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• W167429940 abstract "Abstract Learning outcomes are influenced by environment in which learning takes place. This article briefly describes how a military academy environment tends to promote pedagogical preferences and surface learning approaches. A plan to validate this proposition and then to overcome it is outlined. ********** I teach information systems to undergraduate students at Australian Defence Force Academy. I believe that military academy environment is strongly affecting my ability to develop excellent educational outcomes for my undergraduate students. This observation is not meant to be a casting-of-blame and washing-of-hands. Rather, this article outlines why I believe that this is true and then sets agenda I will adopt to overcome this constraint. Hopefully, it will resonate with other educators in military academies. In this article, I briefly present my reflections on impact that military academy environment has on teaching undergraduates, specifically, teaching them fundamental knowledge and skills to design and build databases. First, I set scene with some reflection on my starting point; how did I come to be here and what does that give me as a starting point? Then I relate some important factors that environment in which I am making this journey brings to bear; specifically environment of a military academy. After that scene-setting, I describe course that I am using as a benchmark by which to measure my learning progress, how course has evolved and why. It is on this basis that I describe my reflections and come to reveal most recent insights I have attained about teaching in a military academic environment. Author's Background I have previous experience in training and educating people in university, technical and further education (TAFE), community education, and workplace environments. My background leaves me with Haggis's (2002, 210) complex mix of ideas, values, and experience that are only selectively influenced by formal theory. I categorise myself as a Constructivist sympathiser (Merriam & Caffarella, 1999) and feel that much of my approach to education to date has lacked powerful result that I believe all learning should provide: changing way we perceive reality. As Merriam and Caffarella (1999, 249) understate it, characterising learning only as a change in behaviour fails to capture some of complexities involved. My first real experience as a teacher at tertiary level has all been at Australian Defence Force Academy. The Australian Defence Force Academy (ADFA) The Australian Defence Force (ADF) is committed to highly trained, well-educated officers (McLachlan, 1997). The ADF maintains a dedicated educational institution, ADFA, at which a range of education is delivered. This might best be described in three levels: military training, academic education, and professional studies (Smith, 1997). At ADFA, both military training and academic education are provided to officer cadets (undergraduate). Professional studies are also offered, largely to post-graduates. ADFA offers degrees in Arts, Science, Engineering and lately Business, as well as an extensive array of post-graduate awards. The educational aspects of ADFA are managed and delivered for ADF by University of New South Wales. Military training in Australia is still based on instructional system design (ISD) approaches (Keating, 1997) that tend to involve repetition of skills until they are faithfully and automatically repeated to exacting standards (Thompson, 1991; Toiskallio, 2002). This exemplifies idea that training aims to create an inbound trajectory targeted at competence in a specific practice (Toiskallio, 2002): the application of violence (Smith, 1997, 154). In contrast, academic education requires personal engagement and it opens possibilities for development of identity (Toiskallio, 2002). …" @default.
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• W167429940 title "Does a Military Academy Promote Student Learning" @default.
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