Excellence through diversity : Internationalisation of curriculum and pedagogy
- Ryan, Janette, Hellmundt, Susan
- Authors: Ryan, Janette , Hellmundt, Susan
- Date: 2003
- Type: Text , Conference paper
- Relation: Paper presented at the 17th IDP Australian International Education Conference, Woolongong, New South Wales : 5th December, 2003
- Full Text:
- Reviewed:
- Description: Recent times have seen a large increase in the numbers of international students attending Australian universities. At some universities, international students comprise up to twenty percent of the whole student cohort. Yet university teachers report that they feel ill-equipped and untrained to teach such students. International students themselves report that they feel undervalued and that their teaching and learning needs are often not well met. This paper reports on research on the experiences of both university lecturers and international students of teaching and learning at Australian universities. This research found strong evidence of a ‘gap’ in perceptions between staff and students about how well the learning needs of international students are being met and a general lack of awareness amongst university lecturers of teaching and learning issues in relation to international students. The paper will detail the impacts of these issues in terms of curriculum, pedagogy and assessment, and the broader factors influencing the learning of international students. It will suggest some strategies for better internationalising not only curriculum content, but also teaching methods and assessment practices. Such strategies will be of benefit not only to international students but also all learners in a diverse learning environment.
- Description: E1
- Description: 2003000470
- Authors: Ryan, Janette , Hellmundt, Susan
- Date: 2003
- Type: Text , Conference paper
- Relation: Paper presented at the 17th IDP Australian International Education Conference, Woolongong, New South Wales : 5th December, 2003
- Full Text:
- Reviewed:
- Description: Recent times have seen a large increase in the numbers of international students attending Australian universities. At some universities, international students comprise up to twenty percent of the whole student cohort. Yet university teachers report that they feel ill-equipped and untrained to teach such students. International students themselves report that they feel undervalued and that their teaching and learning needs are often not well met. This paper reports on research on the experiences of both university lecturers and international students of teaching and learning at Australian universities. This research found strong evidence of a ‘gap’ in perceptions between staff and students about how well the learning needs of international students are being met and a general lack of awareness amongst university lecturers of teaching and learning issues in relation to international students. The paper will detail the impacts of these issues in terms of curriculum, pedagogy and assessment, and the broader factors influencing the learning of international students. It will suggest some strategies for better internationalising not only curriculum content, but also teaching methods and assessment practices. Such strategies will be of benefit not only to international students but also all learners in a diverse learning environment.
- Description: E1
- Description: 2003000470
Refuelling the practicum : From 'neophytes' and 'experts' to collaborative, reflective relationships
- Ryan, Janette, Brandenburg, Robyn
- Authors: Ryan, Janette , Brandenburg, Robyn
- Date: 2002
- Type: Text , Conference paper
- Relation: Paper presented at Australian Association for Research in Education Conference, Brisbane : December, 2002
- Full Text:
- Reviewed:
- Description: In 2001, the University of Ballarat introduced a new Bachelor of Education course, and a new model for professional experience aimed at changing the focus away from assessment of the placement, to the learning that occurs within it. As part of this re-generation of the program, we wanted to ensure that the initial enthusiasm generated (Brandenburg & Ryan, 2001) continued to provide the 'fuel' for new approaches to student learning. One of the key themes that emerged from students' responses about their experiences in the program, was the relationships that they were developing. As part of a further development of the program, this year we introduced a mentoring system, where the placement is self-assessed, in collaboration with a mentor/teacher. This is aimed at encouraging not only a shift in the learning that occurs within the placement, but also a fundamental change in the nature of the relationships within it. One of the aims of this shift is to encourage a reflective approach amongst our pre-service teachers as well as their teacher/mentors, and in the development of the program itself, so that a more collaborative framework is emerging, and in this paper we report on the resultant changes in students' attitudes.
- Description: E1
- Description: 2003002339
Refuelling the practicum : From 'neophytes' and 'experts' to collaborative, reflective relationships
- Authors: Ryan, Janette , Brandenburg, Robyn
- Date: 2002
- Type: Text , Conference paper
- Relation: Paper presented at Australian Association for Research in Education Conference, Brisbane : December, 2002
- Full Text:
- Reviewed:
- Description: In 2001, the University of Ballarat introduced a new Bachelor of Education course, and a new model for professional experience aimed at changing the focus away from assessment of the placement, to the learning that occurs within it. As part of this re-generation of the program, we wanted to ensure that the initial enthusiasm generated (Brandenburg & Ryan, 2001) continued to provide the 'fuel' for new approaches to student learning. One of the key themes that emerged from students' responses about their experiences in the program, was the relationships that they were developing. As part of a further development of the program, this year we introduced a mentoring system, where the placement is self-assessed, in collaboration with a mentor/teacher. This is aimed at encouraging not only a shift in the learning that occurs within the placement, but also a fundamental change in the nature of the relationships within it. One of the aims of this shift is to encourage a reflective approach amongst our pre-service teachers as well as their teacher/mentors, and in the development of the program itself, so that a more collaborative framework is emerging, and in this paper we report on the resultant changes in students' attitudes.
- Description: E1
- Description: 2003002339
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