INNOVATIVE TEACHING METHODS IN SELF-STUDY AND MULTIMEDIA PROGRAMS Ms Roslyn GJeadow Prof Pauline Ladiges School of Botany Dr Kathrine Handasyde Zoology Department BIOLOGY INCORPORATING Ms Agnes Dodds Centre for the Study of Higher Education Dr Jeanette Lawrence Psychology Department Dr Mark Burgman Faculty of Agriculture and Forestry University of Melbourne ABSTRACT A multidisciplinary team has designed a new study program for a Biology unit on the Australian Fauna and Flora. Interactive computer programs, videos, printed materials and tutorials provide students with varied learning activities, with assessment exercises feeding back to students on their progress through the material. Self-study materials in the form of a work book were used to structure students' work and played a central role in the self-study program. Timing of activities, tutorials and material submitted for assessment were designed to help motivate students, with a combination of attendance, submitting independent work and feedback in tutorials. Students enjoyed the course and found the various media informative and helpful. Feedback on the submitted activities was, overall, considered helpful and the standard of both submitted work and essays in the final examination were high. The particular mix of computer aided instruction, written materials, lectures, practicals and tutorials is one that could easily be adapted to any first year science course, distance education or open learning programme. INTRODUCTION Biology at the University of Melbourne currently has about 1200 students in first year. The need is to maintain quality of teaching and learning to large groups of students from a variety of backgrounds in the face of diminished resources. We have developed self-study materials whkh provide a framework to support student learning while encouraging independent thinking and integration of material. A new course has been designed by a multidisciplinary team for a small, subsidiary Biology unit on the Australian Fauna and Flora with a quota of 200 students. The course introduces students to the evolution, diversity, physiology and ecology of the Australian biota and discusses issues of conservation and management. As the course is completely new, and was offered for the first time in 1992, it has presented a unique opportunity to plan a first year science course from first SCIENCE - GLEADOW AND OTHERS 305 NATIONAL TEACHING WORKSHOP - GRIFFITH UNIVERSITY principles, taking into account the problems of large lecture classes and the availability of computer software to develop appropriate independent learning modules. Lecturers in psychology and teaching and learning have worked in collaboration with subject specialists and tutors to provide a course with a sound scientific basis which inCOlporates currentIearning theory (Gardner and Stage 1990). Emphasis on Australian flora and fauna provides a stimulating context for the presentation of biological ideas. No material with this emphasis is currently aVailable. Interactive computer programs, videos, printed materials and tutorials provide students with varied learning activities, with assessment exercises feeding back to students on their progress through the material. Observations from previous years indicate that first year science students have difficulty integrating information from a variety of sources, such as lectures, practicals and textbooks. Material in this study programme is designed to encoruage integration by extending concepts fromlectrues into the multimedia programme and requiring students to draw on material activity. from a Variety of sources When answering questions and solving problems in a weekly written Asse: A fin: manu farasl guidel activit tion ff essays Itisknl 1984). detailei verypr. Innovative teaching and learning methods are not necessarily better methods and We bave implemented thorough and careful evaluation of all aspects of course design. The particular mix of computer aided instruction, written materials, lectures, practicals and tutorials is one Which could easily be adapted to any large first year science course. Tutors appropl general constrw answer, madeav COURSE DESIGN Activity Outline The activ The coruse is designed as a self-contained, second semester coruse. Traditional lectures are supported by a self-study programme in the form of a workbook, called an activity manual or bOoklet. An integrated programme of weekly self-study activities centre on the activity manual . Activities are varied to maintain interest and develop skllls in comprehension, analysis, graph and table interpretation and problem solving. Videos, slide shows and two computer aided learning packages provide additional material for analysis in some of the weekly actiVities. Tutorials, beld fortnightly, provide a platform for the multimedia activities and interaction with smaller groups of students. However, there are no traditional practical classes in this coruse. (Students must be currently enrolled in, or have successfully completed, general Biology Which