|
DotLRN: Open source e-learning infrastructure Rafael A. Calvo, Electrical Engineering, Faculty of Engineering rafa@ee.usyd.edu.au Open Source software has become increasingly important in a number of application domains across all industries. Universities, in particular, have traditionally been intensive users of open source software due to its flexible licensing approach. DotLRN is an e-learning and collaboration system developed originally by the Sloan School of Management at MIT, and now a major open source project across several universities worldwide. In this poster we present the architecture and a few case studies of universities using the dotLRN system. The case studies have been selected to highlight the requirement of both large and small organisations and how dotLRN was customized to fulfil these needs. The OpenACS e-learning infrastructure - research paper in pdf |
|
The Portfolio: A tool for documenting graduate attributes Kerry Cochrane and Tony McKenzie, Faculty of Rural Management kcochran@orange.usyd.edu.au Graduate attributes - known as capabilities - were identified at the Faculty of Rural Management (FRM) in 1998. A programme was implemented in 1999 to build the capabilities into units of study, and to evaluate a student's attainment of the capabilities with a portfolio of evidence. Students intending to graduate in the third year of their study are required to submit their portfolio for assessment by an industry representative and an academic. As part of the assessment each student is interviewed for 30 minutes. Students are requited to pass the portfolio (interview and submission) in order to graduate. The programme was extended in 2003 to involve students studying by the distance mode. This is still in trial phase and only involves students in one course of study. To facilitate their engagement in keeping a portfolio of evidence the Faculty developed an online portfolio. The online portfolio is currently being introduced to internal students as well. The presentation will summarise student feedback on the process and include a demonstration of the on-line portfolio. The Portfolio: reflecting on & defending the development of one’s graduate attributes for the rural management professions - PowerPoint poster |
|
Mechanised assessments that promote deep learning and prevent plagiarism Gareth Denyer, Jill Johnston and Dale Hancock, School of Molecular and Microbial Sciences, Faculty of Science gareth@mmb.usyd.edu.au The use of Multiple Choice Questions (MCQs) is an efficient and objective method of examining large numbers of students. The disadvantages of this approach are the all-or-nothing nature of the marking schemes and the rigid, unambiguous style of questioning those results. This makes it difficult to set problems which involve multi-step calculations or require students extrapolate from stem material. Indeed, there is evidence that MCQs drive students into adopting a surface-learning, rote-approach. MCQs can encourage plagiarism, particularly when generalised computer marking sheets are used. We present here a method of graded MCQ marking which rewards student who show some understanding of the material being tested. To combat plagiarism we have also devised a method of generating, and marking, several different versions of the same paper. Although, each version contains identical stem material, questions and options, the order of the options within each question varies. Spreadsheet solutions will be shown for the graded marking, the generation of the marking schemes for multiple versions of the paper and the electronic processing of scanned student assignations. Mechanised Assessments that Promote Deep Learning and prevent plagiarism - PowerPoint presentation |
|
More generic skills: Relational databases for Biochemistry and Nutrition students Gareth Denyer, Jill Johnston and Dale Hancock, School of Molecular and Microbial Sciences, Faculty of Science gareth@mmb.usyd.edu.au Several years ago we radically changed our Biochemistry courses so that generic skills were specifically taught and assessed. As a result of this, our students are highly proficient in the use of spreadsheets and other data analysis tools. However, our field is continually changing and it is becoming increasingly important for us to use databases, not spreadsheets, for our data analysis. Therefore, we have extended our teaching of generic skills to instruction in database skills. Using the example of dietary analysis, we will show how it is possible to take a group of non-database savvy students (i.e. nutrition undergraduates) and empower them with database skills. Indeed, over the course of just six sessions, it was possible to raise them to a standard at which they could produce a feature-rich, user-friendly nutritional analysis package. A key feature was that we did not present lists of instructions but, rather, focussed on teaching the concepts - leaving the students, themselves, to produce the 'idiot guides'. The skills are obviously transportable and it is hoped that the students will increasingly turn to databases to solve their professional data recording/analysis tasks. Our next targets are, of course, lecturers who still insist on using spreadsheets to store and compute examination results!. More generic skills: Relational databases for Biochemistry and Nutrition students - PowerPoint presentation |
|
