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Accepted Short Papers

Short papers were peer reviewed, with 80% reviewed by three peers from at least two countries.

While we are still finalising the PDF versions of a number of papers, we are making the completed ones available now for your reading in advance of the conference. Hopefully you are coming.

Short papers are organised by conference stream, and the first ones are going to be a focus in the Webinar 'The Work Skill Development Framework in Practice' run by colleagues from the Universities of NSW and Wollongong Friday 27 October 3 pm Eastern Daylight time.

I-MELT Short Paper Themes

Work Skill Development and Employability

Short papers coming soon...

Problem Solving       Research skills           Schooling                     Institution/system Level  

Partnerships             e-Learning                   Authentic Learning      Reasoning Critically  

                              

Work Skill Development and Employability Author(s)

Using the Work Skill Development Framework to Build Rigour into WIL Programs

Abstract    Short Paper    Video (after conference)

Ray Tolhurst (Wollongong University), Diane Mayorga & Suzanne Schibeci (University of New South Wales).

Aligning the Work Skill Development Framework to the Professional Skills Required for Aspiring Professionals

Abstract    Short Paper    Video (after conference)

Diane Mayorga (University of New South Wales).

The Work Skill Development, Framework, Applied to Minerals Industry Employability

Abstract    Short Paper    Video (after conference)

Ernest Baafi, Ray Tolhurst & Kevin Marston (University of Woolongong).
Academic Literacy and Writing Author(s)

Learning-Teaching Autonomy in Accelerating Academic Literacy Development

Abstract    Short Paper    Video (after conference)

Ursula McGowan (University of Adelaide).

Method to their Madness: Analysing Students’ Writings Against the RSD Framework

Abstract    Short Paper    Video (after conference)

Imtiaz Bughio & Fizza Sabir (University of Adelaide).

Towards a More Cogent Curriculum for Experimental Writing: A Case Study

Abstract    Short Paper    Video (after conference)

Tim Wong & Esmael Yahya (Monash University). 
Applications Author(s)

A Systematic Method for Facilitating Curriculum Renewal and Transformation: Two Case Studies

Abstract    Short Paper    Video (after conference)

Lyn Torres, Georgina Willetts, Loretta Garvey, Tomas Zahora, Steven Yates, Anne Young (Monash University, Swinburne University).

The Potential Inter-Disciplinary Application of MELT Models in a Developing Context: Different Perspectives from Higher Education Educators in Vietnam

(Abstract and short paper coming soon).

Giang Van Ngo & Trao Nguyen (Hanoi University).

Using the Researcher Skill Development Framework to Construct Marking Rubrics for Law Assessments

Abstract    Short Paper    Video (after conference)

Thaatchaayini Kananatu (Monash University).
Using the Work Skill Development Framework to Build Rigour into WIL Programs

Ray Tolhurst (Wollongong University), Diane Mayorga & Suzanne Schibeci (University of New South Wales).

This workshop aims to help participants apply the WSD Framework  to WIL programs. The growing importance of "soft" or generic" skills is acknowledged. The workshop is based on developing techniques that identify the work skills that students require for employment and then how to develop learning and assessment activities to enable students to build a portfolio of evidence to demonstrate that they have key employability skills valued by employers, To assist workshop participants, examples of practice will be provided.

Short paper

Go to https://reskidev.wordpress.com/ to discuss

Adapting the Work Skill Development Framework for the Professional Skills and Values Required for Aspiring Professional Accountants


Diane Mayorga, School of Accounting, Business School, University of New South Wales
d.mayorga@unsw.edu.au


Over the last decade, considerations about the changing skill set required of accounting graduates have grown
due to rapid changes in the work environment, technology and outsourcing of accounting tasks previously
undertaken by entry-level accounting graduates (e.g., Chaplin 2017; Hancock, Howieson, Kavanagh and Kent
2009; Jackling and De Lange 2009). In addition, employers are placing greater emphasis on soft skills such as
communication, collaboration, leadership and interpersonal skills (e.g., Jackling and De Lange 2009; Van
Akkeren, Buckby and MacKensie 2013). Recent semi-structured interview data suggests that employers also
believe that graduates should be comfortable making decisions under conditions of ambiguity as organisations
rely on larger volumes of data and analytics for their strategic decision-making. Given these latter expectations,
consideration should be given to providing more educational opportunities which cultivate accounting students’
ability to exercise appropriate professional skills and values. This paper describes how key professional skills and
values are integrated into the Work Skill Development (WSD) Framework. This modified WSD Framework is
called the “Professional Skills Growth” (PSG) Framework. The paper then briefly discusses how the PSG
Framework is currently being used in an accounting and business management work integrated learning (WIL)
program. It concludes by discussing challenges and opportunities in assessing professional skills and values.