does have weekly practicals throughout the year.) Timing of activities, tutorials and material submitted for assessment Were designed to help in tutorials. motivate students, with a combination of attendance, submitting independent work and feedback students' basis oft! from stud. also uses; 1993). Questions progress, (l encouragel andpresen questions s decrease in questions f( in eucalypt atmosphere reference b( workwasnc from genera for direct as: 306 SCIENCE - GLEADOW AND OTHERS SCIENCE - GLEA NATIONAl TEACHING WORKSHOP - of GRIFFITH UNIVERSITY Assessment A final written examination, based on lecture and tutorial material and content from the activity manual, contributed 85% of students' assessment. Three of the weekly activities were submitted for assessment, making up the other 15 %. Regular meetings between tutors to discuss assessment guidelines ensured fair assessment. Questions on both the final examination paper and the weekly activities required students to demonstrate their understanding of the subject, accessing information from a number of sources and presenting answers in a variety of styles (short answer, notes, essays, reports, presentation of data). Itis known that students benefit from feedback on their progress (Woolfolk andMcCune-Nicolich 1984). A rapid marking scheme developed by Jeanette Lawrence was used to give students detailed feedback on their submitted answers (Lawrence and Dodds 1992). This is seen to be a very practical solution to the problem of giving individual feedback to large numbers of students. Tutors need not write detailed comments on each piece of work, but direct students to the appropriate response on the feedback sheet. Tutors could write additional comments but this was generally unnecessary. Unlike many science subjects, careful attention was paid to sentence construction, layout and expression as well as scientific interpretation. Some students found the answer sheets so helpful that they requested that sheets for the other (unassessed) activities be made available. Activity Manual: Print Medium The activity manual played a central role in the self-study programme and was used to structure students' work. All activities were represented in the manual. Printed material either formed the basis of the activities or complemented other media, and all activities required written responses from students. A chemistty course recently developed by the Queensland Open Learning Project also uses a printed study guide to coordinate students' use of different media (Klease and others 1993). Questions varied in difficulty, usually beginning with some simpler comprehension, to encourage progress, and worked towards questions that required some analysis, graphing or estimations and encouraged scientific thinking and report writing. For example, students are given maps of past and present distribution of koalas in Australia and an overlay of the distribution of tall forests. The questions seek not only for the obvious correlation in areas, but a quantitative estimate of the decrease in area of forested land and correlate that with the availability of food (leaves). Other questions require students to calculate the effect of carbon dioxide levels on photosynthetic rate in eucalypts from a recent research paper, and then correlate that with changes in the earth's atmosphere from genuine data given in tables. Some activities required students to consult reference books which had been placed on reserve in several libraries on campus. The library work was not arduous and its primary aim was to get students into and using the library, and away from general textbooks. Each activity was self-contained and students did not need to ask tutors for direct assistance. SCIENCE - GLEADOW AND OTHERS 307 NATIONAL TEACHING WORKSHOP - GRiFFITH UNIVERSITY The activity manual was laid out using in-house desktop publishing technigues using current models of graphic design, It doesn't look like an ordinary practical manual and students appreciated the extra effort that went into the design. Often v but not for the allowin of the g Slides and Videos: Visual Medium Good use was made of professional wildlife films such as the ABC's Nature ofAustralia series andBBC's Trials ofLife. CoPyright restrictions meant we were unable to edit seguences together from different programs but fast-forwarding sections during tutorials worked guite well. Not only did the videos provide complementary, new material but they also opened some eyes to the value of information available to the general public for their formal education. Some students either hired or bought their own copies of these excellent fihns, while others developed a keen interest in nature programs which are part of general television. General knowledge is important and encouraging important. students to realise that regular television programs are beneficial and interesting is Computers: Interactive Multimedia Two interactive computer programs formed the basis of two separate tutorials and the accompa_ nying written activities. Mac