An online approach to teaching report writing in Chemical Engineering Helen Drury and Peter O'Carroll, Learning Centre and Tim Langrish, Chemical Engineering timl@chem.eng.usyd.edu.au This presentation reports our work to improve students' report-writing skills in engineering laboratories through the use of an online program integrated into an engineering laboratory course. Such an approach allows students to access learning materials for report writing at their own pace, in their own time and according to their needs. The interactive nature of the program as well as its integration with the assessment tasks of the course gives students feedback on their development of report-writing skills, taking them further than simply providing information on report writing. This presentation will report the development of a web-based report-writing package in chemical engineering, with evaluation by pre and post-testing, student focus groups and student questionnaires. An On-Line Approach to Teaching Report-Writing in Chemical Engineering - PowerPoint presentation |
|
Managing change: The use of mixed delivery modes to increase learning opportunities for large first year classes Sue Franklin and Mary Peat, School of Biological Sciences, Faculty of Science sue@bio.usyd.edu.au Science teaching in the new millennium will need to suit the students' needs and understanding, and employers' expectations. Choosing to learn will help form the learning opportunities presented. This poster looks at how the delivery of teaching and learning materials for large first year biology units of study has changed over a period of time during which there have been reductions in staff resources and increases in student numbers. The strategies currently used to manage student learning and improve the learning experience will be detailed. These include a mix of on-campus and online opportunities; the creation of student learning communities in large laboratory classes; the provision of a Virtual Learning Environment (VLE) that offers a safe, student-centred learning environment with access to synchronous and asynchronous communications, as well as access to learning and formative assessment materials. Managing change: the use of mixed delivery modes to increase learning opportunities for large first year classes - PowerPoint poster |
|
Case-based Applied Veterinary Microbiology Online (CAVMOLs) Jacqui Norris, Jennifer Hodgson and Gerard Marcus, Faculty of Veterinary Science jnorris@mail.usyd.edu.au This has been developed within WebCT to provide a teaching resource aimed at stimulating inquiry-based learning and developing analytical and problem solving skills. Students enrolled in Veterinary Microbiology were given access to this resource as a formative assessment task in addition to case based material presented in lectures and practical classes. Realistic clinical scenarios involving infectious agents in individual animals or flocks were presented online. Cases were supported by images of the animal(s), clinical pathology reports, radiographic images, current literature and websites while the format allowed students to explore the information in a non-linear manner and to develop their own approach to the application of clinically relevant information in order to acquire a deep understanding of the cause, pathogenesis, and management of infectious diseases in animals. Although a student's approach to the learning process was non-linear and flexible within this learning tool, the learning outcomes encouraged a structured response that supported a best-practice strategy. Encouraging the student to integrate information acquired in other disciplines within their degree developed a holistic approach to the management of infectious disease. This online learning environment was supported by a tutorial session in which the students discussed important issues arising from the cases and shared with their peers, concerns and knowledge they had acquired in working through the cases. CAVMOLs provided a platform for students to explore concepts at their own pace and develop their own approach to problem solving but with the safety net of an open, student-centered discussion of issues where students later gained insight into the approach taken by their peers. Of 58 students surveyed, 98.2% broadly agreed they were a useful learning tool that allowed case material to be reviewed at their own pace, while 98.3% broadly agreed they encouraged critical analysis of information and promoted deep understanding of infectious disease processes. Students have traditionally perceived the practical application of veterinary microbiology as difficult. CAVMOLs provided a learning resource for students to apply microbiological principles within the context of a clinical case, giving the subject relevance and developing a student's relationship with the content, an essential ingredient in encouraging deep approaches to learning (Ramsden 1992: pg40). Effective management of infectious diseases in veterinary clinical practice continues to be an essential generic attribute for veterinarians and a deep understanding of the principles and their practical application is therefore essential. Reference Ramsden, P. (1992) Learning to teach in higher education. USA/Canada: Routledge Case-based Applied Veterinary Microbiology On-Line (CAVMOLs) - PowerPoint poster |
|
