Tools to assist with HLA pedagogy
- Stratton, David, Smith, Philip, Wharington, John
- Authors: Stratton, David , Smith, Philip , Wharington, John
- Date: 2003
- Type: Text , Conference paper
- Relation: Paper presented at SimTecT 2003, Adelaide : p. 193-198
- Full Text:
- Reviewed:
- Description: The High Level Architecture (HLA) offers a dramatic extension of reuse for distributed simulation components. At the same time the HLA represents a significant training and education challenge if adoption of the architecture is to proceed at an adequate pace. In this context it is appropriate to consider tools and techniques that support effective pedagogy for HLA. This paper describes two innovations that have proved useful in short courses for HLA developers. The first supports scripting of basic HLA interactions so that a significant first encounter with HLA can proceed without the cognitive overhead of program development. The second supports an extended HLA software development training exercise in which groups of students work independently on components of a complete HLA simulation. An exercise of this scope becomes problematic when incomplete and possibly incorrect components are tested against each other. The tool described offers an adaptable test harness of correct components, in various states of completion, against which students can initially test their work.
- Description: E1
- Description: 2003002732
- Authors: Stratton, David , Smith, Philip , Wharington, John
- Date: 2003
- Type: Text , Conference paper
- Relation: Paper presented at SimTecT 2003, Adelaide : p. 193-198
- Full Text:
- Reviewed:
- Description: The High Level Architecture (HLA) offers a dramatic extension of reuse for distributed simulation components. At the same time the HLA represents a significant training and education challenge if adoption of the architecture is to proceed at an adequate pace. In this context it is appropriate to consider tools and techniques that support effective pedagogy for HLA. This paper describes two innovations that have proved useful in short courses for HLA developers. The first supports scripting of basic HLA interactions so that a significant first encounter with HLA can proceed without the cognitive overhead of program development. The second supports an extended HLA software development training exercise in which groups of students work independently on components of a complete HLA simulation. An exercise of this scope becomes problematic when incomplete and possibly incorrect components are tested against each other. The tool described offers an adaptable test harness of correct components, in various states of completion, against which students can initially test their work.
- Description: E1
- Description: 2003002732
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
iPod therefore I can : Enhancing the learning of children with intellectual disabilities through emerging technologies
- Authors: Marks, Genee , Milne, Jay
- Date: 2008
- Type: Text , Conference paper
- Relation: Paper presented at ICICTE 2008: International Conference on Information Communication Technologies in Education, Corfu, Greece : 10th-12th July 2008
- Full Text:
- Description: This paper explores the pedagogical and social potential of emerging technologies, in particular the iPod, in facilitating the learning of young Australians with severe intellectual and social disabilities. The study, which was carried out in a segregated educational setting in Victoria, Australia, sought to establish whether the intrinsic portable, multi-media capabilities of the iPod particularly lent themselves to a practical application for students with severe disabilities. It was concluded that such new technology has considerable power and potential as an emerging pedagogy with students with severe intellectual and physical disabilities.
- Description: 2003006449
- Authors: Marks, Genee , Milne, Jay
- Date: 2008
- Type: Text , Conference paper
- Relation: Paper presented at ICICTE 2008: International Conference on Information Communication Technologies in Education, Corfu, Greece : 10th-12th July 2008
- Full Text:
- Description: This paper explores the pedagogical and social potential of emerging technologies, in particular the iPod, in facilitating the learning of young Australians with severe intellectual and social disabilities. The study, which was carried out in a segregated educational setting in Victoria, Australia, sought to establish whether the intrinsic portable, multi-media capabilities of the iPod particularly lent themselves to a practical application for students with severe disabilities. It was concluded that such new technology has considerable power and potential as an emerging pedagogy with students with severe intellectual and physical disabilities.
- Description: 2003006449
Critical imagination : A pedagogy for engaging pre-service teachers in the university classroom
- Cartwright, Patricia, Noone, Lynne
- Authors: Cartwright, Patricia , Noone, Lynne
- Date: 2007
- Type: Text , Conference paper
- Relation: Paper presented at 5th Annual Hawaii International Conference on Education, Honolulu, Hawaii : 6th-9th January 2007 p. 610-629
- Full Text:
- Description: In this paper we consider the aspect of teacher education which takes place, not in the school, but in the university classroom. Teaching about teaching, it is argued, must be grounded in students' understanding of the present, but must foster both hope and critique. Beginning from Maxine Greene's (2000) concept of imagination, this paper develops a notion of critical imagination as a way of conceptualizing a critical pedagogy in the university classroom. Two pedagogical strategies based on critical imagination are outlined and analyzed. Writing is prioritized as a pedagogical tool. Excerpts from our professional teaching journals, together with samples of students' writing in response to these strategies, clothe the strategies in the reality of teaching practice. We argue that the use of teaching strategies based on critical imagination as a means of 'jarring' students to think differently seems to move our students to think a little more humanely and a little more critically. But this is neither a simple nor unproblematic task.
- Authors: Cartwright, Patricia , Noone, Lynne
- Date: 2007
- Type: Text , Conference paper
- Relation: Paper presented at 5th Annual Hawaii International Conference on Education, Honolulu, Hawaii : 6th-9th January 2007 p. 610-629
- Full Text:
- Description: In this paper we consider the aspect of teacher education which takes place, not in the school, but in the university classroom. Teaching about teaching, it is argued, must be grounded in students' understanding of the present, but must foster both hope and critique. Beginning from Maxine Greene's (2000) concept of imagination, this paper develops a notion of critical imagination as a way of conceptualizing a critical pedagogy in the university classroom. Two pedagogical strategies based on critical imagination are outlined and analyzed. Writing is prioritized as a pedagogical tool. Excerpts from our professional teaching journals, together with samples of students' writing in response to these strategies, clothe the strategies in the reality of teaching practice. We argue that the use of teaching strategies based on critical imagination as a means of 'jarring' students to think differently seems to move our students to think a little more humanely and a little more critically. But this is neither a simple nor unproblematic task.
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