Conference Program
Schedule and Abstracts
9–11 November 2010
Centre for Professional Development
Bathurst Campus, CSU
DLTS
Division of Learning & Teaching Services
Table of Contents
Table of Contents ....................................................................................................................................... 1
Acknowledgements .................................................................................................................................... 2
Welcome from Conference Organizers ...................................................................................................... 3
CSUEd 2010 Schedule ................................................................................................................................. 4
Poster Presentations .................................................................................................................................. 13
CSUEd 2010 Abstracts ................................................................................................................................ 14
Floor Plan – CPD ......................................................................................................................................... 40
Map – Bathurst Campus ............................................................................................................................. 41
Map – Campus Buildings – CPD (S17), S15, S16, S1, C2, Truskett Library (C3) .......................................... 42
CSUEd 2010 - Program
Page 1
Acknowledgements
Welcome to Country
Aunty Gloria Dindima Rogers
Uncle Ralph Naden
Welcome Ceremony
Yalmambirra Boogijoon Doolin Dance Group - is a group of young Aboriginal performers led by Uncle Ralf
Naden from Wiradjuri Country who will be involved in the welcoming ceremony at the Opening of CSUEd 2010.
Keynote Speakers
Professor Jeannie Herbert
Foundation Chair of Indigenous Studies
Charles Sturt University
Professor Ron Barnett
Emeritus Professor of Higher Education
Institute of Education
University of London, UK
Entertainment
The CSUkes is a Bathurst based group of current and former students, academics and employees of Charles Sturt
University who have been playing together for two and a half years. Their repertoire comprises a whole range of wacky,
folky and plain rock-out tunes. They meet weekly on Thursdays and welcome new players along with old hands.
Phone: 0429 695 325 - Email: [email protected]
Sylvana: This very powerful performer has a unique capability to reach out to the audience in a way where everyone
feels they have her singing to them. Her Italian background definitely gives her performance a European flavor. She is
one of the most exciting cabaret performers on the circuit today and no two performances of hers are alike. From Edith
Piaf and Connie Francis to Shirley Bassey, Bette Midler, Tina Turner and Michael Buble, her repertoire comprises the
best of the oldies AND the newbies.
Advisory Committee
Marian Tulloch
Som Naidu
Jenny Kent
Alan Bain
Joy Wallace
Andrea Crampton
Franziska Trede
Mike Keppell
Merilyn Childs
Deb Clarke
Wendy Nolan
Liz Smith
Executive Director, Division of Learning & Teaching Services
Director, Quality Enhancement and Evaluation Services (QEES), DLTS
Sub Dean Learning & Teaching, Faculty of Business
Sub Dean Learning & Teaching, Faculty of Education
Sub Dean Learning & Teaching, Faculty of Arts, Humanities & Social Sciences
Sub Dean Learning & Teaching, Faculty of Science
Deputy Director, Education for Practice Institute
Director, Flexible Learning Institute
Deputy Director, Flexible Learning Institute
School of Human Movement Studies
Centre for Indigenous Studies
Director, Transition
Operational Team
Som Naidu
Lesley Reid
Kate Rose
Ryun Fell
Barbara Hill
Derek Sequeira
Tony McKenzie
Director, Quality Enhancement and Evaluation Services (QEES), DLTS
Teaching & Staff Development and Curriculum Renewal Officer, QEES, DLTS
Administrative Officer to the Executive Director, DLTS
Media Technologist, Division of Learning & Teaching Services
Indigenous Curriculum and Pedagogy Coordinator, DLTS
Co-coordinator Evaluation Services, Quality Enhancement and Evaluation Services, DLTS
Teaching & Staff Development Coordinator, Quality Enhancement and Evaluation Services, DLTS
CSUEd 2010 - Program
Page 2
Welcome to CSUEd 2010
Educating for 2020 and beyond
A major aspect of CSUEd 2010 is its future perspective.
Many of our students are already in the workforce seeking to optimize their opportunities with further education, while
others will be joining the workforce around 2015. What kind of an education should these students be getting now so
that they are adequately prepared for the challenges that lie ahead for them in the workplace?
What can we predict from national and international trends in relation to flexible learning, practice-based education,
social justice and participation in higher education, internationalisation of the curriculum, information and
communications technology, and our cultural competence?
How are these developments likely to influence the way we teach, learn and work in the future? But more importantly,
what should we be doing now – this term and in this year to meet the challenges that lie ahead? How should we be
aligning our curriculum, and our pedagogy to better prepare for the next decade and beyond?
The CSU degree initiative, and its attendant processes provide an opportunity for us to engage in discussions around
curriculum renewal and pedagogy and the kind of educational experience we want to develop for our students.
At CSUEd 2010, you have the opportunity to tell us your story about the things you are doing now with your teaching
and research to prepare your students for the challenges that lie ahead for them.
We invite you to enjoy this experience.
Som Naidu
Chair of the CSUEd 2010 Operational Team
Director, Quality Enhancement and Evaluation Services
Learning and Teaching Services
Charles Sturt University
DLTS
Division of Learning & Teaching Services
CSUEd 2010 - Program
Page 3
CSUEd 2010 Schedule
Day 1: Tuesday, November 9: Events/Workshops
Registration – CPD
10.30am
10.30am
Registration - CPD
Time/Venue
11am-12noon
Event/Presenters
EFPI
Topic/Abstracts
A conversation with Ron Barnett (and Stephen Loftus)
Foundation Rm 2
CPD
Ron Barnett
Stephen Loftus
Realising WPL in an age of super complexity.
It is sometimes said that universities now operate in a world of 'super complexity'. A major task confronting any university is
to provide education that prepares graduates to work within this super complex world, both now and into the future. This
workshop will explore some of the issues involved in super complexity and how the education we provide can help our
graduates to deal with them.
Target Audience: Academics teaching any course that prepares students for the world of work, general staff involved in
these courses, academics researching student preparation for the world of work, teaching professionals, course coordinators,
course directors, any member of staff involved in curriculum review or curriculum renewal.
12noon-1pm
EFPI
Overview of P&PBE Standards
Foundation Rm 2
CPD
Edwina Adams
This session will report on the practice-based standards developed by the Education for Practice Institute.
12noon-1pm
FLI
Foundation Rm 1
CPD
Mike Keppell
6Standards@FLI
In this workshop, Mike Keppell plans to engage participants in thinking about the 6 Standards developed by the Flexible
Learning Institute as a means of ensuring that CSU remains the leader in blended and flexible learning in Australia.
Not sure what "equivalent learning outcomes" means? What about the Good Practice Guidelines? This is a good place to find
some answers in this engaging workshop.
2pm-3.30pm
FLI
Foundation Rm 1
CPD
Mike Keppell
FLI Teaching Fellows Round Table
Come and join us, in the round table, as we discuss innovative and transformative approaches to blended and flexible
learning in the context of courses and subjects.
Speakers at the Round Table will include the 2010 Teaching Fellows: (in alphabetical order)
• Chris Bushell School of Policing Studies Goulburn
• Ken Crofts School of Accounting, Bathurst
• Kay Plummer, School of Accounting, Bathurst
• Trisha Poole School of Teacher Education, Bathurst
• Jacquie Tinkler, School of Education, Wagga
2pm-4pm
EFPI
Showcase WPL
Foundation Rm 2
CPD
Stephen Loftus
What’s happening in the 4 Faculties
CSUEd 2010 - Program
Page 4
Day 1: Tuesday, November 9: Events/Workshops
2pm-4pm
DLTS
Course Directors Workshop
Syndicate Rm 2
CPD
Ron Barnett
The Role of Course Directors – an exploration
This workshop will take the form of a conversation, led by Ronald Barnett, on the role of Course Directors. Just what is the
role of a Course Director in contemporary Australian higher education? What are its challenges? What are its possibilities?
Issues that form at least part of the context, if not direct challenges, include:
•
Possible ways of understanding and developing the curriculum: are there some key overarching ideas or principles
that transcend disciplines and professions – or is each course special?
•
Academic leadership: The extent to which the role of a Course Director is one of academic leadership as distinct
from one of academic management.
•
The relationships between a Course Director and an Educational Designer: how are they seen and how might they
develop?
•
A community of professional self-development: Ways of using the role to promote a culture of collective reflection
about teaching and learning in higher education.
•
The significance of learning as such: Why is that there is often talk of ‘learning and teaching’ these days – rather
than ‘teaching and learning’? Is more responsibility being placed upon students to organize, manage and even
direct their own learning? What is the role of teachers in supporting students’ learning and in the learning and
teaching relationship?
•
The relationships between teaching, research and scholarship: are these separate activities or is there a growing
role for Course Directors in helping to sustain and even to develop relationships between them?
As a way into exploring these issues, all participants in the workshop should bring with them 3 copies of a short
note (on one side A4 or less) containing some initial reflections about the role of a Course Director (for joint
exploration with others in the group).
CSUEd 2010 - Program
Page 5
Day 2: Wednesday, November 10: Conference
Registration – Building S15
8am
Time
Building S15 – Room 2.23
8am
Registration Bld S15
9am
Welcome to Country: Aunty Gloria & Uncle Ralph Naden
9.15am
CSUEd 2010 Opening: Associate Professor Marian Tulloch
9.30am
Keynote Address: Professor Jeannie Herbert
10.15am
Moderated Q&A and panel discussion of Keynote address
Wendy Nolan, Elaine Duffy, Marian Tulloch
Jane Mills (Chair)
Morning Tea - CPD
11.15am
11.35-12.05pm
30
12.10-12.40pm
30
Curriculum
renewal
Curriculum
renewal
CPD
Foundation 1
Course Level
Design and the
CSU Degree (30)
Merilyn Childs
CPD
Foundation 2
ACADEMIC
L(IT)ERACIES: A
strategy for
enhancing quality
learning (30)
Jennifer Sappey
Stephen Relf
Judith Gullifer
A whole-course
approach to
course
development:
Bachelor of
Teaching
(Primary) (30)
Catherine
Newell
Peter Wilson
CSUEd 2010 - Program
Facilitators and
barriers to
interdisciplinary
professional ethics
teaching (30)
Anna Corbo
Crehan
Wendy Bowles
Lindy McAllister
Matthew
Campbell
Cultural
competence &
Indigenous
education
Bld: S15
Rm 2.05
Journey West to
Menindee (60)
Hill, Barbara
Auntie Gloria
Dindima Rogers
Marian Tulloch
John Harper
Jane Mills
Mary O'Dowd
Jillene Harris
Ryun Fell
Practice-based
education
Student
experience &
participation
Student
experience &
participation
Blended &
flexible learning
Bld: S15
Rm 2.23
Quality,
Professional &
Practice Based
Education
Standards in CSU
courses (30)
Edwina Adams
CPD
Syndicate Rm 2
Is wiki an effective
platform for group
course work? (30)
Donald
Alexander
Sharon
Schoenmaker
CPD
James Hardy
PLE lightning
series:
Experiences +
relationships =
better
professionals (70)
Carole Hunter
Jacquie Tinkler
Judy Ogden
Lynn Flynn
Lyn Hay
Trisha Poole
Ken Crofts
Bld: S16
Rm: The POD
Stuff you need to
know about online
collaborative
learning: A good
practice guide
(30)
Deb Murdoch
Workplace
Learning:
Identifying,
planning for, and
managing risk
(30)
Maree Simpson
& University
Risk Working
Party
Making lectures
and tutorials
compulsory: the
impact on student
performance (30)
Kevin Parton
Mark Morrison
David Dowell
iTeach@CSU!
Collaborative
Learning Group:
Greg Auhl
Bruce Gater
Tony McKenzie
Asim Qayyum
Blended &
flexible learning
Truskett Library
Bld: C3
Rm: 404
Computer Lab
Truskett Library
Blg: C3 Rm: 404
Reaping the
benefits: The ICTenabled Learning
Community of
Practice (85)
Philip Uys
Miriam Edwards
Justice, injustice
and student
perceptions of
subject delivery
(30)
Peter Simmons
Page 6
Day 2: Wednesday, November 10: Conference
12.45-1pm
Flexible delivery of
information
literacy instruction
to diverse subject
cohorts (10)
Tricia Bowman
Craig Nelson
Relating Wiradjuri
culture to
Biochemistry
students (10)
Mike Cahill
Collaboration in
Practice Based
Education (PBE):
Where Television
Production and
Dietetics Collide
(10)
Matthew Olsen
Marissa Olsen
Curriculum
renewal
Curriculum
renewal
Practice-based
education
CPD
Foundation 1
Facilitators and
barriers to
interdisciplinary
professional ethics
teaching (60)
Anna Corbo
Crehan
Wendy Bowles
Lindy McAllister
Matthew
Campbell
CPD
Foundation 2
Development of
Guidelines for
Great Learning
and Teaching (60)
Som Naidu
Tony McKenzie
Derek Sequeira
David Prescott
Amanda Davies
Ingrid
Muenstermann
Cultural
competence &
Indigenous
education
Bld: S15
Rm 2.05
Indigenous subject
design for
Communication
disciplines – a
template for
teaching
professions in the
commercial
marketplace (30)
Kay Nankervis
Barbara Hill
Wendy Nolan
Bld: S15
Rm 2.23
How discipline
groups might
organise
themselves to
facilitate
curriculum
renewal within the
context of
practice-based
undergraduate
education (30)
Jerry Boland
ALTC Citation
A model for
increasing
Indigenous
participation in
Psychology (30)
Jillene Harris
Barbara Hill
Stephen Loftus
Michael Kiernan
Practice based
education in
Distance learning,
Using e-Sims to
equip Social
workers learning
(30)
Stephanie
Johnson
Deb Murdoch
ALTC PROJECT
15
1pm
1.30-2pm
30
Evaluation of a
pilot approach to
enhancing literacy
and numeracy of
first year students
in the School of
Environmental
Sciences (SES)
(10)
Greg Hardham
Catherine Allan
As above
Extending
psychology
research
experience to
distance students.
(10)
David Mallard
As above
Student
experience &
participation
Student
experience &
participation
Blended &
flexible learning
Blended &
flexible learning
CPD
Syndicate Rm 2
Fostering student
engagement in
large and small
classes (120)
Dan Bedgood
Adam
Bridgeman,
Kieran Lim,
Gayle Morris,
Brian Yates,
Michael
Gardiner,
Simon Pyke,
Mark Buntine,
Mauro Mocerino,
Daniel Southam,
Mario Zadnik
CPD
James Hardy
Higher education
as a cultural
experience:
International
students in the
land of Oz (30)
Angela Ragusa
Bld: S16
Rm: The POD
Blended and
Flexible Learning
Good Practice
Guidelines (30)
Mike Keppell
Merilyn Childs
Bld: S1
Rm 102
Avoiding Death by
PowerPoint –
transforming your
PowerPoint
presentations from
boring to brilliant!
(120)
Jacquie Tinkler
Trisha Poole
The Student
Experience at
CSU: a whole of
University
approach (85)
Liz Smith
David Bedwell
Hedy Bryant
Jacquie ElsonGreen
Peter Greening
Sue Rogan
Feeling the love:
Establishing
connection with
DE students
through
coordinator video
clips (30)
Julia Lynch
Cathi McMullen
Lunch - CPD
2.05-2.35pm
30
CSUEd 2010 - Program
Page 7
Day 2: Wednesday, November 10: Conference
2.40-3.10pm
30
Curriculum
renewal
Blended &
flexible learning
CPD
Foundation 1
The Djirruwang
journey – our
story (45)
Wayne Rigby
Sonya Butler
Jan Manners
Barbara Hill
Maryanne Mozer
CPD
Foundation 2
Flexible and
blended subject
design: Achieving
an enhanced
learning
experience for all
(30)
Anne Llewellynn
Lynn Flynn
3.15-3.30pm
15
Cultural
competence &
Indigenous
education
Bld: S15
Rm 2.05
White-woman
academic:
modeling steps to
Indigenous
cultural
competence for
University
teaching (30)
Kay Nankervis
Donna Bridges
Practice-based
education
Student
experience &
participation
Student
experience &
participation
Blended &
flexible learning
Blended &
flexible learning
Bld: S15
Rm 2.23
Reflective spaces:
Nurturing
reflective practice
during fieldwork
experience (30)
Narelle Patton
Megan Smith
Joy Higgs
CPD
Syndicate Rm 2
As above
CPD
James Hardy
As above
Bld: S16
Rm: The POD
Police education at
CSU, where does
it sit on the
simulation
landscape? (30)
Chris Bushell
Bld: S1
Rm 102
As above
Tips for managing
a ‘family’ of 600.
(10)
John Harper
They just don’t
understand how
important it is:
Infection control
practitioners’
views on infection
control &
microbiology
training in
undergraduate
nursing programs
(10)
Jenny Cox
Heather
Cavanagh
Will Letts
Elaine Duffy
Cultural
competence &
Indigenous
education
Bld: S15
Rm 2.05
Closing the Gap:
Cultural Safety in
Indigenous Health
Education (30)
Wayne Rigby
Elaine Duffy
Sonya Butler
Jan Manners
Laurie Crawford
Practice-based
education
Student
experience &
participation
Student
experience &
participation
Blended &
flexible learning
Blended &
flexible learning
Bld: S15
Rm 2.23
Practice-Based
Education and
Learning Theories
(90)
Stephen Loftus
Donna Bridges
CPD
Syndicate Rm 2
Joining the dots:
Using PebblePad
(and other tools)
to make
connections in the
world of the
CSUDegree (90)
Carole Hunter
Deb Murdoch
CPD
James Hardy
Bld: S16
Rm: The POD
iLearn: Mobile
Devices for
Teaching and
Learning (90)
Tim Klapdor
James Brann
Bld: S1
Rm 102
I wear my
pyjamas while my
avatar wears
Prada: Teaching in
Second Life (90)
Lyn Hay
3.30pm
3.45-4.15pm
30
2010 FLI
Scholarship
Recipient
Delivering a death
message: A
blended and
authentic teaching
approach to police
communication in
PPP113 (10)
Andrew Kelly
Afternoon tea - CPD
Curriculum
renewal
Curriculum
renewal
CPD
Foundation 1
Language and
communication for
dental education:
an alternative
approach to
language-focused
academic skills
support (30)
David Ross
David Wilson
CPD
Foundation 2
How does a
sustainable
Problem Based
Learning model
work? (90)
Jennifer Hyams
Jane Heller
CSUEd 2010 - Program
KEPT FREE FOR
DINNER SETUP
Page 8
Day 2: Wednesday, November 10: Conference
4.20-4.50pm
30
4.55-5.30pm
35
A vision for
curriculum
renewal. (30)
Tony McKenzie
Joy Higgs
Maree Simpson
Designing to
enhance self
assessment:
Challenges &
possibilities in a
postgraduate
marketing
curriculum (30)
Cathi McMullen
Ian Braithwaite
6.30pm
As above
Developing
cultural
competence:
Creating and
sustaining
Indigenous
partnerships in
teacher education
(30)
Deb Clarke
Matthew
Winslade
As above
As above
As above
As above
KEPT FREE FOR
DINNER SETUP
Creating a cultural
space and identity
using the module
tool (30)
Linda Ward
Alison Quin
CPD
Drinks/Nibbles
CSUkes (Entertainment)
EFPI Book Launch
7.30pm
CPD
Conference Dinner
James Hardy Dining Room
8.30pm
CSUEd 2010 - Program
Sylvana (Entertainment)
Page 9
Day 3: Thursday, November 11: Conference
Time
Building S15 – Room 2.23
7.30am to 9am
Registration – Bld: S15
7.30am to
8.30am
Breakfast session with CSU Ontario: Bld C2, Rm 218
Innovation in Ontario - Practice-Based Education (60)
Munday, Jennifer (Chair), Zeffie Nicholas, Paige Bennett, Carol Burgess, Karyn Callaghan, Will Letts, Kiprono Langat
Building C2, Room 218 – Bathurst Campus
Tea & Coffee & Light Breakfast – S15
8.30am
9am
Keynote Address: Professor Ron Barnett
9.45am
Moderated Q&A and panel discussion of Keynote address
Jo-Anne Reid, Mike Keppell, Ben Bradley
Joy Higgs (Chair)
Morning Tea - CPD
10.45am
11.05-11.35pm
30
Curriculum
renewal
Curriculum
renewal
Blended &
flexible learning
Practice-based
education
Student
experience &
participation
Student
experience &
participation
Blended &
flexible learning
Blended &
flexible learning
CPD
Foundation 1
Reconceptualising
the evaluation of
tertiary teaching:
What is worth
evaluating? (60)
Som Naidu
Derek Sequeira
Andrea
Crampton
CPD
Foundation 2
The School of
Information
Studies
Curriculum
Renewal
Experience:
Lessons Learned
(Panel) (60)
Lyn Hay
Bob Pymm
Rachel Crease
Damian Lodge
Bld: S15
Rm 2.05
Subject Mapping &
Planning for
Flexible Learning
with ICT (30)
Jacquie Tinkler
Trisha Poole
Bld: S15
Rm 2.23
Constructive
alignment of
practice-based
education (PBE)
outcomes:
Presenting a
model of
exemplars (30)
Angela
Hennessey
Deb Clarke
Bld: S1
Rm 102
Recipe books in
Biopsychology
(30)
Izumi Hiramatsu
Michael Kiernan
Stephen Relf
International
Placements and
Short-Term
Programs: Issues
and Possibilities
(30)
Donna Bridges
Franziska Trede,
Wendy Bowles
CPD
James Hardy
Participation in
Learning and
Teaching: Putting
theory into
practice (60)
Rachael Fox
David Fryer
Ben Bradley
Brona Nic Giolla
Easpaig
3rd Year
Psychology
Students
Bld: S16
Rm: The POD
A professional
learning journey
through CSU
Interact (30)
David Maxwell
CPD
Syndicate Rm 2
Learning and
teaching in the
Humanities and
Social Sciences:
current challenges
and ideas for
moving forward
(60)
Merrilyn
Crichton
Stephanie
Johnson
Deb Murdoch
Judy Ogden
E-Poster
Online
Offline
Developing
desirable student
online learning
experiences from
a course
perspective: A
case study on
formative
eLearning
implementation at
Charles Sturt
University (30)
James Brann
David Prescott
11.40-12.10pm
30
iTeach@CSU!
