*? D'Cruz, Heather 2007r Working with ‘Diverse Bodies, Diverse Identities’: an approach to professional education about ‘diversity’ 35-37, International Journal of Inclusive Education 11 1 Deakin online learning library January 2007 The complexity and diversity of populations in contemporary Western societies is becoming a significant public policy issue. The concept of ‘diversity’ has come to represent cultural, ethnic, racial and religious differences between the ‘dominant group’ and immigrant and indigenous populations. ‘Diversity training’ is amongst many strategies being implemented to address social and economic objectives in complex societies. This paper discusses and critically evaluates a professional education programme, ‘Diverse Bodies, Diverse Identities’, that is offered to human service practitioners and social work students in Victoria, Australia. It is concluded that a range of approaches is needed to address ‘diversity’ in contemporary societies. Have paper copy
Available as periodical at Deakin library Waurn Ponds campus and online through Deakin University Library, access through Taylor and Francis online, Ingenta other electronic sources do not have latest copies available (accessed 19/03/2007) 1360-3116 371.9406 Ijo/Ied ? Wells, M.
Lyons, D. 2006= Do what we do: a multimodal approach to planning and teaching 416-429x Making teaching public: reforms in teacher education - 2006 Australian Teacher Education Association National Conference J. Gray Fremantle, Western Australia ATEA
5 - 8 July Quality teaching and learning in teacher education can be enriched across campuses for both the academics and the student bodies when focus is given to the development of dynamic ICT rich learning experiences.
This paper focuses on the learning journey of two academics and their pre-service teacher education students located on two regional campuses, 200km apart, and how planning, communicating, implementing, presenting, evaluating and reflecting took place within a framework of collegiality.
Specifically this paper discusses how a multimodal teaching and learning environment using a range of new communication technologies enhanced both the teaching and the learning experience for our pre-service teacher education studentsI http://www.atea.edu.au/ConfPapers/2006/wells.pdf retrieved 30 March 2007 have electronic copy
0977568504 | ? Walsh, C. 2006F Doing multiliteracies: re-envisioning adolescent literacy in new times 400-414z Making teaching public: reforms in teacher education - 2006 Australian Teacher Education Association National Conference J. Gray Fremantle, Western Australia ATEA
5 - 8 July In New Times (Hall, 1996), there has been much rhetoric about school’s role in equipping students for the future. Multiliteracies pedagogy allows individual teachers to reconceptualise pedagogy and curriculum thereby addressing adolescents’ complex and demanding literacy needs (New London Group, 1996). As a result of the advent of widespread computer use and Internet Communication Technologies (ICTs), this paper presents new and emerging virtual contexts and environments for adolescent literacy instruction. The paper highlights one teacher’s curricular initiatives/interruptions where Multiliteracies pedagogies and the incorporation of multimodal digital and multimedia design, replaced the progressive monomodal reading and writing workshop. In conclusion, new perspectives on research related to the education of teachers in the 21st century are presented to contribute to the public knowledge base of teacher education in post-typographic societies.G http://www.atea.edu.au/ConfPapers/2006/walsh2.pdf retrieved 30/03/2007- available from URL below
Have electronic copy
0977568504 ? Walsh, C.
Albright, J. 2006} Re-envisioning teacher education in the new media age: multiliteracies, multimodality and internet communication technologies 389-398z Making teaching public: reforms in teacher education - 2006 Australian Teacher Education Association National Conference J. Gray Fremantle, Western Australia ATEA
5 - 8 July Multiliteracies pedagogy and research (New London Group, 1996) addresses the range of literacies needed by diverse students to effectively negotiate the increasing multimodality of texts, both inside and outside of schools. Yet, few university teachers understand how youth are able to express themselves, their experiences and lives, in new, empowering and perception-shifting ways as designers in the 21st century. Several theorists (Bruce, 2000; Lemke, 1998; Luke, 2000; Bolter, 1998; Glister, 1997) argue literacy education must be reconceptualised to recognize the importance of teaching and supporting multimedia literacy in a world where internet communication technologies (ICTs)
incorporate all semiotic resources. Expression through multiple media and more recently hypermedia—is common to youth—but has often been demonized by historically logocentric
approaches to teaching and assessment by privileging print, over all other forms of expression (Albright & Walsh, 2003; Lemke, 1998; McCloud, 1993). As digital media becomes more pervasive in a post-typographic world, tertiary education will need to engage with its representational resources for acquiring traditional school literacy and knowledge. This paper reports on initiatives in Multiliteracies instruction for both pre-service and in-service teachers to more adequately attend to the multisemiotic landscapes of students’ changing worlds in New Times (Hall, 1996).H http://www.atea.edu.au/ConfPapers/2006/walsh1.pdf (accessed 22/10/2007)/ available at website below
have electronic copy
0977568504? Townsend, T.
Bates, R. 2006^ Handbook of teacher education: globalization, standards and professionalism in times of change 1-756 The Netherlands Springer This book provides an international review of the current state of teacher education, with chapters from an international group of teacher educators. It focuses on major issues that are confronting teacher educators now and in the next decade. These include the impact of globalization on the profession of teaching, and how teacher education must deal with changing accountability requirements from governments and establish a set of minimum standards acceptable to enable a person to teach. DU Library GEELONG has copy
140204772X 370.71 Tow/Hot ? Smith, P.
Sadler-Smith, E. 20067 Learning in Organizations: Complexities and Diversities 1-235 UK Routledgej Learning in Organizations focuses on the issues of diversity in the context of organizational learning. It examines those diversities present in organizations among learners and contexts both within and between organizations. In order for learning to be effective and efficient these diversities must be acknowledged and addressed in the learning design process. Deakin has multiple copies, also available as an ebook through Deakin Library
DU Library GEELONG ,
DU Library TOORAK
DU Library WATERFT SPDU
0415356032 658.3124 Smi/Lio ? Samier, E.
Bates, R.
Stanley, A. 2006/ Foundations and history of the social aesthetic 3-17A Aesthetic dimensions of educational administration and leadership E.A. Samier and R. Bates London Routledge The Aesthetic Dimensions of Educational Administration and Leadership provides an aesthetic critique of educational administration and leadership. It demonstrates the importance of aesthetics on all aspects of the administrative and leadership world: the ways ideas and ideals are created, how their expression is conveyed, the impact they have on interpersonal relationships and the organizational environment that carries and reinforces them, and the moral boundaries or limits that can be established or exceeded.
The book is divided into three sections.
· Section I examines various philosophical traditions in aesthetics as they inform administrative life, focussing on major modern traditions arising from Kant, romanticism and Nietzsche, Collingwood, the pragmatic school, and critical theory.
· Section II explores four aesthetic sources for administrative critique - architecture, literature, film, and movement - as they serve both to understand the social construction of administration and leadership and provide a critique of values, roles, power and authority.
· Section III examines more topical and applied problems of charisma, heroism, and authority in practice, concluding with a discussion of the aesthetic analysis of politics and power within the context of contemporary educational administration and leadership theory.
While presenting a significant departure from conventional studies in the field, the international contributors reflect a continuity of thought on the creation, use and abuse of administrative and leadership authority from the writings of Plato through to contemporary theory. This book should appeal to school administrators and leaders and those aspiring to these roles." Deakin Library has copy at GEELONG
0415369967 371.2001 Sam/Ado ? Samier, E.
Bates, R. 2006A Aesthetic dimensions of educational administration and leadership 1-222 London Routledge The Aesthetic Dimensions of Educational Administration and Leadership provides an aesthetic critique of educational administration and leadership. It demonstrates the importance of aesthetics on all aspects of the administrative and leadership world: the ways ideas and ideals are created, how their expression is conveyed, the impact they have on interpersonal relationships and the organizational environment that carries and reinforces them, and the moral boundaries or limits that can be established or exceeded.
The book is divided into three sections.
· Section I examines various philosophical traditions in aesthetics as they inform administrative life, focussing on major modern traditions arising from Kant, romanticism and Nietzsche, Collingwood, the pragmatic school, and critical theory.
· Section II explores four aesthetic sources for administrative critique - architecture, literature, film, and movement - as they serve both to understand the social construction of administration and leadership and provide a critique of values, roles, power and authority.
· Section III examines more topical and applied problems of charisma, heroism, and authority in practice, concluding with a discussion of the aesthetic analysis of politics and power within the context of contemporary educational administration and leadership theory.
While presenting a significant departure from conventional studies in the field, the international contributors reflect a continuity of thought on the creation, use and abuse of administrative and leadership authority from the writings of Plato through to contemporary theory. This book should appeal to school administrators and leaders and those aspiring to these roles. DU Library GEELONG has copy
0415369967 371.2001 Sam/Ado +?
Rosenberg, John 2006 Teaching and Learning at Deakin Geelong Deakin University* Presentation to Deakin University Council 8 June 2006 Presentation to Deakin University Council from Professor John Rosenberg, Deputy Vice-Chancellor (Academic) on the University's progress towards achieving its goal in the Strategic Plan in relation to Teaching and Learning.3 www.deakin.edu.au/theguide (retrieved 22 May 2007)o Have paper copy
Available through the Guide in the DEAKIN UNIVERSITY COUNCIL 4TH MEETING (8 JUNE 2006) MINUTES ?
Abbott, M.
Doucouliagos, C. 2004* Research Output of Australian Universities 251-265 Education Economics 12 3 United Kingdom Routledge Deakin online learning libraryh Research plays an important role in underpinning a country’s economic and social life. Universities are at the centre of the research and human capital generating process. The aim of this paper is to explore the links between research output, research income, academic and non-academic labour and some of the characteristics of Australian universities. The results indicate that research income, academic staff and postgraduates are all positively associated with research output. There are noticeable differences across different types of universities, with the newer universities lagging in research performance. Deakin has electronic access through:
Taylor&Francis Online 01, Jan. 1993-
EBSCOhost Electronic Journals Service 01, Jan. 1993-
Academic Search Premier (Latest issues unavailable) 01, Jan. 1993- 18, Oct. 2006
Business Source Premier (Latest issues unavailable) 01, Jan. 1993- 18, Oct. 2006
Professional Development Collection (Latest issues unavailable) 01, Jan. 1993- 18, Oct. 2006
Academic Research Library 01, Aug. 1997- 01, Aug. 2000
--------------------------------------------------------------------------------
Hard copy available:
Location: DU MELB PER 338.4737 Eec/Ono
Issues held: , Vol.5:1(1997)-12:3(2004), 0964-5292 Education Economics >Ҽ? Andrewartha, G.
