Gayle Morris's research while affiliated with Deakin University and other places

Publications (4)

Book
Full-text available
Final report of the the Active Learning in University Science (ALIUS) project. This project aims to establish a new direction in first year chemistry teaching – away from didactic teaching methods in large lecture style teaching to more active, student centred learning experiences. Initially six universities have been involved in practice-based i...
Article
Full-text available
This paper describes an Australian Learning and Teaching Council funded project for which Learning Design is encompassed in the broadest sense. ALIUS (Active Learning In University Science) takes the design of learning back to the learning experiences created for students. ALIUS is not about designing a particular activity, or subject, or course, b...
Article
Full-text available
Much of what is regarded as effective professional learning is that which is situated, incorporates a social dimension and enables practitioners to converge in and around authentic practice. This article describes an inter-university online learning resource for tutors which is underpinned by a practice based approach to professional learning. The...
Article
Full-text available
A core skill of the construction management professional is decision making. Disciplinary content knowledge provides the basis for effective decision making, but is largely insufficient in contexts where projects demand a responsive and flexible approach to scenarios as they evolve and change. As Beckett and Hager suggest, 'professional practice re...

Citations

... Practice-based learning includes being involved in mentoring, studying real-world workplace issues, communities of practice and learning on the job (e.g., Fraser & Harvey, 2008;Lines et al., 2011;. Self-managed learning includes activities such as ad hoc conversations, participation in peer networks and involvement in self-managed professional leadership groups (e.g., Bedgood et al., 2012;Burgoyne, Mackness, & Williams, 2009;Kezar, Gallant, & Lester, 2011;McInnis, Ramsden, & Maconachie, 2012); and Formal leadership development includes participating in 360°feedback reviews, joining formal leadership programs and completing a tertiary qualification in leadership (some examples of work in this area include Jones, Ladyshewsky, Oliver, & Flavell, 2008;Ladyshewsky, Geoghegan, Jones, & Oliver, 2008;Lefoe, Parrish, Hart, Smigiel, & Pannan, 2008;West & Vilkinas, 2011). ...
... Similarly to our results, the literature also points out that SBT involves an active learning process by making students aware that they are in a learning environment. Various authors have pointed out the achievement of: better learning outcomes (Bedgood et al., 2010;Rau, Kennedy, Oxtoby, Bollom, & Moore, 2017), better understanding of the objective concepts of the course (Matherly & Burney, 2013), and cultivation of abilities in students (Peng, 2017), even improving competencies in a global, specific and transversal way (Dejo, 2015). Regarding student perception, it allows for increased interest and motivation in the subject matter (Dejo, 2015;Gusc & Veen-Dirks, 2013) and relationships with peers (Dejo, 2015). ...
... Online educators are often contracted on a part-time basis and are not necessarily fulltime members of the university faculty. Our focus in this report is on these part-time educators, sometimes referred to as adjunct, casual staff, sessional staff, casual academics, teaching assistants, graduate teaching assistants and adjunct faculty, and may also include demonstrators, lecturers or clinical tutors from industry or the public services (Bell & Morris, 2009;Hitch, Mahoney, & Macfarlane, 2018;. It has been recognised that the use of part-time educators in higher education is on the increase and that they are not always adequately supported with professional development opportunities and administrative functions (Dean, Harden-Thew, & Thomas, 2017;Goold et al., 2010;Hitch et al., 2018;Metz & Bezuidenhout, 2018;. ...