Edited by Kenn Martin, Natalie Stanley and Nicky Davison
Centre for Staff Development

Table of Contents

Lyn Abbott, Alison Connell, Richard O'Donnell and Sharon Dawson	Can we enhance student learning through an extra-curriculum leadership development program?	1-4
Pat Addison	A talk to university teachers in a discipline	5-11
Kathy Ahern	Garnishes and mystery objects as metaphors for graduate research skills	12-17
Chika Anyanwu	Using the Internet to study the Internet (research in progress)	18-23
Doug Atkinson	Student feedback collected using groupware	web only
Christina Ballantyne	Showing students you're listening: Changes to the student survey system at Murdoch	web only
Cherry Barlowe	A dilemma within peer group assessment	24-27
Christian Bauer, Just Berkhout, Vanessa Chang, Kum Leng Chin, Bernard Glasson, James Tauber	Exploring online education: A research framework	28-34
Colin J Beasley	Assisting the postgraduate research and writing process: Learning in context across disciplines	35-41
Thelma Blackford	Uses of references in CIE Foundation Studies students' argumentative research essays	42-48
Anna Boyd, Bob Fox and Allan Herrmann	(Web) Publish or perish?	56-58
Catherine Brooker, Max Kamien and Alison Ward	Conflict in teaching between Medical School Departments: Teaching of the sore throat	49-55
Vanessa Chang	How can conflict within a group be managed?	59-66
Suzette Chapple	Understanding student learning	67-71
Kum Leng Chin	How to design an assessment system to ensure students acquiring the necessary practical skills in a computer programming unit	72-75
Tungshan F. Chou, Dennis W. Taylor and Hiewu Su	The effects of learning tendencies, learning approaches and learning habits on academic achievement: Evidence from Taiwanese college accounting students	76-83
Anthony Copp and Mark Allan Patton	Unrealistic career expectations of undergraduate marketing students: What is the responsibility of the lecturer?	84-86
Marianne Cronin and Heather Sparrow	Focusing on feedback: An examination of effective written feedback to promote learning for external students	87-92
Peter R. Davis	Integrating a problem based learning approach into undergraduate teaching	93-98
Vaille Dawson, Peter Taylor, David Geelan, Bob Fox, Allan Herrmann and Leslie Parker	The development of epistemological pluralism through a web-based postgraduate curriculum course	99-102
Elizabeth Deane and Sharon Fraser	How do we introduce effective group learning into science-based curricula in higher education?	103-107
Barbara de la Harpe, Martijntje Kulski and Alex Radloff	How best to document the quality of our teaching and our students' learning?	108-113
Patricia Dooey	An investigation into the predictive validity of the IELTS test as an indicator of future academic success	114-118
Martin Dougiamas	Developing tools to foster online educational dialogue	119-123

Robert Fox	What issues do we need to resolve to become competent users of online learning environments?	124-128
Rob Fraser and Anne Mathews	An evaluation of the desirable characteristics of a supervisor	129-134
John Gammack and Val Hobbs	Can online education serve two masters?	135-137
David Geelan, Peter Taylor, Bob Fox, Allan Herrmann, Andrew Stapleton and Vaille Dawson	Arcs, braids and webs: Exploring constructed narratives in a web-based distance education unit	138-142
Daniela Gennrich and Leanne Long	How does one develop tutor-led distance materials for use in collaborative learning groups, with an emphasis on constructivist learning	143-148
Paula Goulding	Building a degree: Vertical integration across units within a curriculum of study	149-152
Allan Herrmann, Bob Fox, Peter Taylor, David Geelan, Vaille Dawson, Andrew Stapleton and Leslie Parker	Co-constructing new understandings of online learning environments through critical reflection	153-157
Carol Hogan	Using exhibitions to share and assess student learning	158-161
Christine Hogan	Should prospective academic staff be asked to teach at their interview?	162-166
Tim Houweling	Online external education: The Internet - A tool of equity or oppression?	web only
Heidi Hudson	Collaborative project management: A case study of the Australia-South Africa Institutional Links Programme	167-172
Peter E. Jones	Improving learning in lectures using keypad-response units	173-177

Michael Kalish, Stephan Lewandowsky and Simon Dennis	The remote delivery of cognitive science	178-183
Max Kamien	Measuring the social responsiveness of medical schools and health professional institutions	184-193
Stephen R. Kessell	Teacher professional development via the WWW	194-199
Martijntje M Kulski	Valuing clinical teaching and learning: Observations from academic staff in a portfolio project	200-204
Max Kummerow	Ethical vision in teaching and research	205-209
David Lake	Reducing isolation for distance students: An online initiative	210-214
Rosemary Lancaster and Caroline Philogene	Reinventing the audiolingual laboratory in the 1990s	215-219
Rosalind Lawe Davies	How do we define and teach 'relevance' in academic writing?	220-223
Robert Loss and Des Thornton	How do you manage electronically submitted student work?	224-227
Paul Lucas	An investigation of the uses of depth of field in fine tuning strategic plays in the Australian Stock Market during the crisis of 1998	228-235
Karen Macpherson	Cognitive learning theory and the development of information literacy	236-242
Moira Maley, Jennet Harvey, Lawrence Yu and Nathan Scott	Drag & Drop Pathology: First experiences with a new computer-based tutorial system in the Faculty of Medicine	243-250
Maria Malimane	Evaluation of student learning in the Midwifery Nursing Science: A performance assessment approach	251-256
Dorit Maor	Teacher and student reflections on interactions in an Internet based-unit	257-261
Andrew Marriott	A lifelong mentor system	web only
Anne Mathews	Insights into undergraduate learning by first year science students	262-266
Blair McLeish and Jacqueline Shaw	Assessment in the context of self directed learning	267-271
Catherine McLoughlin	Culturally inclusive learning on the Web	272-277
Karol Miller	Which assessment type should be encouraged in professional degree courses - continuous, project-based or final examination-based?	278-281
J. N. Mills and B. Fretz	Teaching dilemma: How to effectively teach professional (Veterinary) students to improve their communication skills in a practice situation	282-286
Mando Monare	Development of staff research skills: A case study of the Nursing College of the Free State (Welkom, South Africa)	287-292
Robert Mun	How to provide effective undergraduate laboratory sessions to undergraduate engineering students	293-297