Wilmot, S. 2001a Can Multimedia Meet Tertiary Educational Needs Better Than the Conventional Lecture? A Case Study 1-20, Australian Journal of Educational Technology 17 1 Murdoch, WAv Australian Society for Educational Technology and Australasian Society for Computers in Learning in Tertiary Education/ mode of teaching
Deakin online learning library 2001 Educational researchers have long derided the university lecture as an effective mode of delivery of educational materials, but currently there are many reports on the advantages offered by computer. In this study a multimedia solution was sought to replace existing face to face lectures because it appeared to offer a close 'media versus need' match. Consequently, a decision was made to develop a design template for an interactive computer based program that would be suitable for a range of subject content. In order to personalise the instruction, a large video insert was incorporated as the main screen's most prominent design feature. From here the learner could navigate to support material including interactive simulations. The program was piloted with a small group of students and, in particular, the student tracking data that the program automatically generates yield some interesting learning style information.S http://www.ascilite.org.au/ajet/ajet17/andrewartha.html (accessed 18 October 2007)u Can Multimedia Meet Tertiary Educational Needs Better Than the Conventional Lecture? A Case Study
0814-673X
have copy 0814-673X, Australian Journal of Educational Technology @? X " Arambewela, R.
Hall, J.
Zuhair, S. 2004x The Relevance of Demographic Variables in Assessing Student Satisfaction: A Study of International Postgraduate Students< ANZMAC 2004, Marketing Accountabilities and Responsibilities Thirkell, Jim Wiley & Peter Wellington, New Zealand Victoria Universityd Student satisfaction
demographics
international postgraduate students
Deakin online learning library 29 November-1 December 2004 Servicing an increasingly diverse international student community in the globally competitive education market is a challenge faced by Australian universities. Market forecasts indicate a seven-fold increase in the number of students seeking higher education overseas by 2025 (Bohm et al, 2002) and with the growing diversity and competitiveness of the industry, universities will need to focus on factors influencing student satisfaction to improve service quality where required. This paper, using logistic regression, ANOVA, and MANOVA, investigates the influence of country, age and gender with regard to satisfaction among international postgraduate students from four Asian countries studying in universities in Victoria. The results indicate that there is an inverse relationship between age and satisfaction among postgraduate students while the gender of the students does not have an impact on satisfaction, and that significant differences are evident between the four countries investigated with respect to the levels of satisfaction.[ http://smib.vuw.ac.nz:8081/WWW/ANZMAC2004/CDsite/papers/Arambew1.PDF ( accessed 18/10/2007)) Have paper copy
available at URL below
Not available through Deakin University
ANZMAC 2004, Marketing Accountabilities and Responsibilities
29 November-1 December
The Relevance of Demographic Variables in Assessing Student Satisfaction: A Study of International Postgraduate Students
0-475-22215-1
0-475-22215-1 D?
$ Arambewela, R.
Polonsky, M.
Kidd, J. 2004J The Orientation of Australian Coursework-focussed Marketing Masters Degree< ANZMAC 2004, Marketing Accountabilities and Responsibilities Thirkell, Jim Wiley & Peter Wellington, New Zealand Victoria UniversityM Deakin online learning library
Curriculum design
Segmentation and Positioning 29 November-1 December 2004{ Using content analysis, this paper examines the orientation of Australian coursework masters degrees in marketing by analysing data collected from 38 university websites on the entry requirements, degree structure and research opportunities of the programs. The findings indicate that there appears to be an attempt to offer programs aiming at a range of
“outcomes”, i.e. training for PhD, advanced studies in marketing, or accreditation for those in the industry. The diverse orientation of the degrees offered means that Australian
institutions are potentially facing a challenge, targeting programs at different market segments.a http://smib.vuw.ac.nz:8081/WWW/ANZMAC2004/CDsite/papers/Arambew2.PDF (accesssed 18 October 2007) Available from URL below
0-475-22215-1
ּ? Armatas, C.
Holt, D.
Rice, M. 2003Z Impacts of an Online-Supported, Resouce-Based Learning Environment: Does One Size Fit All? 141-158, Distance Education: an international journal Vol.24, No.2 United Kingdom Carfax Publishing Ltd.o Deakin online learning library
Resource-based learning
online delivery
first year experience
lifelong learning.@ This paper reports on the use of an online, resource-based learning (RBL) approach in first year psychology at Deakin University. Differences between on- and off-campus students that emerged are examined in the context of the learning goals and study approaches of the two student groups and their attitudes to using computers. Unlike the on-campus students who were less positive about working with computers and reported confusion about how and what to study for the unit, the off-campus students reported feeling confident they had a good study strategy and were more positive about computers. The off-campus students also reported that they spent more time working with electronic resources and attached greater value to them. While all students valued the prescribed resources, the off-campus students found some of the optional, electronic resources valuable because they added to the learning experience. These students also reported greater use of the computer mediated communication available as part of the online learning environment, and valued this functionality more highly than did the on-campus students. These findings highlight the need to take into account learner characteristics when designing learning environments that cater for individual differences and preferences. While online-supported RBL approaches have the potential to cater to the diverse needs of students, learning environments need to be designed, structured and delivered so the learning experience can be customised to the needs of different student cohorts, while preserving the overarching, pedagogical goals.` http://www.ascilite.org.au/conferences/perth04/procs/pdf/armatas.pdf (accessed 18 October 2007) have paper copy
access through Deakin library - Online access available from:
Taylor&Francis Online 01, May 2002
Academic search premier 01, May 2002- 02, Dec. 2004
Professional development collection 01, May 2002- 02, Dec. 2004
A+ Education 01, Jan. 2000-
Informit e-Library 01, Jan. 1999- 31, Dec. 2001
Impacts of an Online-Supported, Resouce-Based Learning Environment: Does One Size Fit All?
0158-7919 0158-7919, Distance Education: an international journal ? Armatas, C.
Holt, D.
Rice, M. 2004d From online enhanced to wholly online: Reflections on e-learning developments in teaching psychology 1-10; R. Atkinson, C. McBeath, D. Jonas-Dwyer & R. Phillips (Eds) Perth, Western AustraliaM ASCILITE (Australian Society for Computers in Learning in Tertiary Education) Deakin online learning library
Wholly online
psychology
e-learning
education design
learning management systems
life long learning
graduate attributes Deakin University has determined that every undergraduate student enrolled from 2004 will undertake at least one unit wholly online, without the usual face to face teaching that is a major component in on campus study. In response to this policy, Research methods in psychology has been developed as a wholly online unit and offered in 2004 as one of the first wholly online units to be run in the University. The design of the unit builds on the development and use of digital media and online technologies in teaching first and second year units. This paper outlines the antecedents of the unit’s design and operation, along with its current wholly online teaching and learning environment. The relationship between the use of digital resources and online features is mapped against key concepts and skills to be mastered in the unit. Distinctive student attributes to be developed in relation to the subject being offered wholly online are considered. The move to new e-learning territories of wholly online environments raises important research questions. An approach to researching wholly online teaching and learning environments in the discipline of psychology is detailed as a response to illuminating key dimensions of a significant development in e-learning in higher education.` http://www.ascilite.org.au/conferences/perth04/procs/pdf/armatas.pdf (accessed 18 October 2007) 21st ASCILITE Conference
5-8 December
From online enhanced to wholly online: Reflections on e-learning developments in teaching psychology
0-9751702-3-6 (print) 0-9751702-3-6 (print)? Augar, N.
Raitman, R.
Zhou, W. 2004' Teaching and learning online with wikis 95-104 The 21st ASCILITE ConferenceB Roger Atkinsion, Clare McBeath, Diana Jonas-Dwyer and Rob Phillips Perth, Australia ASCILITEL Deakin online learning library
Wiki
online learning
collaboration
icebreaker 5-8 December 2004 Wikis are fully editable websites; any user can read or add content to a wiki site. This functionality means that wikis are an excellent tool for collaboration in an online environment.
This paper presents wikis as a useful tool for facilitating online education. Basic wiki functionality is outlined and different wikis are reviewed to highlight the features that make
them a valuable technology for teaching and learning online. Finally, the paper discuses a wiki project underway at Deakin University. This project uses a wiki to host an icebreaker exercise which aims to facilitate ongoing interaction between members of online learning groups. Wiki projects undertaken in America are outlined and future wiki research plans are also discussed. These wiki projects illustrate how e-learning practitioners can and are moving beyond their comfort zone by using wikis to enhance the process of teaching and learning online.X http://www.ascilite.org.au/conferences/perth04/procs/pdf/augar.pdf (accessed 18/10/2007) Have soft copy
available thru ASCILITE website
The 21st ASCILITE Conference
5-8 December
Teaching and learning online with wikis
0-9751702-3-6
0-9751702-3-6 -ּ? Augar, N.
Raitman, R.
Zhou, W. 2004? From e-Learning to Virtual Learning Community: Bridging the Gap 301-308! Lecture Notes in Computer Science LNCS 3143 3143/2004 Germany Springer-Verlag Deakin online learning libraryB Community has become a buzz word in the E-Learning arena. This paper examines the concept of virtual community, in the context of E-Learning. It defines what constitutes a virtual community and virtual learning community. A model comprising four essential criteria that define a virtual learning community is proposed. These criteria are discussed with relation to Deakin Universitys E-Learning system. The paper concludes by highlighting the factors that may help bridge the gap between Deakins present provision of E-Learning to the development of a virtual learning community http://springerlink.metapress.com/(lbca5l45doe0ss45kfp50k55)/app/home/contribution.asp?referrer=parent&backto=issue,39,58;journal,663,2321;linkingpublicationresults,1:105633,1 (accessed 16 December 2005) Have paper and soft copy.
Available from Springerlink site when logged in through deakin university
Deakin has the journal BUT not this particular edition :(
From e-Learning to Virtual Learning Community: Bridging the Gap
0302-9743 0302-9743! Lecture Notes in Computer Science ?
Beavis, C. 2002; RTS and RPGs: New literacies and multiplayer computer games 1-5F Problematic Futures: Educational research in an era of ... uncertainty Jeffrey, P. Brisbane AARE 1 - 5 December 2002 Technopopular culture such as computer games immerses young people in highly complex and engaging worlds, worlds in which literacy and communicative practices are significantly reconfigured and extended by the contexts in which they occur. This paper reports on a study exploring the textual engagement, pleasures and literacies entailed in playing on line computer games amongst a group of young people aged 15-16. It explores the ways in which these young people read and utilised intersections between traditional print-based text, visual images, symbols, sound, interactivity and other elements to play and make sense of a range of Real Time Strategy and Role Playing Computer Games; the place of games and gaming amongst other text-based leisure activities in their lives; and issues of interpretation, representation and response entailed in playing with real or virtual partners in cyberspace.w http://www.aare.edu.au/02pap/bea02658.htm (accessed 21/02/2006) abstract at http://www.aare.edu.au/02pap/abs02.htm#B Problematic Futures: Educational research in an era of uncertainty - AARE 2002
have paper copy
Deakin library at Burwood has conference proceedings.