Short paper

The Work Skill Development (WSD) Framework, Applied to Minerals Industry Employability - A Story of Practice

Ernest Baafi, Ray Tolhurst and Kevin Marston
School of Civil, Mining and Environmental Engineering, University of Wollongong
ebaafi@uow.edu.au

The application of the Work Skill Development (WSD) Framework to the issue of minerals industry employability is outlined, including how an enhanced curriculum model is being used to help students develop independence (WSD level 3), self-actuation (WSD level 4) and self-determination (WSD level 5). The model is based primarily not on what the university or students want. Rather, through reverse-field analysis, the model is based on evidence of what minerals industry employers require and what students can do to meet these expectations. Some of the outcomes of this approach are presented, and recommendations for the future are suggested.

Short paper

Learning-Teaching Autonomy in Accelerating Academic Literacy Development

Ursula McGowan
School of Education, The University of Adelaide
ursula.mcgowan@adelaide.edu.au

Research in the area of supporting students’ academic literacy development has pointed to the inadequacy of generic approaches delivered as remedial support services, and called instead for the integration of the teaching and learning of academic literacy into discipline content courses. Successful models tended to involve collaboration between discipline and communication specialists. However, collaboration is resource-intensive and therefore unlikely to be sustainable unless mechanisms are in place that provide for progress from initial dependence on the adviser’s expertise towards learner and teacher autonomy. Two frameworks based on Models of Engaged Learning and Teaching (MELT) were designed for achieving this. The first uses the pentagon arrangement of the MELT facets to visualise the conceptual basis for a self-help tool for students to use for Accelerating Academic Literacy Development (AALD). The second, ALTA (Academic Learner and Teacher Autonomy) presents the MELT facets as a continuum of increasing learner-teacher autonomy. The ALTA framework is applied in my research to trace evidence of a STEM discipline lecturer’s autonomy in taking ownership of the collaboratively designed and implemented AALD pedagogy.

Short paper

Method to their Madness: Analysing Students’ Writings Against Research Development Skill (RSD) Framework

Imtiaz Ali Bughio, Fizza Sabir and Faraz Ali Bughio
School of Education, The University of Adelaide
Institute of English Language and Literature, University of Sindh, Pakistan
imtiaz.bughio@adelaide.edu.au

This paper presents qualitative analysis of essays written by second-year Bachelor of Linguistics students in a public university in Pakistan, based on the Research Skill Development (RSD) Framework (Willison & O’Regan, 2006a). The RSD framework has been used at several universities outside Australia, (e.g., in Canada, Ireland and Holland) to help students at the undergraduate and graduate levels develop research skills (Willison & O’Regan, 2010). Despite the fact that 90% of Government schools in Pakistan use Sindhi and/or Urdu as a medium of instruction in schools and that only ten percent conduct classes in English (Mahboob, (in press)), English is taught as a compulsory subject from grades 1-12, as well as in most undergraduate degree programs. It is also a medium of instruction in the universities in Pakistan. This study focuses on the research skills of students based on the facets of the RSD Framework when the participants were not aware of the framework. The researchers analysed essays written by students as class assignments. Findings revealed that there was some ‘method to their (students’) madness’. That is, the students, despite their unfamiliarity with the RSD framework, were able to demonstrate evaluative and analytical research skills that matched the facets of the RSD framework. Based on the study, we propose that the formal introduction of the RSD framework through online or on-campus workshops can enhance students’ research skills.

Short paper

Towards a More Cogent Curriculum for Experimental Writing: A Case Study

Timothy Wong and Esmael Yahya
School of Arts and Social Sciences, Monash University, Malaysia
Research and Learning Unit, Monash University, Malaysia
itim.wwt@monash.edu

There is an increasing need for better curriculum and pedagogical support for teaching creative writing (Swander, Leahy and Cantrell, 2007), and more so, its subgenre, experimental writing. Using the Research Skill Development (RSD; Willison and O’Regan, 2007) framework, the curriculum document for a third-year varsity unit on experimental writing was mapped out to locate the different facets of the writing process. The exploration yielded these findings: (1) a lack of explicitly stated creative skills; and (2) an inclination towards a more serious and academic tone and mood, lacking in experimentation and risk-taking. Changes to the curriculum document hinged on (1) the number of assessment tasks; (2) the kind of assessment tasks; and (3) the rubric descriptors. The changes seemed to impact the classroom, resulting in more student engagement, and to inform another teaching and learning model for experimental writing.

Short paper

A Systematic Method for Facilitating Curriculum Renewal and Transformation: Two Case Studies

Lyn Torres, Georgina Willetts, Loretta Garvey, Tomas Zahora, Steven Yates and Anne Young 
Monash University Library, Monash University
School of Nursing and Midwifery, Swinburne University
lynette.torres@monash.edu

Background: The mapping of curriculum is particularly important for skills-based degrees with both internal and external accreditation. The MELT (Models of Engaged Learning and Teaching) frameworks, which have a theoretical foundation in Bloom’s Taxonomy, are proposed to provide a platform to assist in the process of curriculum mapping.

Aim: This paper presents two case studies showcasing a systematic process of mapping curriculum in respect to students’ research skill development and professional standards of practice.

Method: A qualitative design was used to collect and analyse data from two curricula. Data was coded in NVivo and themed according to elements of the MELT frameworks.

