ORCID Profile
0000-0003-4091-7027
Current Organisations
Victoria University
,
Deakin University
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Publisher: Radiological Society of North America (RSNA)
Date: 07-2020
Publisher: Bond University
Date: 20-04-2021
DOI: 10.53300/001C.22297
Abstract: This paper adopts a participatory evaluation approach to identify successes and challenges experienced by a group of academics in redesigning and delivering the first year of the Law degree (LLB) in block mode in an Australian university. This transformation into an intensive four-week block necessitated an overhaul of curricula, assessment regimes, teaching practices and delivery processes. The evaluation of the academics staff experience focused on five themes: (1) course design and development, (2) satisfying learning outcomes and accreditation standards, (3) implementing student engagement strategies, (4) embedding block mode principles, and (5) establishing effective assessment regimes. For each theme, participants identified the successes, challenges, and lessons learned. The study highlighted the value of early design-specialist involvement and collaboration in course design including the importance of being aware of the legal accreditation body requirements. The criticality of focused active learning and the need to balance lecture-style delivery with knowledge-consolidating practical legal analysis exercises was emphasised. Also stressed was wellbeing, including sensitivity to in idual student circumstances and strategies that successfully manage staff and student workloads alongside academic integrity. Unintended benefits such as professional learning through the collaboration, refining personal thinking related to pedagogy in the block were consequences of this evaluative approach.
Publisher: Informa UK Limited
Date: 2005
Publisher: Wiley
Date: 09-2004
Publisher: Informa UK Limited
Date: 02-01-2022
Publisher: Informa UK Limited
Date: 25-09-2023
Publisher: Informa UK Limited
Date: 04-2010
Publisher: Informa UK Limited
Date: 05-2009
Publisher: Ovid Technologies (Wolters Kluwer Health)
Date: 09-2003
DOI: 10.1097/00024665-200309000-00014
Abstract: Computer-mediated conferencing commonly is used to promote collaborative learning, including student learning across distance. This article presents the outcomes and experiences of Master of Nursing students in three countries using flexible learning approaches facilitated by the use of computer-mediated conferencing. It examines issues relating to support for global nursing education, presents an evaluation of one particular unit, and presents themes in the feedback from students about their experience. The authors report the findings in three categories: broadened perspectives, tackling the technology, and adaptive learning. Furthermore, the article offers suggestions for enhancing student-learning experiences when computer-mediated conferencing facilities are used.
Publisher: Queensland University of Technology
Date: 15-03-2021
DOI: 10.5204/SSJ.1579
Abstract: This article is an update on a university-wide overhaul of its pedagogy, curriculum and delivery to support the expanding non-traditional, new generation learners while enhancing opportunity and success for traditional learners. The Block Model developed by Victoria University (VU), Australia for its undergraduate cohort, was a bold response to support all students including its high proportion of First-in-family (FiF), low socio-economic status (LSES), and non-English-speaking background (NESB) students. In this radical new hybrid Block model, students study one unit/subject at a time over four weeks. The article reports on preliminary results after two years of implementing the VU Block Model. While both traditional and new-generation cohorts significantly improved their performance, there was a higher improvement in the pass rates of LSES, NESB and FiF students, compared to the improvements in the traditional cohorts of students. These initial results confirm the value of the institution-wide strategy to expand opportunity and enhance success for all.
Publisher: Australasian Society for Computers in Learning in Tertiary Education
Date: 07-03-2010
DOI: 10.14742/AJET.1101
Abstract: span This paper reports on a collaborative staff development activity run across two Australian universities, for academic staff integrating Web 2.0 technologies into their teaching. It describes a three-week long virtual workshop on teaching with wikis, where participants in two groups developed a group project as students and then assessed the work as teachers. Participants were guided through a central /span em Wikis in Higher Education /em span wiki which provided the resources and communication supports. The experience suggested that teaching in a Web 2.0 space requires new thinking about pedagogy and that peer learning and the development of an online community are helpful for effective professional development. In closing, the paper reflects on the successes and limitations of this virtual workshop model. /span
Publisher: IGI Global
Date: 2009
DOI: 10.4018/978-1-60566-296-1.CH012
Abstract: This chapter focuses on the factors relating to adopting blended learning by teaching academics and the associated social world around technology adoption in a large Australian university. Set up as an institutional case study, the findings are interpreted through two theoretical frameworks: diffusion of innovation theory and actor-network theory to reveal the complexities of innovation adoption. The chapter examines teaching academics’ in idual motivations including the institution’s political and policy drivers, and shows how technology is shaped to fit a context, and how the context in turn shapes the use of technology. The closing discussion considers new work systems and processes that facilitate and accommodate change precipitated by technology adoption, and suggests how the transformation process might be supported.
Publisher: Informa UK Limited
Date: 03-01-2020
Publisher: Informa UK Limited
Date: 11-2007
Publisher: Informa UK Limited
Date: 12-2009
Publisher: Bond University
Date: 16-08-2021
DOI: 10.53300/001C.27478
Abstract: This study reports on the teaching practices adopted by a cohort of higher education academics for online and remote delivery of first year law units (subjects) as a result of the COVID-19 pandemic. Six academic staff who taught nine units face-to-face in intensive Block mode shifted their teaching online almost overnight, including conducting synchronous face-to-face teaching online. Their interview comments are initially categorised using a SWOT (strengths-weaknesses-opportunities-threats) analysis approach, then further analysed according to the elements in Moore’s transactional distance theory - dialogue, structure and learner autonomy. The study identified that while the unit space on the learning management system with links to resources and readings, scaffolded learning activities, structured interactions with clear instructions and assessments was the greatest asset, it also offered opportunities that were both practical and unexpected. While it gave academics a strong footing to commence their remote teaching, the key weakness was the loss of face-to-face contact, now replaced by Zoom. This posed threats related to learning. The findings offer suggestions and pedagogical interventions that can be applied to modify teaching practices in remote Block delivery in a post-COVID future in teaching first-year law. The research is equally applicable to teaching any discipline online.
No related grants have been discovered for Gayani Samarawickrema.