Available through AARE site at http://www.aare.edu.au/02pap/bea02658.htm 1324-9320 370.72 Aus/Aop 2002 ־?
Beavis, C. 2004W Critical perspectives on curriculum and ICTs: the 3D model, literacy and computer games 1-8" Interactive Educational Multimedia 9 Spain University of Barcelona Deakin online learning library In the 21st Century, new technologies, in particular interactive multimedia and the internet, challenge many aspects of our teaching practice and assumptions. What counts as knowledge, what counts as literacy, the ways we teach and even the relationships we form, need to be considered anew, coloured and reshaped as they are by changing cultural practices brought about by global commerce and ICTs. Two key frames of reference for thinking about these changes and their implications for Education are the notion of an 'information revolution' (Castells 1996) and the changing nature of literacy, with its shift towards multiliteracies, or thinking of literacy as design (New London Group, 2000). Both have powerful implications for how we conceptualise curriculum, and teaching, and for the ways in which we ask students to work with the new technologies (Snyder and Beavis 2004). In this paper, I discuss three examples of curriculum utilising commercial computer games, or young people's knowledge of these games, as exemplars of Green's 3D model for literacy
and technology pedagogy and curriculum (Durrant and Green 2000), and argue for the usefulness of this model as the basis for curriculum design. The 'information revolution', many argue, changes the nature of knowledge and of what it is that we value. (Castells 1996). Lanham speaks of a 'tsumami' of information (Lanham 2002) we must learn to negotiate, and the development of an 'attention economy' where attention, rather than information, is the commodity most in demand, with consequent serious effects for education (Lankshear and Knobel 2002, de Castell and Jenson 2003). This information revolution, it is argued, ' lead[s] to changing cultural practices by reshaping the way we work, study, play, form
relationships and communicate' (Pashler 2001:15). As a consequence, 'new technologies make it possible for us as educators to do new things in new ways and require us to reexamine the epistemologies of what to teach.' (Pashler 2001:15-16)._ http://www.ub.edu/multimedia/iem/down/c9/Curriculum_and_ICTs.pdf (accessed 16 December 2005) Have hard copy
Available thru link as below
Critical perspectives on curriculum and ICTs: the 3D model, literacy and computer games" Interactive Educational Multimedia D? Binney, W.
Kennedy, W.
Hall, J. 2004 Self-Determination Theory and Needs Satisfaction in Marketing Education: Are we Meeting the Needs of Students in Large Marketing Classes?
ANZMAC2004 Thirkell, Jim Wiley & Peter Wellington, New Zealand Victoria Universityi Deakin online learning library
Students’ satisfaction
large marketing classes
Self-Determination Theory The aim of this study is to assess whether universities are meeting the needs of students in large marketing classes. In so doing the study investigates the application of selfdetermination theory and psychological needs satisfaction. The basic needs scale, comprising of three constructs; Control, Competence and Caring was adapted and used to
evaluate students’ perception of an introductory marketing subject. The study used a multi-method approach consisting of a literature review, a qualitative phase
involving in-depth interviews with marketing teaching staff and focus groups with marketing students and a survey of students about introductory level marketing. An adapted version of the basic psychological needs scale was included in a questionnaire that was administered to a convenience sample of 366 students. MANOVA, ANOVA and descriptive statistics were used to analyse the data. The results show that the psychological needs satisfaction of many students are not being fully realised. It was also found that marketing degree students enjoyed the challenges and were more stimulated by the subject. The higher achieving students enjoyed the challenge of
the subject more than the lower achieving students. As a result of this study, there are three suggestions for further research. Firstly, further study should compare subjects, with relatively small enrolments, to those with large enrolments to corroborate the value of this method of assessing student satisfaction. Secondly, the use of a larger sample across other universities would confirm whether these findings hold for other institutions. Finally, it is suggested that a structural model should be developed to extend this investigation of student satisfaction and the constructs used in the study.8 http://smib.vuw.ac.nz:8081/WWW/ANZMAC2004/CDsite/papers/ ANZMAC 2004, Marketing Accountabilities and Responsibilities
29 November-1 December
Self-Determination Theory and Needs Satisfaction in Marketing Education: Are we Meeting the Needs of Students in Large Marketing Classes?
0-475-22215-1%? $ Blackmore, J.
Johnson, R.
Warren, W. 2000F 'Warmware': new learning technologies, teachers and educational change 1-7 AARE 2000 Conference Jeffery, Peter Sydney AARE December 4 - 7, 2000 Much has been written about the potential of new learning technologies for transforming teaching and learning, and indeed the organisation of schooling. Much has also been written about teacher responses to new learning technologies-how they resist, ignore, or innovate. A number of recent reports indicate a gap between policy, practice and the capacity of organisations to provide the conditions and resources in schools to creatively use new learning technologies. Few of these discourses draw upon theories of educational change, in particular those which relate to the dissonance between attitudes and feelings about radical change, and how it impacts on teacher work identity with respect to learning technologies. Much of the literature has focused upon the technical aspects, the hardware and software, but not the 'warmware', so critical to sound pedagogical practice. This paper draws from the Learning in New Environments Research Group action research project, a pilot study in a large metropolitan secondary college, which is exploring the social implications of new learning technologies for changing relations between students, between teachers and students, between teachers and between family and school. The paper draws from the first round of data collection from the teachers in an on going action research project in a region with a high level of socio-economic and cultural diversity. It draws on concepts of Lieberman's notion of learning networks and Wenger's notion of communities of practice, as well as past research on the reception of gender equity reform in educational organisations, which focuses upon emotional aspects of professional work identity and organisational change.? http://www.aare.edu.au/00pap/bla00326.htm retrieved 24/07/2007X 'Warmware': new learning technologies, teachers and educational change
see website belowa? ! Campbell, M.
Goold, A.
Goward, P. 2004/ Using Online Technologies: Does Culture Matter? 2300-2307W World Conference on E-Learning in Corporate Government, Healthcare and Higher Education Robson, Janice Nall and Robby Washington, USA9 Association for the Advancement of Computing in Education November 1-5 There has been an increase in the number of international students studying information technology programmes in Australia. There is little information about how this group uses online technologies. The overall aim of this research was to investigate how students use online technologies and teaching resources. A secondary aim was to determine whether there were any differences between international and local students using the online environment. The study consisted of two parts: an online survey questionnaire and an analysis of the student's use of the online environment. The overall results showed very little difference between two cohorts and that these results would be enhanced by further research into
educational and cultural backgrounds.> http://www.aace.org/DL/index.cfm?fuseaction=ViewPaper&id=16769 Available through AACE page needs free login account
World Conference on E-Learning in Corporate Government, Healthcare and Higher Education
have paper copy
Using Online Technologies: Does Culture Matter?
1-880094-54-1? Chan, E.
Swatman, P. 2001^ eBusiness and Information Systems: Academic Programs in Australia and New Zealand in the e-Age 117-142. Fourteenth Bled Electronic Commerce Conference: B. O'Keefe, C. Loebbecke, J. Grlcar, A. Pucihar, G. Lenart Bled, Slovenia University of Maribor Deakin online learning library
25-26 June Universities are increasingly turning to ‘fashionable’ education programs to attract bright, high-quality students to both under-graduate and post-graduate degree programs. Traditional offerings in technology areas, such as Information Systems and Information Technology are being augmented by newer, more marketable degrees in areas such as Commerce/eBusiness. This paper analyses the eCommerce/eBusiness and Information Systems (IS) / Information Technology (IT) academic programs in Australian and New Zealand universities on the basis of Kotler and Fox's service offering model of educational institutions; and considers what differences exist between these two apparently similar areas of academic endeavour. Finally we look at the trends of academic program delivery in the e-age and question whether universities need to take a more consumer-product approach to the issue of attracting appropriate students.: http://dlibrary.acu.edu.au/staffhome/elchan/pub/2001-2.pdf have paper and electronic copy
Fourteenth Bled Electronic Commerce Conference
25-26 June
eBusiness and Information Systems: Academic Programs in Australia and New Zealand in the e-Age ? Corbitt, B.
Holt, D.
Segrave, S. 2004 From Product Centricism to Systems-Wide Education Design: Making Corporate Technology Systems Work for the Learning Organisation 673-6865 Eighth Pacific Asia Conference on Information Systems Wei, Chih-Ping Shanghai, China PACISy Deakin online learning library
Corporate technologies
systems thinking
education design
e-learning
learning organisations 8-11 July 2004 Deakin University has established a major integrated corporate technology infrastructure in the last two years to enhance and bring together its distance education and on-campus education. This environment has been called Deakin Online. With Deakin Online rapidly developing, efforts are beginning to focus more fundamentally on how the potentials of the environment can be realised to create enduring teaching and learning value. This search must be understood in the context of the University’s commitment to the values of relevance, responsiveness and innovation. The question is: how can these values be realised in the digitally-based evolving educational enterprise using the new corporate technologies and new concepts of organisational structure and function? We argue for the transforming role of the academic teacher and new forms of open academic collegiality as being critical to realise strategic and enduring educational value. Moreover, change in role and process needs to be grounded in more systemic organisation and program-wide approaches to designing and working within the new contemporary learning environments. We believe the shift from the dangers of product centricism to system-wide education design modelling situating e-learning within broader curricular and pedagogical concerns represents the best strategy to create enduring educational benefits for all stakeholder groups (notably academic teachers and their learners) while preserving teachers’ sense of agency in the changing learning environments of higher education./ http://www.pacis-net.org/file/2004/S14-002.PDF. Have paper copy
Proceedings of the Eighth Pacific Asia Conference on Information Systems
8-11 July
From Product Centricism to Systems-Wide Education Design: Making Corporate Technology Systems Work for the Learning Organisation d ? Creed, A. 2004" The Power of Practical Andragogues 36-418 AUSWEB 04 The Tenth Australian World Wide Web Conference Andrew Treloar, Allan Ellis Gold Coast, Queensland Southern Cross University andragogy
andragogues
management
education
educator
learner
developer
resources
learning
pedagogy
online
production
process
publishing
teaching
development
theoretical
practical
constructivism
instructional
design
Deakin online learning library 3 - 7July 2004 In the tertiary education environment, educators might assume or suggest they should have the most significant influence over the way andragogical theory is translated into online education products. The continuing growth of online education indicates a need to be sure we understand who really does have the greatest influence in this area. This paper introduces a model of the broader development process of online learning resources and the ways educators, learners and resource developers interact in the process. It reveals a backbone of practical andragogy which is currently dominated by resource developers due to their central technological translational expertise. There are implications in this for learners, educators and contractors/financiers of online education products. Understanding the development process reveals at least one critical bearing point where few but the resource developers have andragogical input. This paper examines and analyses the educator-learner-developer triad through the lens of four case study organisations actively applying andragogy in the development of management learning resources in an online format.} http://ausweb.scu.edu.au/aw04/papers/refereed/creed/paper.html (retrieved 26 July 2006) note some links do not work in paperj Hve paper copy
AUSWEB 04 The Tenth Australian World Wide Web Conference
The Power of Practical Andragogues
0-9751644-2-24 ? Creed, A.
