| Keynote Speaker | Dr Roy Lundin, School of Professional Studies, Faculty of Education, Queensland University of Technology
Title: Flexible Teaching and Learning: Perspectives and Practices Abstract: The rapid growth in flexible delivery of open learning and teaching through the use of interactive communication technologies poses significant questions relating to resource allocations, different learning environments, more demanding time constraints, the role of the teacher and new modes and techniques of communication. It is also evident that there has evolved a number of different terms for this new, rather deregulated approach to education and training, and that there is much talk of a new paradigm. Overseas and Australian examples indicate that two major developments in this regard include the development of consortia of providers and the use of the Internet to deliver programs. This paper will address the issues inherent in these developments, provide examples of ways in which new models are addressing the issues, as well as present what appear to be trends in such delivery. |
| Paper | Andrew Cheetham, University of Canberra
Title: The Integration of Advanced Mathematical Packages into High Level Science and Engineering Units Abstract: Many high level science and engineering units are based strongly on advanced mathematics to the extent that the amount of mathematical manipulation required to solve problems often clouds the principles and concepts involved in the solution. In this pilot study we have assessed the effectiveness of using an advanced mathematical package (in this case Mathcad) to do the mathematics leaving the students free to concentrate on the concepts. The project was funded by a University of Canberra Teaching Grant. The project involved producing a set of lecture demonstrations and assignment worksheets in Mathcad for selected third year engineering modules in electromagnetic theory and electronic control systems. In this paper we will discuss the philosophy behind the project, the implementation of the project and the evaluation in terms of learning outcomes for the student, enthusiasm for the subject material and enhanced understanding at the conceptual level. The use of this type of delivery will be discussed in terms of flexible learning. Web-based flexible delivery of scientific material always runs into problems where equations and calculations are concerned, this project shows that the use of advanced mathematical packages can overcome or at least ameliorate such problems. |
| Paper | James Dalziel, The University of Sydney and Scott Gazzard, WebMCQ Pty Ltd
Title: The future of multiple choice questions in learning: Formative assessment, interactive teaching modules and student-created questions within WebMCQ Abstract: Universities often make use of multiple choice questions (MCQs) for examinations and other formal tests, in part due to the time and cost savings of automatic marking. To date there has been less consideration of the ways in which MCQs can be incorporated into the teaching and learning process, rather than used as just a testing mechanism. However, new technologies in education (such as the WebMCQ system) provide opportunities for using MCQs as a primary medium for presenting course content. An existing example of using MCQs for instruction is formative assessment using multiple layers of feedback to provide both self-testing and learning material. More recent innovative use of MCQs can allow whole teaching modules to be constructed using a variety of interactive questions which provoke consideration of issues and active engagement with topic material (including appropriate feedback). A further development of using MCQs in education is to allow students to access tools for the creation of their own MCQs and feedback. Student creation of MCQs (and subsequent discussion of the resultant questions) can lead to higher order learning in two ways: first, by requiring students to integrate their learning across different topic areas in order to create questions; and second, by requiring students to demonstrate sufficient understanding of course content by producing both correct and plausibly incorrect answers. This presentation will consider these innovative uses of MCQs in teaching and learning, and their implementation using WebMCQ. |
| Paper | Elizabeth M. Deane and Sharon P. Fraser, University of Western Sydney Nepean
Title: Group Work in Science - How do you do it? Abstract: In 1998 a new approach to teaching year 2 Immunology was introduced which involved using taped lectures, review questions and group discussion. Student surveys were conducted prior to and during the implementation of this student centred approach in order to evaluate its effectiveness from the student's perspective, and we analysed student assessment data from previous years in an attempt to evaluate the effectiveness of student learning. In this presentation we will discuss the successes and weaknesses of this approach and what can be done to improve the outcome. |
| Paper | Sharon P. Fraser and Elizabeth M. Deane, University of Western Sydney Nepean
