Active learning about active learning Peters, G en_US 2021-11-25T13:23:42Z 2021-11-25T13:23:42Z 2008 en_US
dc.description.abstract Creating meaningful active learning experiences can be a significant and sometimes comical challenge for a new lecturer. In this article, I describe my own active learning experience as I attempted to break down the separation between tutorials and lectures that was typical of the university education I experienced. The adoption of a sustainability framework for decision-making processes associated with major infrastructure developments in the Australia water industry is a recent innovation which has provided a convenient vehicle for supporting this change. A case study drawn from a fourth year Environmental Engineering Practice class is used to illustrate how the framework can be applied to provide new and relevant curriculum. The overall intent of this paper is to support new lecturers on their own journeys into teaching, and perhaps to remind their experienced mentors of a particular challenge their colleagues face at the beginning. en_US
dc.description.uri en_US
dc.identifier.issn 1553-9911 en_US
dc.language English
dc.language.iso EN en_US
dc.rights CC BY-NC-ND 3.0 en_US
dc.rights.uri en_US
dc.source Legacy MARC en_US
dc.title Active learning about active learning en_US
dc.type Journal Article en
dcterms.accessRights metadata only access
dspace.entity.type Publication en_US
unsw.relation.faculty Engineering
unsw.relation.ispartofjournal iNEER Special Volume: Innovations 2008 en_US
unsw.relation.originalPublicationAffiliation Peters, G, Civil & Environmental Engineering, Faculty of Engineering, UNSW en_US School of Civil and Environmental Engineering *
Resource type