Proceedings contents: Refereed papers

This page links to refereed papers accepted in accordance with [Review procedure], in one of the categories Research - academic research papers with clear strengths "... in the creation of new knowledge and/or the use of existing knowledge in a new and creative way so as to generate new concepts, methodologies and understandings". Accepted papers are eligible for the ARC research category "Conference publications" as detailed under [ERA 2012 Submission Guidelines], Section 5.4.8.7. Conference Publications - Full Paper Refereed. Professional practice - academic papers with clear strengths in creativity, leadership and excellence in professional practice, demonstrated in teaching, staff development, program or institutional development, educational media or services developments, or learning skills services. Being grounded in best practice rather than new knowledge, accepted papers are not eligible for the ARC research category "Conference publication". The TL Forum 2014 Committee acknowledges with gratitude the work of our reviewers [Review Panel]. Additional information about the review process outcomes is given in the [Editorial]. Readers are invited to select window width, font and font size to suit their personal preferences for screen reading comfort. For environmental sustainability purposes, we endeavour to make screen only reading as attractive as we can. Please note that the Proceedings files distributed at the Forum on USB drives are initial versions which may undergo post-Forum error correction after authors' proof reading. For definitive versions of any paper that you may wish to cite, please view it at http://ctl.curtin.edu.au/professional_development/conferences/tlf/tlf2014/refereed/contents-refereed.html and check the "Last correction" date given in each paper's footer lines (HTML version).

[Home Page] [Contents - All presentations]

Papers are listed in alpha order by first author		Category of refereed paper
Andrew Cotterell and Linley Lord	Engaging tomorrow's leaders: Student leadership development at Curtin	Prof Practice [PDF] [HTML]
Trevor Cullen, Stephen Tanner, Marcus O'Donnell and Kerry Green	Industry needs and tertiary journalism education: Views from news editors	Research [PDF] [HTML]
Bev Ewens, Lesley Andrew and Rowena Scott	Everything in moderation: The implementation of a quality initiative	Prof Practice [PDF] [HTML]
Kim Flintoff, Peter Mellow and Kerensa Pickett Clark	Digital curation: Opportunities for learning, teaching, research and professional development	Prof Practice [PDF] [HTML]
Olivia Gallagher, Rosemary Saunders, Karen Tambree, Selma Alliex, Leanne Monterosso, Y. Naglazas	Nursing student experiences of death and dying during a palliative care clinical placement: Teaching and learning implications	Research [PDF] [HTML]
Gael Gibbs	Dialogue by design: Creating a dialogic feedback cycle using assessment rubrics	Research [PDF] [HTML]
Mel Henry, Julie Ann Pooley and Maryam Omari	Student motivations for studying online: A qualitative study	Research [PDF] [HTML]
Gregory S.C. Hine and Shane D. Lavery	The importance of action research in teacher education programs	Prof Practice [PDF] [HTML]
Angela Jones and Rebecca Bennett	Dissolving the online offline divide: Re-conceptualising space in higher education course design	Research [PDF] [HTML]
Andres Merino and Michele Aucock	The role modelling of self regulated learning strategies and skills through enrichment tutorials	Research [PDF] [HTML]
Angus Morrison-Saunders	Reflections on subject centred learning, writing skills, research methods and spirituality for transformative teaching	Prof Practice [PDF] [HTML]
Raphael Pereira	Peer review of teaching: Collegial support to develop instructional skills	Prof Practice [PDF] [HTML]
Carol Piercey	Collaboration between the community and tertiary nurse education in bridging the gap between theory and practice	Prof Practice [PDF] [HTML]
Torsten Reiners, Hanna Teräs, Vanessa Chang, Lincoln C. Wood, Sue Gregory, David Gibson, Natasha Petter and Marko Teräs	Authentic, immersive and emotional experience in virtual learning environments: Dying is an important learning experience in a simulation	Research [PDF] [HTML]

Please cite as: TL Forum (2014). Transformative, innovative and engaging. Proceedings of the 23rd Annual Teaching Learning Forum, 30-31 January 2014. Perth: The University of Western Australia. http://otl.curtin.edu.au/professional_development/conferences/tlf/tlf2014/contents-all.html

Copyright 2014 The University of Western Australia. Copyrights in the individual articles in the Proceedings reside with the authors as noted in each article's footer lines.