Jacqui Abbott and
Lesley Willcoxson |
Preface | 3 |
| Matthew Allen |
A Dilemma: How do we enable and encourage students to ask questions, not simply answer them? | 7-12 |
Roger Atkinson and
Geoff Rehn |
Some strategies for promoting student adoption of Internet services | 13-19 |
| Jen Bradley, Barry Kissane and Marian Kemp |
Graphics calculators in the mathematics curriculum: Integration or differentiation? | 21-25 |
| Vickey Brown |
To what extent should we assume or interpret for additionally cultured students: are we the risk takers? | 27-31 |
| Alison Bunker |
Can altering the assessment for a unit encourage students to engage with content and processes, and be reflective about their learning, rather than focus on superficial detail? | 33-39 |
| Francis Conlan |
Can the different learning expectations of Australian and Asian students be reconciled in one teaching strategy? | 41-45 |
| D G Devenish, R D Entwistle, N Scott and B J Stone |
Lessons learned from open-ended, unsupervised laboratory work in first year Engineering Dynamics | 47-52 |
| Barry Gibson |
Applying computer graphics to teaching of aircraft systems operations | 53-56 |
| Susan Hall, Chris King and Bill Lawrance |
Which way next? Sustaining innovative changes in units with multiple tutors | 57-64 |
| Tony Herrington, Jan Herrington and Ron Oliver |
Assessment in mathematics: A multimedia resource for preservice teachers | 65-71 |
| Allan Herrmann, Bob Fox and Anna Boyd |
Who's wagging the dog? University and industry | 73-78 |
| Carol Hogan | Getting students to do their reading, think about it and share their ideas and responses | 79-81 |
| Christine Hogan | What is the extent of responsibilities of universities to prepare overseas students to return to their Home countries? | 83-91 |
| Rick Ladyshewsky and Evangeline Gotjamanos | Communication skill development in health professional education: The use of standardised patients in combination with a peer assessment strategy | 93-97 |
| Rick Ladyshewsky | Cross cultural clinical supervision/education: The SE Asian experience | 99-104 |
| Catherine McLoughlin | Higher levels of agency for students: Participation, self-regulation and the learning process | 105-109 |
| Ron Oliver and Murray Lake | Teaching and learning with distance education technologies: A tertiary perspective | 111-117 |
| Lesley H Parker | Conceptualising cross-cultural curriculum development | 119-123 |
| Jane Pearce and Christopher Crouch | Making theory relevant | 125-128 |
| Alex Radloff, B de la Harpe and Mario Zadnik | Developing communication skills in the context of a science degree | 129-133 |
| Peter Radloff | Can assignment assessment sheets promote learning and performance? | 135-139 |
| Cherry Randolph and Felicity Browne | The use of case studies to introduce computer technology to first year students in a Commerce Faculty | 141-146 |
| Leonora Ritter | The postmodern tutorial as a tool for developing understanding and insight in history teaching | 147-151 |
| Bill Scott | Is life-long learning a joke? | 153-155 |
| Cheryl Stickels and Alex Radloff | Is it really so hard to respond with your 'best shot' to the individual learning needs of your students? | 157-160 |
| Despina Whitefield | Look, listen, touch and experience - it makes sense to me! | 161-164 |
| Alma Whiteley | Critical thinking/questioning skills | 165-170 |
| P John Williams | Problem solving: A multidisciplinary approach to learning technology | 171-178 |
| Mark Williams | The use of symbo-constructive pictures to explore the shadow side of our teaching-learning | 179-184 |
| Sue Wynn | Coming up for A.I.R.: How can electronic presentations be effectively incorporated into the teaching environment? | 185-188 |
| Archie Zariski | Student peer assessment in tertiary education: Promise, perils and practice | 189-200 |
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