Best Universities in Australia

Studying in a reputable university makes a big difference in your future employment. Conversely, choosing the wrong school can even spoil your career path. Since your future is at stake, the importance of choosing a top school becomes significant. If you are interested in pursuing college education in Australia, this article will help you ponder the right college for you.

Australian National University

ANU is a public teaching and research college that is situated in Canberra, Australia. It offers a wide range of programs in seven colleges that include Arts and Social Sciences, Asia and the Pacific, Business and Economics, Engineering and Computer Science, Law, Medicine, Biology and Environment, and Physical and

Mathematical Sciences.

University of Melbourne

The University of Melbourne is a public college situated in Melbourne, Victoria. Boosting their excellence in biological and health sciences, UOM consistently ranks among the top universities in Australia as well as worldwide.

University of Queensland

Also known as UQ, the University of Queensland is a public college located in Brisbane, Australia. UQ's strength in research helps them become one of the premier learning and research institutions worldwide.

University of New South Wales

UNSW is a research focused college in NSW, Australia. It boasts recognitions in their Computer Science, Engineering, Math, and Psychology courses. This is why employers give high regard for university graduates.

University of Sydney

The University of Sydney is a public learning institution situated in Sydney, NSW. It offers a wide range of dynamic courses which relatively offer bachelor's degrees, master's degrees, and doctoral degrees. The University of Sydney upholds to be a student-centered learning and teaching environment.

University of Western Australia

UWA has successfully helped shape the careers of over 100,000 graduates. It is the oldest one in the state of Western Australia, holding quality education since 1911. The institution has been recognized internationally as an excellent research-intensive college.

University of Adelaide

Established in 1874, the University of Adelaide is the third oldest one in Australia. Adelaide has major strengths in wine and food, health sciences, biological sciences, physical sciences, information technology and telecommunications, environmental sciences and social sciences.

Monash University

This belongs to Australia's top educational institutions, providing high standards for research, teaching and scholarship. Monash offers courses in arts, commerce, engineering, education, law, medicine and science.

Macquarie University

Recognized for its innovative curriculum and excellent teaching and research, it continues to rise up to the international university rankings. The institution constantly produces outstanding graduates to earn high salaries for employment.

Queensland University of Technology

Located in Brisbane, QUT gives emphasis in courses and research development that include Built Environment and Engineering, Business, Creative Industries, Education, Health, Law and Justice, and

Science and Technology.

People are still fascinated to judge your potentials based on the school you attended in college. This is why choosing the right university must be taken seriously. With so many reputable schools in Australia, you have to adopt a meticulous approach before deciding on which university you wish to enroll.

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Learning Centered Education - Encouraging Student Responsibility For Learning

Accepting responsibility for their own learning can be a significant challenge to students. This is especially a problem if they have grown up in a school system that had an emphasis on objective testing against nation-wide standards. in that kind of learning environment it is commonplace to have teachers teach the test and focus on baseline level practice that translate well into multiple choice tests. Overcoming the economic incentives for this style of teaching is nontrivial.

It is a fair question to ask why bother? Why should a teacher who's looking to make a living buck the system to encourage students to take more responsibility for their own learning? if the school system in question has a history of lecturer based instruction this approach will be unpopular with both faculty and students as well as an administration which will equate standardized test performance with uninterrupted funding.

The short answer, of course, is that the modern world doesn't really care about our objective tests and are sources of funding but actively rewards those who take the initiative and personal responsibility to develop an inquisitive habit of mind. 30 years ago it was all very well for the education system to beat all signs of individuality out of our students, and support the industrial ages need for a compliant and obedient worker drone population. Even if that was ever a good and decent goal, which I doubt, the future demands freethinking creative and critical thinking individuals who can help us all navigate through an ocean of complexity.

The problems facing our world do not lend themselves to simple solutions by the simpleminded. Brute force and ignorance have gotten us this far, which seems to be on the edge of a cliff looking into oblivion. It will take creativity and critical thinking in the combined power of millions of freethinkers to pull us back from the edge.

