Beyond cognition : Affective learning and undergraduate education student engagement in learning
- Authors: Zeegers, Margaret
- Date: 2008
- Type: Conference paper
- Relation: Paper presented at The European Conference on Educational Research: From Teaching to Learning?, Gothenburg, Sweden : 10th-12th September 2008
- Full Text:
- Description: In this paper I report on a project designed to enhance student teacher engagement in learning by developing an explicit pedagogy of affective learning, traditionally ignored in teacher education as discipline-based studies have dominated the field. Strategies investigated are based on reading engaged on affective levels, intertwined with current approaches to academic reading, with metacognitive responses recorded by the students as part of student evaluation of their own learning. Reading has been structured around literature reading circles (affective reading component), and academic reading circles (professional reading component). The project uses strategy in relation to the identifiable stages in a teaching sequence which help students to realise a learning goal, so that they use learning strategies and respond to teaching strategies that scaffold their learning. The reading program pushes the boundaries of their discipline-based learning, engaging what Schön refers to as ‘indeterminate zones of practice’ as giving an affective dimension, having wider implications for student engagement in discipline-based units than straight academic encounters with discipline-based literature allows. The reading is designed to integrate discipline-based knowledge, the implications of this for professional lives, and the affective dimensions of professional practice. The results of this project indicate that, according to student evaluations, their capacities for self monitoring and self evaluation was enhanced at the same time as their own engagement with relevant literature deepened their understandings of issues that emerged from that engagement.
- Description: 2003006620
- Authors: Zeegers, Margaret
- Date: 2008
- Type: Conference paper
- Relation: Paper presented at The European Conference on Educational Research: From Teaching to Learning?, Gothenburg, Sweden : 10th-12th September 2008
- Full Text:
- Description: In this paper I report on a project designed to enhance student teacher engagement in learning by developing an explicit pedagogy of affective learning, traditionally ignored in teacher education as discipline-based studies have dominated the field. Strategies investigated are based on reading engaged on affective levels, intertwined with current approaches to academic reading, with metacognitive responses recorded by the students as part of student evaluation of their own learning. Reading has been structured around literature reading circles (affective reading component), and academic reading circles (professional reading component). The project uses strategy in relation to the identifiable stages in a teaching sequence which help students to realise a learning goal, so that they use learning strategies and respond to teaching strategies that scaffold their learning. The reading program pushes the boundaries of their discipline-based learning, engaging what Schön refers to as ‘indeterminate zones of practice’ as giving an affective dimension, having wider implications for student engagement in discipline-based units than straight academic encounters with discipline-based literature allows. The reading is designed to integrate discipline-based knowledge, the implications of this for professional lives, and the affective dimensions of professional practice. The results of this project indicate that, according to student evaluations, their capacities for self monitoring and self evaluation was enhanced at the same time as their own engagement with relevant literature deepened their understandings of issues that emerged from that engagement.
- Description: 2003006620
Let the men speak : Health, friendship, community and shed therapy
- Foley, Annette, Golding, Barry, Brown, Michael
- Authors: Foley, Annette , Golding, Barry , Brown, Michael
- Date: 2008
- Type: Text , Conference paper
- Relation: Paper presented at AVETRA 2008 Conference, Adelaide : 3rd-4th April 2008
- Full Text:
- Description: Our paper is based on our recently published NCVER project on Men's sheds in Australia, Learning through Community Contexts (Golding, Brown, Foley, Harvey & Gleeson, 2007), which showed that men';s sheds informally cater for non vocational, social, health, wellbeing and learning needs of mainly older men. We deliberately used unedited transcripts from the NCVER project in the form of narratives or stories to give the men an opportunity to speak for themselves about the benefits of participating in men's sheds. The paper highlights some of the limitations of the methodology used in the attempt to allow the men themselves to make sense of the benefits they experience and enjoy from participating in men's sheds as conveyed through their own voices.