Online assessment: The use of web-based self-assessment materials to support self-directed learning Mary Peat, Sue Franklin and Alison Lewis, School of Biological Sciences, Faculty of Science maryp@bio.usyd.edu.au In an endeavour to support the learning of a large group of first year biology students we have developed over a ten-year period a variety of computer-based assessment opportunities, both formative and summative. These materials include: online weekly summative quizzes; a mock exam; quiz sections in computer-based learning modules; crossword puzzles; and special self-assessment modules (SAMs). All these resources are available on-line from a Virtual Learning Environment (http://FYBio.bio.usyd.edu.au/VLE/L1/). In particular, evaluations over a number of years of the use and usefulness of the online formative assessment materials indicate that students are making significant use of them and that these materials are helping students in their learning Online assessment: the use of web based self-assessment materials to support self-directed learning - PowerPoint poster |
|
Use of new technologies in first year biology teaching 1993 - 2003 Mary Peat, Sue Franklin, Rob Mackay-Wood and Aida Yalcin, School of Biological Sciences, Faculty of Science maryp@bio.usyd.edu.au Over the last ten years we have developed and introduced a variety of learning resources for a large group of first year students. These now include the provision of a diversity of web-based resources - lecture notes, self-assessment modules, learning modules, crosswords and communication technologies. We have investigated students' perceptions of the effectiveness of both the traditional and web-based educational resources, within an action-research paradigm. In particular, a major focus was the extent to which the web-based resources were utilised, and the students' perceptions of the usefulness of these resources to their learning. The majority of students found the resources to be of use for their learning but some did not use them at all, even though they had access to the Internet, suggesting that the provision of on-line resources will not necessarily generate value-added learning. Use of new technologies in first year biology teaching 1993 - 2003 - PowerPoint poster |
|
Some examples of innovation in first year engineering project courses Judy A. Raper, Faculty of Engineering J.Raper@eng.usyd.edu.au Following the worldwide trend, Engineering educators in Australia have been trying to ensure our graduates attain generic attributes such as innovation and entrepreneurship as well as the skills required for good design. The University of Sydney, the first in Australia, has a strong liberal arts tradition and we in Engineering are trying to use that strength to encourage our students to have a broader view. This has to be achieved simultaneously with maintaining an excellent research culture. The poster will focus on some examples of how we are trying to achieve this. In particular two programs will be discussed in some detail.
Some examples of innovation in first year engineering project courses: Example 2 - PowerPoint poster |
|
Learning through practice Swamidoss Sathiakumar, School of Electrical and Information Engineering, Faculty of Engineering kumar@ee.usyd.edu.au The prime outcome expected of education is to learn the concepts thoroughly and more importantly to acquire the ability to apply the concepts learned to practical situations. The nature of such expertise gained through education may not be comparable across different faculties of the University so too the curriculum developed to achieve such goals. In engineering sciences the applications in most cases can be described by a mathematical model, which can then be analysed or solved using powerful mathematical tools available. This ability to analyse and solve a practical problem is acquired and enhanced by promoting the learning process through problem solving exercises offered to the students and by promptly monitoring their progress. This ability is also acquired through laboratory exercises. Such exercises indeed enforce the process of learning the concepts as well. Learning the concepts, which is the first phase of education, is only partially achieved by attending the lectures and this is becoming more difficult with the increasing number of students in a classroom. The second phase of learning which is more important is expected to happen during tutorial or laboratory sessions with smaller group of students and more often with inadequate or inefficient tutors. It should be realised that providing the students with proper environment in both phases of learning process to achieve the required outcome is the responsibility of the educators. With limited resources available at the disposal of instructors, one needs to make use of the resources innovatively and effectively. This paper describes the flexible learning methods used by the author for the unit of study he is teaching with the use of Internet technology. There are different support systems available in a modern lecture theatre for presenting lectures for a large number of students. Though the second phase of learning is normally done in a smaller group in a tutorial session, unfortunately becomes quite often ineffective. This being an important phase in the process of learning, steps are taken to use the Internet technology innovatively. The author has developed an online learning system and an examination system, which are used effectively to the satisfaction of the students in the units of study he is currently teaching. It is also found that the system has stimulated interest on the subject among the students. The online learning system:
