title: Discourse relations, semantic relations and English in academic settings

authors: Paltridge, Brian

subjects: Discourse analysis

abstract: This paper describes the use of the notions of discourse elements, discourse relations and semantic relations in the teaching of English in academic settings. The paper provides an overview of these notions as well as makes suggestions for how they might be drawn on in the teaching of English for academic purposes. Working with these notions can help students create the kinds of texts they need to be able to produce in their courses of study as well as give them strategies they can draw on for reading and writing texts in their future academic and professional lives.

text: Discourse relations, semantic relations and English in academic settings This paper describes the use of the notions of discourse elements, discourse relations and semantic relations in the teaching of English in academic settings. The paper provides an overview of these notions as well as makes suggestions for how they might be drawn on in the teaching of English for academic purposes. Working with these notions can help students create the kinds of texts they need to be able to produce in their courses of study as well as give them strategies they can draw on for reading and writing texts in their future academic and professional lives.

year: 2010-02

title: Learning engineering through the Flipped Classroom Approach- students' perspectives

authors: Fox-Turnbull, Wendy

subjects: engineering education

abstract: A flipped classroom approach consists of two distinct parts: direct on- line instruction in the students’ own time and at their own pace, and interactive group lea rning and problem - solving activities in scheduled classes. This approach has the potential to suit theoretical and practice -based courses such as technology education. This article outlines a study on students’ views of using the flipped classroom approach to learning from the perspective of first and second year engineering students undertaking a module of learning in Dynamics. Engineering, like many technology related courses is both theoretical and practical in nature. The study investigates students’ vi ews of the use of the flipped classroom approach using focus -group and individual interviews after they had experienced it. The flipped classroom approach facilitated students’ exposure to theoretical ideas in their own time through online lectures, thus m aximising time for problem solving activity with their face -to-face lecturer support. This res earch suggests several key factors within two broad categories that students felt influenced their learning. These categories were identified as Perspectives of L ecturer Behaviour and Perspectives on Student Behaviour. The article concludes with a number o f recommendations aimed at improving the teaching and learning experiences for students in the flipped classroom and makes links to the potential applications for other design and technology education disciplines.

text: Learning engineering through the Flipped Classroom Approach- students' perspectives A flipped classroom approach consists of two distinct parts: direct on- line instruction in the students’ own time and at their own pace, and interactive group lea rning and problem - solving activities in scheduled classes. This approach has the potential to suit theoretical and practice -based courses such as technology education. This article outlines a study on students’ views of using the flipped classroom approach to learning from the perspective of first and second year engineering students undertaking a module of learning in Dynamics. Engineering, like many technology related courses is both theoretical and practical in nature. The study investigates students’ vi ews of the use of the flipped classroom approach using focus -group and individual interviews after they had experienced it. The flipped classroom approach facilitated students’ exposure to theoretical ideas in their own time through online lectures, thus m aximising time for problem solving activity with their face -to-face lecturer support. This res earch suggests several key factors within two broad categories that students felt influenced their learning. These categories were identified as Perspectives of L ecturer Behaviour and Perspectives on Student Behaviour. The article concludes with a number o f recommendations aimed at improving the teaching and learning experiences for students in the flipped classroom and makes links to the potential applications for other design and technology education disciplines.

year: 2018

title: Inspiring national indigenous legal education for Aotearoa New Zealand's Bachelor of Laws Degree: Phase One

authors: Ruru, Jacinta

subjects: tikanga Maori, LLB law degree, legal education in New Zealand, bilculturalism, bilinguaiism, bijuralism

abstract: This Issues Paper is the result of the first stage of a multi-year, three-phase national project. In it we review the literature and consider some of the preliminary opportunities relevant for the teaching
of Māori law as a foundation source of the Aotearoa New Zealand Bachelor of Laws (LLB) degree for the benefit of the legal profession and Aotearoa New Zealand society. We present ten key messages
as integral to this Issues Paper.

text: Inspiring national indigenous legal education for Aotearoa New Zealand's Bachelor of Laws Degree: Phase One This Issues Paper is the result of the first stage of a multi-year, three-phase national project. In it we review the literature and consider some of the preliminary opportunities relevant for the teaching
of Māori law as a foundation source of the Aotearoa New Zealand Bachelor of Laws (LLB) degree for the benefit of the legal profession and Aotearoa New Zealand society. We present ten key messages
as integral to this Issues Paper.

year: 2020-09-01