Di Challis
Dados Biográficos
| ID | 8901688 |
|---|---|
| NOME | Di Challis |
| SOBRENOME | Di Challis |
| ASSINATURA | DI CHALLIS |
| AFILIAÇÕES | Deakin University |
| VERIFICADO | Não |
| TOTAL DE OBRAS | 4 |
| TOTAL DE CITAÇÕES | 0 |
| TOTAL COMO AUTOR | 4 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2005 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2010 |
| ÍNDICE H | 0 |
Australian teaching and learning centres through the eyes of their Directors
This paper is based on research to identify common factors that contribute to the effective strategic leadership of teaching and learning centres. The second of three phases of data collection involved a survey of Directors of Australian teaching and learning centres. The data collected were quantitatively analysed using a range of descriptive, parametric and non-parametric techniques. Based on a response rate of 81.6 per cent, we present a conte…
From policy to practice
One institution's attempts to implement an ambitious wholly online learning policy is examined in the Australian higher education setting. The conditions that led to a diversity of models of wholly online unit development are considered, along with teachers' design intents in establishing their online teaching and learning environments. The emphasis of the analysis is on those wholly online units created or redeveloped from existing offerings whi…
Staff perceptions of the role of technology in experiential learning
This paper reports on a cross-disciplinary comparative study that examines the interplay between information and communications technologies (ICT) and experiential learning, in the context of seven fields of professional practice in undergraduate education. Our central claim is that academic teachers' framing of the meaning and nature of experiential learning shapes the actual and possible uses of ICT, in supporting the development of professiona…
Committing to quality learning through adaptive online assessment
With advances in computer‐based technologies and the emergence of e‐learning, there are unprecedented opportunities to reconsider assessment of learning (and, axiomatically, of teaching) and how this can be undertaken. One approach is adaptive assessment. Although it has existed in the tertiary environment since the time of the oral examination, advanced technologies allow much fuller exploitation of the possibilities inherent in a dynamic system…
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Staff perceptions of the role of technology in experiential learning
This paper reports on a cross-disciplinary comparative study that examines the interplay between information and communications technologies (ICT) and experiential learning, in the context of seven fields of professional practice in undergraduate education. Our central claim is that academic teachers' framing of the meaning and nature of experiential learning shapes the actual and possible uses of ICT, in supporting the development of professiona…
Committing to quality learning through adaptive online assessment
With advances in computer‐based technologies and the emergence of e‐learning, there are unprecedented opportunities to reconsider assessment of learning (and, axiomatically, of teaching) and how this can be undertaken. One approach is adaptive assessment. Although it has existed in the tertiary environment since the time of the oral examination, advanced technologies allow much fuller exploitation of the possibilities inherent in a dynamic system…
From policy to practice
One institution's attempts to implement an ambitious wholly online learning policy is examined in the Australian higher education setting. The conditions that led to a diversity of models of wholly online unit development are considered, along with teachers' design intents in establishing their online teaching and learning environments. The emphasis of the analysis is on those wholly online units created or redeveloped from existing offerings whi…
Australian teaching and learning centres through the eyes of their Directors
This paper is based on research to identify common factors that contribute to the effective strategic leadership of teaching and learning centres. The second of three phases of data collection involved a survey of Directors of Australian teaching and learning centres. The data collected were quantitatively analysed using a range of descriptive, parametric and non-parametric techniques. Based on a response rate of 81.6 per cent, we present a conte…
Computer Science (4 obras) · Psychology (4 obras) · Engineering (3 obras) · Evaluation of Teaching Practices (3 obras) · Mathematics education (3 obras) · Pedagogy (3 obras) · Political science (3 obras) · Reflective Practices in Education (3 obras) · Sociology (3 obras) · Educational technology (2 obras)