Pracs were run using laboratories with 30 Macintosh SIs, one-on_ one, with a supervising tutor. Both programs were designed to last about 50 minutes. Oneofl or 'nonthe lean accessel necessal Sclerop, frameWi 1992). questioll understa manual j program Extra int informat program. home' a( program' Hypercard was usedforthe programming because ofits flexibility and ready availability, COming standard with all Macintoshes. The metaphor used by Hypercard is of a stack ofindex cards. Each card can contain graphics, colour photographs, text, audio material, movies or animations and is linked to other cards by a series of buttons (active areas of the card). Information on cards can be displayed all at once, or on demand depending on how it is programmed. Both programs used Hypercard software on Macintosh computers, allowing for a simple point and click routine with the mouse, but that is where the similarity between the two ends. Interactive Software Design Sclerophylly : Plants in Australian environments Sclerophylly describes the hard-leaved nature of many indigenous Australian plants and has important implications for tolerating drought and adaptations to Australian environments. It is a basic concept in the biOlogy of Australian plants. Students are introduced to the subject in lectures, but as the subject is by nature very viSUal, it was decided that it would be best to develop the subject in an interactive computer program. Aspects of sclerophylly can be seen at the whole forestlevel, but microscopic eXamination of the leaves provides more explanations _ a computer program can examine a subject from a range of magnifications and thus does something that neither traditional field trips nor laboratory practical classes can provide. 308 SCIENCE - GlEADOW AND OTHERS Managen Helmetcc populatio' rnanagern like arefe relevant b want, but play at bei honeyeate answerfiv If they car The aim of to the very model bas( budget of: game', tha (developed Melbourne population principles ( NATIONAL TEACHING WORKSHOP - GRIFFITH UNIVERSITY Often with computer aided learning the technology becomes an end in itself, engaging the student but not helping them to learn any science (Linn 1990). A straightforward interface was designed for the program so that minimal time would be spent learning the mechanics of the program allowing students to concentrate on the content. The stack has a consistent format, but the position of the graphics and the tasks to be petforrned vary from card to card to make it more interesting. One of the perceived benefits of computer programs is that material can be explored in any order or 'non-linearly' . It is possible to get 'lost' in computer programs if pathways are not defined, and the learning process can even become stressful (Lynch 1992). Providing resources that can be accessed from a more structured, central core avoids this problem and gives the students a necessary degree of security (Stringer 1992). The number of avenues of investigation in the Sclerophylly program was deliberately limited to five (Fignre I) giving students a defined framework within which they can control the rate and direction of their own learning (Lynch 1992). Questions were scattered throughout to encourage students' observational skills. All questions have on-line answers: positive feedback for correct answers and clues to help them understand if they don't give the expected response. Students are referred back to the activity manual at regular intervals, reinforcing the central role of the activity manual in the self-study program. Extra information for interested students was provided on demand, but did not contain essential information. A built-in glossary which can be updated and expanded as needed was built into the program. When students completed all branches of the program they were given a final 'takehome' activity: 'Design your own sclerophyllous plant using features you have seen in this program'. Management and Conservation of helmeted honeyeaters Helmeted honeyeaters are Victoria's avian emblem and are reduced to one wild breeding population of around 50 birds - a genuine conservation issue. The program on conservation and management of helmeted honeyeaters falls into two parts. The first part of the program is rather like areference book providing background information on the subject, colour photographs of the relevant birds and so on. Students can explore the inforrnationin any order and for as long as they want, but probably taking about 15-20 minutes. In the main part of the program, students get to play at being a conservation manager using a mathematical model of the population of helmeted honeyeaters. Before students can get to this highly interactive part of the program, they have to answer five questions correctly, randomly selected by the computer out of a total of 20 questions. If they cannot do this, they are redirected to the reference section of the program. The aim of the program is not so much learning about one particular species but to expose students to the very real