Dear subscriber,

Following are abstracts and links for the papers presented in this month's edition of ultiBASE.

1. Making Use of a Knowledge Building Community to Develop Professional Socialisation - Brian Ferry and Julia Kiggins, University of Wollongong.

Abstract

In this paper we describe how we trialled a new model of teacher education known as the Knowledge Building Community Project at the University of Wollongong. The purpose of this project is to explore the viability of a Knowledge Building Community (KBC) as an alternative model for preservice teacher education. This model is made up of three components or sources for learning which should interact together as a basis for continuous learning: (1) Community learning, (2) School-based Learning and (3) Problem-based Learning. Guiding the collection of data are three research questions that explore whether these three sources for learning were operating as intended. Preliminary research indicates how the students have extended their views concerning teaching from those resembling motherhood statements to an understanding that teaching is a far more multifaceted and challenging role.

2. INTEGRATING ON-LINE LEARNING: A first attempt to integrate the Internet into a teacher education core curriculum subject - Katina Zammit, Phil Nanlohy, Gerry Corrigan, University of Western Sydney, Macarthur.

Abstract

This paper will present preliminary findings from a project involving the inclusion of the Internet and on-line resources as part of the mode of delivery for a second year undergraduate core subject for the Bachelor of Teaching (Primary) - English and Science & Technology. The project was assisted with funds from the University of Western Sydney Teaching Incentive Grant Scheme. The paper will begin with an introduction to the subject and its website then present a critique and identify the issues related to the development of the website, the use of a multi-mode delivery and the Internet for the subject. It will conclude with suggested recommendations about this method of delivery for subjects at an undergraduate level.

3. The Asynchronous Classroom and Professional Identity: Am I Teaching Yet? - Felicia Mitchell, Emory & Henry College, Emory, USA.

Abstract

Asynchronous education is becoming more and more viable, even in traditional educational settings where a diverse population of students is served.While distance education can become a way to encourage excellent student-teacher interaction and to elicit sound learning, it brings challenges to instructors, institutions, and students. A profile of a distance-learning course in remedial English at a small liberal arts college in the United States reveals some of the challenges distance learning brings to an instructor's professional identity. As the parameters of the classroom change, teachers need to learn time management strategies that will help them to avoid spending far too much time on a course; to institute parameters for students, including alternative attendance policies for students who do the work at different times; and to learn ways to justify new and radically different ways of teaching in traditional settings. Advice is offered to help others to accommodate the challenges distance education brings. Selected additional support structures for instructors are mentioned as well, including professional listserv discussion groups.

4. The Johari Window and the Dark Side of Organisations - Dr. Stewart Hase, Alan Davies and Bob Dick, Southern Cross University.

Abstract

The dark side of organisations is a phenomenon rarely dealt with in management training programs and spoken of only in whispers in corporate tea rooms. Conspiracies of silence, collusion, 'jobs for the boys', hidden agendas and collusion are just some of the issues that affect the quality of working life of individuals and the effectiveness of organisations. The Johari Window (Lutz, 1969) has been used here in a modified form to describe aspects of the dark side of the organisation and as a way of bringing them to life for would be players in 'corporate games'.

Mark Laidler (m.laidler@rmit.edu.au)

Contact us to have ultiBASE In-Site emailed to you each month. Tell a colleague about ultiBASE too.