This post gathers research, educational and new technology resources from Universities based in Australia and New Zealand.
UNIVERSITY OF CANTERBURY
COMPUTER SCIENCE EDUCATION
We have also been given the nickname the Department of Fun Stuff.
Computer Science without a computer: CS Unplugged is a collection of free learning activities that teach Computer Science through engaging games and puzzles that use cards, string, crayons and lots of running around.
CS Unplugged is a project by the CS Education Research Group at the University of Canterbury, NZ (aka “Department of Fun Stuff”).
AUSTRALIAN NATIONAL UNIVERSITY
OPEN RESEARCH LIBRARY
The Repository holds a variety of material in a number of open research collections including scholarly articles; books and book chapters; conference papers; theses; working papers; data, manuscripts, images and much more. The wider community is free to browse this material and all members of the ANU community are encouraged to contribute their research to the repository.
SOUTHERN CROSS UNIVERSITY
Research and scholarly publications of Southern Cross University.
UNIVERSITY OF TECHNOLOGY SYDNEY
CONNECTED INTELLIGENCE CENTRE (CIC)
The UTS Connected Intelligence Centre (CIC) operates as a creative incubator to catalyse thinking about the impact of algorithmic intelligence on education, research, and society more broadly. How should we make sense of the hype and debate around “big data”? How do analytics infrastructures embody – and thus perpetuate – particular values or worldviews?
There are three key CI’s covering our work: Connected Intelligence (human-centred, data-intensive software applications), Collective Intelligence (socialised, aggregated ideas, potentially contested) and Creative Intelligence (working with our sister initiative at UTS).
UNIVERSITY OF WOLLONGONG
Research Online is an open access digital archive promoting the scholarly output of the University of Wollongong, Australia.
Problem-based learning (PBL) represents a major development in educational practice that continues to impact both courses and disciplines worldwide (Schmidt, van der Molen, te Winkel, & Wijnen, 2009a). The chapter first outlines what PBL is and when, why, and how it developed. Next, it discusses what PBL aims to establish. The key elements of PBL are reviewed, followed by empirical research on the effects of PBL. Finally, it concludes the chapter with critical remarks and final notes.
Experiences shape us. They can take the form of adventures or challenges… or something else entirely. From stories about everyday life as a student and resident of sunny Queensland to overseas adventures, Explore is a platform for our students to share the experiences that mould them in today’s ever evolving global world.