dilemmas facing conservation management: a budget, limited information and a model based on assumptions. Students are presented with a series of management options and a budget of $10 million. Once students have selected their management options they 'play the game', that is, the options are fed into a model of population growth in helmeted honeyeaters (developed by Michael McCarthy, a postgraduate student in Forestry at the University of Melbourne). Results are summarised in a table and students note the key points (such as, 'Did the population die out?') in their activity booklets. Students need only to understand the general principles of the model, and do not analyse any of the complex mathematics themselves. After SCIENCE - GLEADOW AND OTHERS 309 NATiONAL TEACHING WORKSHOP - GRIFFITH UNIVERSITY recording their results, students can then choose another set of management options and repeat tbe process and see if they can improve the outcome, or perhaps maintain a good outcome for less money. As part of their project students have to consider the value of the model, the validity of the inherentadviser. assumptions and finally give recommendations for management as if they Were a ministerial Figure! Res Son Uni' intel ilIun ques Index card from the sclerophyHy program. Students can explore the five vegetation types in any order by cIicldng on the box. After they have completed a section, the box is checked, but they can whole revisitprogram. the section if they want to. The position of buttons across the bottom is consistent across the com] Com A su camp level I of the some up an) in ard Follov studen o Nearly with th BMl<sia Woodland mechm progral plants.' Respon. The me Table 1 student' detailed not aske, Evaluation: Procedures and ReSults to obsen moststuc Students Were requested to complete questionnaires on their study habits, goals and expectations at the beginning and the end of the course. The second questionnaire at the end of the course also inclUded a section on students' responses to the various aspects oftbe course. StUdents Were asked to rate the helpfulness, clarity and interest value of their lectures and tbe helpfulness, interest value and ease ofofapplication the two computer programs. They Were also asked to rate the the actiVityof manual. helpfulness was that Consider multirnec Surprisin, compulso proved a 1 words wit judgment' 310 SCIENCE - GlEADOW AND OTHERS SCIENCE -IG NATIONAL TEACHING WORKSHOP - GRIFFITH UNIVERSITY Responses to the first computer program were recorded at the time of meeting with the program. Some students were interviewed informally for a video being made on multimedia at Melbourne University (IMLU 1992). Meetings between tutors, lecturers and course developers were held at intervals during the course and informal discussions between students and tutors were very illuminating. Results reported here are from the student perceptions' section of the final questionnaire and the questionnaire given to a sub set of students immediately after the first computer activity. Computer Survey and Interviews A sub-set of 94 students was asked to complete a short questionnaire immediately after completing the first computer activity, the sclerophylly program. Students were asked for their level of experience with computers, and their responses to the helpfulness, ease of use and interest of the program. They were also asked how much they used the various features of the program, some of which provided additional information. This short questionnaire was designed to pick up any particular problems students may have had with the mechanics and design of the program, in order to fine-tune the second program which was scheduled to run several weeks later. Following student pathways through the program would have elucidated which pathways students used, but this was not examined. Nearly all students (over 90%) had used a computer with amouse before and no one had difficulty with the mechanics of using the program. Emphasis was very much on the content rather than the mechanics of the programs. One student's comment on being asked after the sc1erophyUy program, 'What did you learn?' responded with, 'Not much about computers but a lot about plants.' Response to sclerophylly program The majority of students really enjoyed using the computer program and found it interesting. Table 1 shows a summary of student responses to a range of questions related to the program and student's management of the various possibilities for exploration and learning. For a more detailed analysis seeDodds and Condor (1992). Two things students particularly appreciated (but not asked about directly in the formal questions) were being able to work at their own pace and to observe, many of them for the first time, the appearance of many Australian plants. Although most students thought the program was about the right length (Table I), a criticism of the prograna was that they would have liked to be able to go back over the material in their own time. Considering that the topic was treated in