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Journal of Learning Design

Volume 7, Number 2

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Table of Contents

Number of articles: 9

  1. Academic, Industry and Student Perspectives on the Inclusion of "Vocational Knowledge" in a "Learning and Teaching Academic Standards Statement" for Agriculture

    Tina Botwright Acuña, Jo-Anne Kelder, Amanda J. Able, Yann Guisard, William D. Bellotti, Glenn McDonald, Richard Doyle, Paul Wormell & Holger Meinke

    This paper reports on the perspective of industry stakeholders in a national project to develop a Learning and Teaching Academic Standards (LTAS) Statement for the Agriculture discipline. The... More

    pp. 1-15

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  2. Assessing the Science Knowledge of University Students: Perils, Pitfalls and Possibilities

    Susan M. Jones

    Science content knowledge is internationally regarded as a fundamentally important learning outcome for graduates of bachelor level science degrees: the Science Threshold Learning Outcomes (TLOs)... More

    pp. 16-27

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  3. Improving Instructional Design with Better Analysis of Assessment Data

    Kristen L. Murphy & Thomas A. Holme

    As more instructors articulate learning objectives for their students within one course, or academic staff collaborate to articulate learning outcomes for programs, a robust means to assess student... More

    pp. 28-46

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  4. Predicting Student Success via Online Homework Usage

    Charles R. Bowman, Ozcan Gulacar & Daniel B. King

    With the amount of data available through an online homework system about students' study habits, it stands to reason that such systems can be used to identify likely student outcomes. A study... More

    pp. 47-61

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  5. Exploring Australian Undergraduate Pre-Registration Nursing Curricula: Where Do Science Subjects Fit?

    Patricia A. Logan & Lyndall Angel

    Despite several attempts to define what foundational science is required by and for the nursing profession, uncertainty has long existed in this area. Several attempts have been undertaken to... More

    pp. 62-84

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  6. Design and Assessment of an Assignment-Based Curriculum to Teach Scientific Writing and Scientific Peer Review

    Rainer E. Glaser

    A writing-intensive, upper-level undergraduate course which integrates content, context, collaboration, and communication in a unique fashion, is described. The topic of the seminar is "... More

    pp. 85-104

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  7. Peer Feedback Enhances a "Journal Club" for Undergraduate Science Students That Develops Oral Communication and Critical Evaluation Skills

    Kay Colthorpe, Xuebin Chen & Kirsten Zimbardi

    Effective science communication is one of the key skills undergraduates must achieve and is one of the threshold learning outcomes for Science (TLO 4.1). In addition, presenting published research ... More

    pp. 105-119

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  8. Technology Supported Facilitation and Assessment of Small Group Collaborative Inquiry Learning in Large First-Year Classes

    Gwendolyn A. Lawrie, Lawrence R. Gahan, Kelly E. Matthews, Gabriela C. Weaver, Chantal Bailey, Peter Adams, Lydia J. Kavanagh, Phillip D. Long & Matthew Taylor

    Collaborative learning activities offer the potential to support mutual knowledge construction and shared understanding amongst students. Introducing collaborative tasks into large first-year... More

    pp. 120-135

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  9. Teaching and Assessing Ethics and Social Responsibility in Undergraduate Science: A Position Paper

    Madeleine Schultz

    Institutional graduate capabilities and discipline threshold learning outcomes require science students to demonstrate ethical conduct and social responsibility. However, the teaching and... More

    pp. 136-147

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