It begins in the educational system in every classroom with problem-based instruction and a respect for diversity and multiple points of view. Encouraging teamwork and collaboration will help us build the kind of interconnected society of citizens who genuinely care for and rely upon each other.

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Some Structure for Your Group Discussions

Teachers and Instructors everywhere are searching for ways to get students more actively involved in their own learning. One of the most popular methods around is group discussion.

While it does not take much thought to divide a class of thirty into five groups of six learners in each group, determining the focus of the group discussion is another matter.

While some extreme advocates of student-centered learning might opt for a self-discovery discussion where the students essentially identify their own structure, there are many who argue the teacher is ultimately responsible for establishing an initial focus and structure for group discussion.

These methods have at their core the fundamental belief that the goal of a group discussion is to force students to think through what it is you are teaching and find meaning in it.

The idea is to break an instructional period into teacher presentations followed by a group discussion period and reporting. Teachers can present content in a variety of formats - brief lectures, audio-visual presentations, or case studies. Here are four suggested approaches for structuring the group discussion:

    Compare and Contrast (Identify Similarities and Differences)
    Graphic Representations
    Decision Methods - Rank Ordering
    For and Against Rationale

Compare and Contrast

Have each group compare and contrast discrete topics you have presented. The most common comparison is to list how the topics or concepts behind them are similar and how they are different.

Depending on the content, you can also instruct the groups to compare and contrast the content presented against material with which they are already familiar. For example, if you are teaching a new appraisal system to a group of managers and supervisors, have them compare and contrast the new system with the system they are currently using.

Graphic Representations

If your content involves a series of steps to be taken, or topics that rely on understanding previous topics, ask the groups to prepare a flow chart of the content. For certain content a comparison table might be a more appropriate graphic representation.

Decision Methods

The simplest yet in many ways most comprehensive group decision task is rank ordering. Have the group rank order the topics from the presentation in appropriate ways. For example, you might have them rank them in order of importance. Some topics lend themselves to multiple rankings, such as segments deriving greatest benefit from a concept. For business seminars and some business education classes, the segments could include large corporations, small corporations, suppliers, customers, or investors.

For and Against Rationale

Based on the content, the instructor provides the groups with a hypothesis, or theoretical statement. For each statement, groups develop supportive and contrary reasons.

Feedback Period

At the end of the discussion period, it is important to allow a segment of time to report results from each group. To facilitate participation in the discussion, it is a good practice for the teacher to call on different members of the group to do the reporting after each discussion period. Having the group select its own spokesperson may be a valuable learning opportunity for leadership and teamwork classes, but not where the primary goal is learning a body of content.

Dr Bryan A. West is the owner and manager of Fortress Learning ( http://www.fortresslearning.com.au ), an Australian Registered Training Organisation who consistently generates greater than 90% student satisfaction ratings with their range of online courses. Learn more by visiting http://www.fortresslearning.com.au.

ESL Watchdog - In-House-Training

Learning English as a foreign language can be a daunting experience. After a while, students start to wonder whether an in house training program can actually achieve its objective, to become proficient in English. To become a proficient English speaker there are plenty of barriers that students come up against. For example; tenses, phrasal verbs, vocabulary, and not to mention the many micro skills involved in learning English. There also seems to be a never ending road of linguistic contradictions that makes English even harder to grasp.

However with this in mind, in Jakarta, English training has become an ever in increasing business, with endless English schools opening up at a drop of a hat. Don't get me wrong I think it's a good thing as long as they have the Students' interests in mind. Nevertheless, there is no denying there are some schools that value the dollar more than the educational needs of their students. Therefore, when looking for a language provider that offers an in-house training program it is important that you ask the right questions about your training course before making any type of commitment. Here are just a few tips to bear in mind when choosing your next in-house training program in Jakarta.