Swanson, D. 2004J Mental tactility: The ascendance of writing in online management education 222-229 21 st ASCILITE conference 2004( Atkinson, McBeath, Jonas-Dwyer, Phillips Perth, Western AustraliaD Australasian Society for Computers In Learning in Tertiary Educationx Deakin online learning library
writing
thinking
online
management
communication
skills
words
language
cone of experience 5-8 December 2004 A qualitative study of online management education and the role of writing as an indicative measure of thinking and learning. Established educational models, such as Dale's Cone of
Experience, are expanded and redeveloped to illustrate the central role of writing as a critical thinking process which appears to be increasing, rather than decreasing, with the advent of online multimedia technology. In an environment of increasing reliance on audiovisual stimulus in online education, the authors contend that tertiary educators may witness an ascendance or re-emergence of writing as central to the academic experience. This may be both supply and demand driven. Drawing on a study of two undergraduate units in the Bachelor of Commerce and applying hermeneutics to develop challenging insights, the authors present a case for educators to remain conversant with the art of teaching writing, and to promote writing to improve educational outcomes.B http://www.ascilite.org.au/conferences/perth04/procs/pdf/creed.pdfs 21st ASCILITE Conference
have paper copy
Mental tactility: The ascendance of writing in online management education F? Davies, Gordon
Stacey, Elizabeth 1998> Virtual Universities: Are Dual Mode Universities the Solution? 1-7& 1998 Frontiers in Education Conference Tempe, Arizona IEEE 4-7 November 1998 It is now generally agreed that distance learning can provide a high quality education at university level. In Europe, Australia and many other countries, institutions have been created that allow students the opportunity to study in their own time and in their homes, not requiring any attendance at the campus In the UK the Open University has pioneered the model
of an institution dedicated solely to distance learning. Its reputation is founded on the excellence of its teaching and research. However, this model may not be appropriate for all countries and in Australia, the dual mode approach has been very successful. In a dual mode university, identical programs can be offered on campus and at a distance. In both cases the economies of scale mean that the cost per student is significantly lower for distance students than for campus based students. In the United States, increasing potential student
numbers in some states has led to an increase in demand that cannot be met by the conventional universities and many are now realizing the advantages that distance learning can bring. In the paper we will discuss the reasons why the single mode system is successful in the UK and how Deakin University in Australia has managed to provide high quality distance education from a dual mode university. Both systems have strong student support systems in place and this is one of the major reasons for their success. The current increase and availability of electronic communications, particularly conferencing systems, is enhancing the support that students receive as well as the style of learning material, so that the concept of a virtual university is now even closer to fruition. We then look at how distance learning can be used in the United States to create dual mode universities and to establish such a virtual university, using, as an example, the association between the Open University, Florida State University and the Community Colleges in Florida to provide a B.Sc.program! http://fie.engrng.pitt.edu/fie98/} Virtual Universities: Are Dual Mode Universities the Solution?
have paper copy
available at http://fie.engrng.pitt.edu/fie98/ ? 0 D'Cruz, H.
Soothill, K.
Francis, B.
Christie, A. 2002s Gender, ethics and social work: An international study of students' perceptions at entry into social work education 149-166 International Social Work 45 2 London Sage Publications The connections between gender, ethics and social work are complex. Based on a cross-national project, this article investigates how student social workers commencing their professional education in Australia, Canada, the USA and the UK rank the importance of selected social work aims. The equivocal findings from a statistical analysis of gender, age and university of enrolment pose interesting questions for further exploration.? http://isw.sagepub.com/cgi/content/abstract/45/2/149 abstract Deakin University has DU GEELONG PER 361 Int/Isw till 1998
Gender, ethics and social work: An international study of students' perceptions at entry into social work education
0020-8728 0020-8728 International Social Work Ҿ? Evans, T. 2004g Commentary on: Collis, B. & Strijker, A. (2004) Technology and human issues in reusing learning objects 1-4) Journal of Interactive Media in Education 4- Special issue on the Educational Semantic Web Deakin online learning library 21 May 2004 Commentary on Collis, B and Strijker A, (2004) Technology and human issues in reusing learning objects. The article by Betty Collis and Allard Strijker, Technology and human issues in reusing learning objects, represents a welcome consideration of some of the human, or social, issues that surround the use of online media in education and training, especially, with respect to the re-use of learning objects. The article struck many chords for me, some historical and some contemporary.+ www.jime.open.ac.uk/2004/4/evans-2004-4.pdf Have paper copy
available online at www.jime.open.ac.uk/2004/4/evans-2004-4.pdf
Commentary on: Collis, B. & Strijker, A. (2004) Technology and human issues in reusing learning objects) Journal of Interactive Media in Education %? Evans, T. 2005I Risky doctorates: managing doctoral studies in Australia as managing risk 1-10o Doing the Public Good: Positioning Educational Research - AARE 2004 International Education Research Conference Jeffrey, P. Melbourne AARE 28 November - 2 December 2005x This paper discusses and analyses theoretical explanations of risk and risk management in terms of the management of doctoral studies. It deals with the ways in which Government policy, together with contemporary approaches to the bureaucratisation of risk management and the development and imposition of rationalities of risk, are shaping the practices of universities concerning the selection, supervision, support and assessment of doctoral candidates. In particular, the impact of the Research Training Scheme on doctoral studies is discussed as a particular context in which the institutionalisation of risk management occurs.c http://www.newcastle.edu.au/group/sir/Archive/Volume_1/v1-evans-et-al.pdf (retrieved 25 July 2006) Have paper copy, available through web site below.
Doing the Public Good: Positioning Educational Research - AARE 2004 International Education Research Conference
28 November - 2 December
Risky doctorates: managing doctoral studies in Australia as managing risk
1324-9339 1324-9339 D? Evans, T.
Tregenza, K. 20019 The regulation of non-local tertiary courses in Hong Kong Crossing Borders: New Frontiers in Educational Research - Australian Association for Research in Education, AARE 2001 International Education Research Conference Jeffrey, W. Shilton and R. Fremantle AARE 2 - 6 December This paper reports on some research from an ARC project conducted by the authors into the ways in which Australian universities establish colaborations with partners in Hong Kong and Papua New Guinea to offer courses in those countries. One feature of such collaborations in Hong Kong is the way in which, since 1997, the local Special Administrative region government regulates the provision on 'non-local courses' by mean of an ordinance. The paper describes and analyses the impact of the ordinance on both local and overseas stakeholders. This impact represents a particular enactment of matters of globalisation and localisation in education. The paper reports on the issues, which have emerged which, are leading to current moves to modify the ordinance's provisions.& http://www.aare.edu.au/01pap/abs01.htm have paper copy
paper available online at http://www.aare.edu.au/01pap/abs01.htm
The regulation of non-local tertiary courses in Hong Kong ISSN 1324-9339 ?
Farmer, J. 2004 Communication dynamics: Discussion boards, weblogs and the development of communities of inquiry in online learning environments 1-10 21st ASCILITE Conference; R. Atkinson, C. McBeath, D. Jonas-Dwyer & R. Phillips (Eds) Perth, Western AustraliaN ASCILITE - Australasian Society for Computers in Learning inTertiary Education| Deakin online learning library
Online
online learning environments
weblogs
community
social constructivism
discussion boards 5-8 December 20047 Online learning environments (OLEs) are now critical to teaching and learning across Australian higher education. Their influence impacts on the availability of content, the design of
courses and, perhaps most pedagogically significantly, the nature of communication. The discussion board is the ubiquitous communication tool within these OLEs and hence
significantly shapes the kind of communication that takes place. In light of this, the degree to which a successful community of inquiry can be facilitated through the use of discussion boards is examined and compared to the possibilities afforded by weblogs in the same role. Weblogs, it is argued, offer new opportunities in the development of social, cognitive and teacher presence online and should be considered in the development of or alongside established OLEs.b http://www.ascilite.org.au/conferences/perth04/procs/pdf/farmer.pdf (Accessed 17 September 2005)K Have paper copy
url below
21st ASCILITE Conference. Perth, Western Australia, 5-8 December: ASCILITE http://www.ascilite.org.au/conferences/perth04/procs/contents.hmtl
5-8 December
Communication dynamics: Discussion boards, weblogs and the development of communities of inquiry in online learning environments
0-9751702-3-6 (print)
0-9751702-3-6?! Fermelis, J. 2004w Electronic Portfolios: The Fostering of Professional Values and Practices in an Undergraduate Business Education Course 393-395" ASBBS 7th International Conference Athiyaman, Adee Cairns James Cook University Deakin online learning library 6-7 August 2004d The fostering of professional values and practices in an undergraduate business communication coursel http://earth.its.deakin.edu.au/teachlearn/content/conference/2004/Fermelis.pdf (Accessed 17 September 2005) have copy of powerpont slides
URL as below
ASBBS 7th International Conference
6-7 August
Electronic Portfolios: The Fostering of Professional Values and Practices in an Undergraduate Business Education Course
0-646-43717-8
0-646-43717-8?" " Fischer, T.
Burry, M.
