Abstract:
An evaluation is given of a new core subject on communication and leaming offered in the first semester of the Bachelor
of Education in Adult Education, Faculty of Education, University of Technology, Sydney. Students were mature age
technology educators returning to study and new to university with expressed needs for developing academic speaking
and writing skills. The model of collaborative peer learning is explained with particular reference to: adult learning principles;
collaborative peer learning; oral and written communication skills; principles of team communication; reflection on practice; and
facilitation. Benefits and pitfalls for technology educators as students making a transition to university study are discussed.
Implications for university academic staff are also discussed in relation to assisting technology educators as students to participate
confidently and effectively in the collaborative and individual processes of learning and assessment inherent in the model.