detail in the manual, this illustrates the power of multimedia for motivation and learning. Surprisingly over 80% of students opened several of the 'bright bits' sections containing non compulsory material, designed to extend the more interested students (Table 1). The glossary proved a great asset to those who knew it was there, providing a way to obtain the definition of words without having to expose their ignorance. Lynch (1992) also considers the private, nonjudgmental aspect of computer programs to be an important part of the new learning environment. SCIENCE - GLEADOW AND OTHERS 311 NATIONAL TEACHING WORKSHOP - GRIFFITH UNIVERSITY Unfortunately 27% of students didn't realise that there was an on-line glossary, something which will be rectified in future versions of the program. Table 1 Summary of results from response to first meeting with sclerophyUy computer program Values run from 1 (not much, too short, never, ) to 4 (very much, too long, many times), Number of options for each question varied from three (eg. Did you use the bright bits?) to five (eg. How interesting was the program?). nla: value not available for response. Only percentage of respondents is given. 94 students were surveyed. ----,----,- ---------------------,-,--------- Response for each value label (%) -------------------- 2 Enjoyment 0 3 4 4:3 24.5 70.2 6.4 74.5 14.9 4.3 Used help 73.4 22.3 4.3 n.a. Used Glossary 26.6 31.9 25.5 14.9 4.3 13.8 81.9 n.a.' Length . Used Brightbits ＮＭｾＧＢＬ［］＿＠ Response to honeyeater program As the short questionnaire did not reveal any major problems to be addressed immediately it was not repeated for the honeyeater program. Discussions with tutors and individual students indicated that a significant proportion of students preferred this highly interactive and more analytical type of program. Analysis of student questionnaires at the end of the course rated the interest value at 4.36 on scale of 1-5 (Table 2). Many students tried over a dozen different management combinations in their search for a solution to the conservation of helmeted honeyeaters, some demonstrating very logical and systematic thinking processes. Our evidence supports the view that computer based programs that simulate actual experiments (e.g. The BioQUESTLibrary; Danbury and others 1990), appear to motivate students to develop problemsolving strategies (Stewart 1990). 312 SCIENCE - GLEADOW AND OTHERS NATIONAL TEACHING WORKSHOP - GRIFFITH UNIVERSITY Table2 Mean ratings of sclerophylly and honeyeater computer programs from fmal student questionnaires Students' ratings of the helpfulness, interest value, and ease of application of the sclerophyUy and honeyeater computer programs were on a five point scale from 5= 'very helpful', 'very interesting', 'very clear' to 1= 'not helpful', 'not interesting', 'not clear' (Dodds and Condor 1992). ｟｣ＢＬｾ＠ Ｌｭｾ＠ _________________ ---------------- M_ (".'.j _ _ - Sclerophylly helpfulness 3,95 (,99) (N = 129) interest value 4.14 (.93) easeofappJication 4.60 (.74) helpfulness 4.02(.94) interest value 4.36 (.84) honeyeater I --------- (N = 121) L___________ --"aseofappJiCation------ ＴＮＵｾＨＶＹ＠ ｾ＠ \ \ ___ J General comments on computer programs Students found the computer programs more valuable than they expected, and in particular found the combination of manual and computer program very helpful. As one student put it, "The graphics really help you to remember it. " Sixty comments recorded by students on the end of year questionnaire were coded into four main categories and gave a longer term view of the efficacy of the programs. While most comments were positive (e.g. "Helps understand the topic better"), 18% were regarded as negative (e.g. "Just rehashing information already in the manual" ; "Should have an associated program with each activity in the Manual"). Diversity in the types of programs, such Sclerophylly or Honeyeater programs, caters for the range in interests and abilities of different students. We were concerned that personal interaction between tutors and students would be sacrificed when we introduced computer based learning. Although the comment "Its just you and the screen" was made, tutors noticed that interaction with students was different and less structured, rather than absent. With 20-35 students in a normal General Biology tutorial, the tutor tends to direct and control the discussion and try to prevent it degenerating into a mini lecture. In the Mac Pracs, students would initiate conversations with questions such as: "This looks like those ones [plants] growing behind the Union" "Is there anywhere else I can find out about this?' "What are they doing about the honeyeaters at the moment?" "What subjects should I study to go on with this sort of thing?" 313 SCIENCE - GLEADOW AND OTHERS NATIONAL TEACHING WORKSHOP - GRIFFiTH UNIVERSITY Schoenfeld (1990) noted a similar cbange in the dynamics of tutorials. In his study on mathematics, the objects on the screen served as conversation pieces which tutor and student explored together, rather than the tutor directing the students' learning. Activity Manual The activity manual appeared to fulfil its central role in tying all the activities together. 