From transformation to integration
Skillen, Jan, James, Bronwyn, Percy, Alisa, Tootell, Holly, & Irvine, Helen J. (2003) From transformation to integration. In National Language and Academic Skills Conference, 2003, Adelaide, Australia.
The integration of instruction about academic skills into subject curricula has become widely recognised as an effective means of teaching students about discipline-specific academic skills; however, integration can achieve much more than this. It can involve the learning developers and discipline teaching team in collaborations that lead to such things as a rethinking of assessment types and assignment tasks, staging of assignment tasks, revision of assignment questions, redevelopment of marking criteria, provision of marking workshops for the teaching team, the development of staff marking handbooks and more specific instruction focussed on learning strategies. When integration involves this amount of redevelopment, increased student learning about disciplinary writing is only one of many positive outcomes. This paper will report on this kind of collaborative integration at the University of Wollongong, through a number of case studies. The paper will argue that integration at its most collaborative and strategic is not simply integration of skills instruction but is curriculum redevelopment that has the capacity to achieve transformation of teaching and learning.
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|Item Type:||Conference Paper|
|Keywords:||collaborative integration, transformation, multi, disciplinary knowledge, HERN|
|Subjects:||Australian and New Zealand Standard Research Classification > EDUCATION (130000) > SPECIALIST STUDIES IN EDUCATION (130300) > Specialist Studies in Education not elsewhere classified (130399)|
|Divisions:||Current > QUT Faculties and Divisions > QUT Business School|
|Copyright Owner:||Copyright 2003 (please consult author)|
|Deposited On:||18 Mar 2008 00:00|
|Last Modified:||27 Oct 2014 04:57|
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