Stellar Interact
Group:
David Maxwell
Tony McKenzie
Stewart
McKinney
Jacquie Tinkler
CSUEd 2010 - Program
Tackling the
complexities of
climate change
science: A guided
approach to
student learning
using directed
scientific
argument
Andrew Rawson
Carole Hunter
Page 10
Day 3: Thursday, November 11: Conference
12.15-12.45pm
30
12.50pm-1pm
Practice-based
education
Curriculum
renewal
Blended &
flexible learning
Practice-based
education
Student
experience &
participation
Student
experience &
participation
Blended &
flexible learning
Blended &
flexible learning
CPD
Foundation 1
Education for
Practice Debates:
Future directions
(30)
Franziska Trede
Leonarda
Kovačić
CPD
Foundation 2
Preparing our
educational
designers to
engage with the
CSU Degree
Initiative (30)
Stephen Relf
Catherine
Newell
Marion Addinsall
Anthony
McKenzie
Wilma Pfitzner
Deb Murdoch
David Prescott
Bld: S15
Rm 2.05
Encouraging
student voice:
Bachelor of
Exercise Science
students’ design of
a work-integrated
learning subject
(30)
Eric Drinkwater
Deb Clarke
Chelsea Litchfiel
Bld: S15
Rm 2.23
The Whole Kit and
Caboodle: A
‘holistic’ approach
to Work
Integrated
Learning (30)
Brett Van
Heekeren
David Maxwell
CPD
Syndicate Rm 2
Enhancing the first
year experience in
the Bachelor of
Agricultural
Business
Management. (30)
Guisard, Yann
Kerry Cochrane
Peter Mills
Shevahn Telfser
Carole Hunter
Zelma Bone
Karl Behrendt
Richard Culas
Warwick
Wheatley
Jason Condon
Branka
KrivokapicSkoko
David Dowell
CPD
James Hardy
Transitioning preservice teachers
into the profession
using social media
(30)
Celia Hillman
Miriam Edwards
Bld: S16
Rm: The POD
eBooks and
eTexts: The brave
new world of
publishing (10)
Claudio Dionigi
Bld: S1
Rm 102
Investigating
academic
acceptance of
technology: Using
the Technology
Acceptance Model
to inform
technology use
and
implementation at
CSU. (30)
Lynn Flynn
Maryanne Mozer
James Brann
Linda Ward
E-Poster
Online
Offline
E-Poster
Online
Offline
E-Poster
Online
Offline
Embracing
personal learning
and ePortfolios @
CSU
Carole Hunter
Sandra Stewart
Putting into
practice a course
level focus in
educational design
and media support
Janet Buchan
Rachel Crease
Catherine
Newell
Linda Ward
Miriam Edwards
Alissa Gooden
Leanne White
Monique
Constable
How has the
Virtual Learning
Environment
changed the
teaching practices
and activities of
CSU academics?
(10)
Branka
KrivokapicSkoko,
Roderick
Duncan
Kerry Tilbrook
6 things every
Interact teaching
site should have
(10)
Miriam Edwards
10
1pm
CSUEd 2010 - Program
The use of
technology to
enhance student
feedback and
improve self
evaluation of
clinical
assessment skills
in Physiotherapy
(10)
Greg Hardham
Rosemary
Corrigan
The effect of social
contingencies on
teacher education
students
undertaking an
internship.
Ronald Kerr
Brian Hemmings
12.30pm
Promoting
interaction and
engagement
through CSU’s
new Online
Meeting Tool
(Wimba) (10)
Lucy Webster
Judy Ogden
The session will
involve a
demonstration of
the emarking
assistant (10)
Ken Crofts
mLearning: Report
on the Mobile
Learning
Investigation (10)
Tim Klapdor
James Brann
Lunch - CPD
Page 11
Day 3: Thursday, November 11: Conference
1.30-2pm
30
2.05-2.35pm
30
Practice-based
education
Curriculum
renewal
Student
experience &
participation
Practice-based
education
Student
experience &
participation
Student
experience &
participation
Blended &
flexible learning
Blended &
flexible learning
CPD
Foundation 1
Reflective practice
as a tool to
develop
professional
practice in the
transition from
student to
graduate (30)
Franziska Trede
Megan Smith
CPD
Foundation 2
Kissing frogs
(again) (30)
Julie
Montgarrett
Bld: S15
Rm 2.05
ALIUS: Active
Learning in
University Science
(30)
Dan Bedgood
Adam
Bridgeman,
Kieran Lim,
Gayle Morris,
Brian Yates,
Michael
Gardiner,
Simon Pyke,
Mark Buntine,
Mauro Mocerino,
Daniel Southam,
Mario Zadnik
Bld: S15
Rm 2.23
Developing a
national approach
to supervising
social work
students in field
education? (30)
Wendy Bowles
Jenny McKinnon,
Mike
Collingridge
CPD
Syndicate Rm 2
Prejudice and
Pedagogy:
Breaking Through
the Barriers of
Bias (60)
Donata Muntean
CPD
James Hardy
Delivering Policing
dPBL on Interact:
a case study in
flexible delivery
(30)
David Prescott
Phil Sharp
Bld: S16
Rm: The POD
Using the Interact
Blog tool for
assessment (10)
Greg Hardham
Catherine Allan
Bld: S1
Rm 102
How has the
Virtual Learning
Environment
changed the
teaching practices
and activities of
CSU academics?
(30)
Roderick Duncan
Kerry Tilbrook
Branka
KrivokapicSkoko
Applied Learning:
What is it, why do
it and how is it
taught? (30)
Alan Beckley
Slaying the
Dragons of
Inaction (30)
Bruce Fell
The virtual
grapevine crop: an
innovative blended
learning approach
in mixed cohorts
of distance
education students
(30)
Yann Guisard
Embedding
Professional
Portfolios in
Information
Studies Courses
(30)
Ashley Freeman
2.40pm
1.45pm
PebblePad & its
Value in Teaching
& Learning (10)
Trisha Poole
One size does not
seem to fit all.
(30)
Ingrid
Muenstermann
Building S15 – Room 2.23
Reflecting on CSUEd 2010 -- Ron Barnett
CSUEd 2011: EFPI
Closing CSUEd2010: Associate Professor Marian Tulloch
CSUEd 2010 - Program
Page 12
Posters
E-Posters
Curriculum renewal
Practice-based education
Student experience & participation
Blended & flexible learning
:
CPD
Foundation 2
CPD
Foundation 1
CPD
Breakout Area
Bld: S16
The POD
Putting into practice a course level focus
in educational design and media support
Janet Buchan
Rachel Crease
Catherine Newell
Linda Ward
Miriam Edwards
Alissa Gooden
Leanne White
Monique Constable
Embracing personal learning and
ePortfolios @ CSU
Carole Hunter
Sandra Stewart
Personality and learning habits: Actually
not related for students
Felicity Small
David Dowell
Tackling the complexities of climate
change science: A guided approach to
student learning using directed scientific
argument
Andrew Rawson
Carole Hunter
CPD
Breakout Area
Practice based education in Distance
learning, Using e-Sims to equip Social
workers learning
Stephanie Johnson
Deb Murdoch
ALTC PROJECT
CPD
Syndicate Rm 2
The effect of social contingencies on
teacher education students undertaking
an internship.
Ronald Kerr
Brian Hemmings
CSUEd 2010 - Program
Page 13
CSUEd 2010
Conference Abstracts
(Arranged in order of presentation times)
Wednesday, 10th November
11.35am
Course Level Design and the CSU Degree
(CPD, Foundation Rm 1)
Merilyn Childs, Flexible Learning Institute
During 2008-2010 CSU has been developing a new suite of policies, resources and support-systems that enable
undergraduate degrees at CSU to align to the CSU Degree. The CSU Degree combines a course level approach to course
design, with a number of commitments to CSU students concerning their experiences as CSU students.
This includes:
•
A supported transition into the first year of university; and thereafter throughout the undergraduate student
experience;
•
Employability and generic skills such as effective communication; analytical skills; critical and reflective judgment;
problem-solving; team work; and time-management;
•
The opportunity for international experiences and to develop an international perspective in their discipline or
profession;
•
An engagement with the responsibilities of global citizenship;
•
The opportunity to develop cultural competence;
•
The opportunity to engage meaningfully with the culture, experiences and histories of Indigenous communities;
•
Understandings of financial, social and environmental sustainability;
•
A firm understanding of ethics;
•
Education based in practice;
•
Engagement in activities that foster web-based proficiency;
•
Threshold disciplinary outcomes (to be developed).
This workshop will provide an opportunity for CSU staff to consider aspects of the CSU Degree. Expected outcomes of the
session: Participants will engage in guided “course level thinking” activities related to the CSU Degree and team-based
course design. Activity plan (session format): This session will begin with an activity designed to engage participants in
“course level thinking”. It will then consider how “course level thinking” might expand to encompass the CSU Degree at
subject, activity and assessment levels.
ACADEMIC L(IT)ERACIES: A strategy for enhancing quality learning
(CPD, Foundation Rm 2)
Jennifer Sappey, Humanities & Social Sciences – Stephen Relf, DLTS – Judith Gullifer, Psychology
Keywords: academic l(IT)ertacies; educational design; wr(iT)ing; multi modal l(IT)eracies
This is the story of the start of an adventure between an educational designer and two academics, one a sociologist and the
other a psychologist. Both academics struggled to retain control of the intellectual process as they set about the task of
transforming their traditional hard copy distance education study materials to online delivery. While there was the temptation
to accept the ‘one size fits all’ solution offered by standardized pedagogical approaches that are parachuted-in in the form of
templates and standardized ICT tools, the academics worked with the educational designer to incorporate the epistemology of
each discipline into the learning design. The approach that was developed was to teach and wr(IT)e the discipline for learning
– highlighting the unique epistemological underpinnings and approaches of each discipline such that students would not only
learn the content but also learn and be imbued with their specific discipline’s approach. The emphasis here is on discipline
and the distinctly different epistemological and ontological underpinnings of disciplines which set them apart. The emphasis is
also on wr(IT)ing as a multimodal concept of literacy required for the new online writing environment (Durrant and Green
2000; Green 2001). In this presentation we will describe the traditional epistemological construction of sociological and
psychological knowledge and how that was re framed through different meaning-making potentials enabled through
multimodal l(IT)eracies. The case highlights how the quality transformation to online writing can be achieved through the
academic – educational designer relationship. 30 minute Powerpoint presentation plus full paper presented by Stephen Relf.
Journey West to Menindee
(Bld. S15 Rm 2.05)
Barbara Hill, DLTS - Wiradjuri Elder, Auntie Gloria Dindima Rogers - Marian Tulloch, DLTS – John Harper,
Agriculture & Wine Sciences – Jane Mills, Communication & Creative Industries – Mary O'Dowd, Education –
Jillene Harris, Psychology – Ryun Fell, DLTS
In April 2010 a group of CSU academics travelled to Menindee with an Indigenous Elder from the Wiradjuri people on a
‘adventure-learning’ journey with the purpose of creating a community of practice by working alongside an Indigenous Elder
and family members from the Barkandji/Ngyampa people. The main objective of this journey was to situate learning so that
the travelers might experience and deepen their understanding of the transition from Indigenous cultural awareness to
Indigenous cultural competence. In this context of ‘learning how to learn’ with Indigenous communities, this presentation
notes that while the term ‘community of practice’ was coined in the 1990s, this type of learning practice has existed for as
long as people have been learning and sharing their experiences through storytelling (Wenger, McDermott, Snyder, 2002).
Those travelers who participated in this journey will reflect upon the significance of location for pedagogic approaches as well
as what has emerged from the experience both from the perspective of the group and the individual and the implication for
curriculum renewal at CSU.
CSUEd 2010 – Program
Page 14
Wednesday, 10th November
11.35am
Quality, Professional & Practice Based Education Standards in CSU courses
(Bld S15, Rm 2.23)
Edwina Adams, EFPI
The past decade has seen an increasing focus worldwide on evidence of educational quality by external bodies in higher
education. Academic standards as a quality system evaluate and monitor aspects of higher education internally and/or
externally. Measures of ‘what’ (e.g. learning outcomes, student services) and ‘how much’ (the level of quality achieved) can
be obtained. But does this effect quality? From 2007 to 2009, CSU’s external evaluations of students learning by the
completion of their course indicate there are areas for improvement. For instance, course experience questionnaire overall
satisfaction rates have steadily declined in all faculties. When comparing CSU against three other universities, the
Australasian University Survey of Student Engagement for final year student outcome scores for higher order thinking and
career readiness were the lowest. Problem solving and team work are high priorities for the present and future workforce.
The recently developed professional and practice-based education standards can provide a means for quality enhancement in
these areas. Staff, course design and learning outcomes are keys to raised student satisfaction. Ensuring the infrastructure
standard of staff being skilled in teaching a diverse range of students creates a learning environment with expertise.
Upholding the learning and teaching standard for including relevant stakeholders in the curriculum review ensures the course
design encompasses all that is required for today’s workforce. Targeting learning outcomes around standards such as critical
thinking and problem solving helps to produce graduates with highly desirable workplace capabilities. When standards are
embraced from a quality enhancement perspective, quality can be achieved. Expected outcomes of the session: A raised
awareness of how the CSU professional and practice-based education standards can be used positively to raise quality in a
course is the key expected outcome. Examples of assessment instruments that directly impact on critical thinking and
problem solving will be provided. Open discussion will provide a forum to raise concerns over the implementation of
professional and practice-based standard at CSU. Activity Plan: The session will consist of no more than 20 minutes didactic
presentation and 10 minutes for discussion. Key questions will be provided to stimulate audience participation.
Is wiki an effective platform for group course work?
(CPD, Syndicate Rm 2)
Donald Alexander, Communication & Creative Industries
Sharon Schoenmaker, Communication & Creative Industries
Based on a paper by Elgort,I., Smith, A.G., and Toland, J.(2008)
Australasian Journal of Educational Technology 24(2), 195-210, the authors identified that the key factors in a successful
collaborative learning environment were positive interdependence ( Barley et al, 2005) and individual and group
responsibility. According to the research the first item should link the success of an individual to the success of the group.
For the second the wiki platform should make each member’s contribution more transparent (overcoming the problems of
some students not participating equally in the group). The lecturer can also judge both the quantity and quality of
contributions. The limited research discussed in the above paper does not confirm or elaborate on these observations so
Donald Alexander, Senior Lecturer in Public Relations and Organisational Communication, School of Communication and
Creative Industries developed a questionnaire to be administered to students who had been enrolled in COM116 (foundation
public relations subject) to test these concepts with at least 65 public relations students who have been using a wiki as a key
learning tool in 2007 and 2008. With the assistance of Sharon Schoenmaker Lecturer in Public Relations, the preliminary
results of this study will be presented to CSUEd.
PLE lightning series: Experiences + relationships = better professionals
(CPD, Rm James Hardy)
Hunter, Carole, DLTS – Jacquie Tinkler, Education - Judy Ogden, DLTS – Lynn Flynn, DLTS – Lyn Hay, Information
Studies - Trisha Poole, Teacher Education - Ken Crofts, Accounting
Expected outcomes of the sessions: Enhanced understanding of how establishing your own PLE can help you
professionally and how students might benefit from being supported to develop their own PLE's and have the use of PLE's
modelled in their subjects and courses. Activity plan: All presentations begin with a one-minute overview of our individual
PLEs, and then focus on a specific function and some associated tools.
My PLE helps me...keep up to date with resources (Jacqui Tinkler)
Developing our own personal learning environment (PLE) and network (PLN) of trusted colleagues is important for any
established or emerging professional. In this presentation I will give an overview of how I use two particular online tools – a
social bookmarking site called Delicious, and Slideshare – a site where you can upload and share PowerPoint presentations
and documents. Both these tools have provided me with a range of self directed professional development opportunities,
contact with like-minded colleagues and other education professionals, as well as the ability to use, share and create
resources I can use for both my research and teaching.
My PLE helps me...keep up to date with ideas (Carole Hunter)
Developing our own personal learning environment (PLE) and network (PLN) of trusted colleagues is important for any
emerging or established professional. One aspect of this is broadening the network of colleagues with whom you share ideas from local to global. This presentation will take a look at my own approach to keeping current with the ideas in learning and
teaching, what blogs I’m reading and what I gain from them, and how I manage this so that it doesn’t become overwhelming.
The session will also share some ideas on the importance of developing these skills in ourselves as professionals and our
students, as emerging professionals.
My PLE helps me...communicate with colleagues (Judy Ogden)
Developing our own personal learning environment (PLE) and network (PLN) of trusted colleagues is important for any
emerging or established professional. A strong suite of communication tools is essential for weaving the various components
of my PLE together, and allows me to interact and share insights with my colleagues. In this presentation, I will discuss how
and why I select particular tools for particular purposes, and why having a range of tools at my disposal enhances
communication and strengthens my relationships.
My PLE helps me...collaborate with colleagues (Lynnette Flynn )
Developing our own personal learning environment (PLE) and network (PLN) of trusted colleagues is important for any
emerging or established professional. This presentation will discuss how this particular sub set of technologies, ‘Googledocs’
and other collaborative writing tools enables users easy access to a collaborative writing environment. The webbased application ‘Googledocs’ is used for sharing documents and receiving peer assistance without any ‘system’ confines.
This presentation will also discuss how these tools and/or other loosely joined services are continuously evolving to meet my
needs as a professional.
