8.00-9.00 | Registrations |
9.00-10.00 | Experience of learning: The student perspective (Student Panel) [Social Sciences Lecture Theatre] |
| Arts Lect Room 5 | Arts Lect Room 6 | Social Sciences G207 | Social Sciences LT | Social Sciences G208 | Social Sciences G209 | Social Sciences G201 | |
10.05-10.30 | Construction site visits as a learning experience for students in a built environment course p.16 Peter Ashford and Anthony Mills | ‘Learning pathologies’ in second year veterinary science students p.50 Sharanne Raidal and Simone Volet | Approaches to managing larger student numbers with fewer resources p.49 Rob Phillips | Individual linear learning: Cultural myth or ontological oxymoron? p.57 Katie Thomas | Being consistent in making decisions about plagiarism: Learning from experience p.59 Shelley Yeo | Developing authentic learning in surf science and technology p.16 Jaromir Audy, Katarina Audy and Terry Haines | Peers, family, community, supervisors and governance – inter-national postgraduate students’ transitional learning p.30 Andrew Guilfoyle |
10.30-11.00 | Morning Tea |
| Arts Lect Room 5 | Arts Lect Room 6 | Social Sciences G207 | Social Sciences LT | Social Sciences G208 | Social Sciences G209 | Social Sciences G201 | |
11.00-11.25 | Implementation of computer programs in civil engineering tutorials p.17 Britta Bienen | Student perceptions of the effectiveness of … using the national prescribing service case-based education package p.47 Esther Ooi, David Joyce, Ken Ilett, Hugh Barrett, Fiona Lake and Gina Arena | Academic produc-tivity of Australian academics and higher degree research students: What can we learn from the facts p.42 Dora Marinova | Learning about emotional intelligence p.43 Jennifer Mills and Rachel Green | Improving tertiary teaching: An online approach to professional development p.35 Jan Kent, Alan O’Neil and Nicki Page | The essay plan and the role play as means of critical learning p.50 Roderic Pitty | Peer assessment of writing tasks in the undergraduate study of journalism: A case study p.20 Rob Burgess |
11.30-11.55 | An innovative roll-in roll-out laboratory facility p.40 Euan Lindsay | Evaluation of a clinical performance assessment tool within a critical care context p.29 Fenella Gill | Workshop 1.5 hours Using metaphors as a tool for teaching and learning p.55 Zarrin S Siddiqui and Diana Jonas-Dwyer | Teaching and training postgraduate research students outside the supervisory context in the UWA School of Humanities p.51 Kate Riley | Implementing a learning centred approach to teaching: A positive staff devel-opment experience p.58 Eileen Thompson, Di Gardiner, Simon Clarke, Phil Hancock | Teaching systems thinking at Masters level: What are the best methods to ensure learning outcomes? p.14 Lynn Allen | Assessment guidance guidelines: A simple way to stimulate students p.27 Amer Filipovic |
12.00-12.25 | Outcomes minus incomes: The value added by teaching and learning p.40 Anthony Lucey, George Tetlow, Joan Gribble and Marjan Zadnik | Responsive evaluation of dental learning outcomes: Students’ perspectives p.15 Gina Arena, Nick Boyd and Sandra Carr | Evaluation of an integrated approach to teaching research skills p.32 Carol Hicks, Jill Benn and Eileen Thompson | Incentives for adopting teaching initiatives in science p.50 Jo Pluske and Trevor Holmes | Woven tales: Creativity embroiders pedagogy p.48 Jennifer Pearson and Betty Walsh | Assessment of practical skills: Evaluating the success of a skill based assessment task p.31 Michelle Harvey |
12.30-12.55 | Teamwork and peer evaluation in an engineering education environment p.42 Clive Maynard and Nicoleta Balliu | Benchmarking for continuous improve-ment in the quality of teaching and learning: Outcomes achieved in the Division of Health Sciences at Curtin University p.34 Sue Jones | Unlearning and re-learning: A corporate information literacy program for law graduates p.46 Carmel O’Sullivan | Not lecturing - teaching! Transition from a traditional lecture-based first year biology course to an interactive concept-based course p.21 Karen Burke da Silva and David Wood | Locked out! Learning in groups, power struggles and conflict p.49 Kerry Pedigo and Craig Baird | Supercourse: An exercise to enable students to contribute to the wider teaching and learning community p2 Add Kym Mina | |
1.00-2.00 | Lunch Lunch time meeting: HERDSA WA Annual Meeting |
| Arts Lect Room 5 | Arts Lect Room 6 | Social Sciences G207 | Social Sciences LT | Social Sciences G208 | Social Sciences G209 | |
2.00-2.25 | Integrated learning in engineering education p.45 Ruza Ostrogonac-Seserko, Craig Baird, Sim Jun Yin, Wei Yang Ng, Robin Wong Kah Hoe, Bong Tze Ern, Colin Chien Chin Siong | Can you bridge graduate students from a wide range of disciplines into the middle of an existing medical course? p.51 Sally Reagan and Gina E. Arena | SmARTS communities and virtual learning p.23 Tanya Dalziell and Lorraine Sim | What do students think of us? University students' beliefs about university teachers p.44 Maria Northcote | E-learning guidelines project for New Zealand p.32 Andrew Higgins | Key transition factors as a shared responsibility for maximising learning experiences of postgraduate students p.30 Andrew Guilfoyle |
2.30-2.55 | Curtin Engineering-Education research group (CE-ERG) p.52 David Scott and Joan Gribble | The case for establish-ing Integrated Human Studies as a cooperat-ive teaching, research, communication centre p.19 Neville Bruce and Len Freedman | Positive experiences of early learning: Science outreach to high school students p.43 Heather Morton | Building on the student’s experience of learning: Linking student evaluation of teaching to learning reform p.46 Beverley Oliver | Building the world of architecture for e-learning p.26 Annie English | Authentic assessment as a neo-liberal technology of government p.14 Loraine Abernethie |
3.00-3.25 | Afternoon Tea |
| Arts Lect Room 5 | Arts Lect Room 6 | Social Sciences G207 | Social Sciences LT | Social Sciences G208 | |
3.30-4.25 | Pearls, piths and perils 1: Spreading the word about good practice: The scholarship of teaching and learning p.61 | Pearls, piths and perils 2: Professional behaviour p.62 | Pearls, piths and perils 3: Transnational education p.61 | Pearls, piths and perils 4: Supported learning environments p.61 E-learning in support of your innovation. Mark Hallam, Principal Consultant, WebCT | Pearls, piths and perils 5: Open space A space for discussion on any topic p.62 |
4.30-5.00 | Plenary and wrap up. Evaluation and prizes. [Social Sciences Lecture Theatre] |