Results: Combined, the case studies detail (1) research skills identified and associated levels of student autonomy, (2) mapping process to assist curricula design, evaluation and renewal, and (3) the alignments between curriculum and professional standards of practice.

Conclusion: An evidence-based approach to mapping curricula can be achieved through the application of MELT frameworks in conjunction with NVivo qualitative data analysis software.

Short paper

Using the Researcher Skill Development Framework to Construct Marking Rubrics for Law Assessments

Dr. Thaatchaayini Kananatu
Business Law and Taxation Department, Monash University, Malaysia.
thaatchaayini.kananatu@monash.edu

This practice paper aims to document the utility of the Research Skill Development (RSD) framework in constructing (a) assignment marking rubrics for the in-semester assessment of International Trade Law, a core unit under the Master of International Business programme in Monash University Malaysia; and (b) paper marking rubrics for an undergraduate conference titled Genderworks: Dialogue and Action across Our Differences, organised by Monash University Malaysia. This paper is a story of “why” and “how” the RSD was aligned to the learning outcomes as well as the key assessment criteria for law assignments, particularly for units taken by non-law students. In using the RSD for either undergraduate or postgraduate law assignments for non-law students, this practice paper proposes that there is a need to obtain student feedback and reflection on the effectiveness of the RSD for research-based law assignments.

Short paper

Expired Submission details

Submissions are now closed for 200-word abstracts for poster presentations since 6 September 2017. These were submitted to:

research-advice@i-melt.edu.au

Posters will be an opportunity for creatively representing to the I-MELT audience aspects such as:

  • your own adaptation of MELT that suits your context
  • what happened when you implemented MELT
  • MELT in the design of:
    • individual activities
    • components of a subject such as the laboratory stream
    • a whole subject
    • assessment activities, marking and feedback
    • a whole program

Abstracts will be reviewed by the I-MELT committee and you will be informed by 13 September about acceptance and given feedback.

Posters will be digital, preferably in Powerpoint.

The poster session is called ‘MELTing Moments’ and will involve two minute presentations to the whole audience.

In addition posters will be on rolling display on large screens during the conference.

Posters should be static (no transitions); brevity and visual communication should be emphasised with large font and graphics the focus.

The actual e-poster may be emailed one week before the conference.

Abstract structure (submitted as a word document)

Title

Authors/institutions/contact details

The 200-words should outline:

  • the issue you were or are dealing with
  • outline the MELT used or modified
  • outcomes, results or plans for the future

You may have one or two references (in addition to the 200 words).

Closed: Short papers for I-MELT presentations and workshops

Short papers were peer reviewed, and provide a substantial background to presentations and workshops in advance of the conference, and into the future.

Short papers of 1500 - 2000 words were submitted for:

Presentations of 15 + 10 minutes Q&A. All presentations will begin with an 'audio abstract' ie tell the whole story in brief, like an abstract, then use a standard presentation structure.

Workshops of 1.5 hours. These should involve lots of 'work' for the participants.

Two types of submission were welcome for presentations

  • short papers based on research; and
  • short papers based on practice.

Link to Review criteria

Link to Support for your research

The research papers will typically have ethics approval and capture qualitative, quantitative or mixed methods evidence. Practice papers will be based on accounts of practice, supported by some data, such as student evaluation data.

Short papers submitted for I-MELT will share the common ground of using the Models of Engaged Learning and Teaching as the conceptual framework for our shared conversations. All accepted presentations will use, adapt, connect or critique one or more of this family of models:

  • Research Skill Development (RSD and RSD7) frameworks,
  • Work Skill Development (WSD) framework,
  • Optimising Problem Solving (OPS) pentagon,
  • Clinical Reflection Skills (CRS) framework,
  • Critical Thinking Skills (CTS) framework and
  • Research Mountain (for kids).

Each short paper will indicate one or more of the conference themes that it addresses:

Short Paper Structure (1500- 2000 words)

  • Abstract of 100-150 words, which includes the MELT framework(s) used
  • Introduction of the context and why the specific MELT framework(s) were used.
  • What practice or theory gap were you addressing?
  • What was your methodology (empirical paper) or approach (practice paper)?
  • Work in progress/ results or outcomes
  • Discussion
  • Three sentence conclusion- 'so what' ?or 'where to from here'?
Special Issue of JUTLP on RSD connections, critiques and curricula

Some short papers that were accepted through the peer review process havebeen invited to submit a full paper for a Special Issue of the Journal of Teaching and Learning Practice: Research Skill Development spanning Higher Education: Connections, critiques and curricula. In addition to I-MELT papers, a call for Expressions of Interest has gone out for this special issue of JUTLP http://ro.uow.edu.au/jutlp/latestnews.html . If you submit a short paper to I-MELT, there is no need to submit an EoI for the journal article on the same topic.

International Conference on Models of Engaged Learning & Teaching
Established 2016
School of Education

6.22, 10 Pulteney Street
The University of Adelaide
SA 5005

Contact

Dr John Willison
T: +61 8 8313 3553
john.willison@adelaide.edu.au