Dear subscriber,

We are pleased to announce that the following papers have been published to ultiBASE. Also it is with pleasure that we welcome Dr Catherine McLoughlin, Edith Cowan University, Western Australia to the ultiBASE board.

Dr Catherine McLoughlin is an instructional designer and staff developer in The Faculty of Community Studies, Education and Social Sciences. Her research interests include the development of effective online environments for tertiary learners, fostering higher order cognition through collaborative and problem-based learning and investigating culturally appropriate forms of instructional design.

ABSTRACTS (All papers have been subject to peer-review)

Preparing Secondary Teachers: Building professional identity within the context of school/ university/ community partnerships. - Diane Mayer, University of Queensland

Abstract

This paper outlines the Bachelor of Education (Graduate entry) course offered at the new Ipswich campus of the University of Queensland. The course is four semesters duration, is offered in intensive mode over 18 months, and prepares secondary teachers to teach in two subject areas. It aims to develop critically reflective practitioners to be knowledgeable in, and competent to deal with, the diverse learning needs of all students. The main features of the course are strong school/university partnerships which underpin the practicum program and the internship in the final semester. The community centre offers preservice teachers the opportunity to prepare and implement targeted programs for and with individuals and groups from the community. Flexible delivery of the university subjects incorporating web based material, computer managed communication and case based learning is a feature of the course. The session will explain how these attributes work together to provide a learning environment within which preservice teachers build their professional identities.

Online Learning: Ways to Make Tasks Interactive - Denis Lander, RMIT

Abstract

It is now generally accepted that the interactivity of online tasks is an important determinant of learning. A variety of examples of interactive programs available on the web are shown. A description of the way an online Psychology lab is used illustrates how interactivity can enhance the understanding of concepts.

Locating Discussion about Maths in Virtual Space: Grounding it in Reality - Gerry Foley and Sandy Schuck, University of Technology, Sydney

Abstract

Student teachers often hold beliefs about mathematics and mathematics education which can constrain their learning and future teaching of mathematics. Some of these beliefs are that mathematics is instrumental, rule based and compartmentalised. Holding these beliefs often leads to a dislike for the subject and failure to be an effective user of mathematics. The authors, lecturers in primary teacher education, wished to challenge the beliefs of their first year students by engaging them in a computer mediated discussion. The students had access to a variety of views about the nature of mathematics and mathematics teaching and learning, both from the World Wide Web and from more traditional forms of journal articles and book chapters. A feature of this innovation was that views were also provided by a number of well-respected mathematics educators and teachers from around the world. These educators entered the discussion on the computer conferencing tool and actually responded specifically to discussion statements initially set by the lecturers to provoke debate. Students’ views were challenged but the team found that practical considerations inhibited the virtual learning process. Such practical considerations included students’ lack of facility with computers, deficiencies of the software interface and technical problems related to reliability and external access. The team realised that in order for the learning process to be effective it had to be firmly grounded in a user-friendly and supportive environment. Several strategies were implemented to enhance the learning process, including improved support for students in the use of the conferencing tool, more access to computers on campus and a staging of submissions which allowed prompt feedback from the lecturers. The experiences here highlighted the importance of considering the more mundane issues that often prevent loftier visions from being realised.

Making it harder and better: Improving teaching and learning - Lola Hill, Deakin University

Abstract

In this paper I describe a preservice teacher education program in educational psychology designed to promote primary and secondary preservice teachers' intellectual development. According to the Perry scheme of intellectual and ethical development, relatively advanced intellectual functioning is characterised by, for example, awareness that agency is within oneself, critical and reflective thinking and judgement, tolerance of doubt and ambiguity, the capacity to build and evaluate competing legitimate theories, and a view of authorities as sources, not of Answers, but of expertise. The program is a collaborative endeavour between schools and university staff, and provides opportunities for preservice teachers to engage in a continuing cycle of theory, practice, and reflection in a supportive and challenging context. Research findings suggest that the program promotes preservice teachers' intellectual development as manifested in, among other things, movement away from dualistic and absolutist thinking, increasing realisation of self-agency and the value of supporting learners' autonomy, and enhanced critical and reflective thinking.

What Skulks behind the Criteria? A study of Dissertation Assessment in Four Social Science Departments - Dr. Peter de Vries, Oxford Brookes University

Abstract

The study comprised an analysis of comments on the marksheets which the assessors were required to complete when marking social science dissertations for the BA (hons.) degree. The content analysis revealed that assessors were bringing a number of different values to bear on the assessment process which were related to academic standards, their disciplines, the world of work, etc.. The comments reveal a potential conflict of interest in the minds of assessors which could have affected the validity of the judgements they made of the worth of the students’ work.

Regards

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

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