Title: A 'Community of Learning' - the UWS Nepean Science Virtual Resource Centre Abstract: As a consequence of a Nepean Flexible Learning Grant, the School of Science at the University of Western Sydney Nepean, has begun development of a Virtual Resource Centre http://edtech.nepean.uws.edu.au/science/vrc/index.html. The site has been modeled on a number of sites already established on the web, notably the University of Sydney's Biological Sciences site http://fybio.bio.usyd.edu.au/SOBSFYB/FYB_StuRes.html, the University of Ottawa's Teaching Technologies educatives http://www.edteched.uottawa.ca/mdefault.htm, and Hypertext Books at the College of DuPage http://www.cod.edu/dept/KiesDan/. The aim of the site is to develop a 'community of learning' wherein all students and staff share common learning interests and purposes with a sense of belonging. Initially it will provide "on-line" access to academic staff, student peers, and the learning resources for level one science students, whilst continuing to expand to eventually include all science students, and students and staff from affiliated disciplines such a Health and Nursing and Engineering. |
| Paper | David Green, University of Technology, Sydney
Title: It's Not About Putting Lecture Notes On The Web! Abstract: The common pitfall of giving students what they (and maybe we) think they need (content rich, static resources) will be contrasted with more creative and interactive uses of web-based teaching systems which better aim to develop student understanding. Aspects and examples of on-line teaching and learning strategies involving the use of open questions, role plays, debates and other modes of interaction will be explored and demonstrated. |
| Paper | Greg Klease, Central Queensland University and Trish Andrews, The University of Queensland
Title: Videoconferencing for a Sustainable Future: A Technological Option for Science Abstract: Technology is often seen as providing opportunities in education that may not otherwise be possible. The current climate of intense competition, globalisation and decreasing government funding is placing many small institutions and departments under great pressure. In searching for ways to respond to these challenges in a positive manner many institutions are seeking technologically mediated solutions with varying degrees of success. This paper describes a successful videoconferencing project involving several Universities working together to form a "virtual faculty" to provide Chemistry courses for students that would not otherwise be available. The benefits of such an approach are discussed, including providing extended opportunities for postgraduate students in rural and remote institutions, opportunities for peer interaction, access to a wider pool of expertise and extending the viablility of courses which have small numbers. Opportunities for professional development and the enhancement of teaching and learning through more student centred processes are also explored. In conclusion, some thoughts regarding the future of such endeavours are discussed. |
| Paper | Jenny Mosse and Wendy Wright, Monash University
Title: "Mum can't come to the phone right now - she's in the laundry doing a rat dissection" (or: Flexible delivery of laboratory programs in the biological sciences) Abstract: The School of Applied Science at the Gippsland Campus of Monash University has had extensive experience in the teaching of cell biology, physiology, microbiology and biochemistry programs by distance education. Laboratory requirements in these subjects are met by off-campus students using many different approaches, including residential schools, computer simulations, independent experimentation and home laboratory kits. The objective of this workshop is to discuss the range of options available to remote students studying laboratory-based sciences. Issues to consider include resourcing, safety and evaluation of the exercises as well as parity with on campus students. |
| Paper | Margaret Schneider, University of Queensland
Title: Moving the boundaries of UQ Entomology Abstract: The University of Queensland is unique in providing Australia's only specialist Entomology teaching program. Undergraduate and postgraduate coursework degrees as well as research higher degrees are offered. Our historically low enrolment numbers in coursework subjects have allowed us to offer highest quality education but this practice is not sustainable given current funding restraints. On 1 January 1999, the two existing Departments of Entomology and Zoology were amalgamated. Both the Faculty and the Department have a strong commitment to maintaining the national role and international reputation of Entomology at UQ. Despite this commitment, the removal of departmental status, reduction in teaching staff numbers and pressure to reduce teaching loads will affect our ability to maintain a strong Entomology curriculum. To overcome these problems we are developing a flexibly delivered curriculum in Entomology at the undergraduate and coursework postgraduate levels. The program is web-based and supported by a variety of programs presented on CD. It offers increased choice to external and internal Australian students and to students wishing to take individual entomology subjects for vocational or general interest reasons. The program enables overseas students to enrol in UQ courses while remaining in their own countries. We see this as especially advantageous for students who would normally be required to undertake some coursework after arriving at UQ in preparation for a research degree in Entomology. By means of the flexible delivery program we intend to maintain a comprehensive curriculum and to move the boundaries of entomological training by providing access to Australia-wide and overseas audiences. |
| Paper | Marie-Paule Van Damme and Kaye Trembath, Monash University
