Hands-on Learning in Multiple Courses in Electrical and Computer Engineering

It has been reported that persistence rate of engineering students is relatively low. Several new pedagogical paradigms have been proposed to improve engineering education, such as the use of “hands-on” tools to change the learning style in the engineering classroom to more engaging teaching pedagogies. An approach that is being used to engage and retain electrical and computer engineering students is the Analog Discovery board (ADB). The paper describes the hands-on learning experiences of students who used the ADB in multiple courses. The paper discusses (i) the various laboratory experiments and class projects performed by the students, (ii) the knowledge and skills learnt by the students and (iii) the lessons learnt by the instructors while introducing ADB into freshman and junior level courses in the electrical and computer engineering. Preliminary data indicate that students are benefiting from the use of the ADB. Students report increases in their interest in subject content, motivation to learn, and confidence in their ability to learn.Cockrell School of Engineerin

Towards a model for training Indigenous languages educators in Australia

This lecture explores the current situation in Indigenous languages education and teacher training for that purpose, particularly in NSW and Australia at the moment, and then examines examples from overseas similar to our own. We will look at what might be the way forward for us using the resources we have access to, and using some ideas from overseas

Terbium-activated heavy scintillating glasses

Tb-activated scintillating glasses with high Ln2O3 (Ln=Gd, Y, Lu) concentration up to 40mol% have been prepared. The effects of Ln3+ ions on the density, thermal properties, transmission and luminescence properties under both UV and X-ray excitation have been investigated. The glasses containing Gd2O3 or Lu2O3 exhibit a high density of more than 6.0g/cm3. Energy transfer from Gd3+ to Tb3+ takes place in Gd-containing glass and as a result the Gd-containing glass shows a light yield 2.5 times higher than the Y-or Lu-containing glass. The Effect of the substitution of fluorine for oxygen on the optical properties was also investigated

Unfinished business: Some issues in need of attention in Australian language revitalisation

The alarm bells have been ringing long and loud for Australian languages and, over the last half century, people have increasingly begun to heed them and respond. Rather than simply bemoaning the grim progress of attrition, Indigenous Australian community members and supportive linguists are increasingly talking in terms of saving languages and acting with the stated goal of bringing them back. The recent publication of Re-awakening languages: Theory and practice in the revitalisation of Australia’s Indigenous languages belatedly marked this turning point by evidencing sufficient activity to sustain a substantial volume of papers. However, (10 words identifying information omitted) it also starkly highlighted several of the issues in the process that are currently not being talked about – at least not publicly. This paper seeks to shine a spotlight on some of the larger ‘elephants in the room’ of Australian revitalisation in the hope that doing so will spur people to start discussing them openly, and avoid the risk that continuing to disregard them could limit progress or frustrate the achievement of desired outcomes. Issues to be considered include the need to identify clear and realistic goals and make concrete plans for their attainment; whether documentation, technology or school are the answer; the role of linguists, and; whether protocols are helping or hindering the process. While the discussion is focused on the Australian context it is certain to resonate with the experience of others also fighting to recover from language loss. It relates directly to the conference theme and reflects on the relationship between documentation and language revitalisation, and the role of formal instruction in that. It also reflects on the topics of communities’ experiences of revitalisation, language planning, the role of technology in teaching/learning small languages and assessing success in revitalisation strategies