Woodbury, R. 2000X Object-Oriented Modelling using XML in Computer-Aided Architectural and Educational CAD 145-155F 5th Conference on Computer Aided Architectural Design Research in Asia- Beng-Kiang Tan, Milton Tan and Yunn-Chii Wong Singapore CASA 18-19 May 2000> This paper highlights our application of XML as a messaging and storage format for parametric 3D modelling and pattern-oriented online teaching. As a recent format for data description and transport technology XML is designed to allow communication between arbitrary data platforms - and to communicate purpose-insensitively. We have used it to communicate design patterns as well as design parameters and as a consequence experienced a remarkable technical similarity between both approaches with their common manifestation in object orientation. There is a necessity to perform dynamic synchronizations of semantics between 'knowledge domains' involved in design processes in order to provide the necessary conceptual openness. At this time, this requirement appears to be alien to available XML schema specifications and tools.6 http://itc.fgg.uni-lj.si/data/cumincad/robots/eada.htm 5th Conference on Computer Aided Architectural Design Research in Asia
OBJECT-ORIENTED MODELLING USING XML IN COMPUTER-AIDED ARCHITECTURAL AND EDUCATIONAL CAD
abstract available from http://itc.fgg.uni-lj.si/data/cumincad/robots/eada.htm
981-04-2491-4e?# Goold, A. 2004C Problem-based Learning in an Online IT Professional Practice Course 65-71W World Conference on E-Learning in Corporate Government, Healthcare and Higher Education Robson, Janice Nall and Robby Washington, USA9 Association for the Advancement of Computing in Education 1-5 November 2004 Educational research suggests that Problem-Based Learning (PBL) is a pedagogy that fosters a deeper understanding of the curriculum and provides students with processes and skills for lifelong learning. According to the literature this pedagogy appears to be a suitable one for teaching undergraduate information technology, yet adoption of PBL in information technology tertiary education appears to be slow. This paper discusses characteristics and processes of PBL and describes how the approach will be used in teaching information technology professional practice. The course described will be offered to information technology students in their final year of study and will be delivered wholly online. The course will not only provide best practice aspects of PBL but it will also provide students with the opportunity of undertaking authentic tasks using multimedia resources that simulate the real world. http://www.aace.org.ezproxy.lib.deakin.edu.au/dl/index.cfm?fuseaction=ViewFullText&paperid=16369 (Accessed 17 September 2005) needs you to have a Deakin userID for login have paper copy
World Conference on E-Learning in Corporate Government, Healthcare and Higher Education
1-5 November
Problem-based Learning in an Online IT Professional Practice Course
1-880094-54-1
1-880094-54-1&?$ Gough, Noel 2001h Educational research in a golbal economy of knowledge production: what troubles a travelling textworker? 1-3u Crossing Borders: New Frontiers in Educational Research - Australian Association for Research in Education, AARE 2001 Fremantle AustraliaC This is not the paper I intended to write seven months ago when I submitted the abstract you might have read in this conference's program, although many of its key foci remain. My original purposes for the paper were to explore some ways in which defference (with particular reference to race, ethnicity, language and location) might be related to individual and/ or community dispositions to take up (or to reject) specific research methodologies and epistemologies, and to consider the implications of such differences and dispositions for collaborative transnational research. These questions about methodology and difference were prompted by my experiences of doing educational research in and/ or focused on South Africa since 1997 (see for example, Gough 1997, 1998b, 1999b, 2000b, 2001). I have written a different paper because local and global events resulted in my most recent visit to South Africa, during the first two weeks of September 2001, being a profoundly different experience from my six previous visits since July 1998. I will briefly recount this recent experience and then present an exploration of some methodological issues that have been a persistent focus of my work in South Africa. I invite readers to reflect on these issues in the light of their own experiences of the events of late August and early September 2001.F http://www.aare.edu.au/01pap/gou01500.htm (retrieved 24 October 2006)s Educational research in a golbal economy of knowledge production: what troubles a travelling textworker?
Paper copy q?% Goward, P.
Chen, Y. 2004> Redesign of a Multimedia Course to Reflect Process Not Product 660-665\ World Conference on E-Learning in Corporate Government, Healthcare and Higher Education 2004 Robson, Janice Nall and Robby Washington, USA9 Association for the Advancement of Computing in Education 1-5 November 2004 Universities are moving towards an environment of online teaching and learning. This is impacting the revision of degree programmes. A multimedia design course was revised to reflect and improve the design process inherent within multimedia production. The course was analyzed and revised using a critical reflection process. The outcome of the evaluation indicated that students were more satisfied but they had not grasped some of the fundamental concepts of design, and further revision of the course was needed for delivering materials and teaching in an online environment. The recommendation from the teaching team was to explore the range of research methods to formally revise the course again for future improvements to teaching practice and effective learningM http://www.aace.org you need to create a free account to access the document World Conference on E-Learning in Corporate Government, Healthcare and Higher Education
have paper copy
Redesign of a Multimedia Course to Reflect Process Not Product
1-880094-54-1
1-880094-54-1D?& . Hartel, C.
Panipucci, P.
Appo, D.
Fujimoto, Y. 2004 Facing the Brick Wall: Hassles, Buffers and Organisational Policies affecting the employment of the Physically, Mentally and Socially (Indigenous) DisabledY 18th Annual Conference of the Australian and New Zealand Academy of Management ANZAM 2004
Elkin, Graham Dunedin, New Zealand University of Otago; Disabled
Stereotypes
Indigenous
Australia
Community
Welfare 8-11 December 2004D The disabled and indigenous members of our community need to face and challenge their socially constructed disadvantage to ensure their value to society does not remain underutilised, marginalised, and unrecognised. This paper argues that there are policies and practices that enable organisations to recruit and support a healthy and productive indigenous and disabled segment within their workforce and produce knowledge that will enable better accommodation of their true needs and aspirations as well as reduce the burden of welfare payments, generate economic growth through greater participation, and advance the reconciliation process. This research represents an important step towards gaining a better understanding of how to interact, on a fair and equitable basis, with the most disadvantaged sectors of Australian society.b http://www.business.otago.ac.nz/mgmt/ANZAM2004/CD/Papers/abstract189.htm (retrieved 27 July 2006)3 I have paper copy
Paper available through URL below
0-476-01131-0?' Lanham, E.
Zhou, W. 20045 Giving lectures a voice for a cross-cultural audience 539-539 The 21st ASCILITE Conference Vol. 1 Roger Atkinson Perth, Australia ASCILITE 5-8 December 2004 The purpose of this poster is to outline a current research project investigating the value of the inclusion of online audio lectures, in units involving cross-cultural student audiences. This
research project arose from two contributing factors: The increase in the number of international students, studying both on and off campus, and the movement for universities to
go ‘online’.J http://www.ascilite.org.au/conferences/perth04/procs/pdf/lanham-poster.pdf! Paper available through URL below 0-9751702-3-6 (print) >?( Lanham, E.
Zhou, W. 2004: Video Lectures for Cross-Cultural Use: A Three Phase Model 2368-2373e E-Learn 2004 World Conference on E-Learning in Corporate, Government, Healthcare and Higher Education Robson, Janice Nall and Robby Wahington, USA9 Association for the Advancement of Computing in Education 1-5 November 2004[ This paper will discuss the contributing factors of; increasing numbers of international students, and the advancement of learning technologies; that lead to the development of an
exploratory research study into the creation of a three phase online lecture model. Aspects such as the differences between the major cultural groups currently enrolled in Australian Universities, indicates the variations that can be expected in student learning styles. This research study aims at determining the educational value of the inclusion of online lectures for a diverse and distributed cross-cultural audience.M http://www.aace.org you need to create a free account to access the document! Paper available through URL below
1-880094-54-1 ּ?) Lim, K. 2004G A Survey of First-Year University Students' Ability to Use Spreadsheets 52-66 Spreadsheets in Education 1 2 Australia Bond University Deakin online learning library
information and communication technologies (ICT)
ICT competency
ICT skill
computer literacy
spreadsheets
teaching and learning' Universities are using more information and communication technologies (ICT) in their teaching and learning environments. An anonymous multiple-choice survey self-assessed the spreadsheet skills of students enrolled in .rst-year units at the beginning of 2003. The results of the survey indicate signi.cant de.ciencies in the use of spreadsheets. There is a significant proportion of students who are unable to use spreadsheets as part of their education at the start of their university studies. The implications for tertiary education are discussed.O http://www.sie.bond.edu.au/articles/1.2/lim.pdf (Accessed 17 September 2005) Have paper copy
URL as below 1448-6156 Spreadsheets in Education V?* Lim, K.
Kendle, A. 2002Q Computer and IT skills of Australian first-year university undergraduate students 1-23 Chemical Education Journal 5 4 JapanS The SCCJ School of Chemistry (Division of the Society of Computer Chemistry, Japan)U Chemical Education Research
Teaching/Learning Aids
Computers in Chemistry
IT literacy The use of computers and information technology is becoming more widespread in chemical education and in the wider community and workforce. Universities are increasing the use of computers and information technology in their teaching and learning programs. The Australian situation, reported here, can be viewed as a microcosm, reflecting a world-wide trend. The penetration of general IT literacy and ability amongst Australian undergraduate students is rising rapidly. This paper reports surveys of the detailed IT skills of Australian
undergraduate students. To the best of our knowledge, apart from our own work, there have been no other published surveys of specific IT skills. Most students have some reasonable computer skills at the start of their university studies, but the level of skill is not uniformly high. In fact, many IT literate students lack a sufficient level of skill to use the new technologies, including full use of web-based flexible learning. There is an urgent need for IT training for university students in order to achieve successful learning outcomes using IT and to satisfy the needs of future employers. This article, which is the second in a series (1) of investigations on the computer skills of undergraduate students at the start of university, is an expanded version of a paper presented at the World Chemistry Congress held in Brisbane (Australia) during 1-6 July 2001.B http://chem.sci.utsunomiya-u.ac.jp/v5n2/kfl/2001_IT_skills_CEJ.pdf! Paper available through URL below 1344-7963 c?+ Lynch, K.
Goold, A.
Blain, J. 2004H Students' Pedagogical Preferences in the Delivery of IT Capstone Courses 431-4423 Informing Science and IT Education Joint Conference
Cohen, Eli Rockhampton, Australia Informing Science InstituteH capstone projects
information technology education
experiential learning 25-28 June 2004 Capstone courses are used extensively in teaching information technology to expose students to realistic, work-like situations, though in a controlled environment. The value of the experiences the student engages in, and the skills and knowledge they develop are not questioned, as they are accepted as a beneficial precursor to professional work. The pedagogical methods used to deliver capstone courses vary across academic programme, institution, country and culture. The research explores information technology students’ preferences for the delivery of capstone projects from three different pedagogical delivery approaches and suggests that students want a certain level of anonymity, but at the same time they want direction and assistance when they determine they require it. Emerging from the findings are several recommendations that developers of capstone projects and courses may wish to address.? http://proceedings.informingscience.org/InSITE2004/067lynch.pdf! Paper available through URL below 1547-5867 cD?, ) Mackay, D.
Smith, R.
Challis, D.