|
|
The sun never sets on a virtual campus Chris Stevens, Department of Civil Engineering, Faculty of Engineering c.stevens@pmoutreach.usyd.edu.au The Project Management Graduate Programme (PMGP) has been running for four years creating a 'virtual campus'. Our students are global and 'the sun never sets on our campus'. Somewhere in the world there is someone studying one of our programmes. Moving outside the traditional education delivery environment is beset with problems, which are unique, compounded by the resistance to change from traditional content-based education delivery. This paper looks at a situation where technology has created as many problems as it solves. The recently implemented changes have addressed some of those concerns - process changes and advances in technology have been taken advantage of. The Project Management Outreach Programme - PMOP (the previous name of PMGP) is a case-study of how a global lead was achieved in post-graduate, professional discipline education. Project Management is seen, in many organisations, as a 'part-time' activity, where tens of billions of dollars in failed projects are lost by listed companies in North America every year. These figures do not count opportunity costs and millions of man-years of waste, globally. Education has failed to respond to these failures. PMOP was conceived to address the vacuum created by a discipline that most educationalists left behind. PMOP's success over the four years has demonstrated that the need for professional education in the discipline is huge and demand outstrips supply. PMGP has learnt from those early development years and has built a new programme which will elevate both the education standard and quality of its graduates. This paper reviews many of those issues, solutions and the ideas needed to make the vision of being a globally acknowledged Centre of Excellence, and a pre-eminent provider of Project Management learning programmes within three years, 'based on a campus where the sun never sets'. The Sun Never Sets on the Virtual Campus - PowerPoint presentation |
|
Communicating to learn to write: unravelling the learning processes in online discussions on scientific report writing Charlotte E Taylor, School of Biological Sciences, The University of Sydney cetaylor@bio.usyd.edu.au Undergraduate students have traditionally been expected to write reports on scientific experiments and other investigations during their degree program. Often this learning process has been assumed to develop through a form of 'osmosis', with teaching of the scientific genre involving little formal discussion. The "Writing in Biology" program has created a cycle involving descriptions of the form of academic writing in science, explanations of the expectations of student participation in the program, student involvement in creating criteria for 'good' writing, a series of practice activities and feedback on draft reports. Following submission of a final report students receive detailed feedback on their efforts and these comments are then reflected on before preparing the next assignment. Evaluation of this cycle indicates that students are happy with the materials and group activities provided. However, students are usually working alone during the key period of preparation of the draft report and the final submission, and at this point they frequently feel that they need individual help. Since this is also often required at short notice, providing appropriate help has been a challenge for staff working with a cohort of 1200 students. A computer conferencing seminar has been conducted, using the WebTeach program, to provide an asynchronous mediated forum for questions and discussions. This has been enthusiastically embraced by students, the majority accessing it at some time while writing their report. This poster provides an analysis of the use of the forum and the learning processes demonstrated by students during their discussions. Key issues arising from this analysis indicate the flexibility of the system in providing access outside formal teaching hours when most students are engaged in writing. A permanent record of all questions and answers is created for consultation, and common problems, and their extent among the cohort, are highlighted. The system also allows those students less confident in articulating their problems, to 'lurk' and gain information or understanding. Participants have demonstrated a number of different kinds of learning as they struggle to write an explanation of their problem and wrestle with a variety of answers. Thus students are using a number of different genres of communication and writing while learning to write formally in science. The asynchronous nature of the interaction has also encouraged a new level of independence in problem solving and reflecting on problems and solutions. Communicating to Learn to Write: ..unraveling the learning process in online discussions on scientific report writing - PowerPoint poster |
|
To notify us of any broken links or to suggest a site for inclusion on this page please send us an email, noting the url and name of this page in your email. Return to
home page |
© 1997 - 2010 UniServe Science
Page Maintained By: BioSciCH@mail.usyd.edu.au
Last Update: Tuesday, 01-May-2007 09:03:01 EST
URL: http://science.uniserve.edu.au/courses/showcase/showcase2003/sc_files/ict.html