- Description: 200300647
- Authors: Foley, Annette , Golding, Barry , Brown, Michael
- Date: 2008
- Type: Text , Conference paper
- Relation: Paper presented at AVETRA 2008 Conference, Adelaide : 3rd-4th April 2008
- Full Text:
- Description: Our paper is based on our recently published NCVER project on Men's sheds in Australia, Learning through Community Contexts (Golding, Brown, Foley, Harvey & Gleeson, 2007), which showed that men';s sheds informally cater for non vocational, social, health, wellbeing and learning needs of mainly older men. We deliberately used unedited transcripts from the NCVER project in the form of narratives or stories to give the men an opportunity to speak for themselves about the benefits of participating in men's sheds. The paper highlights some of the limitations of the methodology used in the attempt to allow the men themselves to make sense of the benefits they experience and enjoy from participating in men's sheds as conveyed through their own voices.
- Description: 200300647
OK, please just tell us what to do : The challenge of freedom in teacher education
- Davis, Robert, Johnston, Robbie
- Authors: Davis, Robert , Johnston, Robbie
- Date: 2007
- Type: Text , Conference paper
- Relation: Paper presented at 2007 National Biennial Conference of the Australian Curriculum Studies Association: Curriculum Centre Stage: Inclusivity, Creativity and Diversity, Melbourne : 7th-10th July 2007
- Full Text:
- Description: At the University of Ballarat, pre-service teachers (PSTs) in their second year of the Bachelor of Education (P-10) are required to plan community-based teaching and learning in conjunction with school students, their teachers and schools along with community organisations. These requirements are in synergy with curriculum developments in schools and appear to be valued by them. While the transformative potential of community-based teaching and learning for teacher educators is acknowledged, there is a clear need for more research into the factors which underlie the success or otherwise of such approaches. In this paper, the implementation of community-based teaching and learning programs developed by pre-service teachers is examined for educational and organisational issues that shaped the outcomes for students. The paper highlights a number of consistent themes that throw light on factors that appear to affect the success of such pre-service courses. These insights contribute to the understanding of community-based pre-service teacher education curricula and pedagogies as an important and emerging area of interest.
- Description: 2003005036
- Authors: Davis, Robert , Johnston, Robbie
- Date: 2007
- Type: Text , Conference paper
- Relation: Paper presented at 2007 National Biennial Conference of the Australian Curriculum Studies Association: Curriculum Centre Stage: Inclusivity, Creativity and Diversity, Melbourne : 7th-10th July 2007
- Full Text:
- Description: At the University of Ballarat, pre-service teachers (PSTs) in their second year of the Bachelor of Education (P-10) are required to plan community-based teaching and learning in conjunction with school students, their teachers and schools along with community organisations. These requirements are in synergy with curriculum developments in schools and appear to be valued by them. While the transformative potential of community-based teaching and learning for teacher educators is acknowledged, there is a clear need for more research into the factors which underlie the success or otherwise of such approaches. In this paper, the implementation of community-based teaching and learning programs developed by pre-service teachers is examined for educational and organisational issues that shaped the outcomes for students. The paper highlights a number of consistent themes that throw light on factors that appear to affect the success of such pre-service courses. These insights contribute to the understanding of community-based pre-service teacher education curricula and pedagogies as an important and emerging area of interest.
- Description: 2003005036
Student perceptions of podcasting to enhance learning and teaching in an information systems course
- Miller, Charlynn, Newnham, Leon
- Authors: Miller, Charlynn , Newnham, Leon
- Date: 2007
- Type: Text , Conference paper
- Relation: Paper presented at 14th International Conference ALT-C 2007: Beyond Control. Learning Technology for the social network generation, Nottingham University EMCC, Nottingham, England, UK : 4th-6th September 2007 p. 104-115
- Full Text:
- Description: Universities are challenged to seek methods to improve student learning. Leading edge technologies, such as podcasts, that put the focus on learner-chosen activities may be one way to accomplish this. This study explored student perceptions of podcasting as a learning and teaching tool in a first semester information systems course within an Australian university. Students were provided with a short podcast to supplement face-to-face lectures. Students were then surveyed to determine their perceptions of the impact of this podcast on their learning. A high number of respondents agreed that they used the podcast, that it increased their understanding of the lecture material and that it assisted their learning in the unit overall. The findings in this preliminary study lend support to the concept that podcasting can enhance learning when used as a supplement to traditional teaching methods.
