| Laurie Summers |
Preface and Introduction | i |
| Philip C. Candy |
Keynote address: Developing lifelong learners through undergraduate education | ii-viii |
| Gus Pennington |
Keynote address | ix-x |
| Matthew Allen |
Giving away the marks... or taking the 'ass' out of assessment | 1-4 |
| Robert G. Baker |
Valuing teaching and learning in a university: Differing academic staff perceptions | 5-12 |
| Llandis Barratt-Pugh |
The competence approach: Constricting development or the freedom to learn? | 13-19 |
| Joyce Bell |
Singaporean perspectives: Implications for tertiary teaching and learning | 20-23 |
Yvonne Burgess and
Carol Newton-Smith |
Resources to help lecturers develop their teaching skills: A collaborative effort from a lecturer and a librarian | 24-28 |
| Alan Burton |
Projecting the power of your computer | 29-32 |
| Marie Corrigan |
The virtual campus - taking the campus to the students | 33-35 |
Mark Campbell Williams
and Philip Dobson |
Using metaphors and rich pictures in university education | 36-41 |
Fran Crawford and
Sabina Leitmann |
Masqued meanings: Student evaluation of teaching | 42-52 |
| Marianne Cronin |
Considering the cultural context in teaching and learning for korean tertiary students by western teachers | 53-56 |
| Peter Davis |
The enhancement of student understanding of subject issues with the use of audio tape recorded interviews | 57-61 |
Barry Down,
Carol Hogan and
Rosa Madigan |
School-based teacher education: The lived experience of students, teachers and university staff | 62-66 |
Harry Edgar and
G. Wright |
Internet: The education interface | 67-72 |
| Peta Edwards |
Wogs, bugs and grubs: Hands-on microbiology at home - an Open Learning Australia experience | 73-78 |
Marie Finlay and
Christine Hogan |
Who will bell the cat? Story telling techniques for people who work with people in organisations | 79-83 |
| Robert Fox |
A critical incident: Reflecting on an evaluation report | 84-88 |
Robert Fox, Anna Boyd
and Allan Herrmann |
Attitudes and access to technology in distance education | 89-93 |
| Kevin Franklin |
An educationist's paradigm for what and how we learn: Rediscovering a touchstone | 94-98 |
Kevin Franklin, Val Roche,
Tony Hussey, Dianne McKillop
and Emma Raine |
Questioning quality in education: Exploring different perspectives | 99-105 |
| Margaret Giles |
Crumbs from my table: Anecdotes from 11 years of tertiary teaching | 106-110 |
| Jean Hall |
Small group peer assessment of the human computer interface: A case study | 111-115 |
| Susan Hall |
Reflective practice in cross-cultural university teaching | 116-120 |
| Saras Henderson |
Clinical teaching involves more than evaluating students | 121-125 |
| Allan Herrmann |
Open Learning Australia: Melbourne (Cup) winner or trojan horse? | 126-129 |
Marian Kemp and
Barry Kissane |
Integrating technology into undergraduate mathematics | 130-134 |
| Steve Kessell |
The undergraduate course controller: Mentor or masochist? | 135-138 |
| Chris King |
Developing cross-cultural interaction in a university classroom | 139-143 |
| Cameron Kippen |
Planning a degree programme in podiatry, based on a medical problem solving curriculum and developed from an industrial needs analysis | 144-145 |
Denise Kirkpatrick
and Richard Fuller |
The challenge of peer assessment | 146-149 |
| Chris Kirtley |
Multimedia: A paradigm shift in the teaching of the biomechanics of human movement | 150-152 |
| W. B. Lawrence |
A cross-cultural curriculum development project in Electrical Engineering at Curtin University | 153-156 |
Monica Leggett and
Tony Fetherston |
Teaching Technology Studies constructively | 157-160 |
| Colleen Liston |
Evaluating outcomes in physiotherapy students | 161-164 |
| Catherine McLoughlin |
Assessment of writing in multicultural settings | 165-171 |
| Margaret McNeil |
Students on the rack? Stretching final year marketing students in an industry simulation | 172-176 |
| Marion Milton |
The development of literacy awareness among tertiary students in adult literacy courses | 177-179 |
| Tonia Naylor |
The impact of national quality management requirements on teaching and learning in Australian universities | 180-185 |
| Richard Nowak |
Student opinion questionnaire case study | 186-189 |
| Beverly O'Connell, Jenny McNae, Robin Watts, Gerald McKelvie and Michel Burgum |
The use of drama in teaching and learning | 190-193 |
Ron Oliver and
Jan Herrington |
Making the most of the media in multimedia | 194-198 |
| Annalisa Orselli-Dickson |
Empowering students to improve their written language accuracy in L2 (Italian) | 199-202 |
Lesley Parker, Mario Zadnik,
Yvonne Burgess, Kate Finlayson,
Rob Guthrie, Rick Ladyshewsky
and Deborah Pritchard |
Implementing a devolved model of academic staff development | 203-205 |
| Carol Piercey |
Assessing clinical competencies | 206-211 |
| Peter Radloff |
Managing student presentation anxiety | 212-216 |
| Alistair Reid |
Assignment feedback: Relating to student expectations | 217-222 |
| John Renner |
Convergence and distance education: The promise and problems of emerging communication technologies | 223-228 |
| Krishna Sappal |
Geoscience education for Aboriginal students at Curtin University of Technology, Perth | 229-233 |
Jacqueline Shaw and
Paul Green-Armytage |
Feedback sheets as a form of assessment to support learning | 234-238 |
Rob Sims and
Peter Demediuk |
Student facilitators: Maximising the outcomes from tutorial casework, literature analysis and problem solving | 239-244 |
| Brian Stone |
A review of some CAL initiatives in the UK (with particular reference to assessment) | 245-249 |
| Michael Sturma |
Student input and tutorial organisation | 250-251 |
| Peter Taylor |
UCLES: A questionnaire for evaluating portfolio cultures in postgraduate teaching | 252-256 |
| Michael Thong |
Facilitating the learning of group processes in management courses via a group-based, 'parcel-marking' student assessment approach: Experiences to date | 257-263 |
Colin Walker and
Richard Bell |
A comparison of several survey techniques to obtain student evaluation of a unit in land management | 264-270 |
| Despina Whitefield |
Learning styles - great minds don't think alike | 271-275 |
| Sally Wijesundera |
Teaching portfolios - what are they and how do I create one? | 276-280 |
Martyn Wild and
Denise Kirkpatrick |
Some ideas and issues related to using multimedia technologies to teach tertiary students to perform complex tasks | 281-286 |
| Sue Wynn |
Designing slides and overheads for electronic presentations | 287-291 |
Mario Zadnik and
Alex Radloff |
A new approach to a communications unit: A student organised conference | 292-296 |
|
List of Participants | 297-304 |
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ISBN 0-7298-0228-0. The Forum 1995 Proceedings are © Edith Cowan University. However the copyright for each individual article remains with the authors of the article. Files from the TLF Proceedings site may not be remounted on other web servers (except proxy caches), or otherwise reproduced (other than single copies for study purposes), except with the permission of the authors.
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