Holt, D. 2005w Beyond assumptions: Seeking industry perspectives to enhance experiential education in university-industry partnerships. 14th World Conference on Cooperative Education
Roy, Denis Northern University, Boston, USA+ World Association for Cooperative Education 14-17 June 2005 Setting up and running a program with an industry experiential learning component is based on certain core assumptions. A shared vision of what constitutes a satisfying placement is essential. In this paper we present findings from research into the operation of an Australian Bachelor of Business Information Technology program. In-depth interviews were held with 10 experienced industry sponsors/mentors and one member of a relevant professional body. Industry mentors identify pragmatic reasons for industry involvement in experiential learning programs. They identify some seven skills required of a good industry mentor, and report eight features of a meaningful/satisfying placement.* http://www.apjce.org/volume_7/volume7.html! Paper available through URL below D?- - McDonald, Heath
McQuilken, Lisa
Katakis, Olga 2004i The Effect of Attittudes and Experience on Respondent Answers to Demographic Questions in On-line Surveys< ANZMAC 2004, Marketing Accountabilities and Responsibilities Thirkell, Jim Wiley & Peter Wellington, New Zealand Victoria University3 Response rates
surveys
on-line
research methodology 29 November-1 December 2004 Survey response rates and response quality are declining in most markets, threatening the viability of many established research techniques. One attempt to combat this has been to
make survey completion more convenient for respondents, with on-line surveys being an example of this. This paper looks at respondent attitudes to demographic questions in on-line
surveys – questions that are crucial for many analysis practices and yet often have the highest non-completion rates. The exploratory survey conducted here (n=198) examined attitudes towards surveys and empirically examined the reasons behind non-completion and intentions to give misleading information. The results suggest that general attitudes towards providing demographic data in on-line surveys are related to the likely response behaviour, and the more uncomfortable someone claims to be with providing this data, the more likely they will be to either omit a response or exit the survey altogether. Past experience with on-line surveys increases the chances of respondents answering completely and accurately and in most cases, significantly reduces the likelihood of exiting the survey completely if asked these questions. Finally, there is some evidence that providing broad categorical response options is preferred to more specific categories or open text boxes, and this may represent the best technique for improving response rates and quality.8 http://smib.vuw.ac.nz:8081/WWW/ANZMAC2004/CDsite/papers/! Paper available through URL below
0-475-22215-1L ?. ( McDougall, A.
Nicholson, P.
Marshall, A. 2000 Context and outline of the Victorian Department of Education, Employment and Training's Notebook Computers for Teachers and Principals initiative, and initial evaluation findings 1-5] ACEC 2000: Learning Technologies, Teaching and the Future of Schools: The ACEC2000 Conference Sharpley, Brian Melbourne, Australian Council of Computers in Education July 6 - 9, 2000k http://pandora.nla.gov.au/parchive/2001/Z2001-Feb-22/www.cegv.vic.edu.au/acec2000/papers/ref_paper_list.htm! Paper available through URL below8 ?/ ( McDougall, A.
Nicholson, P.
Marshall, A. 2000 Notebook computers for teachers and principals: an initiative of the Department of Education, Employment and Training in Victoria, Australia 298-301 16th World Computer Congress 2000: Proceedings of Conference on Educational Uses of Information and Communications Technologies Benzie, D. and Passey, D. Beijing, China( Publishing House of Electronics Industry_
notebook computers, professional development,
integration, evaluation, competency, methodology August 21 - 25, 2000 This paper describes the Department of Education, Employment and Training, Victoria's (DEETV) Notebooks for Teachers and Principals Initiative. This project aims, over a five-year period, to provide a notebook computer for each of the 37,000 teachers and principals in Victoria's government schools. The process by which the DEETV initiative is being
evaluated is described, and some preliminary findings are outlined.4 http://www.ifip.org/con2000/iceut2000/iceut09-07.pdf! Paper available through URL below
7505361066I?0 McDowall, T.
Jackling, B. 2005g The Role of Computer Assisted Learning Packages in Determining Learning Outcomes of Accounting Students 1-20H International Conference on Innovation in Accounting Teaching & Learning Tasmania, University of Tasmania University of Tasmania 6-8 February 2005 This study examines the factors affecting student performance in an undergraduate financial accounting course, utilising Computer Assisted Learning (CAL) and use of a commercial software package. Multiple regression analysis was undertaken to examine the influences of perceptions of CAL and QuickBooks Pro, together with background variables such as gender, entry pathway and prior knowledge had on student performance. The results show that perceptions of CAL together with entry pathway were significant predictors of student performance. However, perceptions of the usefulness of QuickBooks Pro, prior studies of accounting and computing, together with gender, were not significant influences on performance. In terms of entry pathway it was found that International students, many of whom entered the university at the second year level having obtained advanced standing credits, had significantly poorer performance than local students. This result may be attributed to transitional problems experienced by these students, given their different pathways to university study.
The results have implications for accounting educators utilising CAL in courses as a means of improving students understanding of accounting concepts. The study also provides reflections on the use of CAL and a commercial software package as a means of providing efficient and effective educational instruction to maximise learning outcomes in accounting.E http://www.utas.edu.au/accg/conference/papers/McDowall%20Jackling.pdf! Paper available through URL below< D?1 McKenna, L.
Wellard, S. 20009 Evolutionary Perspectives on Clinical Teaching in Nursing, Conference 2000, New Century, New Directions Melbourne, Australia# Deakin University School of Nursing 8 - 11 August, 2000) www.hbs.deakin.edu.au/Nursing/nursing2000! Paper available through URL below3?2 * Moizer, J.
Lean, J.
Mangles, T.
Warren, M. 2000A Teaching Introductory Management Using A Computer Simulation Game 456-460: International Conference on Systems Thinking in Management7 G.Altmann, J.Lamp, P.Love, P.Mandal, R.Smith & M.Warren Deakin University, Geelong Deakin University 8-10 November 2000_ http://sunsite.informatik.rwth-aachen.de/Publications/CEUR-WS//Vol-72/072%20Mozier%20Gaming.pdfZ DEAKIN UNI HAS COPY CALL NUMBER 658.4032 Int/Sti 2000
Paper available through URL below
0 646 40478 4 658.4032 Int/Sti 2000 ` D?3 0 Nguyen, L.
Torlina, L.
Peszynski, K.
Corbitt, B. 2004$ Power Relations in Cyber Communities ECIS 2004* Timo Leino, Timo Saarinen and Stefan Klein Turku, Finland5 Turku School of Economics and Business AdministrationG Power relations
virtual community
knowledge management
national culture 14-16 June 2004 Peoples’ need to socialise with others and greed for power can be best captured with Aristotle's famous description of human beings as “political animals”/”social animals”. It is interesting to watch how cyber communities, such as Web-based forums and mailing lists, manifest themselves through social interactions and shared values, membership and friendship, and commitments and loyalty. It is important to examine how power relations in these communities are formed, exercised and evolve dynamically. This paper explores power relations as they emerge in two online communities and suggests a new understanding of the formation and evolution of power in virtual societies.- http://is2.lse.ac.uk/asp/aspecis/20040120.pdf! Paper available through URL below
951-564-192-6~?4
Nicholson, P. 2000 Successful integration of learning technologies in school classrooms (SILT): teacher and student use of on-line and other ICT resources 74-74 AARE 2000 Jeffery, Peter Sydney AARE December 4 - 7, 20002 The use of the Internet and multi-media resources in project&emdash;based work. This focuses on the websites and CDROMS that schools are using and the way in which they are used. Information about these resources is shared across schools and links provided to a range of resources available on the Internet( http://www.aare.edu.au/00pap/abs00.htm#N! Paper available through URL below ?5
Nicholson, P. 2001 Teachers, turtles and gravity 33-41 EUROLOGO 2001 A Turtle Odyssey Futschek, G.
Linz, Austria Austrian Computer Society5 pedagogical content knowledge, physics, gravity, Logo 21 - 25 August 2001T Four cohorts of preservice science teachers were examined to determine their scientific content knowledge of gravity, and to look for evidence of emerging pedagogical content knowledge related to their classroom teaching of gravity in the senior secondary school curriculum. A fine-grained, semi-structured interview that made extensive use of media and computer-based probes, was used to collect detailed data about a narrow range of gravitational contexts relating to orbital motion and planetary gravity. Logo played a significant role in exploring the participants’ conceptual difficulties.G http://www.ocg.at/activities/books/volumes/band%20156/K51Nicholson.doc.! Paper available through URL below
3854031564D?6 $ Nicholson, Paul
Thalheim, Bernhard 2004L Culturally Adaptive Learning Objects:Challenges for Educators and Developers@ Adapting to Changing Times and Needs: UNESCO - SEAMEO Conference Bangkok Deakin online learning library May 27-29, 2004t As globalisation and internationalisation increasingly impact on Education, there is an emerging awareness that there are significant economic benefits in adopting pre-designed (mainly western) 'learning objects’ as the basis of curriculum design and implementation over developing locally created curricula and content. The potential dangers of such an approach include loss of cultural heritage and diversity, and consequent social dislocation, loss of intellectual capital, and forced alignment with externally imposed curricula. In this paper we argue that the major problem facing local courseware developers is that of representing cultural artefacts in their courseware. We discuss an emerging learning-object model that can be adopted to address this problem by providing a systematic way to approach implementing and representing cultural artefacts in courseware. This also provides a basis for some aspects of computer-based cultural preservation initiatives. We argue that while this approach may have higher short term development costs, the potential long term benefits to the society far outweigh short term considerations.6 http://www.seameo-unesco.org/index.php?page=proceeding- I have copy
Paper available through URL below ּ?7 6 Nugent, P.
Ogle, R.
Bethune, E.
Walker, A.
Wellman, D. 2004 Undergraduate pre-registration nursing education in Australia: a longitudinal examination of enrolment and completion numbers with a focus on students from rural and remote campus locations 1-12 Rural and Remote Health 4 Australia Deakin Universityp Deakin online learning library
Australia
course completions
course enrolments
nurse education
registered nurses. Introduction: There is much evidence to indicate a shortage of Registered Nurses (RNs) in Australia and to suggest that the shortage may be more pronounced in rural and remote locations. Attracting RNs to work in rural and remote areas may not be as simple as increasing the intake of students into university undergraduate pre-registration nursing courses. There is some evidence indicating that student nurses may be more likely to enter the nursing workforce in rural and remote locations if they have existing associations with rural and remote areas and/or their undergraduate education provides opportunities to undertake supported placements in rural and remote settings. Two important difficulties have been associated with measuring outcomes in relation to rural and remote pre-registration nursing students. One is defining what constitutes a rural or remote location and the other is suspect data on the number of nursing students enrolled in, and completing, nursing courses. The aims of this study were to provide a longitudinal profile of the number of domestic students studying and completing undergraduate pre-registration nursing courses in Australia, with a particular emphasis on identifying those at rural and remote university campuses, and to compare results across States and Territories.
Method: This study presents the combined findings from two investigative reports. Data on undergraduate pre-registration nursing student numbers were collected via electronic survey instruments completed by staff at all Australian educational institutions offering undergraduate pre-registration nursing education programs in 2001 and 2002. Australian domestic students were the focus of this study. Data included the total number of domestic students enrolled in undergraduate pre-registration nursing courses in 2001 and 2002, the number of domestic students who successfully completed courses in 1999, 2000 and 2001, and estimates for the number expected to complete in 2002. Surveys were sent to course coordinators or other staff nominated by heads of divisions of nursing at each institution.