90% of students found the manual helpful or very helpful and 74% of students completed most of the unassessed activities (Table 3). Some students commented that the manual Was "Good because it gave a continuous work requirement" but another observed "Should be assessed so more incentive to do it.' Tutors reported that a number of students asked if a similar activity manual could be written for the traditional Biology course as well, indicating the value of printed selfstudy materials. Experimental and anecdotal evidence suggests that students are prepared to work independently if they are provided with direction and a suitable framework. Table 3 Results from f'mal questiOlrnaire on response to the activity manual Values range from I (not at all, none) to 5 (very helpful, all). Percentage for each value label is given. 132 students responded to the survey. ----------------------------------------------------------- Response for each value label (%) Ｍｾ I Row helpful wa$ th¢ ｭ｡ｴｾｩｬＬ＿＠ 0.8 how helpful Were the questions? O.S Ro,w helpful was ｴｨｾ＠ work? 2 3 2:3 4 5 4.5 40.9 49.2 3.0 11.4 49.2 33.3 53 9.1 5105 31.1 33.3 37.1 asslgl).ed Row helpful was the feedback? (3 activities) 0.8 3.0 9.1 No, unassegsed'actiVities. coinpleted? Value of unassessed activities 15.2 3.8 2.3 2.3 IS.2 47.0 26.5 -------------------------------------------------------- 314 SCIENCE - GLEADOW AND OTHERS NATIONAL TEACHING WORKSHOP - GRIFFITH UNIVERSITY Response to honeyeater program Work submitted for assessment ranged from bad to good, but in general tutors were impressed with the high standard. Overall, layout, expression and ability to answer concisely and precisely improved over time. While most students found the feedback from the activities helpful, there were a sizeable number who did not. This was surprising, and perhaps we should examine more carefully the types of responses listed on the feedhack sheet. On the other hand, the high quality of written answers in the recent examinations suggests that regular practise in writing coupled with feedback on how to answer scientific questions has been extremely beneficial. More data is needed before final conclusions can be drawn on this aspect. The pass rate for the course was 90% on a normal distribution, in line with other first year Biology courses. Currently we are investigating the relationship between students' grades and their reported study strategies and goals for the course. DISCUSSION Developing an innovative teaching program which integrates multimedia, lectures, tutorials and a self-study program is extremely time consuming in the first stages but preliminary results suggest that it wi11lead to improved learning outcomes, consistent with experience elsewhere (Voon 1992). Quality of the essays on the written exam papers for the Flora and Fauna course were outstanding. The self-study program, centred on the activity manual, structured student,,' work and was appreciated by the students. Students themselves have suggested that similar materials be developed for other biology courses, and other science subjects as well. Modifications need to be made to a number of the print based activities, particularly where the tasks students were asked to complete were unclear. HyperCard programs by their very nature are easy to modify, and we are currently improving them using infonnation gathered in the surveys. In particular, it is important to be very clear about what is required of the students and how they should use the program. Rhetorical questions in the on-screen text tended to confuse the students, by implying that a response was required. Variety between activities, such as print, videos and different types of computer programs, appears to cater for the diversity of students enrolled. An added side effect has been to make students more open to film and print material in the general press which is loosely relevant to the course material. Students are increasingly using computers in secondary schools and there is an expectation that this will continue into tertiary education. We have a responsibility to provide suitable computer-based study materials in this increasingly technological age. Computer aided instruction of itself is not some magic panacea for quality university teaching. The impact of new technology will depend on applying sound educational principles to this medium (diSessa and Schoenfeld 1990). We havefound that the multi-disciplinary tearn involved in this project has been extremely helpful in this regard. We were concerned to make the computer programs as straightforward as possible to use, since our emphasis was on the course content rather than computer skills. This was obviously successful, but the next step should be to exploit student familiarity with the medium to set up SCIENCE - GLEADOW AND OTHERS 315 NATIONAL TEACHING WORKSHOP - GRIFFITH UNIVERSITY challenging activities which require them to explore