capstone paper in the Bachelor of Tourism programme at the University of Otago , I outline some of the learning journeys that I set out for my students, including:
I conclude with some offerings relating to future curriculum issues that I think will be critical for universities to consider given the rapid internationalisation of many university environments.
10.30am: CQUniversity Presentations: Robert Forsterlee ( School of Psychology and Sociology)
Changing Lanes: Keeping Post Graduate Students Rolling on the Highway of Higher Education in Psychology at CQUniversity
The Psychology Discipline at CQUniversity has been a program in flux over the past decade in order to meet the demands of state registration, national accreditation, international competition, and industry and consumer/student needs. The manner in which this has been accomplished will be discussed in relation to the 4th year program of studies on offer.
11.15am: CQUniversity Presentations: Ian Devenish
(Engineering and Physical Systems)
Engineering Co-op - producing confident and competent engineering professionals.
The Bachelor of Engineering Co-op/Diploma of Professional Practice program provides a unique highway to produce confident and competent engineering professionals. The program is a co-operative undertaking between CQUniversity, engineering employers and undergraduate students.
The key elements of the program that differentiate it from the more common Bachelor of Engineering are two work placements and the associated Diploma of Professional Practice. As with CQUniversity's Bachelor of Engineering, the Bachelor of Engineering Co-op/ Diploma of Professional Practice is presented using Project Based Learning philosophies.
This presentation will outline the student learning journey from first year engineering undergraduate to confident and competent engineering professional, and endeavour to show the effective interrelationship between the Project Based Learning philosophies and the co-operative work placements.
1pm: CQUniversity Presentations: Alison Owens
(AIC - CMS)
Fitting in' in a ‘stand out' culture: an examination of the interplay of collectivist and individualist cultural frameworks in the Australian university classroom
Australian university students originate from increasingly diverse cultural backgrounds most of which are defined as collectivist communities. As Australia is defined as a strongly individualist culture, understanding the interplay of the different values, beliefs and practices of either cultural framework is increasingly significant to Australian university teachers and learners. This paper examines cross-cultural perceptions about student motivations for study and perceptions about classroom behaviour (or non-behaviour) within the context of the collectivist/individualist dimension of cultural difference. Beneficial pedagogical principles and practices are identified for facilitating successful educational relationships and experiences for individualist/collectivist teachers and students. Collectivist students benefit significantly from personal relationships with their teachers especially in their first term of study. Teachers are better able to develop good relationships with their students if they can recognize culturally-different motivations for study as legitimate. In addition to a strong interpersonal relationship with their teacher, collectivist students benefit from appropriately designed collaborative mixed-culture group work activities. This paper aims to identify and justify pedagogical approaches related to teacher-learner relationships and group work that can enhance teaching and learning experiences in collectivist/individualist classrooms.
1.45pm: CQUniversity Presentations: Paul Rodan (AIC - CMS)
Teaching and Learning in the AICs.
This presentation will examine the following:
9am: Keynote: Sandra Wills ( University of Wollongong )
enRole in Different Designs for Teaching: online role play for university students
Sandra's presentation is based on the national Learning Designs project funded by the Australian Universities Teaching Committee, 2000-3. This project aimed to distill the essence of and describe generically good teaching practice based on analyzing and reviewing numerous IT-based projects funded by CAUT and CUTSD. The outcome was a number of guides, exemplars and tools for IT-based Learning Designs based on:
as well as designs that foster:
Sandra will focus on the role play learning design, an experience for the student that is summarized as: enRole, Research, React, Resolve, Reflect. The Online Role-Play Expert Reference Group formed as part of the national Learning Designs project agreed on the following statement to explain why they consider role play learning design is important:
"We use online role play because it encourages deep approaches to learning through safe, yet challenging, explorations of perspectives."
Sandra will actively engage CQUniversity Teaching & Learning Forum participants in a mini historical role play about the First Fleet and outline several online role plays that have been used in Australian universities which may encourage teachers to explore role play in their own discipline.
10.30am: CQUniversity Presentations: Karen Becker
( School of Management )
The Highways and Byways of Tertiary Education: a journey just begun
As recipient of the 2005 Vice-Chancellor's Teaching Award for Early Career Academic, Karen will share with us her journey thus far into the world of academia. Having joined CQUniversity from working in industry in roles focussed on human resource development and adult learning, Karen reflects on the ways in which she has been able to incorporate her previous experiences into her current teaching responsibilities. The presentation is aimed at challenging our teaching practices and identifying ways to continue improving the learning journeys of our students. In particular, Karen will address some of the issues of teaching large student cohorts, teaching with technology and the importance of research and scholarship to teaching.
11.15am: CQUniversity Presentations: Danya Hodgetts
(School of Health and Human Performance)
Teaching with technology: trials and tribulations.
This presentation will outline the challenges that Danya Hodgetts has encountered since beginning teaching at CQUniversity in 2004. The presentation will highlight the changing use of technology for students over the past four semesters - and how colleagues, students, and the Grad Certificate in Flexible Learning have contributed to these changes.