CSUEd 2010 – Program
Page 15
Wednesday, 10th November
11.35am
My PLE helps me... engage in professional learning on a daily basis (Lyn Hay)
Developing our own personal learning environment (PLE) and network (PLN) of trusted colleagues is important for any
emerging or established professional. This presentation demonstrates how my PLN has expanded using such Web 2.0 tools as
Facebook, Delicious, Twitter and Second Life, and how I have integrated the use of these tools in my subjects to encourage
my DE students as school teachers, teacher librarians and information professionals to establish and/or expand their own
PLN. I will also highlight the affordances of mobile apps in supporting my professional learning on a daily basis…. anytime,
anyplace, anywhere, anyhow.
My PLE helps me... build experiences and relationships in a safe environment (Trisha Poole)
Developing our own personal learning environment (PLE) and network (PLN) of trusted colleagues is important for any
emerging or established professional. This zappy view of PebblePad looks at how students can be scaffolded into the PLE
concepts in a safe environment, with practical examples of how it can enhance the experiences of students and the outcomes
of teaching. The PebblePad excerpts and experiences presented are taken from both inside and outside CSU to provide a
broad range of ideas, experiences, perceptions, and values. The lightening session aims to generate a spark of enthusiasm for
the use of PebblePad in teaching, learning, and professional settings. By using practical examples, the session also aims to
bring PebblePad into reality for those who are not currently using it. For those who are using it, it will provide more
inspiration to continue to use PebblePad.
My PLE helps me...improve my personal productivity (Ken Crofts)
Developing our own personal learning environment (PLE) and network (PLN) of trusted colleagues is important for any
emerging or established professional. Having a system for recording and sorting all the information that we deal with in our
professional and personal lives is important for our productivity and GTD (Getting things done). This presentation provides
an example of my own personal productivity solution including Outlook and Google Calendars, quickly capturing ideas and
information from a variety of sources using Microsoft OneNote, developing TO DO lists using OneNote and synchronising this
information on a variety of platforms using DropBox. Flexibility in being able to adapt the PLE to a variety of scenarios
including mobile apps is paramount in such a system.
Stuff you need to know about online collaborative learning: A good practice guide
(Bld S15, Rm The POD)
Deb Murdoch, DLTS
iTeach@CSU! Collaborative Learning Group: Greg Auhl, Bruce Gater, Tony McKenzie, Asim Qayyum
This presentation showcases the work of the iTeach@CSU! Collaborative Learning Group. The group came together to explore
a practical and commonsense approach to the tools available for collaborative learning. Through our action research in this
area we have explored the strengths and opportunities of collaborative tools and considered the limitations and constraints.
This led to the production of a guide where we distilled our findings on the interplay between group learning design and the
affordances of various technologies. Pedagogically, the use of collaborative online tools equips lecturers with a new armory
for learning end understanding. One of the main issues is what online tool is right for your teaching environment or task? The
Wikis, the Moodles, the Google Doc, the Titanpads the PebblePads, and the Wimbas all have their place in stimulating
learning and knowledge through student collaboration. The question is what tool to use? This presentation explores the use of
six specific online tools and through demonstration will allow you to make the best choice for you and your students. It will
cover both the affordances and technical issues of these online tools. The discussion covers Interact Wikis, Adobe.Com,
Google Docs, Titanpad , Pebblepad and Dabbleboard. The outcome of this process is a good practice guide for you to use in
developing collaborative tasks for your students. At this presentation participants will have opportunity to view this good
practice guide, examine some of the processes we went through and evaluate some of the collaborative tools.
Expected outcomes of the session: Participants will receive a copy of the good practice guide. They will gain an
appreciation of the design of collaborative learning tasks and choice of tools. Activity plan (session format):
• The session begins with a quick look at the good practice guide located on the group’s Interact wiki.
• Demonstrations of group learning tasks and tools.
• Questions and discussion.
Reaping the benefits: The ICT-enabled Learning Community of Practice
(Bld C3 Truskett Library, Rm 404)
Philip Uys, DLTS – Miriam Edwards, DLTS
CSU academics and teaching support staff will explore the potential of the ICT-enabled learning community of practice
(ICTCOP) with regards to its activities, resources available and networking opportunities. It will further engage participants
through activities relevant to their own teaching and professional learning. Exemplars from the ICTCOP will be used to enrich
the teaching practice of participants. Expected outcomes: • Participants will learn how ICTCOP activities can enrich teaching
practice. • Participants will experience a scholarship of teaching through writing, sharing and reflecting. • Participants will be
encouraged to join the CSU ICTCOP to continue their development within this area. Activity plan: 1. Learning within the
COP: facilitators and participants will share their experiences of personal learning environments (PLEs) (i.e. the tools we use
for personal learning) (10 minute discussion) 2. Introduction to www.Yammer.com (15 minute discussion/demonstration)
Yammer is a corporate social network service used by members of the ICTCOP to share information. The following features
will be demonstrated. a. Search information – also in groups b. Yammer gems in the site “about ICT integration” c. Finding
staff with similar research interests/following staff 3. Video-conference Forums – participants will choose one presentation
and workshop it into a specific subject that they are teaching (20 minute activity) 4. Exploration of Interact Site "about ICT
integration" (40 minute activity/demonstration) a. Showcase – participants choose one story and workshop it into a specific
subject that they are teaching b. Explore the wiki including the list of journals relating to educational technology c.
Demonstration of post announcements/group email to ask for joint authors 5. Introduction to Educational Technology
webpage within the L&T website (5 minute demonstration) 6. Focus group(s) on issues from the CSU Educational Technology
survey of 2010, leading to topic 7 (20 minute discussion) including a. Support b. Interact use c. Educational technology use in
general 7. Plan topics for the 2011 video-conference Forums (10 minute discussion).
CSUEd 2010 – Program
Page 16
Wednesday, 10th November
12.10pm
A whole-course approach to course development: Bachelor of Teaching (Primary)
(CPD, Foundation Rm 1)
Catherine Newell, - Peter Wilson,
From 2006-2009 the context for course design and development changed markedly in teacher education with a new external
accreditation body and major changes in faculty structure, work practices and the development of the CSU Degree Initiative.
Other factors impacting course development included feedback from the development of Faculty-wide courses, student course
evaluations and the Ramsay report into teacher education. We approached the design and development of the BTeach
(Primary) in 2008 with the realisation that the concept of course as a whole is greater and more important than the sum of
the individual subjects, which led us to develop a whole-course approach. The whole course team came together to develop
an integrated program around a backbone of professional experience and within a framework of reflection, linking theory and
practice. This was facilitated through a whole-course learning e-portfolio and enabling technology. Key principles informing
the design were authentic assessment, integration, differentiation, blended delivery and community. In this presentation we
outline the whole-course process that we adopted for course development with examples of the product and tools employed.
We share staff and student feedback to date on the course implementation (2010-2011). Key words: curriculum renewal,
practice-based learning, whole-course approach. Expected outcomes: Discussion and feedback on the whole-course
approach and its relevance to the curriculum renewal process at CSU. Activity plan: Presentation and discussion on the
whole-course approach.
Facilitators and barriers to interdisciplinary professional ethics teaching
(CPD, Foundation Rm 2)
Anna Corbo Crehan, Policing Studies – Wendy Bowles, Humanities & Social Sciences
Lindy McAllister, (UQ, CSU) - Matthew Campbell, (ACU)
This workshop will focus on the barriers to and facilitators of interdisciplinary teaching of professional ethics as per the
preceding paper. The workshop will further explore these barriers and facilitators so as to clarify them more fully. From
here, the workshop will move to canvassing ways in the barriers may be minimised or managed, and the facilitators
optimised and developed. More generally, the workshop will provide an opportunity for staff involved with professional ethics
subjects to learn with and from each other. With this in mind, the workshop will also gauge interest in creating an ongoing
space for interdisciplinary discussion and sharing of resources between CSU staff with an interest in teaching ethics
curriculum in professional courses in CSU. Expected outcomes of the session: As noted above, it is expected that the
workshop will lead to the creation of ongoing space/s for interdisciplinary discussion and sharing of resources between CSU
staff with an interest in teaching professional ethics. The workshop will also offer professional development opportunities for
those at CSU who teach interdisciplinary ethics. Activity plan (session format): The final structure of the workshop is yet
to be determined; however, it will provide an interactive experience for all who attend, using the research findings to date
together with participants’ individual experiences as foundational.
Workplace Learning: Identifying, planning for, and managing risk
(Bld S15, Rm 2.23)
Maree Donna Simpson, EFPI
The University Risk Working Party members are all collaborators
Risk is an ever-present companion to everyday life, and there are risks in undertaking a particular action, but there are also
risks inherent in not taking that path. Further, individuals and organisations differ in their views about exactly what is risky,
and differ also in their tolerance for risk generally, but also for certain specific categories of risk. An example might be the
different values attributed to a risk with a potential loss of life compared to one where the loss was only financial. As a result
each person and each institution formally or informally has a view of acceptable and unacceptable risks, and acceptable and
unacceptable contexts. Charles Sturt University declares that it has a low appetite for risk with respect to its students in their
learning. Workplace learning (WPL) in either an authentic or simulated workplace such as a student run clinic, is a key feature
of education for the professions. There are three broad categories of risk relevant to WPL: Risks to the student; Risks to the
workplace and its staff and clients; and risks to the reputation of Charles Sturt University and the continued viability of WPL
in its courses. A key feature of risk in workplace learning then is its identification, acceptability, and management.
This presentation will address issues already identified that may need to be considered when including WPL in a course or
subject or when reviewing those courses or subjects. In addition, engagement with the audience is particularly sought to
identify additional risks or strategies for risk identification and management to inform the preparation of a checklist which will
be available from the WPLN and EFPI websites to assist WPL staff across CSU. Expected outcomes of the session: It is
expected that new and more experienced workplace learning staff , staff who teach any of the professions at CSU and staff
from Divisions such as Student Services will, by participating, find risk identification and management more salient in
preparing students for workplace learning and be challenged to propose or develop support materials. Activity plan
(session format): The presentation will utilise a PowerPoint presentation with allocated opportunities to engage with the
audience to identify additional risks or strategies for the benefit of WPL staff and their students.
Making lectures and tutorials compulsory: the impact on student performance
(CPD, Syndicate Rm 2)
Kevin Parton, Business - Mark Morrison, David Dowell
The objective of our study was to examine whether there was a relationship between student performance in a marketing
subject and attendance at lectures and tutorials. In the subject Market Analysis (MKT240) we made attendance at lectures
and tutorials compulsory and completed an attendance sheet at each of these classes. We then attempted to assess how this
influenced student performance by using quantitative measures of their performance, descriptive statistics from a
questionnaire that the students were asked to complete, and a focus group discussion with the student group. We also
considered it important to provide our own impressions of how students were progressing during the semester. We recorded
in note form these impressions. Despite some of our own negative feelings at the outset related to introducing what seemed
like a childlike restriction in an adult education learning environment, the general outcome was that compulsory attendance
improved performance. It was also supported by a majority of students in a survey at the end of the session. In our
discussion of the results we make various suggestions about the type of subject matter that best lends itself to the
compulsory attendance approach.
CSUEd 2010 – Program
Page 17
Wednesday, 10th November
12.10pm
Justice, injustice and student perceptions of subject delivery
(Bld S16, Rm The POD)
Peter Simmons, Communication & Creative Industries
The CEQ implicitly measures several aspects of the perception of fairness. The good teaching and clear goals scales are
consistent with fairness principles, although the CEQ is less useful as a guide to student perceptions of the fairness of
assessment feedback and processes (Lizzio, Wilson and Hadaway,2007). This presentation explores fairness principles that
account for student perceptions of fairness in teaching and subject delivery. Folger, Corpanzano & Goldman (2005) argue that
we are ‘hardwired for arousal and action in response to injustice’ (p221), and perception of unfairness influences a range of
behaviors very negatively. Although fairness has not often been used as a framework for understanding the education
context, perception of unfairness has been associated with higher levels of student aggression, resistance and desire for
revenge (Chory-Assad & Paulsel, 2004), lower performance (Nesbit & Burton, 2006), and lower motivation to learn (ChoryAssad & Paulsel, 2004). An understanding of distributive, procedural and interactional fairness principles helps academics to
understand student perceptions of fairness and unfairness, which aids the anticipation and management of student
expectations. The presentation will examine fairness principles as they apply to student experience of teaching and learning.
It will discuss student expectations of merit, effort and special consideration in grading, accuracy and consistency in
processes, and feedback and respect in lecturer interactions. It will consider strategies for embedding fairness in teaching and
subject management practice.
Wednesday, 10th November
12.45pm
Flexible delivery of information literacy instruction to diverse subject cohorts
(CPD, Foundation Rm 2)
Tricia Bowman, Division of Library Services - Craig Nelson, Division of Library Services
The Division of Library Services has a strong history in developing customised online content to support subjects in the
delivery of information literacy skills and knowledge. This session outlines the work completed by the library’s information
and liaison staff, in collaboration with the academic and educational designer, for a unit delivered to third year Education
students. A self paced digital learning object was developed to assist the students with the information literacy knowledge
and skills needed to complete a specific assessment task, and addressed the challenge of developing resources for a diverse
cohort of students with a wide range of information literacy and ability. By utilising the branching capabilities of Adobe
Captivate, new content and understanding was delivered through user self assessment and needs as well as providing the
opportunity to revise existing knowledge and skills as required. Guided instruction in the practical application of the
knowledge and skills was also incorporated thus allowing the user flexibility in how they use and reuse this resource.
Expected outcomes of the session: Participants in this session will become aware of the services the Library can provide
to assist learning and teaching for varying student cohorts, such as customised learning objects tailored for students with a
range of abilities and needs. Activity plan (session format): Provide an overview of the project, demonstration of the
resource (or screenshots), discussion of the service provided by the library to enrich subject and course materials
Relating Wiradjuri culture to Biochemistry students
(Bld S15, Rm 2.05)
Mike Cahill, Biomedical Sciences
Charles Sturt University (CSU) recognises the Wiradjuri people as the traditional custodians of the land in which the
University operates, and aims to foster increasing student cultural awareness of the Wiradjuri through its teaching practises.
This posed a daunting problem to me as a newly appointed lecturer in Biochemistry, who was to give the introductory lecture
to students in BCM210/BCM211 "Foundations in Biochemistry". My solution was to compare Wiradjuri spirituality and beliefs
to those of Neolithic Eurasian man, and especially to the mother-goddess and sun-worshipping cults of the Middle East. These
understood the inter-conversion between sun and plant matter, plants and animals as food for man, and the decomposition of
the bodies of the dead, as manifest demonstrations of the power of the spirit world to interconvert secret energies between
matter and energy. In that sense, the belief systems of both Wiradjuri and of Neolithic Eurasians were perhaps more
biophysical than the doctrines of the modern major world religions. Because Biochemistry considers the mechanisms that
dictate those inter-conversions, this provided a stimulating potential introduction to the subject while simultaneously aligning
with CSU objectives and provoking students to consider their own cultural roots, and the spatio-temporal roles of gross
societal beliefs.
Collaboration in Practice Based Education (PBE): Where Television Production and Dietetics Collide
(Bld S15, Rm 2.23)
Matthew Olsen, Communication & Creative Industries – Marissa Olsen, Dentistry & Health Sciences
The creation of meaningful PBE is a challenge faced by many professional disciplines in tertiary education. Practice based
approaches to learning should foster the development of a practice philosophy that will assist future graduates to respond
effectively to the dynamic and challenging context of their unique discipline. A collaboration between television production
and dietetic academic staff was established based on a common interest in creating spaces for PBE for students. As early
career academics we were also interested in exploring opportunities for learning about our own practice that can come from
working across different professional disciplines. The primary goal of this collaboration was to create experiences for PBE for
students within both disciplines. First, a small group of television production students were tasked with the acquisition of
audio-visual material that is to be a component of a nutrition and dietetics multimedia learning tool. The learning outcomes
for these students related to students’ ability to demonstrate a deeper understanding of multimedia production processes
which also incorporated advanced skills in producer-client communication. Second, it is envisaged that the multimedia
learning tool will be utilised in the future by dietetic students to reflect upon and develop an appreciation of the complexity of
clinical decision making processes involved in nutritional care. Evaluation of student learning will be formal and informal in
nature. This presentation aims to stimulate discussion about the potential of bringing seemingly disparate disciplines together
to create meaningful PBE for both students and academics.
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Wednesday, 10th November
12.45pm
Evaluation of a pilot approach to enhancing literacy and numeracy of first year students in the School of
Environmental Sciences
(CPD, Syndicate Rm 2)
Greg Hardham, DLTS – Catherine Allan, Environmental Sciences
Enhancing student literacy and numeracy is considered to impact positively on retention rates, and is a high priority for many
universities, including CSU. The School of Environmental Sciences is developing an embedded curriculum approach to
enhancing the literacy and numeracy capacities of its first year students. In 2009 ACER testing was used as a starting point
to guide the embedded interventions (targeted in-class workshops). Formal evaluation led to a modified approach in 2010,
using a subject asssessment task rather than ACER testing to inform the workshop development. Scholarship in Teaching
funding was sought and gained to enable continuation of the evaluation research. In this presentation I will present the
preliminary results from the evaluation, highlighting what we have learned about successful implementation of an embedded
approach while drawing attention to some of the pitfalls we have discovered in the past two years of the project.
Expected outcomes of the session: Preliminary results of Scholarship in Teaching funded research into an embedded
curriculum approach to enhancing the literacy and numeracy of first year students. Activity plan: Short presentation using
Captivate. Primary contact and presenter(s) details: To be presented by Greg Hardham on behalf of Catherine Allan
Extending psychology research experience to distance students
(Bld S16, Rm The POD)
David Mallard, Psychology
Training in research methods is a core element of undergraduate psychology education, and many institutions begin this
process by having a research participation program for first-year students. While this approach is well-developed for oncampus students who can easily participate in laboratory and survey research, strategies for providing research experience to
distance education students are relatively unexplored. Web-based technologies for conducting research and administering
participation programs offer some solutions to this challenge, but do not in themselves address all of the pedagogical and
practical issues. In this presentation, I will introduce the School of Psychology’s program to engage all of our first-year
students in the experience of research participation. I will highlight the usefulness and scope of technology for conducting and
managing online research, discuss the challenges and opportunities of a distance-oriented research program in terms of
teaching and learning, and review our efforts to evaluate the effectiveness of the program.
Wednesday, 10th November
1.30pm
Facilitators and barriers to interdisciplinary professional ethics teaching
(CPD, Foundation Rm 1)
Anna Corbo Crehan, Policing Studies – Wendy Bowles, Humanities & Social Sciences
Lindy McAllister, (UQ, CSU) - Matthew Campbell (ACU)
This workshop will focus on the barriers to and facilitators of interdisciplinary teaching of professional ethics as per the
preceding paper. The workshop will further explore these barriers and facilitators so as to clarify them more fully. From
here, the workshop will move to canvassing ways in the barriers may be minimised or managed, and the facilitators
optimised and developed. More generally, the workshop will provide an opportunity for staff involved with professional ethics
subjects to learn with and from each other. With this in mind, the workshop will also gauge interest in creating an ongoing
space for interdisciplinary discussion and sharing of resources between CSU staff with an interest in teaching ethics
curriculum in professional courses in CSU. Expected outcomes of the session: As noted above, it is expected that the
workshop will lead to the creation of ongoing space/s for interdisciplinary discussion and sharing of resources between CSU
staff with an interest in teaching professional ethics. The workshop will also offer professional development opportunities for
those at CSU who teach interdisciplinary ethics. Activity plan (session format): The final structure of the workshop is yet
to be determined; however, it will provide an interactive experience for all who attend, using the research findings to date
together with participants’ individual experiences as foundational.