Tip number one:

Remember don't let the language provider sell your company a training course that does not suit your purposes. There are many training courses available to suit your specific needs. For example, English for banking, English for Marketing, and even English for Pilots. Such courses are referred to as English for a specific purpose or in short (ESP). These courses are designed to meet the learners' needs. Therefore a good English provider should always be prepared to allow for the requirements of the company by providing a course tailor made to their specification.

Tip number two:

Now that you have established what course you want, it is important that the provider implement placement tests to determine the trainees' level. I am still surprised how many English language providers do not offer placement tests before starting a training course. For the provider to ascertain the learners appropriate English level, it is crucial to get a relevant measure of their initial level. This is achieved by setting up and implementing comprehensive placement tests. Briefly speaking, a standard test, in my opinion, should cover the four areas of language; listening, reading speaking and writing.

Tip number Three:

Once the placement testing process has been completed and a thorough report is submitted to the company it is essential that the English provider designs and creates student centered learning environments. When teaching any type of training course in Jakarta it is vital that the English training course is student centered rather than teacher centered. To most, teacher centered classes are
generally seen as boring, unproductive and ineffective. However, in student centered classes many educational experts have stated maximum learning occurs when trainers encourage students to "hear it, see it and do it". This approach allows trainees to become proactive learners who take an active role in their English language development. In my experience students of Jakarta have had successful results when following a student centered methodology.

Tip number four:

Finally, with regards to customer service an English provider must be prepared to adjust to the English language learners' continually changing needs. If an English training organization is a true solutions provider they must be prepared to face the challenges of a modern business in an educational setting. In doing this, they also need to meet the educational demands of the trainees in Jakarta. This is the challenge that modern business demands of English language providers; to provide an honest caring service that enables students of English to flourish while at the same time trying not to jeopardize the standard of English Education. These objectives can actually be achieved if one chooses to be creative, innovative and a flexible forward thinker in order to adjust to the modern needs of Jakarta. A truly professional English training is necessary if we are going to turn this city into a greater Jakarta.

For more information about in-house-training please click on: http://jetindonesia.com
Article written by John Pinzone

Jakarta English Training is a business English solution provider, who closely works with your organization to design and deliver English courses to match to your specific business English needs.

Setting the Stage for Active Involvement in Your Learning Environment

These days, traditional lectures have taken on the aura of an ancient technology whose time has long ago come and gone. In fact, some claim lectures are like the carpet-beaters of old. They were not very good at cleaning carpets even in their day, but they were all we had.

The lecture method of formal education has been under attack to varying degrees for more than one hundred years, but it is only within the last two decades we have some credible scientific evidence on how the brain learns. Advances in computerized imaging technology have made this research possible, and it confirms what many have long believed. The passive nature of a lecture presentation is not the most effective way to learn. The brain needs to be actively involved in the learning process. As long ago as the days of Socrates, some educators suspected this to be true and effectively used questioning techniques to engage the minds of their students.

However, even in the presence of this contemporary research, the debate about what constitutes effective education rages on. For one thing, the research is far from conclusive and defining what qualifies as active learning can be difficult. In addition, there are still many educators who are attracted by the idea of active involvement, but firmly believe they have too much content of a critical nature to invest precious minutes in learning involving activities.

Some proponents of student-centered learning and discovery learning approaches feel learners should not only be involved in the learning process, they should also be involved in determining what is to be learned.

Others maintain there is still a need for teachers to be responsible for determining what content is most important, while at the same time recognizing the need for presentations and follow-up activities that promote active involvement.

In addition, many teachers who are adopting active learning approaches realize that certain learners do better with a gradual shift away from more traditional methods.

In either case, teachers and instructors sometimes forget about setting the stage for whatever involvement methods they are going to use.

There is nothing magical about setting the stage. It is simply a matter of letting your students know what you are planning before it happens. Think of it as starting a session with the syllabus of the day.

For example, if you have a 10-minute presentation on management styles planned, followed by a group task to list the similarities and differences or advantages and disadvantages of each style, let the class in on your plans.

If learners know they will be immediately asked to apply what they have learned, they are more motivated to pay attention. Do this for your entire lesson plan, letting students know exactly what you plan to cover and at what points they will get directly involved.