1pm: REACT Workshop: David Jones (Information Technology)
REACT Writers' Workshop
Reflection, Evaluation, and Collaboration in Teaching (REACT) is intended to address issues around the level of innovation and quality in teaching and learning. More information about REACT can be found at URL: http://sleid.cqu.edu.au/REACT/
David Jones will facilitate this Writers' Workshop to illustrate to staff the process of REACT, the aim of which is to support and encourage staff to be a bit more research/design/theory and publication driven on their teaching journey. The workshop will provide a brief introduction into REACT, the why, what and who, etc and answer questions about REACT. After that, there will be a practical writers' workshop focusing on a particular paper that has already been submitted and reviewed by a team of people. One of the purposes of REACT is to encourage staff to regularly meet to discuss proposed REACT papers about their teaching. Staff members are encouraged to attend this workshop as observers, and learn more about the REACT process. The REACT paper for this workshop will focus on how to use the "information highway" to address problems with the "learning journey" of FLEX students in an introductory programming course.
9am: Keynote: Justin Malbon ( Griffith University )
The Art of Teaching: or nobody knows nothing
Academics are under increasing pressure to deliver 'excellent' teaching, an expectation that seems to rise with the amount of students' HECS fees. Adding to the pressure, the federal government is shelling out millions of dollars to universities on the basis of each university's ranking in terms of teaching excellence. Although the attention to excellence in teaching is welcome and should result in overall improvements in teaching, there is a danger of academics producing a homogenized risk free product. There is a risk of emulating the presumptions of the Hollywood blockbuster, which aims to please a broad audience but challenge none of them. Teaching is both an art and a science. It is about communicating to an audience. Sometimes good teaching requires unsettling students, challenging their assumptions; in other words taking risks. This paper is a plea for space in the brave new world of teaching excellence for the idiosyncratic, the unorthodox, the challenging and the enlightening.
10.30am: CQUniversity Presentations: Graham Black & Debbie Orr
(Division of Library Services)
Reaching out to everyone
The Library service is an integral part of life at CQUniversity. It is important that students and staff, regardless of location, can find what they want when they need it. Students usually need help to understand the scope of the various resources and how to use them. Partnerships between academics and librarians ensure that resources stay relevant to the needs of the curriculum and that all students have the opportunity to learn the necessary information literacy skills.
11.15am: CQUniversity Presentations: Robert Green & Shaune Sinclair
Robert Green and Shaune Sinclair (ITD - Flexible Delivery Services Unit)
Enabling technologies to help to ‘span the distance'
Most teaching staff know that the ITD Flexible Delivery Services unit provides ISL (teaching video conferencing) bookings and support. However, FDS provides a range of other technologies and support services (some new!) that can help you ‘span the distance' in your course delivery. CQUniversity maintains some world-class flexible delivery systems. At times it is difficult for already busy teaching staff to keep track of the multitude of technologies being trialled or implemented across the University. Yet staff who avail themselves of these technologies are frequently very happy with the outcome in helping them to ‘span the distance' with their students, across campuses, and between students. In this presentation we will discuss uses of the technology that happened during 2004/2005 and present feedback from students and staff regarding their experiences with key flexible delivery technologies. We will also make some observations ourselves about the challenges associated with these technologies. We will also provide information about some of the delivery technologies and services that are available to teaching staff from Term 1 2006. Technologies and services include: video and audio stream creation, live webcast services, videoconferencing and teleconferencing, support and training services and new audio visual equipment available for use by staff and students. In order for teaching staff to make appropriate course design decisions, and to make effective use of CQUniversity's distance delivery systems, they need to be aware of the range of services and options available to them and how their colleagues are enhancing teaching and learning by making use of these services and facilities. We hope that teaching staff will come away from the presentation better informed about some of their technology options, perhaps inspired with new ideas for their courses, and with knowledge of where to start to ‘get things happening'.
1pm: Capstone Address: Richard Johnstone
Enhancing Learning: The Role of the Disciplines
Australian higher education has been remarkably successful in refocussing itself, over the last decade and a half, on the facilitation and promotion of good teaching and effective learning. Much has been achieved, but partly as a consequence of the sheer volume of work that has been done, problems remain in ensuring that these achievements are communicated and built upon in ways that benefit the maximum numbers of students. This is partly a problem of physical distance - both within Australia itself and in our relation to higher education systems in other countries - but it is as much if not more to do with other kinds of distance, for example within or between disciplines. In the context of the recent establishment of the Carrick Institute for Learning and Teaching in Higher Education, opportunities exist to look more closely at the nature of disciplinary difference, and to develop better ways of ensuring mutual interaction and advantage. There will also be room within the broad theme of the presentation to provide a brief overview of the range of granting and award programs offered and overseen by the Carrick Institute.
CQUniversity CRICOS Provider Codes: QLD-00219C; NSW-01315F; VIC-01624D
