Engaging students with learning technologies
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Curtin University initiated its eScholar program in 2009 making funds available for academic staff to implement innovative teaching using Curtin’s extensive suite of learning technologies. The program is based on the philosophy of engaging students with learning technologies that support their growing understanding through authentic and assessable activities.This publication presents the research findings of each of the eScholar projects conducted in 2010 and 2011. Each chapter has undergone a process of double-blind review resulting in high quality descriptions of learning using current and emerging technologies. The publication is divided into 6 sections based on these technologies.University teaching and learning is faced with many challenges. A major one is recognising appropriate learning technologies and their use that support ways in which adults learn. Rapid advances in technologies can easily seduce those with limited understanding of adult learning. This publication offers clear directions founded on teacher and learner experiences grounded in real classroom activity.
All material presented in this document is provided under a Creative Commons Attribution 3.0 Australia licence. Requests and inquiries concerning these rights should be addressed to: Curtin Teaching and Learning, Curtin University, Kent Street Bentley WA 6102.
Chapter 1: “Mirror, mirror on the wall”: The power of video feedback to enable students to prepare for clinical practice. http://hdl.handle.net/20.500.11937/46111
Chapter 2: A blended approach to supporting student learning in clinical microbiology laboratory classes. http://hdl.handle.net/20.500.11937/38978
Chapter 3: Use of online video in a first year tertiary mathematics unit. http://hdl.handle.net/20.500.11937/40764
Chapter 4: Making boundaries permeable: the university experience through the social sciences. http://hdl.handle.net/20.500.11937/35859
Chapter 5: Using wikis for effective peer assessment. http://hdl.handle.net/20.500.11937/22723
Chapter 6: Web-based active learning and frequent feedback: Engaging first-year university students. http://hdl.handle.net/20.500.11937/7414
Chapter 7: Twittering informal learning and student engagement in first-year units. http://hdl.handle.net/20.500.11937/24565
Chapter 8: e-Review Program: An alternative online interaction for a first-year unit of Engineering Mechanics using a virtual classroom. http://hdl.handle.net/20.500.11937/9296
Chapter 9: Electronic portfolios: Demonstrating student competence against external accreditation standards. http://hdl.handle.net/20.500.11937/15826
Chapter 10: Students taking notes and creating summaries together (or not). http://hdl.handle.net/20.500.11937/23431
Chapter 11: Using knowledge networks to teach online writing skills in the professional writing classroom. http://hdl.handle.net/20.500.11937/13973
Chapter 12: The use of online debates in teaching pharmacotherapy. http://hdl.handle.net/20.500.11937/37107
Chapter 13: Using digital learning technologies to enhance students’ learning experiences in the first year of university. http://hdl.handle.net/20.500.11937/44353
Chapter 14: The impact of eLearning tools on the interprofessional learning experience in a first year foundations health unit. http://hdl.handle.net/20.500.11937/6205
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