Development of Guidelines for Great Learning and Teaching
(CPD, Foundation Rm 2)
Som Naidu, DLTS - Tony McKenzie, DLTS - Derek Sequeira, DLTS - David Prescott, DLTS
Amanda Davies, Policing - Ingrid Muenstermann
Great teaching is about putting ‘students in an environment where they want to learn and where they can naturally discover
their true passions’ (see Robinson & Aronica, 2009, p. 238) and ‘great teachers have always understood that their real role is
not to teach subjects but to teach students’ (p. 249). In such learning environments, students are very clear about their
learning goals and how to achieve them. The designed learning activities provide them with the scaffold for achieving those
learning goals, where their assessment activities are congruent with the learning activities and where they are able to carry
out the learning activities under the close supervision of their teachers and tutors (see Naidu, 2010). The following set of
propositions articulate critical steps in the process. It suggests that teaching and learning is most effective when: 1.
Teachers and learners are clear about the learning outcomes. 2. Learning is situated within a meaningful context and within
the culture and the community in which learners live and work. 3. Learners are engaged in pursuing and solving meaningful
and real-world challenges and problems, and where they have opportunities to work on a variety of problems and tasks of
increasing complexity with timely and useful feedback. 4. The learning activities in these learning situations are clearly
articulated and explicitly linked to knowledge and skills already mastered. 5. Learners, while working on learning situations,
are required to think for themselves by reflecting in and upon their actions and regulating their own performance. 6. The
development of understanding is promoted as a social process with learners acting upon authentic situations in groups and
with dialogue, discussion and debate. 7. The assessment of learning outcomes is closely aligned with the learning context. 8.
The assessment of learning outcomes is linked to meaningful problems and tasks, and aimed at helping students further
develop their knowledge, skills and problem-solving abilities. 9. The assessment of learning outcomes is designed to develop
self-regulatory and meta-cognitive skills. (Excerpted from: CSU Degree Initiative: Learning and Teaching Advisory Group
Guidelines on pedagogical design, capstone experience and assessment, Academic Senate Papers, October 2010, Charles
Sturt University, NSW, Australia). Keywords: Great teaching, learning and learning goals, constructive alignment. Expected
outcomes of the session: 1. Debate and discussion among staff and students around conceptions of great teaching and
learning. 2. Sharing of perceptions and consensus building around what constitutes great teaching and learning. Activity
plan : This session will take the form of a “staff and student forum”. A group of teaching staff along with a representative
CSUEd 2010 – Program
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group of students will be invited to this workshop. Staff will present their views on effective, efficient and engaging teaching
practices and how best to prosecute them. Discussion will ensue around the following questions: 1. What constitutes great
teaching? 2. How much is great teaching the result of careful design? 3. What are the steps in this design process and what
are its impacts on student learning? 4. Can students have a valid impact on the design of their teaching experience?
References: Naidu, S. (2010). Using -scenario-based learning to promote situated learning and develop professional
knowledge. In E. P. Errington (Ed.), Preparing graduates for the professions using scenario-based learning, (39-49),
Brisbane: Post Pressed. Robinson, K., & Aronica, L. (2009). The element: How finding your passion changes everything.
Melbourne, Australia: Allen Lane (Penguin Group).
Wednesday, 10th November
1.30pm
Indigenous subject design for Communication disciplines – a template for teaching professions in the
commercial marketplace
(Bld S15, Rm 2.05)
Kay Nankervis, Communication & Creative Industries - Barbara Hill, DLTS - Wendy Nolan, Indigenous Studies
This Powerpoint session will explain how the CSU Indigenous Culturally Competent Framework has been used to design the
subject “CCI Indigenous People: Portrayals and Representation” for the School of Communication and Creative Industries.
The ICC Framework says three areas of learning are required: (1) history, context and contemporary issues, (2) examination
of cultural values including critiquing contemporary practice and deconstructing the values underpinning it and (3) developing
skills for culturally competent practice. The CCI subject provides (1) contextual analysis by exploring the history of indigenous
portrayals and representation to white audiences and the ideological contexts in which they occurred (from colonial times),
(2) analysis of contemporary portrayals including self analysis of attitudes, experience and expectations and (3) developing
skills for Indigenous culturally competent practice in portrayals and representation by studying examples of and protocols for
good practice . The subject design uses research for learning tasks in each module, cooperative learning through sharing of
learning with the whole cohort, active learning through student driven assessment options adaptable to each discipline and
the whole cohort is involved in tasks attached to each presentation of the learning. It’s anticipated this learning design could
have application to disciplines outside CCI: To social science, humanities and justice study (representation in socials systems
and national narrative) and to disciplines allied to commerce and profit making (as opposed to those engaged in public sector
service provision)
How discipline groups might organise themselves to facilitate curriculum renewal within the context of practicebased undergraduate education
(Bld S15, Rm 2.23)
Jerry Boland, Communication & Creative Industries
ALTC Citation
This presentation addresses the question of how discipline groups might organise themselves to facilitate curriculum renewal
within the context of practice-based undergraduate education. Strategies for mapping how subject-based content is engaged
through practice-based learning tasks - which are designed to achieve specific learning outcomes - provide the starting point
for this discussion. These propositions are used to illustrate how taking a developmental approach to the design of subjectbased learning outcomes can provide multiple opportunities for designing an array of ways in which (1) vertical integrations
of learning and teaching can occur simultaneously across the cohorts of a three-year course so that (2) they yield
concomitant results in terms of enhancing the ways in which the eight "commitments" of the CSU Degree Initiative might be
accommodated and engaged.
Fostering student engagement in large and small classes
(CPD, Syndicate Rm 2)
Dan Bedgood, Agriculture & Wine Sciences - Adam Bridgeman, The University of Sydney
Kieran Lim, Deakin University - Gayle Morris, Deakin University - Brian Yates, University of Tasmania
Michael Gardiner, University of Tasmania - Simon Pyke, The University of Adelaide
Mark Buntine, Curtin University of Technology - Mauro Mocerino, Curtin University of Technology
Daniel Southam, Curtin University of Technology - Mario Zadnik, Curtin University of Technology
Aim of the workshop: It is very difficult to teach in a way we have not observed or experienced. The ALIUS project (Active
Learning In University Science; www.alius.edu.au) is funded by an ALTC Leadership grant (LE8-818), and is promoting active
learning methods for large university subjects – a change in teaching practice in science, as well as non-science subjects.
Two experienced POGIL (Process Oriented Guided Inquiry Learning, www.pogil.org) instructors from the United States will
facilitate this workshop to allow participants to experience an active learning environment, and provide tools and methods
participants can use to manage the logistics of promoting active learning in large classrooms. Intended outcomes for
participants: Participants will:
• experience active learning as a student,
• discover different active learning methods;
• learn about tools and methods to manage logistical issues in facilitating active learning in large classrooms - issues such as
creating groups, group activities and marking, classroom and paperwork management, clickers, and assessment mechanisms.
• be provided with methods of evaluating impact on student learning,
• learn different sources of active learning classroom tools.
There will be time for discussion and reflection on the participants’ experience.
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Wednesday, 10th November
1.30pm
Higher education as a cultural experience: International students in the land of Oz
(CPD, James Hardy)
Angela Ragusa, Humanities & Social Science
International research has found levels of cultural adaptation hold implications for international students’ overall experience
of higher education. The current research examines the expectations and experiences of international students pursuing
higher education degrees within the context of Australian culture. Analysis of survey data of international onshore
undergraduate and postgraduate students at Charles Sturt University is used to critically examine and compare students’
expectations, experiences and levels of satisfaction on systemic and personal indicators. Both cultural and demographic
variables (such as students’ age and geographic location, particularly living in urban or regional/rural Australia) impacted
levels of satisfaction on a range of measures. Findings reveal gaps between expectations and lived experiences and offer key
insights for the higher education sector. To begin addressing and narrowing this gap, a range of ‘best practices’, informed by
international students’ perceptions of the ‘realities’ of university life and living in Australia, are offered for educators and
others working with a culturally-diverse population.
Blended and Flexible Learning Good Practice Guidelines
(Bld S15, Rm The POD)
Mike Keppell, FLI – Merilyn Childs,FLI
The Flexible Learning Institute aims to foster good practice in the design of courses, subjects, activities and assessments to
improve student engagement in learning, and equivalent learning outcomes regardless of mode of study. This presentation
will provide a snap-shot introduction to the Blended and Flexible Learning Good Practice Guidelines for CSU staff new to
thinking about blended and flexible learning, Expected outcomes of the session: Participants will orient to the BFL Good
Practice Guidelines, and engage in dialogue concerning key ideas such as “equivalent learning outcomes”. Activity plan
(session format): This session will being with a 15 minute presentation followed by Q&A, and ideas for ongoing dialogue.
Avoiding Death by PowerPoint – transforming your PowerPoint presentations from boring to brilliant!
(Bld S1, Rm 102)
Jacquie Tinkler, Education – Trisha Poole, Teacher Education
Academics have a love/hate relationship with PowerPoint. We hate sitting through them, but we have all been guilty of
producing the same sort of PowerPoints that we hate sitting through! Most PowerPoint presentations are dull, contain lots of
text, few if any visuals or interactivity, and are based on a standard bullet point template. The most commonly used format of
a PowerPoint presentation actually works to impede clear communication and learning – in effect, making learning and
communication more difficult. This workshop will take you through the complete re-design of a standard lecture-based
presentation, and along the way we will explore: • When to use (and when not to use) a PowerPoint presentation • How to
prepare, design and deliver a PowerPoint presentation for learning • The power of the visual image in presentations
• Design principles including colour, fonts, layout and animation • Effective ways of using PowerPoint in lectures and online
• Producing handouts and notes • What the research says about the effectiveness of PowerPoint for learning
Participants will be working on their own presentations and are invited to bring a PowerPoint presentation of their own to
work on, or a standard bullet-point-based presentation for you to work with will be provided. (For those of you too shy to
bring one of your own!)
Wednesday, 10th November
2.05pm
A model for increasing Indigenous participation in Psychology
(Bld S15, Rm 2.05)
Jillene Harris, Psychology – Barbara Hill, DLTS – Stephen Loftus, EFPI – Michael Kiernan, Psychology
Very few Indigenous students enrol in Psychology. Increasing Indigenous participation and completion of a psychology degree
is important for all Australians and for the discipline. This paper will report on a model being developed in the School of
Psychology at CSU to increase the number of Indigenous students participating. The project was funded by an Indigenous
Teaching Fellowship under the guidance of the Education for Practice Institute. The model includes: Preparation for entry to
the degree; working in collaboration with existing programs to build relationships between potential students and staff;
familiarising students with psychology as it is taught in the School; and engaging Elder and community support. To encourage
retention, tutorial and mentoring support will be an integral part of the model. This will be facilitated by staff and psychology
undergraduate students, thus helping to increase their cultural competence, and provide experience of reconciliation in
practice. In addition, a number of scholarships have been funded to overcome the obstacle of up-front fees. In disciplines
where Indigenous participation is lacking, it is suggested that a School needs to prioritise participation and commit to
providing the resources needed.
Practice based education in Distance learning, Using e-Sims to equip Social workers learning
(Bld S15, Rm 2.23)
Stephanie Johnson, Humanities & Social Sciences – Deb Murdoch, DLTS
ALTC Project
Social work students studying mental health are often disadvantage by location and isolation. In an effort to breach the
distance e-Sims have been developed to scaffold students in gaining interpersonal skills required by social work. The focus of
this project has been to improve and enhance student’s learning in professional practice within the realms of social work
mental health. The simulation has been developed to provide opportunities to develop and hone interview skills and develop
an understanding of the structure of an interview for social work students. The presentation will demonstrate the e-Sim tool
and describe how scenarios how aid students in practice based learning. Development of practical interviewing skills through
the use of e-Sims has been trialed with positive results. Feedback from surveys indicates positive learning experiences from
the use of this tool.
CSUEd 2010 – Program
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Wednesday, 10th November
2.05pm
The Student Experience at CSU: a whole of University approach
(CPD, Rm James Hardy)
Liz Smith, Transition Project - David Bedwell, Student Experience Program - Hedy Bryant, Service Culture
Peter Greening, - Jacquie Elson-Green, Student Experience Program - Sue Rogan, Student Experience Program
The student experience has always been important at CSU, but never more so since the Bradley review and its associated
recommendations and targets. This highly interactive session will combine games based learning with lightning information
sessions and demonstrations on various aspects of the student experience program at CSU. The session will cover initiatives
such as the STAR Plan, Student Communications, the Student Success Team, CSU Orientation and Pathways to CSU. The
session will be highly relevant and informative to both academic and professional staff. Expected outcomes: Participants
will come away with key facts, resources and information relating to current student experience projects aimed at increasing
student participation and retention at CSU.
Feeling the love: Establishing connection with DE students through coordinator video clips
(Bld S16, Rm The POD)
Julia Lynch, Business – Cathi McMullen, Business
This session reports on an Interact activity that was designed to reach out to DE undergraduate finance students. Over the
years of teaching both on-campus students and distance education students, the subject coordinator (Julia) had developed a
sense that those studying by DE were missing the relationship component of her teaching. In short they were not “feeling
the love” and as a consequence of not developing a relationship with her, were not experiencing the level of satisfaction with
their studies comparable to on-campus students. While many teachers understand the importance of their relationships with
students this aspect of teaching in not generally discussed nor explicitly addressed with deliberate strategies. In response to
her concerns Julia trialed the use video clips recording a welcome message and then further messages throughout the
session. This paper presents the initial student responses and reactions from that trial, and suggests how this tool may be
further developed as a resource in teaching DE students. More broadly it explores how the concept of relational practice skilled ways of interacting that create connections between people (Dutton & Dunkerich 2006) – can assist in developing
strategies to fully engage our students in ways that reflect an understanding of learning as a social practice.
Expected outcomes:
• Familiarity with a approach used to foster a quality relationships with DE student
• Increase awareness of the need to explicitly address the issues of relationships and their role in student learning
Activity plan – session format: Our paper will be presented, video clips shown and the issues will be discussed with other
session participants.
Wednesday, 10th November
2.40pm
The Djirruwang journey – our story
(CPD, Foundation Rm 1)
Wayne Rigby, Nursing, Midwifery & Indigenous Health – Sonya Butler
Jan Manners, Nursing, Midwifery & Indigenous Health – Barbara Hill, DLTS – Maryanne Mozer, DLTS
The Bachelor of Health Science (Mental Health), Djirruwang Program, offered exclusively to Aboriginal and Torres Strait
Islander students, respects the integrity of both Indigenous and mainstream cultures with the aim of educating and training
Aboriginal and Torres Strait Islander people in mental health. It began as a pilot program in 1993, was accredited as a
Diploma of Health Science (Mental Health) in 1995 and upgraded to an undergraduate degree in 2000. Since 2007, the
Bachelor of Health Science (Mental Health), Djirruwang Program has been offered through the School of Nursing, Midwifery
and Indigenous Health. The course is informed by a community-based Djirruwang External Course Advisory Committee,
which meets regularly and includes Indigenous community, student, and industry representation. In 2007, a curriculum
review was undertaken which included community and industry partners. During 2008, 25 subjects were revised/rewritten for
implementation in 2009. During 2009 new clinical assessment tools were developed in response to industry and student
feedback and implemented in 2010, along with a further two new subjects. During this period processes have been developed
to support the cultural safety of the students and enhance their learning experience. This is our story. We will share with you
our approach to the integration and alignment of content, pedagogy and graduate attributes across the course where the
student is central our work.
Flexible and blended subject design: Achieving an enhanced learning experience for all
(Bld S16, Rm The POD)
Anne Llewellynn, Communication & Creative Industries - Lynnette Flynn, DLTS
It is strongly believed that flexible delivery is the future of teaching in higher education; it is quite possible by 2020 flexible
delivery will be the norm and it will not be a discussion point or an issue. This presentation addresses the decision making
process and design considerations being undertaken in the development of a subject that is currently an internal workshop
capstone subject in the Bachelor of Communication (Advertising) course. Considerations in the learning design of this subject
include: achieving a workshop experience for distance students; achieving authentic workplace learning for all students, and
capstone subject design principles. The first consideration is the development of an internal ‘hands-on’ subject for flexible
delivery to distance students. It is believed that the workshop nature of the ‘face-to-face’ mode for the distance cohort can
now be achieved through emerging communication and information tools (Lundin, 1998). The second major consideration in
the development of this subject is the requirement for both cohorts, internal and distance students alike, that the teaching
and learning activities replicate the activities that students will undertake in the work place, and that the assessment of those
tasks should mirror how students will be assessed in the real world as professionals (Shank & Sitze, 2004). Thirdly, as a
capstone subject this subject is also required to directly relate and build upon the learning goals, achievements and
experiences of the preceding subjects in the course. The aim for this subject development is not simply achieving a
comparable student experience enabled by technology, but rather achieving an enhanced learning experience for all students
regardless of cohort status.
CSUEd 2010 – Program
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Wednesday, 10th November
2.40pm
White-woman academic: modelling steps to Indigenous cultural competence for University teaching
(Bld S15, Rm 2.05)
Kay Nankervis, Communication & Creative Industries - Donna Bridges, EFPI
This paper tracks the first stages of one CSU Indigenous Teaching Fellow’s journey to develop cultural competence – from a
starting point of white middle class privilege and ignorance. Tapping into a range of methodologies including autoethnography and hermeneutic phenomenology she anthropologises her own position of power within the mainstream
educational paradigm. As part of the data informing this paper she has mapped her individual lifetime of encounters with
Indigenous people (typifying white lack of experience) and examples of attitudes to Indigenous people by non-indigenous
people in her milieu. By acknowledging personal experience through self-disclosure she is influenced by the work of Dr Gillian
Cowlishaw (“Whitefellas, Blackfellas” and “City’s Outback”), auto ethnographers and phenomenal hermeneutics theorists.
Having unpacked her own cultural limitations for such discourse, she then critiques (through an emerging Indigenous
culturally competent lens) the practice of the Communications professions in the disciplines in which she teaches.
The
purpose of reflecting on her own cultural competence journey – before in turn evaluating her discipline’s professions – will
model for other academics how to engage in supporting the Indigenous Education Strategy no matter what level, at the
outset, they perceive their own Indigenous cultural competence to be.
Reflective spaces: Nurturing reflective practice during fieldwork experience
(Bld S15, Rm 2.23)
Narelle Patton, Community Health - Megan Smith, Community Health - Joy Higgs, EFPI
This session will explore environmental influences on the development of physiotherapy students’ reflective practice
capabilities and consequent professional practice knowledge construction during fieldwork experiences. The concept of
reflective spaces will be explored and the influence of physical, socio-cultural and temporal dimensions of these spaces on
students’ reflective capability will be discussed. Fieldwork experience is a vital and irreplaceable component of healthcare
students’ preparation for the reality of professional life. While the concept of learning through reflection is not new (Dewey
1916, Schön1983); reflection is now considered to be central to professional knowledge construction and ongoing professional
growth (Ewing & Smith 2001). Current rapid and global change has further emphasised the centrality of reflective practice in
higher education curricula. This paper presents findings from an ongoing interpretive research project, which supports the
centrality of reflection to professional knowledge construction and also illuminated the concept of reflective spaces within
clinical learning environments. Appropriate reflective spaces were identified as having physical, temporal and socio-cultural
characteristics. Additionally, a complex web of interactions between individual students and the learning environment was
demonstrated to further influence students’ reflective capabilities while on placement. This research highlighted the need to
assist students to identify and nurture their innate reflective capabilities to facilitate professional practice knowledge
construction. Given the centrality of reflection to professional practice development universities are challenged to provide
leadership and to look beyond embedding reflective practices in the curriculum and explore new possibilities for enhancing
reflective practice, to produce healthcare professionals who will flourish in current and future healthcare contexts.