Results: There was a 100% response rate. Twenty-four rural and remote campus locations were identified using an adjusted form of the Rural, Remote and Metropolitan Areas (RRMA) classification system. The Australian Capital Territory and the Northern Territory did not have any rural or remote campus locations. In contrast, undergraduate pre-registration nursing in Tasmania was offered at a rural campus only (for the first 2 years). From 2001 to 2002, there was an increase of just over 5% in the total number of domestic students enrolled in undergraduate pre-registration nursing courses in Australia (2002 total = 22 811 students). Rural and remote location students accounted for slightly more than 25% of these students in 2001, and almost 27% in 2002. The States Victoria, New South Wales and Queensland had the highest percentage of students enrolled at rural and remote campus locations, greater than the Australian average for both years. In contrast, South Australia and Western Australia had less than 11% of students enrolled at rural and remote campus locations for each year. Total undergraduate pre-registration course completions increased by approximately 16% across Australia between 1999 (n = 4868) and 2002 (n = 5667), although for 2002, the figure was projected. Of these total course completions, the percentage of students completing at rural and remote campus locations increased from almost 23% to nearly 28% during the same period. Of the States/Territories with both metropolitan and rural/remote campus locations, only Victoria and Queensland had more than 25% of their total student completions consisting of students enrolled at rural and remote campus locations for each year. In contrast, South Australia and Western Australia had approximately 6% of student completions consisting of students enrolled at rural and remote campus locations in 1999, increasing to approximately 12% projected for 2002.
Conclusion: In this study, the authors attempted to improve the accuracy of data collection in relation to the number of domestic undergraduate pre-registration nursing students in Australia, which is representative of the potentially new Australian domestic RN workforce. There was a trend towards an increasing number of students being enrolled in undergraduate pre-registration nursing courses, and also toward an increasing number of course completions. From the perspective of the rural and remote RN workforce, the percentage of students enrolled and completing courses at rural and remote campus locations was found to be increasing. However, there may be some areas of concern for education and workforce planners in States and Territories that are providing a smaller percentage of their undergraduate pre-registration nursing courses in rural and remote areas. Several study limitations are discussed and suggestions made for future research.B http://rrh.deakin.edu.au/articles/showarticlenew.asp?ArticleID=3137 have electronic copy
Paper available through URL below 1445-6354 Rural and Remote Health ?8 Owens, J. 2002R Accessible telecommunications information for people with communication impairment 198-200 Accessible telecommunications information for people with communication impairment, Technology and disability: research, design, practice and policy: RESNA 25th International Conference Simpson, Richard Minneapolis, Minnesota, USA Resna Press 27 June- 1 July 2002G http://www.uwm.edu/CHS/r2d2/resources/r2d2biblio2002.html titles only! Paper available through URL below 00-932101-44-5^?9 Owens, J.
Keller, S. 20006 MultiWeb: Australian Contribution to Web Accessibility 65-667 The 11th Australasian Conference on Information Systems Vitale, G Gable and M Brisbane, Australia/ Information Systems M'ment Research Centre, QUT 6 - 8 December, 2000 In a consumer-focused project, accessibility requirements of Internet users with disabilities were investigated. Using a variety of methodologies, input from consumers informed the development of an accessible Internet browser, MultiWeb. In this paper, we describe the innovative browser design features which were developed in response to the Internet accessibility needs of Australian consumers with disabilities.h http://www.deakin.edu.au/buslaw/infosys/docs/workingpapers/archive/Working_Papers_2000/2000_18_Owens.pdf! Paper available through URL below
1 86435 512 3 0 ?: I Owens, Janet
Leung, Paul
Lamb, Gayle
Smith, Kaye
Shaw, Jenny
Hauff, Renee 1999b Assistive technology issues for students with disabilities and university staff who work with them 1-11` Cornerstones: What do we value in Higher Education?:1999 HERDSA Annual International Conference, Melbourne, Vic. 12-15 July, 1999z Many university students with disabilities have access to educational opportunities through the use of assistive technology (AT). Successful use of AT equipment and services may
enable students with disabilities by providing improved mobility, enhanced communication, access to information, and general improvement in the quality of life. Use of AT may also
circumvent or bypass deficits entirely (Raskind,1994; Poplin 1995; Todis & Walker 1993). In this national study on the use of AT, studentswith disabilities, staff from postsecondary
institutions, and AT vendors responded to a questionnaire which probed current AT use, perceptions, and practices. A number of issues emerged which impact on successful use of
AT including: funding and provision of AT from secondary to postsecondary settings; role clarification and responsiveness of disability support staff, Information Technology staff
and academic staff; and AT training of students and staff, including follow up training. Recommendations of this project address the development of processes to ensure ‘best
practice’ in AT support for students with disabilities. Education and training of staff, clarification of staff roles/practices with regard to institutions’ Disability Discrimination Act Action Plans, use of technology on campus, and development of a national AT clearinghouse are particular recommendations that are explored.8 http://www.adcet.edu.au/uploads/documents/Owens_1999.pdf! Paper available through URL below?; , Owies, D.
Vukovic, S.
Bennett, T.
Barton, S. 20037 Implementing an Online Audio Lecture Streaming Facility 679-683 ITS University of Adelaide. EDUCAUSE IN AUSTRALASIA 2003 Program Committee 6-9 May 2003! This paper describes our experiences in implementing an audio lecture streaming facility for Deakin University. For many years Deakin students have benefited from some of the most comprehensive printed study notes of any university in Australia. In 2002, portable digital audio recorders were utilised by academic staff to capture lecture presentations in order to supplement existing unit learning materials and teaching delivery methods. Audio recordings were processed to enable streamed access via the web browser interface using QuickTime. A trial of incorporating PowerPoint presentations was conducted on a limited basis. 68 undergraduate and postgraduate units implemented lecture streaming. This represented over1700 lecture recordings and 20000 audio streams. Evaluation findings indicate that students find this facility highly valuable to their studies and regularly access the audio recordings throughout semester. Benefits include; access to lecture presentations for off-campus enrolled students, the ability to revisit lecture presentations, and the ability to study at a place and time of convenience. Future enhancement to the audio lecture streaming may include implementing a hard-wired audio capture system into lecture theatres and providing for a more rapid turn around of audio processing.N http://www.deakin.edu.au/kmd/staff/publications/owies_d/Educause2003_paper.pdf{ Deakin library has CDRom 378.00285 Edu/Eia
EDUCAUSE IN AUSTRALASIA 2003 Conference
Paper available through URL below
1-876346-47-7&D?< Palermo, J. 2004' Closing the loop on student evaluations` 2004 Tertiary Education Management Conference Hobart 2004: better the devil you know. or is it ? Hobart, Tasmania TEMC Deakin online learning library 26-29 September 2004 It is generally agreed that good teaching is dependent on the nature of the learning goals and the quality of the environment in which learning takes place , . If this is the case, then planned as opposed to unplanned variations in learning experiences are the hallmark of good teaching. This raises a complex set of relations between assuring and improving teaching within an institution. The essential question for a University is: how do we assure that learning is maximised in all given contexts?
Benchmarking the use of student feedback was identified as a priority project at the ATN annual conference in February 2002. This paper presents a number of issues arising from a study of practices across the ATN in relation to collecting, analysing and using student feedback. The project involved working with those responsible for teaching and learning improvements at the operational level to identify strategies for a systematic approach to the use of student feedback for improving communication of actions arising from results.
The framework for the inquiry involved an exploration of student feedback systems as they operate for different cohorts of students, differing measures (or constructs), and at different levels within institutional structures. The framework also explored the various tracking and reporting systems by which results generated from student feedback systems at each level were utilised to develop strategies for improving teaching and learning. Findings from the study were used to inform recommendations in relation to internal practices within each University, as well as initiatives for benchmarking student evaluation results across universities within the ATN network.R http://www.tefma.com/infoservices/papers/2004_Hobart_Annual_Conference/Palermo.pdf! Paper available through URL below D?=
Palmer, S. 1997g A World Wide Web-Based Active Tutorial in Accounting Principles for Engineering and Technology StudentsH 6th Annual Australasian Conference of Engineering Management Educations Adelaide University of AdelaideZ This paper presents a computer-based tutorial in accounting principles for engineering and technology students. The tutorial is designed to lead students through existing print-based course material, but rather than passively transferring this material to the computer screen, internal links have been created to allow the student to 'actively' control the progress of the tutorial. The tutorial is designed as a supplement to traditional on- and off-campus teaching. The tutorial is based on hypertext markup language (HTML), the authoring language of the World Wide Web (WWW). HTML allows the creation of computer-based documents that contain 'hyperlinks' to other parts of the document, or other documents stored anywhere on the Internet. It is through the use of hyperlinks that the student controls the progress of the tutorial, either selecting the next step, or requesting additional explanation of concepts presented. The accounting tutorial is presented as a framework for discussing the techniques for developing such computer-based learning materials, and the benefits and limitations of such materials.- http://www.deakin.edu.au/~spalm/srp70102.html! Paper available through URL below ?>
Palmer, S. 2002L A Review of Strategic Issues in using the Internet for Teaching and Learning 1-11- Australasian Journal of Engineering Education 1 Australia: The Australasian Association for Engineering Education Inc In 1998 the author published a paper entitled ‘Current Issues and Limitations in using the Internet for Teaching and Learning’ [1] that acknowledged the new educational possibilities provided by the Internet, while at the same time sought to identify the limitations and related issues of going on-line in education. As predicted, the passage of time and the
advancement of technology have ameliorated many of the identified limitations, and, have brought new issues to the fore. This paper re-visits the area of important strategic issues in using the Internet for education, giving an overview of equity and access, infrastructure and costs, copyright and plagiarism, content development, libraries and on-line information
access, and other strategic issues. As in the earlier paper, this paper draws on the experiences of the author in conventional and off-campus university teaching in engineering.0 http://www.aaee.com.au/journal/2002/palmer02.pdf! Paper available through URL below 1324-5821 ּ?? Palmer, S.
Bray, S. 2003g Comparative Academic Performance of Engineering and Technology Students at Deakin University, Australia 132-147P International Journal of Continuing Engineering Education and Life-Long Learning 13 2 United Kingdom Inderscience Enterprises Ltd continuing engineering education; engineering technologist; professional engineer; engineering workforce; student persistence; academic performance; undergraduate study. Students completing three-year engineering technology and four-year professional engineering undergraduate courses may undertake a number of common study units. To gain an objective understanding of the academic performance characteristics of both student groups in the engineering and technology programs at Deakin University (Australia), a study was undertaken of close to 9000 unit enrolments. It was found that: overall the BTech withdrawal rate was about 20% higher than for BE students; the rate of withdrawal was significantly different between the two student groups; the grade distribution for completing students was not significantly different between the two groups; the mean final grade was not significantly different between the two student groups; the failure rate was not significantly different between the two student groups; and the overall wastage rate (withdrawn rate plus fail rate) was significantly higher for BTech students. Other related results are also reported.\ http://www.inderscience.com/search/index.php?action=record&rec_id=2157&prevQuery=&ps=10&m=or! Paper available through URL below 1560-4624P International Journal of Continuing Engineering Education and Life-Long Learning?@ Palmer, S.