Title: Metabolism with flexibility Abstract: Traditionally, a knowledge of metabolism has depended upon the rote learning of individual pathways with little emphasis on understanding how these pathways interrelate. One approach to alleviating this problem is to focus on the integration of metabolic processes rather than the pathways themselves. This can be best achieved by using interactive computer programs which enable the visualisation of metabolic processes. We have therefore developed a CD-ROM entitled "Biochemistry- A metabolic challenge" which we have incorporated into a more self-directed (SDL) and problem-based learning (PBL) approach to the teaching of metabolism. This novel approach is particularly suitable for biomedical and medical students who are high academic achievers. Students receive a reduced core of basic lectures, supplemented with SDL/PBL tasks where they are expected to analyse problems, locate relevant sources of information and develop habits of independent study. The CD-ROM, which serves as one such source, contains interactive tutorials covering all the basics of metabolism, multiple-choice questions with feedback answers as well as exercises to allow students to test their understanding of a particular topic. An index allows students to quickly access any topic within the tutorials and a glossary provides a list of definitions for some of the most commonly encountered terms relating to metabolism. An SDL module of this program is used, for example, in a case study on the "Metabolism of Alcohol" which analyses the disturbance of liver metabolism due to over-consumption of alcohol. Students must first review all the major metabolic pathways normally active in liver. Several screens will help them identify which pathways might be influenced by over-alcohol consumption and what effect disturbance of one pathway would have on overall metabolism. The program contains numerous links to the tutorials. The case study will then be discussed in small tutorial groups where it is expected that students will collate the knowledge acquired from this SDL exercise, from lectures, textbooks and the Web into a cohesive and comprehensive unit. This stimulating and challenging approach will allow students to take more responsibility for their own learning and give them a greater sense of achievement. |
| Poster | George Fernandez, RMIT
Title: WebLearn: The Experience of Two Years Abstract: WebLearn represents an effort to improve the mode of subject delivery by implementing a student-centred strategy on a world wide web environment. WebLearn presents problems and questions (multiple choice, multiple answer, short text, etc.) to students and gives them prompt feedback, allowing them to monitor their own progress. It provides lecturers with tools to track and manage a large group of students. Results of, and feedback from over 3000 students are presented. |
| Poster | Sue Franklin, Alison Lewis and Mary Peat, The University of Sydney
Title: Formative self-assessment modules on the web: increasing flexibility for delivery Abstract: Using the web for the delivery of teaching and learning materials has led to an increase in flexibility of access for students. The poster will illustrate the use of the web http://fybio.bio.usyd.edu.au/sobsfyb/fyb_stud_access/SAMs/SAMs.html for delivery of self-assessment modules (SAMs) used by first year biology students. These enable students to take a series of formative tests and exercises aimed at helping them monitor their level of understanding of major biological concepts. These modules help students to make connections between topics, promoting a deeper learning strategy, whilst providing an enjoyable feedback and reinforcement session. Each SAM is designed as a series of mini-lessons with several levels of questions, identified under Bloom's taxonomy as being of different cognitive complexities. Each mini-lesson has an entry level which acts as a barrier to progression if the student is unable to complete it successfully. Once past the barrier the student can complete the mini-lesson levels in any order. There is a variety of question formats, such as drag and drop, where text or objects are moved into a correct location, multiple choice, and short paragraphs written by the student. Formative and summative feedback is provided, and the program allows students at any time to know where they have been, how much they have done and how well they did. The question formats for each level have been created as templates into which content can be easily inserted. Completed templates are assembled by the programmer (anyone with basic Authorware knowledge) to create the modules required. Three SAMs are currently available (a plant SAM which covers photosynthesis, leaves, stems and roots; an animal SAM which covers respiration, circulation, nutrition and muscles and skeletons; and a cells and microbes SAM which covers cell structure and function, cell cycle and microbes). A reproduction SAM (which covers meiosis and gametogenesis, as well as plant and animal reproduction and development) is being produced. |
| Poster | Ian Johnston and Mary Peat, UniServe Science