References: Dewey, J. (1916) Democracy and education. An introduction to the philosophy of education New York: McMillan
Company. Ewing, R., & Smith, D. (2001) Doing, Knowing, Being and Becoming: the nature of Professional Practice. In J.
Higgs & A. Titchen (Eds.), Professional Practice in Health, Education and the Creative Arts (pp. 16-28). Oxford: Blackwell
Science Ltd. Schön, D. (1983) The Reflective Practitioner. How Professionals Think in Action. Aldershot: Ashgate Publishing
Limited. I am planning to present a 10-15 minute power point highlighting my research findings followed by a discussion with
participants as to how findings could be creatively incorporated into current practices to enhance student reflective
capabilities and consequently learning while undertaking workplace learning.
Police education at CSU, where does it sit on the simulation landscape?
(Bld S16, Rm The POD)
Chris Bushell, Policing Studies
2010 FLI Scholarship Recipient
The challenge for police educators is to provide a learning experience for recruit officers which embed replication of the reality
of their profession. Increasingly the role of simulation in its many and varied forms is acknowledged as pivotal in aiding such
a replication, providing a nexus between theory and an officer’s field of practice. Rapid developments in the computer
technology arena is aiding educators to bring the world of police work to the classroom, supporting student learning, meeting
the needs and expectations of students, employers and the community. This paper explores the blended learning approach
through the use of e-simulations and instructional technologies which have been developed for both face to face and distance
education learning pathways within the Associate Degree in Policing Practice. Beyond the college training environment, the
realities of policing combined with a blended learning approach creates harmonious learning in a multi-media environment,
enhancing teaching and learning outcomes for all theoretical and practicum subjects.
Wednesday, 10th November
3.15pm
Tips for managing a ‘family’ of 600
(Bld S15, Rm 2.05)
John Harper, Agriculture & Wine Sciences
Inspired by a trip to Menindee to meet with Aboriginal elders, I attempted to bring that same great sense of belonging and
family to first year microbiology. A number of strategies were employed: 1. A friendly relaxed atmosphere was created on
the forum, using humour. The Forum became a place where students felt secure to ask questions and get an answer within a
few hours. 2. Resources were expanded to include Podcasts from past students on how they studied. Podcasts of lectures
with a more relaxed conversational tone which were ‘chunked’ so that they could easily be downloaded in small bytes.
3. Test centre quizzes with hints on answers plus some fun questions. Plus Podcast examples of how best to answer short
answer questions. 4. Mid-session feed-forward requested from on-campus and DE students to review how subject was going.
Suggestions from students on improvements were implemented and this was communicated to students.
5. End of session evaluations sought and students encouraged to post a message on the forum when they had done an
evaluation. They were then in a draw for a text book prize for the next subject. On-going feedback from students indicates a
strong sense of support and belonging to a fun subject. Key Words: First year; aboriginal; family ; microbiology, transition
Expected outcomes of the session: Finding fun ways to engage students.
CSUEd 2010 – Program
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Wednesday, 10th November
3.15pm
They just don’t understand how important it is: Infection control practitioners’ views on infection control &
microbiology training in undergraduate nursing programs
(Bld S15, Rm 2.23)
Jenny Cox, Biomedical Sciences - Heather Cavanagh, Faculty of Science - Will Letts, Education, Ontario
Elaine Duffy, Nursing, Midwifery & Indigenous Health
As one of the core skills of nursing practice, infection control (IC) is an integral component of undergraduate nursing courses
world-wide. Nursing curricula are designed to equip students with a sound knowledge of IC and the microbiological principles
that underpin these practices. In Australia, the Australian Nursing and Midwifery Council (ANMC) accreditation guidelines
currently do not define the amount or level of microbiology (or other science material) to be included in undergraduate
nursing curricula. Consequently, the science and microbiology component of these programs varies considerably between
universities. The impact of this variation on professional practice in relation to infection control following graduation is
relatively unknown. The objective of this study was to explore infection control practitioners’ and educators views on the
infection control/microbiology training in undergraduate nursing curricula. Semi-structured interviews were conducted with
eight infection control practitioners and two nurse educators. Interview questions focused on the perceived adequacy of new
graduates’ microbiology and infection control knowledge, the importance of microbiology knowledge in compliance with
infection control practice, and other factors influencing new graduates transition to practice. Data were subjected to a
qualitative thematic content analysis. A number of key themes emerged from the data including inconsistency in infection
control knowledge and practice, the need for learning in context and a perceived gap in new graduates’ infection control
knowledge. Given the disjunctions identified by the participants in this study, re-examination of the microbiology and
infection control content of both undergraduate and post-graduate curricula is warranted. Ultimately, educators may need to
consider more effective ways of educating both practicing and student nurses about infection control principles and their
implementation in practice.
Delivering a death message: A blended and authentic teaching approach to police communication in PPP113
(Bld S16, Rm The POD)
Andrew Kelly, Policing Studies
The subject of Communication in Policing (PPP113) has undergone considerable changes this year with the introduction of a
blended learning. A range of online and multimedia products have been added to the subject in order to improve the learning
experience of students and to make the subject more student-centered. The School of Policing is switching to a problem
based learning model next session so the move to blended learning, to accompany the experiential focus the subject already
had, was necessary. I aim to present on the changes that have taken place in one of the key topic areas: delivering a death
message
Wednesday, 10th November
3.45pm
Language and communication for dental education: an alternative approach to language-focused academic skills
support
(CPD, Foundation Rm 1)
David Ross, Student Services – David Wilson, Dentistry & Health Sciences
Considerable research exists relating to the experience of students in their first year of university (Murray, 2010; Adam,
Hartigan & Brown, 2010, Kift, Nelson & Clarke, 2010). Issues underpinning what contributes to success in negotiating the
academic environment are multifaceted and complex. In a recent article by Kift, Nelson and Clarke (2010), a ‘third
generation’ approach is advocated, whereby co-curricular experiences, including learning support, are knitted together with a
curriculum focus in a ‘top-down/bottom-up’ approach in what the authors describe as transition pedagogy. In a similar
attempt at curricular integration, or embedding (Skillen et al., 2003; Jones, Bonanno & Scouller, 2001; Kift, Nelson & Clarke,
2010), of Learning Skills support, an innovative program of language consciousness-raising has been developed and trialled
this year on the Orange campus within Year One Dentistry (DOH131/132). There is a recognised need for education in
language for students in dentistry and other health sciences that is theoretically informed and which provides tools and
resources for students to allow them to better understand the nature of language in its formal written and more informal
spoken forms, particularly in preparation for the communication of information in interactions with patients, lay persons and
associated health professionals (Goldsmith, Slack-Smith & Davies, 2005; Wagner et al., 2007; Haak et al., 2008 ). The
following paper provides an overview of the progress of implementing the Language and Communication strand in DOH131
and DOH132 to date together with some limited evaluation of the program at this point of time and indications of future
directions. This session would be of interest to teaching academics who want to develop the professional communication skills
of their students.
How does a sustainable Problem Based Learning model work?
(CPD, Foundation Rm 2)
Jennifer Hyams, Animal & Vet Sciences – Jane Heller, Animal & Vet Sciences
As a team we, the School of Animal and Veterinary Sciences, have systematically developed and implemented a
contemporary and sustainable Problem Based Learning (PBL) model, appropriate to the discipline of veterinary science, but
readily transferable to most discipline areas. It is only when one views (or joins) a PBL tutorial session, with up to 33
students in one room working in teams of 6-8, do visitors realise the power of PBL, and the extended power of multiple team
facilitation. The advantages of the detailed package template become apparent, which provides guidance for students and
facilitators, enabling a well drilled PBL team to work through the situational analysis and clinical reasoning (SA & CR)
questions with minimal assistance or support from a facilitator, thus allowing one person to facilitate a number of PBL teams
together in the one room at the same time, providing savings in academic staff time and ultimately savings to the university.
The facilitator uses an extensive facilitator guide, which have been developed for each PBL package, allowing the facilitator to
expertly facilitate in all discipline areas. We invite you to join us in a simulated PBL Tutorial Session where you will be the
student, working through a generic problem in teams. This will demonstrate some basic principles of PBL, the structures and
guidance we have in place in the SA & CR questions, as well as the ability for multiple teams to be facilitated by one or two
facilitators. Outcomes: By the end of the workshop participants will have:
• A greater understanding of Problem Based Learning through working in a team on a small problem using the PBL format;
• Developed insight into facilitation of multiple PBL teams;
CSUEd 2010 – Program
Page 24
• Developed some understanding of the communication skills required by students, with respect to both putting forward ideas
verbally and listening to others, within a PBL tutorial session;
• Experienced one method of providing students with guidance in PBL by working through a problem using the unique
Situation Analysis and Clinical Reasoning questions;
• Participated in a debriefing session regarding PBL and the facilitation process, discussing such issues as fulfilling graduate
attributes, motivation, acknowledging student experiences with respect to the problem, sourcing relevant information,
plenary discussions and the use of whiteboards/smartboards.
Activity Plan: 20 minutes introduction
• The multiple team facilitation model
• Explanation of Situation Analysis and Clinical Reasoning questions
• The “rules” of the PBL sessions (no wrong answers, safe to put forward unusual ideas, all ideas on whiteboards, etc) 50
minutes PBL session – two disclosures/student parts (30 mins and 20 mins) 20 mins debrief
• Problems encountered and highlights featured
• Communication skills – within teams, within group and on whiteboard
• Pro’s and cons of PBL
Wednesday, 10th November
3.45pm
Closing the Gap: Cultural Safety in Indigenous Health Education
(Bld S15, Rm 2.05)
Wayne Rigby, Nursing, Midwifery & Indigenous Health - Elaine Duffy, Nursing, Midwifery & Indigenous Health
Sonya Butler – Jan Manners, Nursing, Midwifery & Indigenous Health – Laurie Crawford, Student Services
The challenge for the future is to embrace a new partnership aimed at closing the gap between Aboriginal and non-Aboriginal
life expectancy, educational achievement and employment opportunities. Significant improvements in contemporary
Indigenous health care initiatives can be achieved through culturally safe health education programs for Indigenous students
to build their knowledge, skills and confidence to be able to work effectively in their communities. While participation rates of
Aboriginal students in the higher education sector is increasing, attrition rates are markedly higher than those of the general
student population. This discussion focuses on a unique degree program that is offered exclusively to Aboriginal and Torres
Strait Islander students in the field of mental health in the School of Nursing, Midwifery and Indigenous Health, Charles Sturt
University. In 2009, a qualitative study was conducted which aimed to inform academics within the course about areas that
could be improved to provide a more culturally safe learning environment. The study aimed to identify strategies that were
especially helpful in sustaining students in the program, to identify and address barriers to the retention of students entering
this degree program, and to empower students to better prepare for the university environment. The study utilised focus
group interviews across all three years of the program. The findings of the study inform issues of culturally appropriate
pedagogy, curricula and cultural safety.
Practice-Based Education and Learning Theories
(Bld S15, Rm 2.23)
Stephen Loftus, EFPI – Donna Bridges, EFPI
In this workshop we will explore some of the learning theories that can be used to underpin practice-based education (PBE).
Such theories range from Communities of Practice to professional artistry and many others. Different theories offer different
insights and ways to approach and understand PBE. What learning theories do you use to inform your teaching now? What
learning theories could you use to inform your teaching in the future? Can different learning theories be combined in useful
and interesting ways? The workshop will explore these issues. Expected outcomes of the session: Participants should go
away with a greater awareness of the learning theories that can inform the PBE they offer in their courses. Activity plan:
Initial presentation by presenters summarising some of the most popular learning theories used in PBE (20 mins).
• Group work where participants explore the learning theories they use now, implicitly or explicitly, and discuss learning
theories they could use and how they can be combined (30 mins). • Open discussion where groups present findings (40
mins).
Joining the dots: Using PebblePad (and other tools) to make connections in the world of the CSU Degree
(CPD, Syndicate Rm 2)
Carole Hunter, DLTS – Deb Murdoch, DLTS
At the heart of the concepts of personal learning and ePortfolios is a focus on self-management and ownership of one’s
learning, both formal and informal. It’s a flexible space in which to learn, commit, make mistakes, reflect, share, converse,
construct and collaborate...a place to develop one’s professional identity. This makes the personal learning environment a
perfect way to help support the various facets of the CSU Degree initiative, where students can bring together and present
their development towards CSU, course-based and personal goals. Participants will gain an understanding of how they might
achieve this through discussion of examples and possibilities, and work in small groups to develop a practical plan of how
they might proceed within their course teams. Expected outcomes of the session: An understanding of how personal
learning environments and ePortfolios can be used to help support various facets of the CSU Degree initiative and promote
self-management and ownership of one’s learning. Academics will also develop a practical plan of how they might achieve
this. Activity plan (session format): Facilitated demonstrations/discussion groups led by EDs/academics who have already
embedded PP into their courses. Small group planning/brainstorming sessions to see how others could embed it in their own
courses
iLearn: Mobile Devices for Teaching and Learning
(Bld S16, Rm The POD)
Tim Klapdor, DLTS – James Brann, DLTS
2010 saw the release of the iPad and iPhone 4, two devices that have the potential to change the landscape of mobile
learning. The workshop will focus on the potential uses of Apple’s iPad and iPhone in a teaching and learning environment and
demonstrations of the devices and a variety of possible applications. While focusing on these two devices, their general
application can be translated to other devices like smart phones & eBook readers. This session will follow up the Mobile
Learning Investigation presentation with practical examples and possible usage of these two iDevices. Expected outcomes
of the session: 1. An introduction to the latest technology 2. Stimulate a conversation around mobile learning and it’s place
in CSU 3. Get feedback from academics about applications of these devices in a variety of student context - DE, practice
based, internal 4. Get feedback from academics about the application of these devices in a teaching context - access to
content, communication, resource capture and creation. Activity plan (session format): 40 Minute presentation and
demonstration 30 Minute workshop with devices 20 Minute Q&A session and wrap up.
CSUEd 2010 – Program
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Wednesday, 10th November
3.45pm
I wear my pyjamas while my avatar wears Prada: Teaching in Second Life
(Bld S1, Rm 102)
Lyn Hay, Information Studies
This session will introduce the School of Information Studies’ CSU-SIS Learning Centre in Second Life to participants. Lyn Hay
will provide an overview of the different types of teaching and learning activities SIS academics and our LIS distance students
have been experiencing in 2010, which is our first official year of integrating Second Life into the SIS curriculum. Participants
will be encouraged to bring their laptops and iPads to the workshop session so they can log into the CSU-SIS Learning Centre
and experience ‘first hand’ a tour of the Centre’s facilities. Lyn’s avatar, LenaLotus Latte, will also co-present her slides to an
inworld audience. A number of academics from other Australian universities and some LIS DE students will also be present
‘inworld’ to share their teaching and learning experiences in Second Life as part of a Q&A session. Expected outcomes of
the session: Participants will: • Gain an understanding of educational facilities design in a virtual world • Gain a basic
understanding of what teaching and learning might look like on a Second Life campus • Gain a ‘hands on’ immersive learning
experience as an avatar in Second Life • Receive an ‘inworld’ tour of the CSU-SIS Learning Centre in Second Life
• Develop new contacts inworld and begin to develop their own personal learning network in Second Life
Activity plan: 1. Introduction to the use of Second Life in the School of Information Studies (Lyn Hay - 30 mins) 2. Tour of
CSU-SIS Learning Centre (both on screen and inworld) (Lyn Hay and inworld participants – 30 mins) 3. Question and Answer
session with CSU academics and students, as well as visiting academics from other universities (Facilitated by Lyn Hay – 30
mins)
Wednesday, 10th November
4.20pm
A vision for curriculum renewal
(CPD, Foundation Rm 1)
Tony McKenzie, DLTS - Joy Higgs, EFPI – Maree Donna Simpson, EFPI
In 2005 Tony, the first author, commenced an interpretive paradigm PhD investigating meaning making capability for twentyfirst century university education. In this paper we present Tony’s aspirational conception of a ‘fit-for-greater-purpose’
university education. We commence with a hypothetical case study based on documentation from an ALTC-funded project on
quality assurance of assessment practice in transnational education (TNE). Our scenario deals with one element in the TNE
Assessment Moderation Toolkit – the quality of relationship between on- and off-shore members of a course teaching team
and the risks to assessment quality posed by lack of communication and shared understanding within the team. We then
introduce Tony’s emerging model of ‘a university curriculum of becoming’, an integral component of which is the intentional
self-transformation of the teaching team into a course community of belonging. We argue that the community of belonging
model provides a way of addressing the quality assurance concerns about transnational assessment moderation and indeed of
the whole enactment of curriculum in these challenging, energy-draining times. The model proposes that curriculum renewal
be viewed as a ‘triple hologenesis’ – the coming to be of three wholes: ► a quest for team consensus on the qualities of the
novice rounded, grounded practitioner for the target profession; ► good practice consensus on how to orchestrate the
course-long learning journey; and ► metamorphosis of the team into a course community of belonging. We show why each is
an indispensible sub-process in curriculum transformation.
Developing cultural competence: Creating and sustaining Indigenous partnerships in teacher education
(Bld S15, Rm 2.05)
Deb Clarke, Human Movement Studies - Matthew Winslade, Human Movement Studies
Increasingly Australian tertiary institutions are including cultural competence as a graduate attribute required as an exit
outcome for their students. With this in mind, pre-service teacher education courses have in recent years included mandatory
subjects that address Indigenous content with the specific intent of developing students’ knowledge, skills, values and critical
reflective ability relating to Australian Indigenous culture. In the School of Human Movement Studies, fourth year Bachelor of
Education (Health & PE) pre-service teachers participate in an authentic trans-cultural experience with Aboriginal liaison staff,
Wiradjuri elders and children from a local government primary school with a 33% Indigenous population. The purpose of this
experience is for CSU pre-service teachers to develop their cultural competence and develop a reciprocal partnership with the
local Indigenous community. As part of the subject EHR305 Youth Health and Advocacy, pre-service teachers are required to
design a series of learning experiences for Stage 3 children that integrate Key Learning Areas, and uses the “Yindyamarra –
dhuray Yalbilinya” learning framework: a pedagogical approach that includes Indigenous perspectives. As an outcome of this
negotiated project units of work have been produced to guide learning in the primary school, and will act as a resource for
future pre-service teachers in this subject and course. This experience is significant as it provides authentic opportunities for
CSU pre-service teachers to develop the elements of cultural competence by:
• Increasing their understanding of Australian Indigenous culture through observation of and interaction with
Indigenous children
• Developing awareness of cultural practices that are outside their own belief system by participating in dialogue with
Wiradjuri; and
• Modelling respectful partnerships between Indigenous and non-Indigenous Australians.
CSUEd 2010 – Program
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Wednesday, 10th November
4.55pm
Designing to enhance self assessment: Challenges & possibilities in a postgraduate marketing curriculum
(CPD, Foundation Rm 1)
Cathi McMullen, Business - Ian Braithwaite, Business
In this session we will discuss the exploration of learning designs that support the development of students’ evaluative and
self assessment skills. The work presented has been undertaken as part of a Scholarship in Teaching project focused on
building capacity for self assessment in work integrated learning. In this project we are examining in an integrated manner
key aspects of assessment in business education: (1) The importance in building capacity for self assessment - a critical
capability for lifelong learning in a world of complexity and change; (2) The critical role of work integrated learning in
preparing students for professional practice; and (3) The affordances that information and communication technologies offer
for assessment. The aim is to study, reframe and reconstruct assessment practice in a collaborative way to enhance student
learning both currently and into the future. Our approach is underpinned by the concern about the role of assessment not just
in current learning but also in building capacity for future learning. We draw on Boud’s (2000) work on sustainable
assessment highlighting the need for assessment that develops the knowledge, skills and dispositions to underpin lifelong
learning. From this perspective discussions of assessment practice need to move beyond skills recognition to incorporate
dimensions of 'whole' person. We conclude with a discussion of a variety of approaches that can be adopted and the
challenges involved in the implementation of these. Expected outcomes of the session: Bringing attention the issue of
self assessment and the challenges and possibilities it present. A rich and varied portfolio of techniques developed from the
group interaction. Session format: Presentation followed by open discussion.
