UWA SPOT/SET Project

129)          material presented has been reviewed and synthesised well

Material presented to students forms part of the available learning resources. The material has the potential to both motivate and assist student learning. As the “medium is part of the message - resource materials which look tacky or home-made may not be taken seriously by learners” (Race, 1996).

• If the material is to be an effective learning resource, it has to be carefully chosen and structured, and this may need collaboration between subject experts with technical or educational experts (Race, 1996).
• “Presenting key concepts from more than one standpoint” and providing structure in information presentation are seen as important part of successful teaching (deWinstanley & Bjork, 2002, pp 24-25)
• The thinking processes that are used and expected across all disciplines include selection and synthesis of relevant information; dealing with the challenges of promoting such thinking processes can vary from discipline to discipline(Donald, 2002).

deWinstanley, P. A., & Bjork, R. A. (2002). Successful lecturing: Presenting information in ways that engage effective processing. In E. F. Halpern & M. D. Hakel (Eds.), New Directions for Teaching and Learning: No. 89. Applying the science of learning to university teaching and beyond (pp. 19-31). San Francisco, CA: Jossey-Bass.

Donald, J. G. (2002). Learning to think: Disciplinary perspectives. San Francisco, CA: Jossey-Bass.

Race, P. (1996). A fresh look at independent learning [World Wide Web]. Education Development, London Guildhall University. Retrieved 12 December, 2002, from the World Wide Web: http://www.lgu.ac.uk/deliberations/eff.learning/indep.html#how