Title: University Science teaching in Australia: how the Web is being used Abstract: The current climate of funding cuts is particularly hard on the teaching of science, which is in danger of losing its essential experimental teaching base as senior management looks at the costs of running laboratory classes and lectures demonstrations. It has always been hoped that the use of computers would ease these financial pressures. During the last three years, UniServe Science has been able to build a reasonably complete overview of how the 37 Australian universities are using IT in science teaching and where they think they will be going in the next ten years. Whilst computers have been used in science teaching for decades, so far, it has been clear that the cost of developing IT materials has meant that the solution to these financial problems is not yet here. However there are two new developments which may alter this perception. Firstly the World Wide Web offers a distribution system which brings costs down to an affordable level for institutions. In Australia so far, only a few academics are using the Web for more than just putting up lecture notes and class handouts, and so exploring the pedagogical and logistical issues of delivery of teaching materials and assessment of student performance on the Web must still be a high priority. Secondly there are moves, particularly in the UK, but also in this country, to promote cooperation between universities especially in the development of web-based courses that could be shared, thus bringing down the cost to individual institutions. The poster describes how Australian academics and universities are using the Web in science teaching and indicates where cooperative ventures might be important in future developments. |
| Poster | Kevin Meehan, QMark Systems
Title: Question Mark Perception - On Line tests with the world's leading testing and assessment software Abstract: Question Mark Perception helps you create and deliver tests, quizzes and surveys on Intranets or the web. You can author questions using templates in a Windows 95/98/NT environment, then store them on a webserver. Candidates and respondents can log in, with a user name and password if desired, to take a test or respond to a survey. The questions are delivered, in order or randomly, with standard web browsers. The software then allows instructors to see reports, live on the web. A poster with general product information, web site links plus case studies from Australia and abroad will be available for review. |
| Poster | Kevin Meehan, QMark Systems
Title: Dazzler - Codeless Multimedia Authoring for Windows and the Web Abstract: Dazzler is a family of software products for producing interactive multimedia presentations, training courses, product catalogues and kiosk systems. Dazzler acts as the glue for assembling all your multimedia elements. Text, sound, pictures, video, animations, even Internet pages can be incorporated into your presentations. Just drag and drop the appropriate icon. You can publish for CD-ROM, an Intranet or Internet site without having to buy and learn another program. Dazzler can create your presentations as HTML Web pages or you can use the power of the new Dazzler Java Player to free yourself from the limitations of conventional Web design. The power of Java can be yours without having to write a single line of Java code! A poster with product features and answers to FAQ's plus a local case study will be available for review. |
| Poster | Damon Ridley, The University of Sydney
Title: Chemical Structure Drawing and Marking on the Web Abstract: Current developments in web-based teaching and learning tutorial programs are limited to text inputs. Thus, in the field of chemistry, while questions may be asked in text or graphic formats, answers are limited to text input. This has severe limitations in tutorials (particularly in Organic Chemistry) where the only effective way to teach and to learn is through chemical structure diagrams. However, there are many ways in which a single chemical structure may be correctly drawn, and it would be totally impractical to create a library of correct structures against which student structures are to be matched. Accordingly, we have developed ChemMark-WWW, a chemical structure drawing and recognition web interface which enables chemical structures to be drawn and marked. Answers can be post-processed so that the student gets immediate feedback, and the lecturer can immediately see what marks have been awarded - and can also see exactly what the students did! |
| Poster | Mark Selby, Queensland University of Technology
Title: Flexible Learning and Assessment Package for Teaching Data Analysis and Chemometrics in Analytical Chemistry Abstract: Instrumentation for analytical chemistry has become enormously productive and convenient to use in recent times. However, despite successes in automation and computer software, the person driving the instrument is still of prime importance. In the wrong hands, even the very best computer controlled instrumentation will only produce more meaningless data faster. In analytical chemistry it is the quality of the data produced that is of the utmost importance. A related issue is the spread of chemometrics into the workplace for solving routine analytical chemistry problems in areas, which include every thing from the petroleum industry to the environment to foodstuffs to forensic science. Students do learn about quality and data analysis principles in a statistics unit that they undertake but usually they are unable to make the connection between what they learn in statistics and what they learn in analytical chemistry. In any case, generalist statistics units don't go far enough to prepare students for using chemometrics software packages in professional life. In order to cater for student needs in these areas a package of flexible learning modules has been developed and used with 2nd and 3rd level students in analytical chemistry. These modules are web-based and include the following features:
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