Creating a cultural space and identity using the module tool
(Bld S15, Rm 2.05)
Linda Ward, DLTS – Alison Quin, Centre for Indigenous Studies
The Centre for Indigenous Studies (CIS) at Charles Sturt University (CSU) is responsible for the promotion of teaching and
learning of Indigenous education at CSU.
This includes developing and delivering Indigenous subjects across all
undergraduate courses at the University. A model for incorporating Indigenous content has been developed which includes
‘stand alone’, ‘discipline specific’, ‘hybrid’ and specific subjects that are restricted to Indigenous students only. One aspect of
the development of subjects is to use the module tool to create subject sites that present an Indigenous identity and cultural
space for students. The modules tool has been used to create an identity for the CIS by using traditional colours, and
incorporating the CIS logo and banner that clearly identify content that is delivered by the CIS. The innovative use of the
modules tool in this way acknowledges that Indigenous people, culture and knowledge are valued and a visible aspect of
subjects offered at CSU. This visual identification separates the elements of a subject or course taught by the CIS from those
taught by other schools. Students are not only immersed in an Indigenous environment, but can easily determine the staff to
contact and the processes to follow as they relate to different segments of the subject. The visual structure has also been
designed to enhance the learning experience of students. The incorporation of information, reflection tasks, sharing and
collaboration opportunities, all clearly defined by colour and other visual distinctions, are intended to take students on a
specific learning journey.
CSUEd 2010 – Program
Page 27
Thursday, 11th November
7.30am
Innovation in Ontario - Practice-Based Education
(Bld C2, Rm 218)
Jennifer Munday, (chair), Ontario School of Education - Zeffie Nicholas, Ontario School of Education
Paige Bennett, Ontario School of Education - Carol Burgess, Ontario School of Education
Karyn Callaghan, Ontario School of Education - Will Letts, Ontario School of Education
Kiprono Langat, Education
Students engaged in education programs from the Ontario campus are immersed in Practice-Based Education in both the
widest sense, within Professional Experiences, and the most specific, in relation to learning and teaching content that
prepares them for their future roles as professional educators. This breakfast session will include short lightning sessions
presented by the currently seconded staff from Australia and Ontario, as well as a formerly seconded academic. Each
presentation will be approximately 10 minutes. The presentations will highlight the outcomes of intensive professional
experiences resulting from close relationships with Ontario School Boards, as well as an emphasis on practices that intend to
broaden the roles currently envisaged for professional teachers. Activity plan: Ontario staff will join the conference via
video-conference; a previously seconded academic staff will present within the program also via video-conference from the
Wagga campus. The breakfast session will be chaired by Jennifer Munday.
Presenters:
Zeffie Nicholas: Master of International Education (School Leadership):
This course has been designed to explore different ways of looking at “leadership” from a local and global context. Subjects
require students to consider contemporary educational leadership theories and practices and consider and plan action at a
school and/or system level. An underpinning philosophy of all subjects is that they have as a premise a comparative lens,
considering perspectives beyond a student’s local context.
Paige Bennett: Bachelor of Primary Education Studies:
The Practicum experience for BPES students in Ontario is unique. Each week Teacher Candidates both teach at their host
school and attend classes at CSU. Find out more about this practicum model and how it is beneficial to both our Teacher
Candidates and the host schools.
Carol Burgess and Karyn Callaghan: Bachelor of Early Childhood Studies:
The vision for Practice-based learning in the BECS program emphasises community engagement; exploring alternative
professional roles; leadership; new pedagogy; and, builds on prior knowledge with the intention of engaging with the
changing landscape of Ontario Early Years Education.
Will Letts: In this presentation I will articulate the whole-of-school vision about practice-based education in the Ontario
School of Education. I'll illustrate this vision in action by describing a few examples from across our courses of how this
shared vision is operationalised to meet the differing contexts of our different courses.
Kiprono Langat: A taste of practice-based education: this presentation will look at ‘seizing opportunities’ whilst engaged in
a posting to Ontario campuswho can benefit? Can such a secondment provide professional development for academic staff?
Thursday, 11th November
11.05am
Reconceptualising the evaluation of tertiary teaching: What is worth evaluating?
(CPD, Foundation Rm 1)
Som Naidu, DLTS - Derek Sequeira, DLTS - Andrea Crampton, Science
If teaching evaluations are to be credible, they must acknowledge the professional knowledge of teachers and its disciplinebase. Without a focus on these substantive aspects of teaching, evaluations are likely to miss that bit about teaching upon
which professionals have built their identity. When the target of teaching evaluations moves away from its discipline-base, it
decreases the likelihood of teaching being recognized as a scholarly activity within the reward structure of the University
System. A more rigorous and useful approach to the evaluation of teaching must include a focus on more than one’s teaching
actions. In order to achieve this focus, evaluations of teaching need to focus on its design, efficiency, effectiveness and its
capacity to engage. Design comprises a consideration of the underlying intentions and beliefs about teaching. Efficiency is
about the execution of the designed learning and teaching experiences. Effectiveness is concerned with the impacts and
results of teaching on students and their learning outcomes. And capacity to engage is determined by the teacher’s ability to
articulate clear learning outcomes, design challenging learning experiences, and identify and collect suitable learning
resources which have the potential to motivate learners and promote engagement with the learning experience (Excerpted
from: OES Review Report 2010: Academic Senate Papers, October 2010, Charles Sturt University, NSW, Australia).
Keywords: Teaching actions, design, efficiency, effectiveness and capacity of teaching to engage.
Expected outcomes of the session: 1. Increased understanding of staff and student perceptions and conceptions of
teaching. 2. Debate and discussion among teachers and students about what is worth evaluating about teaching.
3. Debate and discussion among teachers and students about how to obtain feedback on teaching from students, teachers
and other stakeholders. Activity plan: This session will take the form of a “staff and student forum”. A group of teaching
staff along with a representative group of students will be invited to this workshop. Staff will be asked to present their views
on evaluation of teaching and how best to prosecute it. Discussion will ensue around the following questions: 1. What is worth
evaluating about teaching? 2. Do teachers care about student feedback on teaching? 3. Do students see providing feedback
on teaching worthwhile? 4. Would students feel less empowered if there were no student evaluations? 5. Do students feel
motivated to give feedback only when they have experienced lousy teaching or great teaching? 6. Can students comment
validly about the extent of their learning?
The School of Information Studies Curriculum Renewal Experience: Lessons Learned (Panel)
(CPD, Foundation Rm 2)
Lyn Hay, Information Studies - Bob Pymm, Information Studies - Rachel Crease, DLTS
Damian Lodge, Information Studies
This panel session will present the process, outcomes and lessons learned as a result of the School of Information Studies'
curriculum renewal program conducted 2008-2010. Course coordination, educational design, learning and teaching, and
marketing perspectives will be presented followed by a Q&A session for participants to ask questions of panel members.
Outline of session: Panel Chair: Lyn Hay 1. Overview of SIS school renewal program (10 mins - Bob Pymm) 2. Gathering data
to inform the strategy (10 mins - Bob Pymm) 3. Exploiting Interact in support of the new design (10 mins - Rachel Crease)
4. Integrating technologies across the curriculum & LTC role (10 mins - Lyn Hay) 5. Role of marketing in the curriculum
renewal process (10 mins - Damian Lodge) 6. Q & A session (all).
CSUEd 2010 – Program
Page 28
Thursday, 11th November
11.05am
Subject Mapping & Planning for Flexible Learning with ICT
(Bld S15, Rm 2.05)
Jacquie Tinkler, Education – Trisha Poole, Teacher Education
A key component of our FLI Teaching Fellowship is to develop and pilot a subject mapping and planning tool to promote the
effective incorporation of flexible learning approaches with appropriate pedagogical foundations that use a range of ICTs in a
range of teaching subjects. Embedded in the subject mapping and planning tool is the pedagogical foundations for using
different flexible and blended approaches to teaching and learning. This presentation explores the process of the development
of these tools to date, and will propose future plans for the project. The issues this project seeks to address are two-fold.
Firstly, the Rudd/Gillard government’s Digital Education Revolution has meant that our education students are now
confronted by a wide range of computer technologies being used in schools in diverse contexts and with mixed success. In
order to address this growing need for teacher expertise in the use of ICTs in the classroom, the Education Faculty are
building two new “21st Century” learning spaces that incorporate a range of ICTs for students and teachers to use for
learning and teaching in this new learning landscape. Consequently, academic teaching staff must begin the process of
addressing this growing need for teaching with technology expertise in the faculty. Secondly, we felt it was important to
provide staff with the tools, knowledge and support to effectively model the use of flexible and blended learning approaches
in their own teaching, so that our pre-service teachers gain a range of experiences in the use of ICTs for effective teaching
and learning.
Constructive alignment of practice-based education (PBE) outcomes: Presenting a model of exemplars
(Bld S15, Rm 2.23)
Angela Hennessey, Human Movement Studies – Deb Clarke, Human Movement Studies
Practice-based education (PBE) has potential benefits for all stakeholders, including the opportunity for students to apply,
enrich and refine their discipline, operational and interpersonal knowledge, build networks, and source future employment
(Billett, 1996; Boud, Cohen & Walker, 1993; Brown, Collins & Duguid, 1989; Department for Education and Employment,
1999; Harvey, Geall & Moon, 1998). For professional partners creating a link with a university brings with it increased access
to resources, current, evidence-based knowledge and the input of innovative and enthusiastic students in the workplace.
These benefits however, do not automatically arise. To ensure that students gain optimum benefit from PBE opportunities and
experiences calls for the constructive alignment of subject learning outcomes, assessment tasks and learning pathways.
The aim of this study was to: explore CSU academics’ understandings and applications of the term PBE; examine the
constructive alignment of subject learning outcomes with the stated PBE opportunities in subjects; design an on-line
environment that models the process of constructive alignment, and presents exemplars of constructively aligned PBE
learning experiences and assessment. Using the qualitative lens of phenomenography, a sample of purposively selected
academics from the four CSU faculties was interviewed to identify their understandings of the term PBE and investigate where
and how PBE opportunities were positioned in their subjects. Semi-structured interviews were conducted by telephone,
interviews transcribed and data analysed using inter and intra-textual thematic analysis (Mayhurt & Morehouse, 1994).
Additionally, a document analysis provided evidence of the inclusion of PBE in subject outlines and course profiles and allowed
for an examination of the constructive alignment (Biggs, 1998) of learning outcomes with assessment and PBE learning
experiences. A collection of exemplar PBE assessment tasks and learning experiences were gathered and annotated and
formed part of an on-line learning environment that showcased and modelled how to constructively align outcomes,
assessment and learning experiences in PBE subjects. Expected outcomes of the session: Presentation of research undertaken
Activity plan (session format): Presentation
Learning and teaching in the Humanities and Social Sciences: current challenges and ideas for moving forward
(CPD, Syndicate Rm 2)
Merrilyn Crichton, Humanities & Social Sciences – Stephanie Johnson, Humanities & Social Sciences
Deb Murdoch, DLTS – Judy Ogden, DLTS
The nature of learning and teaching in humanities and social sciences disciplines is often a unique experience. These are
disciplines that introduce students to often bizarre theoretical concepts, challenge students to describe, think critically and
often find solutions to some of the worlds most complex political, moral, ethical, personal, economic, health, community, and
social problems. The challenges are vast, but equally rewarding. This forum will first describe the challenges of learning and
teaching in humanities and social sciences, and aim to come to some understanding of how we can move forward in the
increasingly diverse technological, social and political space that is the Australian university.
Participation in Learning and Teaching: Putting theory into practice
(CPD, James Hardy)
Rachael Fox, Psychology - David Fryer, Psychology - Ben Bradley, Psychology
Brona Nic Giolla Easpaig, Psychology - 3rd Year Psychology Students
Participation in learning and teaching needs to be viewed as a dialogical, collaborative process, and meaningful student
participation has the potential to enable independent, critical thinking and effective engagement with courses. There are core,
underlying assumptions and values which need to be promoted by learning and teaching processes, without which
participation will be problematic and tokenistic. There are also structural barriers inherent in education, which when
unchallenged and unchanged serve to hinder innovative practice. This forum will be lead by members of a third year
psychology subject who participate in learning and teaching at CSU at a variety of levels (we hope to involve students from
the subject as well as the ‘teachers’). Using the subject as a starting point, the forum aims to discuss some of the
fundamental values and assumptions the participants hold in relation to learning and teaching, which went into producing the
subject. The forum will look at some of the practical experiences, methods employed and barriers encountered during the
subject delivery. There will also be a focus on engaging the ‘audience’ in discussing their beliefs and experiences.
CSUEd 2010 – Program
Page 29
Thursday, 11th November
11.05am
Recipe books in Biopsychology
(Bld S1, Rm 102)
Izumi Hiramatsu, Psychology - Michael Kiernan, Psychology - Stephen Relf, DLTS
In this paper, we talk about our experiment with a new organization of teaching materials in Biopsychology. This organization
is analogous to a new kind of recipe book, which is not just signalling a new genre but also a new mode: digital. We are
thinking here of Jamie Oliver and Pho’s iPhone cook ‘book’ apps. The digital mode enables us to reorganize different types of
information which traditional printing simply cannot do. This presentation is not about mobile learning, but the reorganization
of study materials for the digital age, which is what the cook ‘book’ apps have done. The digital cook ‘books’ have the same
print components of ingredients lists, quantities and recipe as the traditional cook books. The difference is how they reorganize the information. The old organization consisted of print-based study notes, coloured atlas of the brain and face-toface teaching. The new organization consists of a new website which does not only have the same old study notes like the old
recipe but also new online-based materials. Just as filleting a fish is procedural, visual and tactile, so can Biopsychology be.
Hence, the subject website uses textual, audiovisual material, communication facilities and on-line interactive activities for
flexible learning. Keywords: Flexible learning: audiovisual learning; digital semiotics; multimedia
Thursday, 11th November
11.40am
A professional learning journey through CSU Interact
(Bld S15, Rm 2.05)
David Maxwell, Communications & Creative Industries
iTeach@CSU! Stellar Interact Group:
David Maxwell, Communications & Creative Industries - Tony McKenzie, DLTS
Stewart McKinney, Student Services - Jacquie Tinkler, Education
Early in 2010, Learning and Teaching Services at Charles Sturt University formed “Stellar Interact” – a community of interest
aimed at helping teaching staff make their Interact sites more inviting and engaging. This presentation describes the journey
of this small group from diverse academic backgrounds as we challenged each other to “reach for the stars‟ in the design of
an Interact site capable of providing a stellar learning experience for students. We present our journey using the
Technological Pedagogical and Content Knowledge (TPACK) Framework – a useful model for us to examine our work and to
consider the complexities involved when combining our disciplinary knowledge, our technical skills using Interact, and the
best ways to use Interact for teaching. In our conversations on stellar Interact sites we found that we needed to expand our
thinking, not only to further develop our understanding of these three components, (our technological, pedagogical and
content knowledge) but also to consider the ways in which these areas of knowledge intersected and how we could negotiate
these areas in a way that would facilitate the production of an effective learning experience for online students. To extend
this thinking further we developed a game which challenges
players approach to their subject design when using
technology. We conclude by reflecting on our experience as a model for professional development. Expected Outcomes:
Participants will: gain understanding of the TPACK model learn how to evaluate online pedagogical decisions experience a
learning design process using the TPACK model challenge their own approach to the design of subject Interact sites
• consider the changing online technology landscape from a teaching stance Activity plan: PowerPoint slides and narrative
on the presenters’ professional learning journey
• small group card game to experience the TPACK design process
• scan the fluid map of online technologies.
University Learning and Teaching is a recipient of an ALTC team citation “For building an effective and sustained relationship
with industry stakeholders to create an innovative learning environment for commercial radio students‟ Work Integrated
learning is a very strong component of the continued development of subjects taught.
International Placements and Short-Term Programs: Issues and Possibilities
(Bld S15, Rm 2.05)
Donna Bridges, EFPI - Franziska Trede, EFPI - Wendy Bowles, Humanities & Social Sciences
This paper will report on research conducted into international placements and short programs. The research sought to
understand how academic educators make sense of and interpret the needs of students on international placements and how
they integrate understandings of intercultural competence, cross cultural communication, global citizenship and tolerance of
difference into their programs. For students, an international WIL placement and/or short program can be a profound
intercultural experience that is uniquely placed in providing opportunities to develop intercultural competence. The skills and
experience required to work productively in intercultural settings makes graduates with international experience highly
employable. Employers see graduates with intercultural experiences as interculturaly competent, identifying these graduates
as global citizens, equipped to promote international approaches to global issues, and as having proficiency in analysing and
responding appropriately to culturally significant values and perceptions. The literature shows that, to date, there is little
exploration of the pedagogical aspects of intercultural education in relation to how and through what educational strategies
students can develop the skills of intercultural competence and global citizenship. The literature warns that exposing students
to international experiences without adequately preparing them or supporting them during the experience can lead to
negative learning outcomes. This paper will explore these issues and discuss concepts of intercultural competence, the
pedagogy that underpins intercultural competence and possibilities that ultimately enhance the educational benefits of
international placements and short programs. Expected outcomes of the session: Participants will go away with an
understanding of what intercultural competence and global citizenship are and what educational strategies underpin the
development of these, and possibilities regarding how they may be taught. Activity plan (session format). The paper will
be read and questions posed to the group at the end.
CSUEd 2010 – Program
Page 30
Thursday, 11th November
11.40am
Tackling the complexities of climate change science: A guided approach to student learning using directed
scientific argument
(Bld S16, Rm The POD)
Poster Presentation
Andrew Rawson, Agriculture & Wine Sciences - Carole Hunter, DLTS
Climate change is a demonstrable reality, yet very few people understand the science nor are aware of its possible
consequences. As a result, much of the public and political debate has been fuelled by agendas other than scientific
argument, and this has served to add to public confusion. In addition, climate change spans a very wide range of scientific
disciplines, including climatology, meteorology, geomorphology, soil science and Quaternary studies, also making it difficult to
gain a solid understanding of the issues at hand. This complexity requires a different, more creative approach to teaching for
effective learning in this important subject area. AHT404 Climate Change is a Masters level subject currently offered by SAWS
(Orange). While a core focus of the subject is to demystify the complexity of climate change science as well as the adaption
and mitigation responses to global change, it is equally important to strengthen students’ skills in being able to answer
community questions and frame sound arguments based on solid scientific research, rather than emotional or ‘intuitive’
responses. As such, students are scaffolded in their development of both climate change concepts and scientific argument
through parallel structured activities in a PebblePad blog. The academic uses dialogic feedback as well as a series of online
meetings to support this process and challenge students’ thinking, which is receiving positive feedback from the cohort. These
developed skills are then put into practice in the final assessment item, where students complete an in-depth report on an
area of climate science related to their work. The result is not only a friendlier, more pleasant environment for students to
engage with the academic, but also excellent student outcomes.