Over time, you can expand this idea and offer a range of activities from which they can choose following a content presentation. For example, if your follow-up group discussion activity is a rank-ordering task, you can provide different criteria for the rank-order and allow each group to select the criteria they feel would be most beneficial to their own learning.

Dr Bryan A. West is the owner and manager of Fortress Learning ( http://www.fortresslearning.com.au ), an Australian Registered Training Organisation who consistently generates greater than 90% student satisfaction ratings with their range of online courses. Learn more by visiting http://www.fortresslearning.com.au.

School Project Ideas


One of the buzz phrases floating around the education world over the last decade or so is "student centered learning." Student centered learning is when the focus is on the students and not the instructor; the instructor still serves a role as facilitator, but the students are doing most of the work by creating a product or presentation. Direct instruction or lecturing has become an unpopular approach to teaching. Though direct instruction is appealing for the sheer amount of information one can deliver in a limited period of time, the quality of this learning experience is questionable. In my opinion a good classroom has a combination of both approaches. Concepts are introduced in a lecture style lesson, but to reinforce the skill students are provided with opportunities to be constructive. Here are some creative project ideas that you can implement in your classroom. Leave comments sharing with others how you've implemented project ideas in your classroom.

1. Advertisements: create an advertising campaign to sell a product. The product can be real or imaginary. Try using this to teach persuasion, as an assignment for speech class, or to reinforce skills learned in a consumer class.

2. Album Covers: create artwork for an album. The album may be connected to a skill (such a multiplication) and should demonstrate or explain how that skill is used. Or the album cover may be connected to a novel and the art work might present a relevant theme in the story. Another use would be to have students create natural disaster album covers in a science class where the cover would depict and explain the event.

3. Autobiographies: write the story of your life. This assignment may help you teach autobiography or reinforce a broad range of writing skills.

4. Awards: create awards to present to historical figures, scientists, mathematicians, authors, or characters from a novel.

5. Banners: create an informational banner. Students could create time lines of the American civil war or the Spanish alphabet.

6. Bar Graphs: create illustrated bar graphs. These may be used to explore data sets, use statistics to support a point, or illustrate a growth or change in a market.

7. Biographies: write the life story of someone else. It could be a friend, family member, historical figure, or a fictional character.

8. Blogs: create blogs for literary characters or historical figures. Create an actual blog for free or just have students write and organize articles on white printer paper if the internet is not available.

9. Blueprints: create blueprints or floor plans of a scene described in a novel, an historic setting, or an earthquake proof bridge or structure.

10. Boardgames: create boardgames where students review course concepts. Game play should be based around answering review questions correctly.

Visit ereadingworksheets.com for 62 project ideas and check out my blog for guidelines when assigning a project.

Donzo Morton is a Chicago Public School teacher and webmaster offering free worksheets, activities, interactive reading skills quizzes, and other great resources for teachers, parents, and students.

New Teacher Tips - 10 Ways on How to Plan a Student Centered Lesson

You hear snippets of student conversation in the hallways or perhaps during lessons. You chuckle with them or to yourself. Maybe you even make a comment to them that's agreeable. No doubt - this kind of scenario strengthens the teacher-student relationship and class dynamics.

But in my mind, the real connection to students comes with learning. As Anthony Cody says, "put the student in the driver's seat." I like that metaphor because it implies many positive things regarding how students can take control over the learning process.

Here are 10 ways to plan a student-centered lesson. You will gradually enhance your classroom management techniques when you provide quality content that is student-driven and centered. By doing so, you also put thefocus on your students instead of on yourself. These links below have been classroom tested for many years with my students. Be aware however, that some of the questions and/or content may not be suitable for some of your classes/groups of students, so adapt accordingly. Good luck!

1. Learn your learners. Ask students what topics they enjoy learning about. You can distribute a survey or simply have them look in their textbook. Use the results to plan your first unit.

2. Distribute a student attitude survey. Googles these and see what you come up with. Use the results to create an individual student profile.

