Learning Through Teaching


The Proceedings of the 6th Annual Teaching Learning Forum
Murdoch University, February 1997

Edited by Romana Pospisil and Lesley Willcoxson
Academic Services Unit, Murdoch University

Table of Contents


Romana Pospisil and Lesley Willcoxson Preface
Matthew Allen ARROW: On target with the world wide web1-5
Roger Atkinson and
Allison Brown
Online units: What infrastructure services are required?6-11
Christina Ballantyne Improving university teaching: Giving feedback to students12-15
Dianne Barrington and Doreen Murrie Facilitating communication and interactional skills with terminally ill patients: A preceptorship learning model for undergraduate medical students.16-20
Colin J. Beasley Students as teachers: The benefits of peer tutoring21-30
Roberta Bencini and Werner S. Hennig 'Animal Stack': A computer simulated animal dissection31-33
Steve Benson A reflection on the teaching of management information systems34-37
Richard G. Berlach The portfolio approach to evaluation38-43
David Booth Evaluation of a change in teaching methods using the College and University Classroom Environment Inventory (CUCEI)44-49
Alison Bunker and Marianne Cronin Improving students' academic writing with the use of the word processor50-57
Michel Burgum and Catherine Bridge Using critical incidents in professional education to develop skills of reflection and critical thinking58-61
Louis Caccetta, Pamela Hollis, Peg Foo Siew and Brian White Strategies for assisting the transition from secondary to tertiary mathematics62-67
Trudi Cooper Using Portfolios to assess first year student placements68-72
Barbara de la Harpe, Alex Radloff and Lesley Parker Time spent working and studying in the first year: What do students tell us?73-77
Jim Elliott Early student withdrawal: The reasons students give for leaving the university78-99
Darrell Fisher and Peter Taylor A questionnaire for monitoring social constructivist reform in university teaching100-105
Robert Fox, Anna Boyd and Allan Herrmann What form should student evaluation of distance teaching take?106-110
Robert Fox, Allan Herrmann and Anna Boyd What should be included and what should be excluded in a guide on open and flexible teaching and learning?111-117
Bob Fox and Alex Radloff How can we 'unstuff' the curriculum?118-123
Susan Hall Forms of reflective teaching practice in higher education124-131
Susan Hall, Rosemary Coates, Paola Ferroni, Michael Pearson and Sue Trinidad Tilling the field: Action research in postgraduate supervision132-143
Yvonne Hauck and Tony Hussey Caring communication: Strategies and skills for health professionals144-148
Peter E. Jones and S. Lin Teaching the Programming Language Java over the Web149-153
Stephen R. Kessell Teaching literacy in intensive science degrees: A formal evaluation154-162
Shamim Khan Why don't they come to the lecture?163-165
Chris King and Robyn Morris When resources are limited how can we introduce innovative teaching methods?166-168
Chris King Make it small and intensive : An approach to teaching small classes169-176
Kim Kirsner, Andrew Page, Danny Boase-Jelinek, Mark Randell and Kathryn Hird DADA: A diagnosis, assessment and decision aid for the clinical and behavioural sciences177-181
Martijntje M. Kulski Learning through teaching portfolios?: Some observations from the coal-face182-186
David Lake Who are these students? The cultural background of some past and future AusAID students from Papua New Guinea and elsewhere187-193
Monica Leggett How can students be encouraged to develop appropriate communication skills for communicating scientific principles to non technical audiences?194-196
R. D. Loss and M. G. Zadnik How do you tutor your tutors?197-203
S P Maj, G Robbins, D Shaw, K W Duley Are computer science graduates computer illiterate?204-209
Marie Martin Physical analogies210-211
Clare McBeath The politics of upgrading university courses: Revising the BA (Education)212-216
Catherine McLoughlin Thinking about thinking: Giving students the HOTS for learning217-221
Mauro Mocerino Learning in the laboratory222-226
Mauro Mocerino, Peter Sheppard and Barry Thornton Chemistry Demonstrators' Workshop227-228
Robyn Morris and Colleen Hayes Small group work: Are group assignments a legitimate form of assessment?229-233
Robert P. Mun Engineering laboratory classes: What purpose and what format?234-238
Eamon Murphy From university to work: Developing transferable skills239-243
Deidre Pearce How do you transform a student into a professional scientist?244-246
Jane Pearce and Christopher Crouch How can students become people who ask questions (instead of people who answer questions)?247-251
Michael Pearson Ideation: A synthesis model for breaking mindset and generating alternatives252-258
Michael Pearson Creating a background of relatedness within cultural diversity259-260
Jeffrey G. Dunn, Robert I. Kagi and David N. Phillips Development of professional skills in a third year undergraduate chemistry course261-266
Jeffrey G. Dunn, David N. Phillips and W. van Bronswijk Introducing third year chemistry students to the planning and design of an experimental program267-270
Jeffrey G. Dunn and David N. Phillips Introducing second year chemistry students to research work through mini-projects271-275
Rob Phillips What is the most appropriate way to use the Internet for teaching and learning?276-278
Christy Pinfold and Anne Thwaite Language in contexts: A multimedia resource for teaching discourse analysis to language students279-284
Peter Radloff How can we get useful unit feedback from students?285-289
Bill Scott and Ross Lantzke Laurel and Hardy and crosswords: Teaching as fun290-293
Bill Scott Is time-tabling for the benefit of staff or students?294-295
F. Crawford, J. Parkin, K. Slaney, P. Taylor, L. Bakshi, H. Lucida and N. Phuthi Independent thinking: Cross-cultural possibilities296-302
Vicky Ann Solah How do you encourage independent and self-directed learning?303-306
Heather Sparrow Peer assessment as a tool for learning307-311
Michael Sturma Feature film and teaching/learning312-313
Geoff I Swan Polarizing effects314-318
Jan Thomas and Clive Huxtable Student derived learning objectives319-323
Eileen Thompson Distance education drop-out: what can we do?324-332
Dianne Tomazos What do university teachers say about improving university teaching?333-340
Timo Vuori and Raj Gururajan Tertiary examination conducted on the Internet341-344
Timo Vuori and Maria Jean Hall Educational challenges in the enwebbed age345-349
Sonia Walker and Helen Shurven Learning in lectures: A contradiction in terms?350-356
Gordon Woodbine Can the various forms of cooperative learning techniques be applied effectively in the classroom in content driven accounting courses?357-360
Archie Zariski Lessons for teaching using group work from a survey of law students361-366

Please cite as: Pospisil, R. and Willcoxson, L. (Eds) (1997). Learning Through Teaching. Proceedings of the 6th Annual Teaching Learning Forum, Murdoch University, February 1997. Perth: Murdoch University. http://lsn.curtin.edu.au/tlf/tlf1997/contents.html


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