Developing desirable student online learning experiences from a course perspective: A case study on formative
eLearning implementation at Charles Sturt University
(Bld S1, Rm 102)
James Brann, DLTS – David Prescott, DLTS
An Australian Regional University, Charles Sturt, is in the process of developing a course perspective to its current subject
based programs. The course perspective will serve to integrate and make student’s learning experiences more coherent. This
change in educational design focus has coincided with a shift in the target market for one of its courses. The Bachelor of
Policing Studies (BPol) has historically serviced the New South Wales police force but is now servicing a national and
international market. One of the main aims of redesigning the BPol course, is to create course-wide Desirable Student Online
Learning Experiences (DSOLE). Developing DSOLE in this context focuses on three core areas. Firstly, the development of
online collaborative environments in the form of forums and Wikis. Secondly, the creation of individual environments, utilising
tools such as modules, ePortfolios and podcasting. Finally the introduction of learning mobility in the form of eBooks and Mp3
resources. This paper will use a descriptive case study to document the processes of Charles Sturt University (CSU) staff in
the formative stages of creating a DSOLE within a course perspective. The main aim is to create an informative narrative that
will serve to guide future elearning development and implementation within higher educational courses. This paper will
document the development and implementation of an online, course-wide learning environment. It details the initial
processes of educational designers and subject co-ordinators in the creation of a working DSOLE for the Bachelor of Policing
(BPol) degree. It will discuss the implications of issues that arose during and after the implementation process. In doing so, it
presents valuable information regarding course wide eLearning. The paper will establish pragmatic implications including the
validity of current learning management systems (LMS), academic ability and preparedness for online learning and the
decentralised nature of online subject creation. The descriptive case study will better inform schools, subject creators and
educational designers about current online learning issues, and will provide insight into the progression of online learning
within the context of course design. Keywords: eLearning, Course Design, Technology Implementation
Thursday, 11th November
12.15pm
Education for Practice Debates: Future directions
(CPD, Foundation Rm 1)
Franziska Trede, EFPI - Leonarda Kovačić, EFPI
In 2008, the Education for Practice Institute commenced a project directed at promoting and enhancing professional
discussion on a range of education for practice topics in the online environment of InterAct. The voluntary participation has
since attracted CSU staff from many different disciplines and campuses. In the globalised world of the twenty-first century,
online tools of communication increasingly feature in dissemination of knowledge, facilitation of dialogues, and creation of
professional networks. The EFP Debates offer to fulfill the need of CSU academic and general staff for dialogic spaces and
fostering of scholarly exchange on topics relating to education for practice. In their third year, the EFP Debates have been
reinvigorated by new topics, new facilitators and new participants. The Debates structure has been redesigned as a response
to participants’ feedback. For a week each month, CSU staff can participate, co-facilitate and/or suggest topics of interest for
discussion facilitated and managed by an experienced EFPI team. This presentation will showcase some of the debate topics,
aims, findings and new insights generated by participants, participant feedback, and offer incentives for all CSU staff to join in
and refine the future direction of the EFP Debates. Expected outcomes of the session: strengthening of CSU scholarly
networks via increased interest in EFP debates. Activity plan (session format): PowerPoint presentation
CSUEd 2010 – Program
Page 31
Thursday, 11th November
12.15pm
Preparing our educational designers to engage with the CSU Degree Initiative
(CPD, Foundation Rm 2)
LTS Course Level Working Group:
Stephen Relf, DLTS - Catherine Newell, DLTS - Marion Addinsall, DLTS - Anthony McKenzie, DLTS
Wilma Pfitzner, DLTS - Deborah Murdoch, DLTS - David Prescott, DLTS
Curriculum renewal for higher education is a relatively new venture. Barnett & Coate’s (2005) study of curriculum renewal in
UK higher education, described curriculum as ‘a missing term’. This is also the situation at CSU in that our concept of a
course has been strongly subject-focused, the view that a course simply consists of a set of subjects. To change to a course
or curriculum focus, in which students aim to achieve whole course outcomes, is the new integrating challenge for academic,
educational design and other teaching support staff, indeed for the university as a whole. A peer-led professional
development activity within the Division of Learning and Teaching Services provides an example of how we can prepare for
the change to course level thinking and how this can be applied in practice. A Course Level Working Group designed,
developed and conducted a Course design professional development program for educational designers (EDs) that sought to
address the paradigm shift to course level design. The program aimed to enable EDs to reconceptualise their roles in line with
the strategic directions of the University and in doing so to positively contribute to the implementation of the CSU Degree
Initiative within course teams. Using a blended learning approach, the program commenced by raising awareness of
curriculum and the need to reconceptualise the roles of EDs within course design processes. A series of authentic case studies
of course team activities followed, drawing on and linking to practice, and building up a collection of resources. The program
culminated with a face to face workshop on course design processes. Keywords: curriculum renewal; CSU Degree Initiative;
professional development.
Encouraging student voice: Bachelor of Exercise Science students’ design of a work-integrated learning subject
(Bld S15, Rm 2.05)
Eric Drinkwater, Human Movement Studies – Deb Clarke, Human Movement Studies
Chelsea Litchfield, Human Movement Studies
Work integrated learning (WiL) is increasingly more evident in higher education programs throughout Australia, as it offers
valuable experiences for students by providing them with opportunities to translate theory to practice and, as they assume
increasing responsibility in the workplace, transition from student to professional practitioner. The benefits of WiL are well
documented and attest to preparing work-ready graduates by developing both generic and explicit career skills that position
them positively to gain future employment. The purpose of this research was to investigate the nature and degree of support
required by Bachelor of Exercise Science students to successfully undertake a WiL action research project in blended mode,
during a 360 hour professional placement. Using semi-structured telephone interviews, students who have completed the
subject in its prior format, were invited to design structures and systems that, in their view, would scaffold their learning and
aid in their completion of the WiL subject assessment requirements. Participant data revealed three emerging themes of
support: i) organisational, ii) pedagogical, and iii) interpersonal. In response to the research results, an online learning
environment has been created that will developmentally scaffold student learning, assist them to participate as emerging
professionals in the exercise science occupational cultural community and, successfully action their disciplinary, practical,
interpersonal and reflective knowledge in authentic professional contexts.
The Whole Kit and Caboodle: A ‘holistic’ approach to Work Integrated Learning
(Bld S15, Rm 2.23)
Brett Van Heekeren, Communication & Creative Industries
David Maxwell, Communication & Creative Industries
ALTC Citation 2010
In 2010 Brett Van Heekeren and David Maxwell received an ALTC citation for their program-based approach to workintegrated learning. This approach utilizes a combination of educational tools and techniques, draws heavily from situated
learning theory and sits as a ‘bench-mark’ example of industry/ university cooperation. The core theoretical frame for this
approach is Lave & Wenger’s notion of Legitimate Peripheral Participation in which students (learners) engage with their
community of practice at successively deeper levels, progressively transforming from ‘novices’ to ‘old timers’. The course
designers have taken a creative approach to integrating traditional classroom activities with practice-based and fieldwork
experiences to establish an ‘holistic’, program-based model. This presentation will case study this course design.
CSUEd 2010 – Program
Page 32
Thursday, 11th November
12.15pm
Enhancing the first year experience in the Bachelor of Agricultural Business Management
(CPD, Syndicate Rm 2)
Yann Guisard, Agriculture & Wine Sciences - Kerry Cochrane, Agriculture & Wine Sciences
Peter Mills, Agriculture & Wine Sciences - Shevahn Telfser, Agriculture & Wine Sciences
Carole Hunter, DLTS - Zelma Bone, Business - Karl Behrendt, Agriculture & Wine Sciences
Richard Culas, Agriculture & Wine Sciences - Warwick Wheatley, Agriculture & Wine Sciences
Jason Condon, Agriculture & Wine Sciences - Branka Krivokapic-Skoko, Business - David Dowell, Business
The Bachelor of Agricultural Business Management (BABM) course team have adopted a staged approach to implementing the
CSUDegree, with the first year experience (FYE) the focus of our attention during 2010-11. This has involved the course team
considering the 6 FYE design principles, deciding on areas of priority, and adopting a number of strategies that we hope will
enhance the experience of our first year students during 2011. Such strategies include developing an orientation ‘tour’ and
mentoring program to support early student transition and engagement and identify ‘at risk’ students, strategically mapping
and embedding early academic literacies across all 8 first year subjects and working with support teams to distribute
ownership of student development in these areas, central but flexible resources, rethinking first year curriculum design and
assessment approaches, adopting a more timely approach to student transition information through quarterly magazine
publications and developing a ‘first year teachers’ guide’ to document our decisions, helping to ensure our approach will be
sustainable if new academics join our team. To support these strategies, we have needed to work together to develop
common understandings of certain key concepts, and have developed a number of tools to support our work, which will be
made available during the presentation. Expected outcomes of the session: Participants will be able to draw from the
ideas, strategies and lessons learned in an implementation of the first year experience principles within a CSU course, as well
as hear from others who are similarly working through applying best practice in this area of the CSUDegree Initiative.
Activity plan (session format): 15 minutes – sharing of our goals, processes, strategies and lessons learned - 5 minutes –
course team participants share what they gained from the experience, what we could have done better - 10 minutes –
questions and sharing of experiences from the participants. What did they like? How did they do things differently? If they are
new to FYE, what might they take away to their own course teams?
Transitioning preservice teachers into the profession using social media
(CPD, James Hardy)
Celia Hillman, Murray School of Education – Miriam Edwards, DLTS
This paper documents the process used and makes proposals for the future for final year preservice teachers enrolled in
education degrees in the Murray School of Education. It will look at the changing practices of a subject coordinator as the
affordances of CSU Interact are used to engage students as they transition from being students to being teachers and what
this entails. The various forms of social media will be explored to look at the impact on the practice of teaching as well as the
learning opportunities for the students. The paper will review the particular tools used within this framework and will include:
• A project site • Blogs • Emails • Announcements • Resources • Wikis • Calendar.
Another area that will be reported, is the establishment and development of social support networks for the newly graduated
professionals and how these can help them to define their own professional identity. The continued development of the
teacher as a reflective learner supports a fundamental belief of teacher educators that reflective practice is a key learning
outcome for all students. Students also need to understand the change in their style of learning from being instructed and
advised to being pro-active about what they need and being able to search out opportunities to extend their knowledge. This
process not only fosters professional networking but hopefully encourages life long learning for our students as they leave the
university.
eBooks and eTexts: The brave new world of publishing
(Bld S16, Rm The POD)
Claudio Dionigi, Library Services
This presentation will look at the increasing use of eBooks in university libraries and the implications this will have on
teaching. There is a clear indication from current research that students often prefer to use eBooks rather than using print
titles. How do we provide eBooks? How will students use eBooks? How can they be integrated into the curriculum? Can they
be used as textbooks? What are the cost implications for universities and libraries? These are some of the issues that will be
discussed. The move to mobile devices is being touted as the next phase in e-learning. The variety of platforms for eBooks
as well as the variation in mobile devices themselves will have an impact on students acceptance of eBooks. Only a small
percentage of published books are available as eBooks. Will this affect the uptake of eBooks, or will this availability have an
influence on the selection of resources by staff and students? Will, in fact, eBooks dictate which resources are chosen for
teaching? Users will also have to accept the inherent instability of electronic resources, which may not always be available
when required.
CSUEd 2010 – Program
Page 33
Thursday, 11th November
12.15pm
Investigating academic acceptance of technology: Using the Technology Acceptance Model to inform technology
use and implementation at CSU
(Bld S1, Rm 102)
Lynn Flynn, DLTS - Maryanne Mozer, DLTS - Linda Ward, DLTS - James Brann, DLTS
The Technology Acceptance Model (TAM) (Davis 1989) has been used as a framework to ascertain user acceptance of
technologies. Previous research established that perceived ease of use is an important factor influencing user acceptance and
usage behaviour of information technologies (Venkatesh 2000). More recently Gibson, Colaric & Harris (2008) have used the
TAM to examine faculty acceptance of new online technology in a regional university in the United States. The context for
this study is Charles Sturt University, a regional multi campus university that is one of the largest distance education
providers in Australia. In recent years, Charles Sturt University has implemented an integrated online learning environment
(learning management system) ‘CSU Interact’. The utilisation of this technology amongst academic staff has been variable.
Recent recommendations by the Australian Universities Quality Agency (AUQA 2010) have also highlighted the high variability
of use of Interact by academic staff. This study aims to ascertain to what extent perceived usefulness and perceived ease of
use are factors that influence the acceptance of educational technology. In particular, faculty use or non use of CSU Interact
and to produce research data to inform and improve the outcomes of future technological implementations. The TAM will be
administered via semi-structured interviews to gauge academics perceptions of the perceived use and benefits in order to
explore the influences on the use of CSU Interact. Research data will be analysed using thematic analyses and results will
inform future technological implementations and provide additional insight into the practical application of the TAM. There has
not been an extended study of the practical uses of this model in the context of an Australian regional university. The findings
from this study, therefore, have implications for many institutions also engaged in online learning and technological
innovation, which may involve improvements to the support, mentoring, professional development and motivation of faculty
in future technology implementations.
Thursday, 11th November
12.30pm
Promoting interaction and engagement through CSU’s new Online Meeting Tool (Wimba)
(Bld S16, Rm The POD)
Lucy Webster, Biomedical Sciences - Judy Ogden, DLTS
The Online Meeting tool offers a live, virtual classroom with features that include: audio, text chat, video, whiteboard and
presentation facilities, application sharing, real-time polling (including multiple choice and open-answer questions), break-out
tutorial rooms and MUCH more! The Online Meeting tool was piloted in BMS337 (Histopathology) in Session 2 2010; both the
students and lecturer found the use of Online Meeting to be a valuable addition to the subject delivery. This subject is offered
via internal and distance modes and teaching in this subject is heavily reliant on visual elements. In this “lightening”
conversation we will discuss WHY and HOW this tool was used to truly engage both distance and internal students in BMS337.
Thursday, 11th November
12.50pm
Embracing personal learning and ePortfolios @ CSU
(CPD, Foundation Rm 1)
Poster Presentation
Carole Hunter, DLTS – Sandra Stewart, Grad Dip (ICT Edn)
Personal learning / ePortfolios are complex and amorphous concepts. At the heart of both terms is a focus on selfmanagement and ownership of one’s learning, both formal and informal. While personal learning and ePortfolios are now
integrated into courses across all four Faculties, this work has been greatly supported by other areas of the university
community who are also buying into the culture of personal learning, such as careers, academic development and
performance management. This poster looks at the adoption of personal learning and ePortfolios on a life-wide, universitywide basis, how we’re travelling at CSU, some of the expected and unexpected outcomes, and where potential benefits might
lie in the future.
Putting into practice a course level focus in educational design and media support
(CPD, Foundation Rm 2)
Poster Presentation
Janet Buchan, DLTS - Rachel Crease, DLTS - Catherine Newell, DLTS - Linda Ward, DLTS
Miriam Edwards, DLTS - Alissa Gooden, DLTS - Leanne White, DLTS - Monique Constable, DLTS
With CSU’s investment in the CSU Degree initiative and the associated curriculum renewal programme there has been an
increased demand for a course level approach to the way in which educational design and media (EDM) services are offered.
The LTS EDM team for the Faculty of Education is continuing the development of a course level focus to its work within the
faculty. The poster will showcase course level work which covers a number of areas. • Information provision - data provision
goes beyond subject level to identify course level connection and includes course mapping for reviews. • Pedagogical input
through: Curriculum and course level design; development of subject profiles; subject objectives, assessment; consulting
around designing the learning experience; introduction of technology at course level. • Learning resource development based
on an integrated approach to developing high quality, course level resources with a consistency in format. • Professional
development targeting course design, engaging with the CSU Degree initiative, creating and Interpreting course maps, and
PD around embedding and physical use of educational technology. Outcomes: The poster will provide a snapshot of how the
EDM Education team is embedding a course level focus to its work at a variety of levels in the faculty. The opportunity to
interact online with the ideas presented in the poster will be useful to get some feedback from a range of stakeholders and to
find out what others might be doing in this area.
CSUEd 2010 – Program
Page 34
Thursday, 11th November
12.50pm
How has the Virtual Learning Environment changed the teaching practices and activities of CSU academics?
(Bld S15, Rm 2.05)
Branka Krivokpic-Skoko, Business – Roderick Duncan, Business – Kerry Tilbrook, Business
The introduction of the new virtual learning environment at CSU has resulted in changes in the tasks expected of CSU
academics while teaching their subjects. CSU has a strong interest in tracking the tasks and workloads of its academics in
the areas of teaching, research and administration, but does CSU, as an institution, know how many hours a week an
academic spends answering student emails or posting on Interact forums for a subject? We will develop a time diary tool to
measure the teaching, research and administrative tasks that CSU academics are engaged in, as well as the length of time
spent on these tasks. This time diary tool will be used to conduct research on academic time management in Sessions 1 and
2, 2011. We intend to use the time diaries in the future to assist CSU academics and Heads of School in managing academic
workloads and relating workloads to the core business of CSU. This research has been funded by a Charles Sturt University
Scholarship in Teaching Fund for 2011.
The use of technology to enhance student feedback and improve self evaluation of clinical assessment skills in
Physiotherapy
(Bld S15, Rm 2.23)
Greg Hardham, DLTS – Rosemary Corrigan, Community Health
Assessment using case based practical exams that require demonstration of clinical practice skills and articulation of clinical
reasoning is commonly used in undergraduate allied health and nursing professions. The use of technology such as
audiovisual recordings as a tool to enhance visual and verbal feedback about clinical skills including communication skills,
handling of clients and preparing the environment to maximize the effectiveness of treatment has been noted in the
literature. However, students often struggle in understanding and evaluating their performance of practical skills in
preparation for summative practical assessment tasks. The fear of attempting and completing practical tasks does not
contribute to learning. Any means of encouraging self evaluation and facilitating learning that is driven by the learner and not
the assessor will contribute to the performance of the student in the short term and the practitioner in the future. This project
sought ways of enhancing Physiotherapy students’ experience of feedback by using audiovisual technology and then sought
to explore and understand the students’ experience of the activity and the feedback provided. The student participants
completed a simulated practical exam task using a client scenario which they had selected for the task. Expected outcomes
of the session: Greater awareness of the potential for the use of video to assist the quality of student feedback
Activity plan: Short presentation using presentation software. To be presented by Greg Hardham on behalf of Rosemary
Corrigan
The effect of social contingencies on teacher education students undertaking an internship
(CPD, James Hardy)
Poster Presentation
Ronald Kerr, Nursing, Midwifery & Indigenous Health – Brian Hemmings, Education
Hughes (1999) identified and categorised non-work demands such as domestic responsibilities, health of family members
(including self), and financial pressure as social contingencies. A literature review on social contingencies, examined from a
medical, nursing, and allied health standpoint, revealed that certain factors, especially related to financial matters, impact
directly on the professional experience or sway potential students from electing to participate in a rural-based experience.
This review was then extended to include teacher education research but it was found that these studies were small in
number, somewhat dated, and lacking a strong focus on what stressors arise beyond the classroom and the school for
teacher trainees. The present study was planned to reduce existing gaps in the research literature pertaining to student
teacher preparation, workplace learning and social contingencies. Consequently, the study sought to: distinguish between
those students who lived away and stayed at their usual term residence while undertaking an internship; and, explore in
greater detail the social contingencies, and other related factors, that influence learning during an internship. The sample
consisted of year 4 teacher education students (N=84) attending an Australian regional university. These students were
enrolled in the final semester of a Bachelor of Education (Primary) course and had just completed a 10-week internship in a
rural or remote setting. Although the students nominated preferences for an internship placement, many were sent to schools
located lengthy distances from their term residence and/or university campus. A survey was the sole means of data
collection. The survey data were analysed and the main findings were: financial pressure was viewed by the teacher trainees
as the most prominent contingency impacting on their learning during their internship; the same trainees rated internet and
phone access as the next two most important social contingency factors; and, two scales, labeled as personal/health care and
life organisation were shown to be the only significant independent variables helping to distinguish between teacher trainees
who lived away and those who stayed at their usual term residence during the internship.
6 things every Interact teaching site should have
(CPD, James Hardy)
Miriam Edwards, DLTS
In this session participants will be given practical advice regarding the set up of Interact teaching sites. Examples of good
practice will be shared as well as easy-to-follow instructions for later reference.
