Rethinking the education of chemists - the odyssey is over, time for action!

Chemistry is a mature discipline with a distinguished pedigree and a long tradition, but times are changing and student numbers in chemistry are declining. The need for a reappraisal of what constitutes chemistry and a chemistry education at the beginning of the new millennium, is apparent. The paper examines some of the current issues surrounding chemistry and chemistry teaching and suggests ways in which we might go forward. A message of vision and imagination, applying a little of the ideals of Zarathustra in the setting of, '2001, A Chemistry Odyssey', is promulgated. [Chem. Educ. Res. Pract.: 2003, 4, 83-96]

How was it for you? A cross-disciplinary study of ‘troublesome knowledge’ as identified by undergraduate students and lecturers in Geography, Medical Science and Psychology

We carried out a small scale pilot study to determine whether participants would spontaneously identify Threshold Concepts (TC’s) and/or troublesome knowledge during open questioning on the characteristics of their disciplines. Students and lecturers reflected upon both easy and difficult aspects of their studies or teaching practice in either group discussions or one-to-one interviews. We compared students and staff observations both within and between the disciplines we examined (Geography, Medical Sciences and Psychology undergraduate degrees). Our intention was to provide specific examples of TC’s within our three disciplines to inform further discussion of embedding the enhancement theme both in our practice and in the learning experiences of our students. Our working hypothesis was that if TC’s exerted an influence on the teaching and learning experience either negatively or otherwise, then we would find ample evidence supplied in our interviews. What we found was that overwhelmingly our interviewees focussed on generic skills-based aspects of teaching and learning. Only three potential content-specific TC’s were offered spontaneously by students and these were all from the discipline of geography

Digital tools disrupting tertiary students’ notions of disciplinary knowledge: Cases in history and tourism

This paper reports on the findings from a two year research project that explored the potential of digital tools in support of teaching–learning across different disciplinary areas at a New Zealand university. Two courses (in History and Tourism) are case studied using data collected through interviews with lecturers, tutors and their students, and an online student survey. Findings from the research revealed that both lecturers and students were challenged in learning about the affordances and use of the lecturer selected digital tools as a mediational means. The tools were not initially transparent to them, nor were they able to be easily deployed to undertake their primary task—teaching for the lecturers, and, learning and demonstrating learning for the students completing assigned tasks. The process of learning and using the tools disrupted participants’ prior thinking and led to new understandings of both disciplines and of effective pedagogies for the two disciplines. The findings increase our understanding of the ways digital tools can develop, challenge and expand tertiary students learning and have implications for practice

Information Literacy Instruction for Upper-Year Undergraduate Students: A Stratified Course-Integrated Approach

Undergraduate students face many potential barriers to learning about the process of conducting research. Information literacy instruction provided through faculty-librarian collaboration in an effort to expand the abilities of the “novice researcher” can ease the experience of undergraduate students. In addition, information literacy instruction may invoke increased student participation in the scholarly discourse of their chosen discipline. The implementation of a stratified course-integrated approach may be particularly valuable to upper-level undergraduates in preparation for completing a thesis or other culminating project in their final year of study. This claim is examined within the context of an instruction session observed as a component of a third-year undergraduate Materials Science and Engineering course

Multinational perspectives on information technology from academia and industry

As the term \u27information technology\u27 has many meanings for various stakeholders and continues to evolve, this work presents a comprehensive approach for developing curriculum guidelines for rigorous, high quality, bachelor\u27s degree programs in information technology (IT) to prepare successful graduates for a future global technological society. The aim is to address three research questions in the context of IT concerning (1) the educational frameworks relevant for academics and students of IT, (2) the pathways into IT programs, and (3) graduates\u27 preparation for meeting future technologies. The analysis of current trends comes from survey data of IT faculty members and professional IT industry leaders. With these analyses, the IT Model Curricula of CC2005, IT2008, IT2017, extensive literature review, and the multinational insights of the authors into the status of IT, this paper presents a comprehensive overview and discussion of future directions of global IT education toward 2025

Online mentoring and peer support: Using learning technologies to facilitate entry into a community of practice

A vital aspect of any professional education is the opportunity for students to engage in meaningful practical experiences. In pre‐service teacher education in Australia, this vital teaching practice component has undergone challenges in recent years due to increasing student numbers (linked to the increasing demand for new teachers) and limited resources in university and school sectors. As such, initiatives to enhance the practical component of this professional degree have been sought. This paper details the methodology and outcomes associated with a pilot project that utilized asynchronous Web‐based communication tools to facilitate mentoring and peer support through the teaching practice experience. Analysis of the online discussions and interviews with participants provides an indication of the nature of the interactions and the perceived value of the intervention, and informs the potential for larger‐scale implementation

Teaching and learning in virtual worlds: is it worth the effort?

Educators have been quick to spot the enormous potential afforded by virtual worlds for situated and authentic learning, practising tasks with potentially serious consequences in the real world and for bringing geographically dispersed faculty and students together in the same space (Gee, 2007; Johnson and Levine, 2008). Though this potential has largely been realised, it generally isn’t without cost in terms of lack of institutional buy-in, steep learning curves for all participants, and lack of a sound theoretical framework to support learning activities (Campbell, 2009; Cheal, 2007; Kluge & Riley, 2008). This symposium will explore the affordances and issues associated with teaching and learning in virtual worlds, all the time considering the question: is it worth the effort

Transforming pre-service teacher curriculum: observation through a TPACK lens

This paper will discuss an international online collaborative learning experience through the lens of the Technological Pedagogical Content Knowledge (TPACK) framework. The teacher knowledge required to effectively provide transformative learning experiences for 21st century learners in a digital world is complex, situated and changing. The discussion looks beyond the opportunity for knowledge development of content, pedagogy and technology as components of TPACK towards the interaction between those three components. Implications for practice are also discussed. In today’s technology infused classrooms it is within the realms of teacher educators, practising teaching and pre-service teachers explore and address effective practices using technology to enhance learning