General Motion Pictures

Dana H. Hodgdon and Stuart M. Kaminsky BASIC FILMMAKING (New York: Arco Publishing, 1982—$12.95/$7.95)

Stewart Bronfeld WRITING FOR FILM AND TELEVISION (Englewood Cliffs, NJ: Prentice-Hall, 1981—$11.95)

Leonard Maltin TV MOVIES (New York: New American Library, 1982— $4.95)

Alan Frank THE HORROR FILM HANDBOOK (Totowa, NJ: Barnes E. Noble Books, 1982—$24.95)

Richard Dyer MacCann and Jack C. Ellis CINEMA EXAMINED: SELECTIONS FROM CINEMA JOURNAL (New York: E. P. Dutton, 1982—$9.95 paper)     

Building an online community to support the professional development of casual teachers

Abstract

With the burgeoning casualisation of the higher education workforce, the precarious nature of casual teaching has become increasingly well documented. Universities are recognising that enhancing quality learning and teaching must include attention to the provision of services, support, and professional development for teachers employed on a sessional or casual basis. This paper presents a study investigating an online course for supporting and connecting dispersed and diverse casual teachers at an Australian university. The study explores the role of community and the impact of professional development for casual teachers across discipline boundaries in an institution-wide online course.     

A practice-based approach to student reflection in the workplace during a Work-Integrated Learning placement

In the Work-Integrated Learning (WIL) curriculum, reflection on workplace activities is widely used to support student learning. Recent critiques have demonstrated the limitations of current approaches to support students' reflective learning of workplace practices. By employing a practice-based approach, we seek to refocus WIL reflection on workplace practices, emphasising the ‘embedded (social), engaged (practice) and embodied (material) aspects' of students' reflective practices in the workplace. We argue that reflection-in-the-midst-of-action includes an often-overlooked phenomenological contribution that shifts attention from cognition to action. This study uses a case study of one typical WIL student to illustrate the importance of reflection-in-the-midst-of-action and the limitations of pedagogical structure using an e-log and reflective journal to capture reflection-in-the-midst-of-action. We argue that the move to consider reflection as a practice, and the move to refocus reflection to reflection-in-the-midst-of-action, supports a learning approach that is more congruent with workplace action and context.     

GiveMe Shelter: a people-centred design process for promoting independent inquiry-led learning in engineering

It has become increasingly common for tasks traditionally carried out by engineers to be undertaken by technicians and technologist with access to sophisticated computers and software that can often perform complex calculations that were previously the responsibility of engineers. Not surprisingly, this development raises serious questions about the future role of engineers and the education needed to address these changes in technology as well as emerging priorities from societal to environmental challenges. In response to these challenges, a new design module was created for undergraduate engineering students to design and build temporary shelters for a wide variety of end users from refugees, to the homeless and children. Even though the module provided guidance on principles of design thinking and methods for observing users needs through field studies, the students found it difficult to respond to needs of specific end users but instead focused more on purely technical issues.