This fellowship addresses the needs of (1) final year law students studying ethics and (2) law academics and other interested educators in higher education wishing to use ICT to create engaging learning environments for their students but lacking the capacity to do so. A blended learning program was developed including instruction on theoretical and philosophical underpinnings of legal ethics, together with Entry into Valhalla, an online suite of modules featuring self-test quizzes and machinima scenarios depicting legal dilemmas confronting the members of a fictional law firm. The project website includes a detailed resources manual and instructional videos.
The Resource Library contains a collection of higher education learning and teaching materials flowing from projects funded by the Commonwealth of Australia including those from the Australian Learning and Teaching Council.
Results may be sorted filtered by keywords.
88 resources found for ‘technology education’.
The seamless integration of Web3D technologies with university curricula to engage the changing student cohort
The Virtual Slidebox - a new learning paradigm for exploring the microscopic world
Using cost-effective multimedia to create engaging learning experiences in law and other disciplines
ePortfolio use by university students in Australia: developing a sustainable community of practice
This report documents Stage Two of the Australian ePortfolio Project (AeP2), which explored the current scope of national and international ePortfolio communities of practice in order to identify the factors that have contributed to their success and sustainability. A toolkit of six concept guides, targeted at the various stakeholders involved in ePortfolio use and providing information on managing privacy, is provided in Appendix 1. The project website provides additional resources.
Supporting student peer assessment and review in large groupwork projects
The project’s purpose is to further the educational design and dissemination of an online tool to support and facilitate self-and-peer assessment of individual contributions in large group work projects. The online tool supports group work processes through facilitating self-and-peer assessment by providing quantitative and qualitative feedback, evaluation, reflection and review opportunities.
Development of a computer-generated digital patient for teaching and assessment in pharmacy
The project team developed and tested a computer-generated virtual patient for pharmacy students to practise and improve their communication, diagnostic and management skills for minor illnesses. The software developed allows interaction between the student and the simulated patient, and captures and analyses aspects of the interaction including the questions asked, the diagnosis and management chosen by the student. Feedback is provided to the student.
To obtain the software developed by the project, request a username and password from firstname.lastname@example.org and then visit http://resweb.newcastle.edu.au/VirtualPatient/private/uploads.
Remotely accessible laboratories - enhancing learning outcomes
The impact of web-based lecture technologies on current and future practices in learning and teaching
Entrepreneurship Education in Non-Business Schools
Managing educational change in the ICT discipline at the tertiary education level: Final Report
This is an outstanding, comprehensive analysis of the state of tertiary ICT education in Australia, including the need for some change and how this should be approached. The report includes extensive survey data from the perspectives of academic staff, recent graduates and (to a lesser extent) employers of ICT graduates. It is noteworthy that these surveys have been conducted across a very representative component of the Australian sector, giving confidence about the broad relevance of the findings.
The report is a "must read" for anyone undertaking a serious review of their ICT curriculum or teaching, and indeed is worth the attention of anyone seeking a good example of such a review, irrespective of discipline. It is particularly illuminating to observe the alignment, of lack thereof, between what is taught at University and what students require in the workforce. Of course, there is an ongoing debate about how tightly Universities should aim for work-ready graduates, but the data in this report from recent ICT graduates are relevant to all tertiary programs in this area.
The report is lengthy, with a wealth of (quantitative and qualitative) data and substantial data analysis. There are nine recommendations, of which three focus on the ICT sector and its perceptions by stakeholders, and six address aspects of the curriculum and teaching; these latter recommendations are most relevant for discipline standards. The report is beautifully written and well-organised, and argues its case convincingly. The reader will benefit from either a short reading or a comprehensive analysis.
Teaching, technology and educational design: the architecture of productive learning environments
Curriculum renewal in postgraduate information technology education: a response to growing service sector dominance
Themes central to the study of services were identified as: service system fundamentals, service systems management, service systems engineering, service technologies, business process modelling, knowledge management systems, customer relationship management, and modern organisations. Detailed course descriptions and some teaching materials for each of these themes were developed.
Also implemented was a Service Learning and Teaching Foundry, which provides a virtual space for students to learn important service-oriented approach/business process modelling (SOA/BPM) concepts, gain hands-on experience with service-oriented software engineering, and practise their skills using real world examples.
Engineering education for social and environmental justice
Creating a student-centred online learning environment for report writing in the sciences and engineering
Re-conceptualising and re-positioning Australian library and information science education for the twenty-first century
ePortfolio use by university students in Australia: Informing excellence in policy and practice
Stage one of the project explored the current scope of national and international ePortfolio practice in higher education in Australia. An analysis of ePortfolio contexts identified government policy, technical standards, academic policy and learning and teaching as contexts where strategies may be employed to support effective practice. The types of ePortfolios used was documented and issues in relation to implementation identified. Additionally, innovative practice in ePortfolio use in higher education was explored and recommendations made to guide policy developments.
Development, deployment and educational assessment of advanced immersive learning environments for process engineering
An adaptive e-learning community of practice for mechanics courses in engineering
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