3. Gather learner feedback pages.

4. Get to know your students as quickly as possible. Google "How well do you know your students?" or "Get to know you activities" and you'll plenty of activities that you can suit for your own class.

5. Encourage sudents to reflect on their lessons.

6. Provide opportunities for students to self-assess themselves using rubrics you custom design based on your students' skills and abilities. Rubrics.com is an excellent resource for all teachers.

7. Provide as many opportunities as possible to enrich your curriculum using alternative assessment such as projects and performance tasks. Such learning tasks create a positive learning atmosphere because they focus on what the students can do and cater to their interests/learning styles. Students are also more likely to learn when they are motivated about a topic.

8. Encourage students to ask questions. Whenever possible, provide guiding questions that encourage students to thinking about a process they have just learned.

9. Provide students with opportunities to work with their peers using group and pair work. Social goals are connected with educational goals, which should be weaved into the curriculum and lessons as often as possible.

10. Ask students to give you feedback on how to improve the lessons. Note of caution: Don't do this just yet if you have still a shaky relationship with your class. Strengthen your class dynamics, classroom management techniques and student-teacher relationships and then ask students for their feedback. Use these simple questions to guide you:

1. What worked? (in the lesson)
2. What didn't?
3. What's next? (What part(s) of the lesson can be improved?)

If you have any other ideas for involving students in the learning process, please

To receive your free ebook, "Taking Charge in the Classroom" and your free weekly ezine containing tips, news and other information for new teachers, visit the New Teacher Resource Center at http://www.newteachersignup.com

Dorit Sasson is a freelance writer, educator and founder and director of the New Teacher Resource Center.

Why Do Students Like Online Learning?

A growing number of the student population is demanding the introduction of online learning from educational institutions. They say online learning offers them the freedom to learn anytime and from any location. Online learning also presents full-time working professionals with the opportunity to enhance their knowledge and skills whilst not having to go on a sabbatical from their employment.

Immense Flexibility

Online education allows a person to attend a course without having to be anxious about time and location restraints. Students just need access to a computer or a laptop with an internet connection to enroll for courses and complete the same at their leisure.

Student-centered Teaching

Online learning enables student-centered teaching by encouraging higher interaction and engagement amongst students. They can choose their time of study as well as when they would like to appear for examinations. They can view the courses anytime as offered by an institute and ask questions to the administrator to clarify doubts.

Course Material is Accessible 24 Hours a Day

One can access course materials, assessments, exam schedules, and much more information, 24 hours a day. Students can also download a class brochure or such similar materials to view it at their convenience.

Participation Increases

Attendance in classes can considerably increase with the usage of Cloud-based learning systems. It is because students can easily enroll in a class online rather than having to travel all the way to the institute to fill up a form. Live chats and discussion forums can assist in developing greater communication between students and with the teachers.

Easy Delivery of Coursework and Evaluation Reports

Online instructors can easily deliver all coursework, assessment sheets, evaluation reports, and so on by uploading the same online. Students can instantly view their test marks and quickly receive the performance report at the end of the test via the internet. They can also freely download the report to take a print of the same, anytime.

Cost Saving

Students can easily save a significant portion of their hard earned savings once they decide to learn online. Student activity fees, accommodation costs as well as traveling costs, etc., get saved because of the ease to proceed with their education from the comfort of their homes.

Increased Bonding Among Students

Online discussions and chats help in developing a long-lasting bond between the student fraternities; in addition to conversing about course materials, they can freely chat about their personal lives as well. Learners also get a chance to think longer regarding what they want to say and comment on a post.

Facilitates Team Learning

Virtual classrooms facilitate team learning by allowing large groups of people to come together and discuss about a lesson or a project. Online learning doesn't leave any room for mis-communication since students can question their teachers anytime within a forum. Learners are free to share their thoughts, ideas and thrash out issues within the student forums and virtual classrooms.

Jonathon is a professional trainer. He employs latest technology for online class registration and online training registration that results in more attendance and ROI.