- Description: 2003002687
- Authors: Miller, Charlynn , Newnham, Leon
- Date: 2007
- Type: Text , Conference paper
- Relation: Paper presented at 14th International Conference ALT-C 2007: Beyond Control. Learning Technology for the social network generation, Nottingham University EMCC, Nottingham, England, UK : 4th-6th September 2007 p. 104-115
- Full Text:
- Description: Universities are challenged to seek methods to improve student learning. Leading edge technologies, such as podcasts, that put the focus on learner-chosen activities may be one way to accomplish this. This study explored student perceptions of podcasting as a learning and teaching tool in a first semester information systems course within an Australian university. Students were provided with a short podcast to supplement face-to-face lectures. Students were then surveyed to determine their perceptions of the impact of this podcast on their learning. A high number of respondents agreed that they used the podcast, that it increased their understanding of the lecture material and that it assisted their learning in the unit overall. The findings in this preliminary study lend support to the concept that podcasting can enhance learning when used as a supplement to traditional teaching methods.
- Description: 2003002687
Incomplete or incorrect understanding of decimals: An important deficit for student nurses
- Pierce, Robyn, Steinle, Vicki
- Authors: Pierce, Robyn , Steinle, Vicki
- Date: 2006
- Type: Text , Conference paper
- Relation: Paper presented at the 30th Conference of the International Group for the Psychology of Mathematics Education, PME30, Mathematics in the Centre, Prague, Czech Republic : 16th - 21st July, 2006 p. 161-169
- Full Text:
- Reviewed:
- Description: In this study more than 40% of the 355 student nurses who completed a pre-test, involving comparisons of decimal numbers, made errors that indicate an incomplete or incorrect conceptual understanding. This includes students who are sometimes able to achieve 100% on drug calculations tests. Seven test items with error rates of between 10% and 26% form the focus of our discussion. A sub-group of the students attended a one-hour remedial intervention using various physical materials to give conceptual meaning to decimal numbers. A matched post-test three months after the intervention, detected a statistically significant improvement for the intervention students but not for those who only practiced drug calculation procedures. Conceptual teaching for number sense is needed to underpin procedures.
- Description: E1
- Description: 2003001562
- Authors: Pierce, Robyn , Steinle, Vicki
- Date: 2006
- Type: Text , Conference paper
- Relation: Paper presented at the 30th Conference of the International Group for the Psychology of Mathematics Education, PME30, Mathematics in the Centre, Prague, Czech Republic : 16th - 21st July, 2006 p. 161-169
- Full Text:
- Reviewed:
- Description: In this study more than 40% of the 355 student nurses who completed a pre-test, involving comparisons of decimal numbers, made errors that indicate an incomplete or incorrect conceptual understanding. This includes students who are sometimes able to achieve 100% on drug calculations tests. Seven test items with error rates of between 10% and 26% form the focus of our discussion. A sub-group of the students attended a one-hour remedial intervention using various physical materials to give conceptual meaning to decimal numbers. A matched post-test three months after the intervention, detected a statistically significant improvement for the intervention students but not for those who only practiced drug calculation procedures. Conceptual teaching for number sense is needed to underpin procedures.
