| About the LEAP Project |
| Developments in the
availability and quality of many forms of electronic media offer new
opportunities for universities to enhance the quality of their teaching
and learning. Technology-based disciplines face unique problems when
confronted with the challenge of adopting flexible learning approaches
within their courses. Delivery of subjects requiring substantial components
of laboratory work or fieldwork is restricted by equipment requirements
and costs, the necessity to schedule laboratory times, and the availability
of demonstrators. The majority of university courses still operate in the traditional lecture/tutorial/laboratory/ fieldwork delivery mode which may not be optimal for technology-based units. This project seeks to define a more flexible delivery approach for such technology-based units, and to improve student skills for critical evaluation, problem solving and decision making, and the understanding and mastery of technology. This project identifies four core components of technology-based teaching that impact on the ability to adopt flexible learning approaches: 1. Tactile skill development - knowledge of functionality and use of technical equipment; 2. Environment perception - development of data acquisition and sampling skills and the understanding of practical issues involved in fieldwork; 3. Concept development - the promulgation of fundamental technological concepts and their relationship to the world around us; 4. Information discovery - interpretation and application of scientific information through analysis and modelling of data. Engineering, spatial science, geology, geophysics and other technology-based areas within Curtin are challenged to manage the integration of flexible learning approaches within these core components. This project aims to demonstrate the successful application of multimedia-based flexible teaching techniques to these components. The project involves the formation of development teams, with each focussing on one of the 4 core components, to analyse the purpose and function of lectures, tutorials and laboratories within technology-based units. Student surveys and staff self reflection will be used to evaluate and redesign the teaching approach for these units. By examining modules common across the Department of Spatial Sciences, 15 units will be targeted. Development, implementation and evaluation of revised approaches will be made possible by time release of team members and using a research assistant supported by the project. Evaluation of the project will comprise student surveys including SEEQ, the 1999 LEAP Survey and surveys targeted to the outcomes of this project. Staff self reflection and advice from the reference group (Divisional T&L Committee) will also be used for evaluation. The project challenges the precepts of the traditional structure of university teaching for technology-based units. Through the re-evaluation of existing delivery mechanisms, the innovative use of multimedia and the application of flexible learning methods, it is possible to create an integrated learning environment where "content" and "skill development" are intertwined in a meaningful and purposeful manner. CRICOS provider
code 00301J |