Ruza Ostrogonac-S and Evey Mulyadi	How to be more visual in your lectures or tutorials: "One drawing is worth a thousand words"	298-301
David Parker and Anthony Gilding	Using the Internet as a teaching tool	302-305
Mark Allan Patton	Relationship between skills and education: A survey of what Australian human resource consultants are looking for from university business graduates	306-309
Cecil A.L. Pearson	Workshops as stimulating learning environments	310-316
Cecil A.L. Pearson and Colin J. Beasley	Model aeroplanes, computers and stoves: simulations for facilitating student learning	317-321
Michael Pearson	Internationalisation of the curriculum and the classroom: A community based action research perspective	322-326
Rob Phillips and Joe Luca	Developing a groupwork-oriented online unit on interactive multimedia project management	327-331
Peter Radloff	If we have to situate learning for students to remember anything, won't that change our universities beyond recognition?	332-336
Shri Rai	Do errors in teaching material enhance/hinder learning?	337-340
Phillip Reece	The number one fear: Public speaking and the university student	341-347
Jennifer M.Robinson	Anonymous peer review for classroom use: Results of a pilot project in a large science unit	348-353
Keith Robinson	Cognitive tools in interactive design for digital design	354-359
Renato Schibeci, Ruth Hickey and Wendy Speering	How do we encourage higher level thinking in students?	360-366
N. W. Scott and B. J. Stone	Some observations about the transfer of educational technology	367-372
Michele Scoufis	How not to burden first year students and lecturers with multiple assessment tasks and yet still measure desired learning outcomes?	373-377

Jenny Silburn and Lynne Hunt	Looking at university life through the lens of youth: Encouraging high schools to gain a new angle on post-school options	378-382
Jenny Sim, Marjan Zadnik, Alex Radloff and Tony Knights	Investigating views of stakeholders on lifelong learning in higher education: Medical imaging case study	383-386
Leith Sly	Computer testing options and benefits of a practice test	387-390
Andrew Stapleton, Peter Taylor, Vaille Dawson, David Geelan, Robert Fox, Allan Herrmann and Leslie Parker	Analysing hypertextual discussion for connected knowing: Units of analysis	391-400
R. L. Summers	How can we get students to read their readings? Some strategies explored	401-402
Geoff I Swan	Information overload: How can we help students?	403-408
Joanna Tan and Jonathan Goh	Assessing cross-cultural variations in student study approaches - an ethnographic approach	409-416
Dennis W. Taylor, Tungshan F. Chou and James Fisher	Evidence of the gap between students' learning approaches and instructors' teaching approaches in accounting education	417-428
Peter Taylor, Vaille Dawson, David Geelan, Andrew Stapleton, Bob Fox, Allan Herrmann and Lesley Parker	Virtual teaching or virtually teaching? Does Internet-based teaching require multiple metaphors of mind?	429-432
Jan Thomas	Chinese whispers: How do you stop the traditional views of students undermining teaching change?	433-436
Carol Thorogood, Linda Mason, Barbara de la Harpe and Alex Radloff	How can learning portfolios best be used in practice based assessment?	437-442
Rhondda Tilbrook	How can we help staff to learn about the new email package?	443-446
Martin Trevor and Jennie Bickmore-Brand	Reflective practice: Self disclosure warts and all	447-450
Julienne van Loon	What happens when a student who has failed TEE English enters an Australian university?	451-454
Iris Vardi	Critical and creative thinking: How can it be fostered and developed at the tertiary level?	455-461
John R. Venable	Using a WWW-based group support system to facilitate teaching of Soft Systems Methodology	462-466
Robert Weiland and Richard Nowak	Academic preparation programs: A schema approach to learning in context	467-473
Shelley Yeo, Robert Loss, Marjan Zadnik and David Treagust	Changing conceptions with an "intelligent tutor"	474-479
M. G. Zadnik, S. Deylitz, S. Yeo, R. Loss and D. Treagust	Teaching really difficult concepts: How we did it and what the students say	480-483

Please cite as: Martin, K., Stanley, N. and Davison, N. (Eds) (1999). Teaching in the Disciplines/ Learning in Context. Proceedings of the 8th Annual Teaching Learning Forum, The University of Western Australia, February 1999. Perth: UWA. http://lsn.curtin.edu.au/tlf/tlf1999/contents.html *Articles with "web only" stated in the page number column were not received in time for the pre-Forum publication of hardcopy.

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