- Description: E1
- Description: 2003001562
About Face : Implications of research into men's learning preferences in rural towns
- Authors: Golding, Barry
- Date: 2005
- Type: Text , Conference paper
- Relation: Paper presented at Emerging Futures 2005: recent, responsive and relevant research Conference, Brisbane : 13th -15th April, 2005
- Full Text:
- Reviewed:
- Description: E1
- Description: 2003001327
- Authors: Golding, Barry
- Date: 2005
- Type: Text , Conference paper
- Relation: Paper presented at Emerging Futures 2005: recent, responsive and relevant research Conference, Brisbane : 13th -15th April, 2005
- Full Text:
- Reviewed:
- Description: E1
- Description: 2003001327
Using CAS to enrich the teaching and learning of mathematics
- Authors: Pierce, Robyn
- Date: 2005
- Type: Text , Conference paper
- Relation: Paper presented at the Tenth Asian Technology Conference in Mathematics, Cheong-Ju, South Korea : 12th - 16th December, 2005
- Full Text:
- Reviewed:
- Description: Computer Algebra Systems (CAS) are powerful tools for both doing and learning mathematics. They may be used to perform algorithmic routines both quickly and correctly but harnessing this power in a manner which is effective for promoting learning is not trivial. Research undertaken with both secondary school and undergraduate students clearly indicates that, while students quickly come to appreciate the availability of CAS to check their answers, several key factors influence the development of their use of the facility of CAS to extend both access to mathematics and support learning of mathematical concepts. First, the institutional value which the technology is afforded influences the degree to which students are willing to apply themselves to the task of learning technical skills necessary to work with CAS. Second, the use of multiple representations may both increase students’ conceptual understanding and provide them with alternative methods through which to progress solution of problems. Finally, students need to be guided in judicious use of CAS. This will involve teaching students to be discriminating in their use of technology for functional purposes, that is, to find solutions to difficult or time consuming problems, and strategic in their use of CAS to explore patterns and link representations in order to gain greater insight into mathematical processes and concepts.
- Description: E1
- Description: 2003001445
- Authors: Pierce, Robyn
- Date: 2005
- Type: Text , Conference paper
- Relation: Paper presented at the Tenth Asian Technology Conference in Mathematics, Cheong-Ju, South Korea : 12th - 16th December, 2005
- Full Text:
- Reviewed:
- Description: Computer Algebra Systems (CAS) are powerful tools for both doing and learning mathematics. They may be used to perform algorithmic routines both quickly and correctly but harnessing this power in a manner which is effective for promoting learning is not trivial. Research undertaken with both secondary school and undergraduate students clearly indicates that, while students quickly come to appreciate the availability of CAS to check their answers, several key factors influence the development of their use of the facility of CAS to extend both access to mathematics and support learning of mathematical concepts. First, the institutional value which the technology is afforded influences the degree to which students are willing to apply themselves to the task of learning technical skills necessary to work with CAS. Second, the use of multiple representations may both increase students’ conceptual understanding and provide them with alternative methods through which to progress solution of problems. Finally, students need to be guided in judicious use of CAS. This will involve teaching students to be discriminating in their use of technology for functional purposes, that is, to find solutions to difficult or time consuming problems, and strategic in their use of CAS to explore patterns and link representations in order to gain greater insight into mathematical processes and concepts.
