Authentically enhancing the learning and development environment

Cavenett, Simon

doi:10.1080/22054952.2017.1372031

Cited by 4 publications

(4 citation statements)

References 31 publications

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“…Aiming to be specific within the engineering field, constructivism can be an extremely valid pedagogical approach since the profession of engineers increasingly requires that the individual take ownership of their training (focused on deep knowledge). Therefore, the university needs to "equip" the students with a methodology that develops the critical thinking necessary for the future (Cavenett, 2017). According to the constructivist theory, it is necessary to shift from a perspective focused on teaching (training from the educator/trainer perspective) to one focused on learning (training from the perspective of the learner).…”

Section: Methods and Toolsmentioning

confidence: 99%

Teaching sustainable energy systems to engineering students

Locatelli¹

2022

IJISD

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This paper presents the learning outcomes, syllabus, delivery, and assessment strategy for a module of 'Sustainable energy systems' for master-level engineering students. The paper is based on three stages of 'action research.' The first stage is a critical reflection on the planning and the process, based on the experience in delivering the original module and literature review. The second stage is based on semi-structured interviews of 4 th -year students, focused on the collection of feedback to improve the module. The third stage is the redesign and peer-review of the module. The key outcome of this work is an approach which further enables students to move from 'surface learning' to a more profound 'deep learning'. Further steps forward toward a true 'constructivism' are also envisaged.Several enhancements are discussed, including an improved syllabus, new methods of delivery, finetuning of the learning outcomes, and finally revisiting the assessment strategy. The holistic teaching of 'Sustainable energy systems' is becoming commonplace in higher education engineering courses.Other lecturers planning or delivering a masters-level module on the topic of 'Sustainable energy systems' can gain practical and useful insights for their teaching from this paper.

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Section: Methods and Toolsmentioning

confidence: 99%

Teaching sustainable energy systems to engineering students

Locatelli¹

2022

IJISD

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“…Despite persons with disability being recognised as one of the six under-represented groups in the Australian academy and subsequent Dawkins accessibility reforms, ongoing Australian Government monitoring reveals that disparity with non-equity groups continues (Dawkins, 1990 cited in Productivity Commission, 2019). Less than one-fifth (i.e., 17%) of Australian workers with disability have completed a Bachelor Degree or higher compared to almost one-third (i.e., 30.1%) of non-disabled workers (Australian Bureau of Statistics, 2015 cited in Cavenett, 2017, p. 901). Hemphill and Kulik (2016a) also cautioned that employer tendency to consider engaging persons with disability is lessening and the obstacles to employment opportunity continue.…”

Section: Introductionmentioning

confidence: 99%

A critical exploration of university policy supporting the employment and career development of people with disability in the Australian academy

Mellifont

2020

Australian Journal of Career Development

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Policymakers are challenged to advance diversity and inclusion throughout the Australian academy. Informing this issue, this study aims to (a) identify proportions of staff in Australian universities that are publicly reported as being represented by persons with disability; (b) identify categories of actions supporting the employment and career development of people with lived experience as reported within Australian university plans and (c) critically examine contemporary policy efforts of Australian universities by exploring the scholarly evidence base for measures with potential to support disability recruitment and advancement in the academy. The study is informed by thematic analysis as applied to 17 action plans retrieved from an internet search and 7 scholarly articles obtained from Scopus, ProQuest Central and ProQuest Social Science databases. This research offers policymakers a preliminary guide containing good practice features that they should consider when designing and developing policy endeavouring to increase the representation and advancement of persons with disability in staff at Australian universities.

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“…With the advantages of digital technologies, a large number of data ranging from students' online engagement to grades are available for both face-to-face and online courses in Australian universities; these course analytics data can be observed and analysed in order to improve the quality of teaching and learning environments. There is a global pressure to reform the engineering educational curriculum and teaching and learning environment so that the graduate capabilities of students can be achieved [1,2]. Well defined learning objectives of a course are usually assessed using multiple grading systems, as a single grading system may not be able to measure students' understandings on course objectives [3].…”

Section: Introductionmentioning

confidence: 99%

“…Well defined learning objectives of a course are usually assessed using multiple grading systems, as a single grading system may not be able to measure students' understandings on course objectives [3]. Cavenett [1] criticised the tradition grading systems of engineering courses and mentioned that there is more focus on assessing the hard technical knowledge and narrow focus on soft skills including professionalism, teamwork and communication. Sustainable development concepts are also required to be included in the curriculum and assessment tasks to make engineering graduates ready for the twenty-first century [4].…”

Section: Introductionmentioning

confidence: 99%

Prediction of Students’ Performances Using Course Analytics Data: A Case of Water Engineering Course at the University of South Australia

Ahammed

Smith

2019

Education Sciences

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An association between students’ learn-online engagement and academic performance was investigated for a third-year Water Resources Systems Design course at the University of South Australia in 2017. As the patterns of data were non-parametric, Mann-Whitney and Kruskal-Wallis tests were performed using SPSS. It was revealed from the test results that distributions of students’ logins to learn-online site for all categories and sub-categories including gender, international/domestic students and grades were almost similar. Therefore, it is relatively unrealistic to use lean-online engagement data to predict students’ performances. A correlation test was further performed to validate the hypothesis testing results and a weak relationship (Pearson’s r = 0.29) between login to learn-online site and grade was observed. The smaller F ratios of one way ANOVA also validated the test results. Mann-Whitney and Kruskal-Wallis tests can be applied to course analytics data for face-to-face and online courses to understand a better picture about the uses of learn-online engagement data.

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Authentically enhancing the learning and development environment

Cited by 4 publications

References 31 publications

Teaching sustainable energy systems to engineering students

Teaching sustainable energy systems to engineering students

A critical exploration of university policy supporting the employment and career development of people with disability in the Australian academy

Prediction of Students’ Performances Using Course Analytics Data: A Case of Water Engineering Course at the University of South Australia

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