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A Framework to Promote Learning and Generic Skills

, , Edith Cowan University, Australia

EdMedia + Innovate Learning, in Honolulu, Hawaii, USA ISBN 978-1-880094-48-8 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC


Increasingly, higher education institutions are being pressured by industry, government and funding authorities to better prepare students for the workplace with content specific knowledge as well as professional skills such as communication skills, collaboration skills, leadership, problem solving, time management and a range of others. This paper describes an instructional model based on three key teaching and learning strategies, used in combination with web delivery system designed to help promote deep and meaningful learning, as well as generic skill development. A quantitative evaluation was undertaken in an implementation of the model in a university course.


Luca, J. & Oliver, R. (2003). A Framework to Promote Learning and Generic Skills. In D. Lassner & C. McNaught (Eds.), Proceedings of ED-MEDIA 2003--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 1588-1595). Honolulu, Hawaii, USA: Association for the Advancement of Computing in Education (AACE). Retrieved March 27, 2019 from .


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Cited By

  1. Using Authentic Situations and Avatars to Build Knowledge in an E-Learning Environment

    Donna Feledichuk, Portage College/University of Calgary, Canada

    E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2009 (Oct 26, 2009) pp. 254–259

  2. Constructing a full-support online project-based learning environment

    Hsiu-Ping Yueh, National Taiwan University, Taiwan; Wei-Jane Lin, Koh Kakusho & Michihiko Minoh, Kyoto University, Japan

    EdMedia + Innovate Learning 2006 (June 2006) pp. 2912–2917

  3. Using Online Forums to Support a Community of Learning

    Joe Luca, Edith Cowan University, Australia; Catherine Mcloughlin, Australian Catholic University, Australia

    EdMedia + Innovate Learning 2004 (2004) pp. 1468–1474

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