- Description: E1
- Description: 2003001445
Collaborative learning : An exploration of actionable knowledge creation
- Authors: Braun, Patrice
- Date: 2004
- Type: Text , Conference paper
- Relation: Paper presented at the 4th Teaching, Learning, and Research Conference (IERA), Ballarat, Australia : 22th - 24th November, 2004
- Full Text:
- Reviewed:
- Description: E1
- Description: 2003000810
- Authors: Braun, Patrice
- Date: 2004
- Type: Text , Conference paper
- Relation: Paper presented at the 4th Teaching, Learning, and Research Conference (IERA), Ballarat, Australia : 22th - 24th November, 2004
- Full Text:
- Reviewed:
- Description: E1
- Description: 2003000810
The applicability of networks in Australian adult and vocational learning research
- Authors: Golding, Barry
- Date: 2004
- Type: Text , Conference paper
- Relation: Paper presented at Learns and Practitioners: The Heart of the Matter, Canberra : 17th March, 2004
- Full Text:
- Reviewed:
- Description: Networks have increasingly been recognised by educators as important in adult and vocational learning contexts, in that they have the capacity to help potential learners engage and become better connected with a wide range of learning organisations through their families, jobs and communities and also with opportunities for future learning and work. The importance of ‘being connected’, including through networks to and between learning organisations, has come into higher relief with a recent increase in theorising about aspects of social capital including learning networks, the growth of lifelong learning and an identification of the particular penalties associated with several forms of disengagement from learning for people of all ages. This paper begins with a scan of research literature on networks in adult and vocational learning. The paper identifies some new techniques involving networks, found by experience to assist in the process of adult and vocational learning research: particularly for identifying potential research interviewees within learning organisations and communities, strengthening relationships between learning organisations and identifying opportunities for future collaboration. It also provides some insights from new data on organisational networks derived from a number of recent research studies about learning networks in TAFE, adult and community education and public safety organisations in small and remote towns. The paper finally provides a number of tentative, general findings about the broader applicability of network theory to research and theories about learning in such contexts.
- Description: E1
- Description: 2003000774
- Authors: Golding, Barry
- Date: 2004
- Type: Text , Conference paper
- Relation: Paper presented at Learns and Practitioners: The Heart of the Matter, Canberra : 17th March, 2004
- Full Text:
- Reviewed:
- Description: Networks have increasingly been recognised by educators as important in adult and vocational learning contexts, in that they have the capacity to help potential learners engage and become better connected with a wide range of learning organisations through their families, jobs and communities and also with opportunities for future learning and work. The importance of ‘being connected’, including through networks to and between learning organisations, has come into higher relief with a recent increase in theorising about aspects of social capital including learning networks, the growth of lifelong learning and an identification of the particular penalties associated with several forms of disengagement from learning for people of all ages. This paper begins with a scan of research literature on networks in adult and vocational learning. The paper identifies some new techniques involving networks, found by experience to assist in the process of adult and vocational learning research: particularly for identifying potential research interviewees within learning organisations and communities, strengthening relationships between learning organisations and identifying opportunities for future collaboration. It also provides some insights from new data on organisational networks derived from a number of recent research studies about learning networks in TAFE, adult and community education and public safety organisations in small and remote towns. The paper finally provides a number of tentative, general findings about the broader applicability of network theory to research and theories about learning in such contexts.
- Description: E1
- Description: 2003000774
Who's doing the hunting and gathering? : An exploration of gender segmentation in adult learning in small and remote Australian communities
- Authors: Golding, Barry
- Date: 2003
- Type: Text , Conference paper
- Relation: Paper presented at 2003 AVETRA Conference, Sydney : 10th -11th April, 2003
- Full Text:
- Reviewed:
- Description: Adults in Australia have tended to return relatively recently to learning in patterns that are significantly different by gender. These patterns of gender segmentation for adults are particularly noticeable in the findings of recent research by the author into adult, community and vocational learning in small and remote towns in Victoria. The issues associated with such patterns form the basis of this exploratory paper.
- Description: E1
- Description: 2003000498
- Authors: Golding, Barry
- Date: 2003
- Type: Text , Conference paper
- Relation: Paper presented at 2003 AVETRA Conference, Sydney : 10th -11th April, 2003
- Full Text:
- Reviewed:
- Description: Adults in Australia have tended to return relatively recently to learning in patterns that are significantly different by gender. These patterns of gender segmentation for adults are particularly noticeable in the findings of recent research by the author into adult, community and vocational learning in small and remote towns in Victoria. The issues associated with such patterns form the basis of this exploratory paper.
- Description: E1
- Description: 2003000498
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