and work through material in a variety of ways. As a preparatory step we intend to modify the existing programs to trace student movement RE through the activity, and to use the information on student strategies in the design of further programs in both first and second year Biology courses. Dar Preliminary analyses of the full course evaluation suggest that students did modify their study strategies and goals as they progressed through the course (Dodds and others, in preparation). In particular, students reported a lessening in their use of rote learning and an increase in cooperative work. If this is indeed the case, then we have powerful evidence for the usefulness of structured self-study materials, linked to innovative Uses of new technology and feedback specifically designed to accommodate the problems of large class size. diS, Doc ACKNOWLEDGEMENTS Doc Advice from the Interactive Multimedia Learning Unit is gratefully aCknowledged. This project was funded in part by the National Reserve (Priority) Fund and the lnteractive Multimedia Learning Unit, University of Melbourne. Gan Intel Kle, Ladi. Law Unn Lync Scho 316 SCIENCE - GlEADOW AND OTHERS SCIENC NATIONAL TEACHING WORKSHOP - of GRIFFITH UNIVERSITY REFERENCES Danbury, J., Jones, B., Kruper, J., Lichtenstein, J., Nelson, E., Schank, J., Sterner, W., Weil, J. and Wimsatt, W, 1990, The BioQUEST Library, Beloit College, University of Chicago and Corporation for Public Broadcasting, Chicago, diSessa,A.A and Schoenfeld 1990, 'The impact oftechnology' , inM. Gardner, J. Greeno, F. Reif, A.H. Schoenfeld, A. diSessa and E. Stage (eds), Toward a Scientific Practise of Science Education, Lawrence Erlbaum Associates, Hillsdale, New Jersey, p. 265. Dodds, A and Condor, A. 1992, Report on Student Evaluation of Biology 111, Report to course team, December, University of Melbourne, Melbourne. Dodds, A., Lawrence, J., Ladiges, P. Y. and Gleadow, R.M., A multimedia approach to teaching first year Biology, (in preparation). Gardner, M. and Stage, E. 1990, 'View from the disciplines', in M. Gardner, J. Greeno, F. Reif, A.H. Schoenfeld, A diSessa and E. Stage (eds), Toward a Scientific Practise of Science Education, Lawrence Erlbaum Associates, Hillsdale, New Jersey, p. 1. Interactive Multimedia Learning Unit 1992, Changing the Way We Teach and Learn, video produced by Television and Optical Disc Development Unit, Centre for the Study of Higher Education, University of Melbourne. Klease, G., Crock, M., Mihkelson, A. and Cuskelly E. 1993, PREP Chemistry - Chemistry by Open Learning, National Teaching Workshop, February 1993, Griffith University, Brisbane. Ladiges, P.Y., Gleadow, R.M. and Handasyde, K. 1992, Biology ofAustralian Flora and Fauna, Activity Manual, Biology 111, University of Melbourne, Parkville. Lawrence, J., and Dodds A. 1992, Staff Seminar, Centre for the Study of Higher Education, University of Melbourne, 2nd semester, 1992. Linn, M.e. 1990, 'Summary: Establishing a science and engineering of science education' , in M. Gardner, J. Greeno, F. Reif, AH. Schoenfeld, A. diSessa and E. Stage (eds), Toward a Scientific Practise ofScience Education, Lawrence Erlbaum Associates, Hillsdale, New Jersey. Lynch, PJ. 1992, 'Teaching with multimedia', Syllabus, 22, pp. 2-5. Schoenfeld, A.H. 1990, 'GRAPHER: A case stndy in educational technology, research and development', in Gardner, M., Greeno, J., Reif, F., Schoenfeld, A.H., diSessa, A. and Stage, E. (eds), Toward a Scientific Practise of Science Education, Lawrence Erlbaum Associates, Hillsdale, New Jersey, p. 281. SCIENCE - GLEADOW AND OTHERS 317 NATIONAL TEACHING WORKSHOP - GRIFFITH UNIVERSITY Stewart J. 1990, Biology education research: A view from the field, in Gardner, M., Greeno, J., Reif, F., Schoenfeld, A.H., diSessa, A. and Stage, E. (eds),Toward a Scientific Practise of Science Education, Lawrence ErIbaum Associates, Hillsdale, New Jersey, p. 55. Stringer, R. 1992, Theseus, A collaborative project between Liverpool Polytechnic and Interactive Designs Ltd. to develop a hypermedia/CD ROM publishingnetworkforopen and flexible learning, Extended abstracts, Pacific University Conference, Kyoto, Japan, August 1992, pp.48. Voon, F.C.T. 1992, Computer-Evolved Learning: The Singapore Vision and Five Lessons/rom the Future, Extended abstract, Pacific University Conference, Kyoto, Japan, August 1992, pp. 36. Woolfolk, A.E. and MCCune-Nicolich, L. 1984, Educational Psychology for Teachers, 2nd edn, Prentice-Hall, Englewood Cliffs, N.J. 318 SCIENCE - GLEAOOW AND OTHERS PROMOTING TEACHING IN HIGHER EDUCATION Reports from the National Teaching Workshop AProject Funded by the Department of Employment, Education and Training through its National Priority (Reserve) Fund Edited by John Bain Eva Lietzow Bob Ross 1 I v COPYl1ght © 1993 by Griffith University and contributors. Thls work is copyright. Apart from any use as permitted under the Copyright Act 1968, no part may be reproduced by any process without prior written permission from Griffith University. Requests and inquiries concerning reproduction