The session will involve a demonstration of the emarking
(Bld S16, Rm The POD)
Ken Crofts, Accounting
The session will involve a demonstration of the emarking assistant http://emarkingassistant.com/index.htm, a tool which
should speed up online marking of assessment items, particularly essays and assignments submitted in Word. Features
include audio assessment feedback, automated marking rubrics, reusable comments and comment banks. The emarking
assistant integrates into Microsoft Word and you can use the same tools in any version of Microsoft Word (2000, 2002, 2003
or 2007) for Windows.
CSUEd 2010 – Program
Page 35
Thursday, 11th November
12.50pm
mLearning: Report on the Mobile Learning Investigation
(Bld S1, Rm 102)
Tim Klapdor, DLTS – James Brann, DLTS
A report from the ILSC commissioned Mobile Learning Investigation. The team were tasked with investigation into how
portable, largely handheld devices, may transform aspects of the learner’s experience. Mobile learning would include both the
facilitation of learning experiences as well as supporting the learner. This session will be followed up with the iLearn workshop
and demonstration. Expected outcomes of the session: 1. To report to staff on the findings of the ILSC Mobile Learning
Investigation.
Thursday, 11th November
1.30pm
Reflective practice as a tool to develop professional practice in the transition from student to graduate
(CPD, Foundation Rm 1)
Franziska Trede, EFPI – Megan Smith, Community Health
SiT Funded
Reflective practice is a well accepted strategy in practice-based education to enable students to think more deeply about
workplace learning experiences. It plays an important role in professional entry courses to set future practitioners on a
journey of lifelong learning and to develop their professional practice. This paper adopted a philosophical hermeneutics
approach within the qualitative research paradigm to explore CSU physiotherapy students’ perceptions and application of
reflective practice in the transition phase from final year student to novice graduate. 12 students were interviewed by
telephone after completing the reflective practice subject in their final year of study and six months later, after having started
to practice as a novice physiotherapist. Key questions included: how do students describe reflective practice, what is the
focus of students’ reflections, what is students’ perceived usefulness and limitations of the reflective practice subject to
prepare them for clinical practice. In this paper we will particularly focus on collective (online) reflection, peer reflective
learning, reflecting with supervisors, and the workplace as an arena for reflection. Findings of this study have implications for
curriculum design, teaching and assessment practices, and the type of partnerships with workplace learning educators that
constructively promote reflective practice. This paper critically reflects on the complexity and diversity of academic teaching
and workplace learning experiences of reflective practice through the student lens and how this influences student learning
and subsequent practice. We will invite discussion on the diverse possibilities of using reflective practice in preparation of
students for the world of practice. Expected outcomes: present findings and implications for education and further
research; share diverse possibilities of facilitating reflective practice. Activity plan: present the project and its findings;
share and critically discuss possibilities of facilitating reflective practice. Keywords: reflective practice, collective reflection,
peer learning, self reflection, journaling, critical thinking, transitions, professional identity.
Kissing frogs (again)
(CPD, Foundation Rm 2)
Julie Montgarrett, Communication & Creative Industries
Re-Designing Learning Materials for a foundation year Studio Design practice based subject for both on and off-campus
delivery. This paper outlines a process of extended reflection and critique which informed an eighteen month, major revision
of content, conceptual frameworks, and inclusion of Australian indigenous content in a Studio Design subject for
undergraduate first year students via both on and off-campus modes. The subject introduces concepts and principles of visual
design practice to over 250 students per semester. The re-design process included developing strategic content for 10
divergent visual arts and communication disciplines; contrasting learning styles and widely varying commencement
capabilities and a need for reliable, flexible delivery of learning materials despite problematic Australian regional internet
connections and download times. A key issue in the subject design lay in the sophistication, flexibility and stability of delivery
of core content to address greatly varying learning styles, capacities and commencing abilities of the divergent cohorts
undertaking the subject. Learning materials are specifically designed in inverse proportion to students’ frequently limited
access to resources and technologies. The design and delivery of innovative learning materials initially devised to meet the
needs of students’ off-campus are revealing significant pedagogical advantages for delivery of content to on-campus
students. The paper will outline a number of unexpected advantages of the incorporation of off-campus learning materials in
on-campus delivery. The subject revision is also aimed at including Australian indigenous content in both Lecture and
workshop materials for both indigenous and non-indigenous students thereby supporting an on-going process of reconciliation
as well as improved access and equity for indigenous students into higher education regardless of geographical location.
ALIUS: Active Learning in University Science- Leading Change in Australian Science Teaching
(Bld S15, Rm 2.05)
Dan Bedgood, Agriculture & Wine Sciences - Adam Bridgeman, The University of Sydney
Kieran Lim, Deakin University - Gayle Morris, Deakin University - Brian Yates, University of Tasmania
Michael Gardiner, University of Tasmania, - Simon Pyke, The University of Adelaide,
Mark Buntine, Curtin University of Technology - Mauro Mocerino, Curtin University of Technology
Daniel Southam, Curtin University of Technology - Mario Zadnik, Curtin University of Technology
The ALIUS project is about leading change in the teaching of chemistry in large university classes. ALIUS is a collaboration of
six Australian universities funded by an ALTC Leadership for Excellence in Learning and Teaching Grant (LE8-818). The aims
of this project lie in three domains: • Development of project members as Science Learning Leaders • Development of the
skills of project members in practice-based learning and teaching innovation • Creation of a virtual Learning Hub. Methods
being used to achieve these aims are: • Leadership- professional development in leadership specifically targeted at fostering
change in academic teaching practice • Learning and Teaching Innovation - the U.S. NSF funded POGIL project will be used
as a model for teaching innovation. Experienced POGIL instructors and facilitators brought from the U.S. run workshops and
consultancies with ALIUS project members to build member skills in teaching innovation. • The learning hub
(http://www.alius.edu.au/) will serve as a resource to share experiences in building teaching innovation, developed materials,
resources about innovative teaching methods. This presentation will report results and experiences of the project, including: •
Experiences in implementing new teaching practices • Experiences in motivating changes in teaching practice of colleagues •
Answers to uniquely Australian problems in implementation of POGIL style activities • Report on impact nationwide • Plans for
next project.
CSUEd 2010 – Program
Page 36
Thursday, 11th November
1.30pm
Developing a national approach to supervising social work students in field education?
(Bld S15, Rm 2.23)
Wendy Bowles, Humanities & Social Sciences – Jenny McKinnon, Humanities & Social Sciences
Mike Collingridge, Humanities & Social Sciences
ALTC Project
This paper discusses the outcomes of an ALTC project to establish online education for practitioners supervising social work
students in work place learning (practicum). The outline of the curriculum that was developed is presented, along with
outcomes from national consultations.
Prejudice and Pedagogy: Breaking Through the Barriers of Bias
(CPD, Syndicate Rm 2)
Donata Muntean, Accounting
Expected outcomes of the session: Fostering an ongoing dialogue and sharing of resources which could be adapted to suit
other subjects and applications across the University. Activity plan: I plan to invite a number of students to participate in
my presentation. After explaining what the activity involves, I will demonstrate by running a mock tutorial that will
demonstrate how students participate in the class exercise and how the activity spawns discussion about prejudice and
stereotyping. Attendees will be invited to participate or merely observe and will have an opportunity to ask questions at the
end of the presentation. I designed this activity some time ago because I was frustrated by the tendency of students to
stereotype and ‘pigeonhole’ certain groups of people, such as Aborigines, Muslims, and the unemployed. Despite my attempts
to suggest that students appeal to logic rather than to stereotyping when assessing whether their perceptions about race,
religion, or social status were correct, they continued to argue their cases using unsubstantiated claims about the groups we
were discussing. By elaborating on how the media plays a role in shaping our opinions, I had some success in demonstrating
that we can form misconceptions about groups, but on the basis of some student comments I knew that I was not reaching
the entire cohort. My presentation will demonstrate the strategy I employed to overcome this problem. My reflections on how
firmly entrenched some of the students’ opinions were, together with maintaining an awareness of the need not to disrespect
students if I wanted to engage them, led to the development of a new teaching perspective. I framed an unusual and
innovative exercise to demonstrate that commonly formed perceptions of particular groups of people are not always accurate,
and that characteristics assigned to one group of people can be equally assigned to another group. Feedback revealed that
students thoroughly enjoyed the exercise. It was very different from the conventional learning tasks they had undertaken at
the University. Most importantly, the teaching and learning strategy, and associated exercise and learning experience, was
successful in demonstrating how our opinions about those who are different from us are often illogical and unfounded.
Delivering Policing dPBL on Interact: a case study in flexible delivery
(CPD, James Hardy)
David Prescott, DLTS - Sgt Phil Sharp, Policing Studies
The first delivery and testing of Problem based learning for the Associate Degree in Policing Practice (ADPP) has been with DE
students. About 20% of Session 1 ADPP students study by DE. The School of Policing Studies has developed a way of
delivering dPBL using Interact with the aim of achieving PBL learning outcomes for DE students that are equivalent to those
that which will be achieved with Internal students when PBL is fully launched in the last trimester this year. Achieving this
equivalence of outcomes is necessary to enable the two cohorts to merge successfully for the face-to-face delivery of Session
2 in the first trimester of 2011. The main challenges to developing Policing dPBL were: • delivering the problems in a way
that was as engaging as face-to-face delivery • creating a PBL working cycle for students that gave them a rich PBL
experience without overloading them or their subject coordinator. Good results have been achieved by driving the policing
problems from a site using Captivate triggers, and creating project sites where PBL groups can work using a one-week
problem solving cycle in problems that have single and multiple disclosures lasting over one to four weeks.'
In the past, students who have done Session 1 by DE have been seen as “disadvantaged” when they enter the college for
Session 2 as Internal students. Initial observations suggest that the dPBL work will help close the gap between Internal and
DE learning experiences for Session 1. Expected outcomes: Audience will be challenged to think of the problems of creating
equivalent learning outcomes using flexible delivery. They will see how these difficulties were resolved by exploiting the
affordances of Captivate and Interact.
Using the Interact Blog tool for assessment
(Bld S16, Rm The POD)
Greg Hardham, DLTS – Catherine Allan, Environmental Sciences
For a number of years the major assessment task in PKM105 has required students to maintain a reflective journal to
regularly interrogate information and record their learning journey throughout the session. The assignment aims to
encourage and extend habits of reflection, and facilitates active engagement with a wide range of materials and activities
offered within the subject. Before this year, students submitted their journal in a Word document at the end of session, but
there was no way of ensuring that journal entries had been made regularly. For 201030 session students were required to
use the Interact Blog tool for their journal entries. This presentation will explore the lessons learned from this experience
from the Subject Coordinator’s viewpoint, summarise student feedback related to the task, and list modifications that will
made for next session in the light of experience. Expected outcomes of the session: Highlighting of the factors to be
considered when using the Blog tool as the basis of reflective writing. Activity plan: Short presentation using Captivate. To
be presented by Greg Hardham on behalf of Catherine Allan.
CSUEd 2010 – Program
Page 37
Thursday, 11th November
1.30pm
How has the Virtual Learning Environment changed the teaching practices and activities of CSU academics?
(Bld S1, Rm 102)
Roderick Duncan, Business – Kerry Tilbrook, Business – Branka Krivokapic-Skoko, Business
The introduction of the new virtual learning environment at CSU has resulted in changes in the tasks expected of CSU
academics while teaching their subjects. CSU has a strong interest in tracking the tasks and workloads of its academics in
the areas of teaching, research and administration, but does CSU, as an institution, know how many hours a week an
academic spends answering student emails or posting on Interact forums for a subject? We will develop a time diary tool to
measure the teaching, research and administrative tasks that CSU academics are engaged in, as well as the length of time
spent on these tasks. This time diary tool will be used to conduct research on academic time management in Sessions 1 and
2, 2011. We intend to use the time diaries in the future to assist CSU academics and Heads of School in managing academic
workloads and relating workloads to the core business of CSU. This research has been funded by a Charles Sturt University
Scholarship in Teaching Fund for 2011. Activity plan: 1. Introduction 2. Aims and objectives of project 3. Project method
and timeline 4. Feedback Keywords: Higher education, time management, virtual learning environment, time diary.
Expected outcomes of the session: 1. Share information across CSU about our intended project for 2011
2. Recruit participants in the project for 2011 3. Elicit feedback about project details for 2011 4. Gain suggestions for our
research
Thursday, 11th November
1.45pm
PebblePad & its Value in Teaching & Learning
(Bld S16, Rm The POD)
Trisha Poole, Teacher Education
A zappy view of PebblePad in learning and teaching with practical examples of how PebblePad can enhance the experiences of
students and the outcomes of teaching. The PebblePad excerpts and experiences presented are taken from both inside and
outside CSU to provide a broad range of ideas, experiences, perceptions, and values. The lightening session aims to generate
a spark of enthusiasm for the use of PebblePad in teaching, learning, and professional settings. By using practical examples,
the session also aims to bring PebblePad into reality for those who are not currently using it. For those who are using it, it will
provide more inspiration to continue to use PebblePad.
Thursday, 11th November
2.05pm
Applied Learning: What is it, why do it and how is it taught?
(CPD, Foundation Rm 1)
Alan Beckley, Policing Studies
This is a paper about a ‘new’ type of qualification in the UK; the ’14-19 Diploma’ which was introduced into all State schools
over the last few years. The Diplomas are a combination of ‘academic’ and ‘vocational’ types of learning, and they are
intended to include ‘employability skills’ and ‘functional skills’ relating to English, mathematics and ICT (information
Communication Technology), placing the learning of these into a contextualised workplace situation. The Diploma consists of
several constituent parts that build into a major two year learning programme which is intended to be (a) personalised
learning and (b) preparation for the world of work at three levels of complexity. The Diplomas were introduced as a result of
two major reviews of the education system: The Tomlinson Review and the Leitch Report. The latter stated that the UK
would slip down the international standing in terms of qualifications held by the workforce in the developed world and would
therefore lose international competitiveness in commerce and industry. (This situation is also relevant to Australia) Unless
the workforce was considerably more skilled and better qualified, the UK would slip out of the major players in the world
economy and more specifically in the fundamentally important (for the UK) finance sector. Both the authoritative reports
mentioned above also stated that UK employers in both the public and private sectors were saying that despite the students
having completed at least 11 years education they had no ‘employability’ skills. New methods of organisation, new teaching
and learning skills of APPLIED LEARNING were necessary and new qualifications that would be nationally and internationally
recognised by the Higher Education Institutes.
Slaying the Dragons of Inaction
(CPD, Foundation Rm 2)
Bruce Fell, Communication & Creative Industries
The lack of awareness surrounding unsustainable ecologically messages generated by mainstream commercial media is,
arguably, one of the major social, policy and educational challenges of our time. Without such awareness ‘education for
sustainability’ runs the risk of falling short of the mark. This presentation will discuss one approach in which communication
students are required to reflect on their media usage as a means of developing ecological dialogue surrounding the first
principles of mass media communication.
CSUEd 2010 – Program
Page 38
Thursday, 11th November
2.05pm
The virtual grapevine crop: an innovative blended learning approach in mixed cohorts of distance education
students
(Bld S15, Rm 2.05)
Yann Guisard, Agriculture & Wine Sciences
It is a pedagogical and technical challenge to create an integrated learning strategy and provide pseudo “hands on”
knowledge to DE cohorts of horticultural and viticultural production subjects. Furthermore, students entering the Masters of
Viticulture and Oenology at CSU can be broadly classified as having a “scientific” or “industry” background, and represent a
large range of learning styles. This FLI project aims at redesigning VIT501 – Advanced Viticultural Science using a blended
approach of online learning, desktop investigations, literature search (physically or electronically) and field observations.
In early parts of this subject, students acquire a range of plant physiology knowledge using traditional scientific pedagogical
practices. Using a three dimensional virtual grapevine, students further their understanding of grapevine physiology by
working in groups to investigate aspects of vineyard management in the context of specific climate change scenarios.
Emphasis is placed on students to design a response to the problem by suggesting the manipulation of a range of
physiological parameters using realistic vineyard management practices. The students can then visually check the adaptive
design against the behaviour of the virtual grapevine and report on the validity of the suggested parameter changes with
regards to the published literature reviewed in earlier weeks in the subject. This presentation will give examples of the
cognitive levels achievable using this blended approach in the context of mixed distance education cohorts and conclude on
the design requirements of the virtual grapevine. Outcomes: Participants will be able to draw ideas for teaching hands on
activities using virtual tools. Strength and limitations of this subjects design will be described. Plan: 20min description of the
project; 10min questions
Embedding Professional Portfolios in Information Studies Courses
(Bld S15, Rm 2.23)
Ashley Freeman, Information Studies
As part of its Curriculum Renewal in 2009 the School of Information Studies made the decision to introduce Professional
Portfolios into its Bachelor of Information Studies and Master of Education (Teacher Librarianship) courses. As this was one of
a great many changes in the School’s curriculum the processes and rationale for doing so were not fully developed at that
time. The presenter of this paper was awarded an EFPI fellowship, with Dr Franziska Trede as mentor, to develop strategies
for the effective integration of professional portfolios into these awards. Through a process of professional reading, semi
structured interviews with some leaders in the use of professional portfolios at CSU and with some staff members in the
School of Information Studies; the steps already taken for embedding professional portfolios into these courses are identified
and strategies for evaluating and strategically developing what has initially been put in place are determined and will be put
to the School for consideration. This paper reports on the progress made in this teaching fellowship to date and forms a draft
for what is intended to become a refereed journal article on this topic. Expected outcomes of the session: a) Feedback on
the appropriateness of the proposed strategies put forward and b)suggestions on how the paper could be improved for
consideration for publication in a refereed journal. Activity plan (session format): Presentation of paper (15-20 minutes)
followed by questions and discussion (10-15 minutes).
One size does not seem to fit all
(CPD, Rm James Hardy)
Ingrid Muenstermann, Humanities & Social Science
With the improvement of technology many changes have occurred in teaching. People realise that the traditional way is not
the only way – there are other possibilities. In 2010 Charles Sturt University (CSU) offered 349 distant education courses
(1526 course offerings), and 228 on campus courses (992 course offerings). More and more students want to achieve a
degree via distance education. This presentation deals with on-line teaching and is considering problems regarding educating
large numbers and different cohorts of students. Should one size fit all? The Sociology of Health and Health Care (SOC108) is
offered to ten cohorts of students involved in the study of health care. Not all students are computer literate and struggle
with the technology. CSU provides the Interact system, (announcements, EASTS, forum, chat room, resources, evaluation,
site statistics, site info, help), which is easily understood by generation Y, however, students of the X and baby-boomer
generations find it often difficult to manage the system. Here the role of the teacher is most important: however, the
question I am asking is what is a reasonable time for a teacher to spend on Interact to deal with the increasing demands of
the DE students? I am not convinced that the university has the necessary mechanisms in place to let as many students as
possible succeed, attrition and failure rates demonstrate this. A dilemma, according to Peters (2001:11), is that it is not
sufficient simply to enable students to study in isolation with the help of distance-learning materials: students must be
enabled in the first place to discuss with their teachers and other students, because this is the real foundation of academic
teaching. Some of my colleagues argue that it is up to individual student to make the most of what is on offer and success is
their responsibility. Personal experiences of teaching large cohorts of first year on-line students are discussed.
CSUEd 2010 – Program
Page 39
The Centre for Professional Development (CPD)
Floor Plan
Outdoor courtyard
Foundation
Rm 1
Foundation
Rm 2
Staff only
Outdoor courtyard
Hotel
Lounge
Reception
To
M t l
Break
Area 1
Syndicate Rm
2
Break
Area 2
Synd.
Rm 3
James Hardie
Dining Room
Front
Door
CSUEd 2010 - Program
Page 40
CSUEd 2010 – Program
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CSUEd 2010 – Program
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NOTES
NOTES
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