and rights should be addressed to the Griffith Institute for Higher Education, Griffith University, Queensland, 4111. c( re First published 1993 ------------------ ISBN 0 86857 523 2 -------- - - ' - - - - - , - - - Produced by the Griffith Institute for Higher Education, Griffith University, Queensland, 4111. Printed and bound by Goprint, Brisbane. V. K Ward, Government Printer. Qu('cnslnnu-1993 J45547 forward ｾＬ＠ ｗＢｾＮ＠ ,"' ",,;" wk"" _... »" ,""'",""" ,.,M' '00"", ", w ",,"woo, '" Employment, Education and Trainiug through its National Priority (Reserve) Fund and the editors ｎｾＮｲｵＬＧＢ＠ ＮｲｵＢｾ｟ｯ＠ would like to acknowledge their gratitude to the Department. ,.. W""''''" w, N,' OW", _ " " " ' ' " WID' " ' - lli Dempster, ]lAs ]lAargaret Buckridge and Dr Christine Alavi who facilitated individual sessions. Associate ProfesSor Peter Healy and M.r Don Litster lend their expertise to the Science selection ＧＢｾ＠ '"_ ••'" »,,A"" ","'00-"' ,do••;w,. "'"' oo' ｾin the＠ difficult ....,task ｎｾＧ＠ of V;.,,.;' " ＠ ｾ Ｌ Ｂ ,w",", -"""" ,oo' ,'"",;.cl, selecting projects from those submitted is greatly appreciated. The editorS 00." M, '00" """,•• "" D. 'oo \ wish to thank ]lAs Jane Chester and ]lAs Elizabeth Wilson for their efforts in finalising this publication. While all care has been taken in the preparation of this publication, the editors relied on contributorS to ensure accuracy of their submissions. Where appendices are referred to in the \ reports, these are available from the contributorS upon request. \ \ \ \ iii CONTENTS Page Foreward iii INTRODUCTION The National Teaching Workshop: Introduction Professor John Bain, Ms Eva Lietzow and Professor Bob Ross SECTION 1 - 1 QUALITY IN UNIVERSITY TEACHING Address to the National Teaching Workshop Professor L.R. Webb 7 Quality in Higher Education The Hon Peter Baldwin 11 Advancing University Teaching through the National Teaching Development Scheme Dr Don Anderson 17 HERDSA - Snpporting the Improvement of University Teaching Associate Professor Phil Candy 25 The Balance Between Teaching and Research Emeritus Professor Di Yerbury 31 Effective Teaching in Higher Education Dr Paul Ramsden 39 iv CONTENTS SECTION 2 - ASIAN STUDIES Report on Workshop Sessions Dr Nick Knight 47 'The Escalator Model' - A New Curriculum Design for Mixed-ahility Foreign Language Classes Mrs Evelyn Anderson 53 Developing Language Proficiency Through Literature and Films Dr Mary Ann Farquhar and Ms Debbie Cao 65 The Idea of Asia: A Course for Teachers of Asian Studies Dr Mary Fearnley-Sander and Dr Colin Brown 79 Compnter-Assisted Language Learning for Chiuese Mr Philip Yung-Kin Lee 93 Teaching Effectiveness in Asian Studies at the University of Western Sydney Macarthur Dr Robert Lee and Dr Lyn Gow 115 Chinese for Business Purposes Associate Professor Lin-nei Li, Associate Professor Bob Boyd, Dr Guoqiang Liu, Dr Maurice Robson, Mr Xiangshu Fang and Ms Robyn Williamson 129 An Integrated.computer-Video Approach to Learning Non-Roman Asian Scripts (with Application to Thai) Dr Peter Ross SECTION 3 - 145 ENVIRONMENTAL SCIENCE Report on Workshop Sessions Associate Professor Ian Robottom 159 Reflective Practice as a Focus for Mid-Career Professional Development in Environmental Education Dr John Fein and Mr Richard Rawlings CONTENTS 165 v An illvestigation to Document and Extend Quality Teaching Practices in Undergraduate Science Courses Dr Colin Hocking, Dr Malcolm Goodall, Dr Paul Chambers, Ms Lucy De Simone, Associate Professor John Orbell, Ms Wendy Probert and Mr Russell Swann 185 Developing and Implementing Hypotheticals _ An Educational Tool for Teaching Environmental Science Mr Barry Kentish 203 Use of FOCDS Groups to Explore Students' Views on their Learning Experiences in Distance Education Programmes with Multiple Learning Pathways Ms Mary Jane Mahony and Mr Dennis Hodgkins 219 Design and Discuss: An Educational Initiative in Landscape Architecture Ms Jane Shepherd 235 Environmental Science Studies in Ecology: An Evaluation of a Cooperative Education Project Associate Professor Robert Whelan and Ms Anita Zubovic SECTION 4 - 249 SCmNCE Report on Workshop Sessions Ms Ruth Hubbard 269 Reflective Journalling in Science Learning Dr Judith Batts and Dr Lesley Wilkes 273 The Use of' Concept Maps in the Teaching and Learning of Strnctnral Geology Mr Ian Clark and Dr Patrick James 291 Innovative Teaching Methods in Biology Incorporating Self-Study and Mnltimedia Programs Ms Roslyn Gleadow, Professor Paline Ladiges, Ms Agnes Dodds, Dr Kathrine ｈ｡ｮ､Ｌｾｹ･＠ Dr Jeanette Lawrence and Dr Mark Burgman 305 vi CONTENTS CONT An Integrated Teaching Model Designed to Increase the Quality of Science Learning by Primary Teacher Education Students Ms Janette Griffin 319 Prep Chemistry - Chemistry by Open Learning Dr Greg Klease, Dr Ann Mihkelson, Mr Michael Crock and Ms Eve Cuskelly 337 Developing Physics Understanding Through Guided Study Dr Judith Pollard 355 A Framework for Teaching a Concepts-Based Course, With Special Reference to a First Course in Discrete Mathematics Mr Ian Roberts CONTENTS 371 vii