Bray, S. 2003S Comparative Academic Performance of Lifelong Learners in Engineering and Technology 132-147O International Journal of Continuing Engineering Education and Lifelong Learning 13 1/2 no abstract, http://www.deakin.edu.au/~spalm/srp10704.pdfx Comparative Academic Performance of Lifelong Learners in Engineering and Technology
article available from website below ?A Palmer, S.
Tucker, B. 2003K Information Literacy for a Sustainable Career in Engineering and Technology 319-326 The 14th Annual Conference for Australasian Association for Engineering Education and 9th Australasian Women in Engineering Forum Jollands, Margaret Victoria, Australia2 Australasian Association for Engineering Education 29 September to 1 October 2003 Information literacy has become an important skill for undergraduate students due to societal changes that have seen information become a valuable commodity, the need for graduates to become lifelong learners, and the recognition that information literacy is an underpinning generic skill for effective learning in higher education. This paper describes a sequence of activities and technologies designed to help students learn and practice information literacy skills. These activities have been purposefully designed and integrated into a first-year engineering and technology study unit as a core syllabus element. A formal evaluation of aspects of these activities was planned and undertaken in semester one 2003.D http://alia.org.au/publishing/aarl/35.1/full.text/palmer.tucker.html! Paper available through URL below
0 9750861 0 3 ?B Palmer, S.
Tucker, B. 2004j Planning, Delivery and Evaluation of Information Literacy Training for Engineering and Technology Students 16-34( Australian Academic & Research Libraries 35 1 Australia. Australian Library and Information Association Information literacy has become an important skill for undergraduate students due to societal changes that have seen information become a valuable commodity, the need for graduates to become lifelong learners, and the recognition that information literacy is an underpinning generic skill for effective learning in higher education. This paper describes a sequence of activities and technologies designed to help students learn and practice information literacy skills. These activities have been purposefully designed and integrated into a first-year engineering and technology study unit as a core syllabus element. A formal evaluation of aspects of these activities was planned and undertaken in semester one 2003+ http://www.deakin.edu.au/~spalm/papers.html Have paper copy, also available through URL below
Deakin University Library access through Expanded Academic ASAP and Australian Public Affairs Full Text database 0004-8623Y?C Palmer, S.
Tulloch, W. 2001Q The Evolution of Online Teaching and Learning in Engineering at Deakin University 91-109( Journal of Computing in Higher Education 13 1 United States of America Norris Publishers Describes online learning in engineering at Deakin University in Australia, including: flexible engineering programs, computer-based learning, progression from individual efforts to formal centralized control, costs of information technology, experiences with grant-funded development projects, managing development of online material, student access and equity, and staff development and cultural change. Proposes a sustainable online content development model for the school. (EV)- http://www.deakin.edu.au/~spalm/srp01205.html Paper available from URL below. 1042-1726( Journal of Computing in Higher EducationG?D Parker, C.
Swatman, P. 1999B Web-TRECS: The Design and Use of an E-Commerce Business Simulation 497-5129 12th International Bled Conference on Electronic Commerce 1 Klein, Gricar, Pucihar Bled, Slovenia% Moderna Organizacija, Kranj, Slovenia
7-9 June 1999 A challenge for eCommerce educators is the development of teaching tools and environments which provide tertiary students and business people with practically-based opportunities for learning about the business potential of eCommerce. Business simulation approaches to eCommerce education are a particularly effective way in which to provide students with these pedagogic opportunities [see 10]. What is less certain, however, is how Web-based business simulations can be developed and used to teach eCommerce.
This paper describes the way in which we developed such a Web-based eCommerce business simulation called Web-TRECS. The paper discusses some innovative approaches to the development of this teaching tool, including components of the Web-TRECS application which allow educators to design their own manufacturing supply chains for use in Web-
TRECS and which dynamically generates online participant manuals and instructions based on these alternative supply chain designs. The paper then outlines the types of eCommerce teaching objectives which can be addressed using Web-TRECS based on our initial experiences with this tool and our extensive experience with non-Web versions of TRECS.E http://www.uni-koblenz-landau.de:81/~swatmanp/pdfs/parker.bled99.pdf. Article available at URL below
961 232 052 7 z?E ( Peat, M.
Franklin, S.
Lewis, A.
Sims, R. 2001 Staff and student views of the usefulness of information technology materials within an integrated curriculum: Are these educational resources effective in promoting student learning? 471-480L 18th Annual Conference of the Australasian Society for Computers in Learning? Gregory Kennedy, Mike Keppell, Carmel McNaught and Tom Petrovic The University of Melbourne The University of MelbourneV perceptions of IT use, student learning, biology education, online learning
evaluation 9-12 December 2001 This paper reports on specific outcomes of a study on the perceived effectiveness of educational resources within the context of a single course in a first-year biology program. The overall study examined the dynamic state of perceptions towards all of these resources by the major stakeholders involved with the course (students, teaching staff and technical staff). A major focus of the research, reported here, was the extent to which the students used the computer-based resources made available to them, and staff and students’ perceptions of the usefulness of these resources in supporting their learning. Data were collected from the students using surveys and focus groups and from staff using surveys and interviews, within an action-research paradigm. While the majority of students found the resources to be of use in supporting learning, it is of interest that some did not find them useful and some did not use them at all. In comparison the staff had higher expectations of both usage and usefulness. The level of student use was not a function of access to computers or the Internet, so the findings suggest that the provision of online resources will not necessarily generate value-added learning.H http://www.ascilite.org.au/conferences/melbourne01/pdf/papers/peatm2.pdf Paper available at URL below
0-7340-2157-7 p ?F Raitman, R.
Hamadi, A.
Zhou, W. 2004< Students Reflect on their Learning Community: Survey Results 5068-5072Z World Conference on Educational Multimedia, Hypermedia and Telecommunications EDMEDIA 2004 McLoughlin, Lorenzo Cantoni Lugano, Switzerland9 Association for the Advancement of Computing in Education 21-26 June 2004 Building a learning community demands a commitment to providing a complete learning environment, which comprises a three layer model; a content layer, an interface layer and an infrastructure layer [1]. Consequently, the aim of this research is to gain a better understanding of how students view their online learning experiences. A student survey was conducted at Deakin University which delivered comprehensive insight into their thoughts, opinions and suggestions. Consequently, this will assist in developing an online collaborative model, which will be built in view of improving teaching and learning outcomes for staff and students respectively.N http://www.editlib.org/index.cfm?fuseaction=Reader.ViewAbstract&paper_id=11792 Paper available at URL below
1-880094-53-3i?G Rice, M. 2004i Discomfort at the coalface: Issues for sessional tutors teaching in online enhanced learning environments 1-4 21 st ASCILITE conference; R. Atkinson, C. McBeath, D. Jonas-Dwyer & R. Phillips (Eds) Perth, Western AustraliaM ASCILITE (Australian Society for Computers in Learning in Tertiary Education)o Deakin online learning library
sessional tutors
online enhanced learning environments
professional development. 5-8 December| Higher education institutions are undergoing a period of rapid change during which time a number of strategic professional development efforts have been made to improve teaching in order to improve students’ learning outcomes. Sessional tutors, who are consistently at the coalface and have close contact with students, have often been excluded from formal
opportunities for professional development offered to more permanent staff. This anomaly is now being recognised and more efforts are being made across the sector to ensure that tutors are better equipped to teach in contemporary learning environments. This paper discusses issues of concern to tutors that arose from recent professional development workshops and suggests that some of the major issues currently confronting sessional staff relate to the need to be able to teach effectively in online enhanced learning environments.A http://www.ascilite.org.au/conferences/perth04/procs/pdf/rice.pdf Have soft copy
21st ASCILITE Conference
5-8 December
Discomfort at the coalface: Issues for sessional tutors teaching in online enhanced learning environments
0-9751702-3-6 (print) 0-9751702-3-6 (print) R?H Rice, M.
Holt, D.
Fermelis, J. 2003 Issues arising from the implementation of a comprehensive assessment approach in a large, multi-modal Bachelor of Commerce Unit 1-109 The second ATN Evaluations and Assessment Conference 2003 Adelaide, South Australia University of South Australia 24-25 November 2003 Recent literature (e.g. CSHE assessment study) in higher education argues university assessment has been too narrow and hasn't adequately reflected the quality, breadth and depth of students' learning. Practitioners believe students often prioritise and learn what they need to know for assessment and disregard other curricular content and activities. The predominance of essays and examinations has therefore tended to constrain learning. The case for a more comprehensive approach has been clearly articulated. So what happens when staff take up the unique challenge of designing fair and uniform assessment for a large, core, multi-modal, multi-campus unit offered nationally and internationally?
When developing a Bachelor of Commerce unit at Deakin University, staff considered the most appropriate ways to assess a range of conceptual understandings and communication skills. This resulted in the mapping and adoption of a comprehensive approach that incorporated teacher, peer, and self-assessment aspects, individual and group work, oral and written presentations, and the use of portfolios and journals. Particular practices were adopted to control workloads, ensure fairness in marking, and overcome some problems generally associated with group work. When implementing the approach, practical issues arose that demanded adjustments. This paper details the approach taken, outlines the evaluation activities, then discusses the practical implications of the issues that arose. The paper argues that while a comprehensive, standardised approach is sound from a theoretical point of view, practical considerations relating to context have to be foregrounded when designing valid/relevant, reliable, fair, diversified and cost-effective forms of formal assessment for a core mandated unit./ http://www.unisa.edu.au/evaluations/program.htm The second ATN Evaluations and Assessment Conference 2003
24-25 November
Issues arising from the implementation of a comprehensive assessment approach in a large, multi-modal Bachelor of Commerce Unit *?I M Rice, Mary
Owies, David
Campbell, Adrienne
Snow, Rod
Owen, Neville
Holt, Dale 1999k V-Lab: a virtual laboratory for teaching introductory concepts and methods of physical fitness and function 188-206, Australian Journal of Educational Technology 15 (2) Murdoch, WA
ASCILITE/ASET The delivery of higher education courses is changing significantly with the rapid growth of new technologies which offer possibilities for learners that have previously not been available. In particular, the potential benefits of interactive multimedia (IMM) in educational environments have been well documented (see for example, Latchem et al, 1993; Laurillard, 1993; Halal and Liebowitz, 1994; Bates, 1995; Brookes, 1997; Reeves and Reeves, 1997). Web based interactive multimedia can provide many opportunities to enhance student learning and solve particular educational problems. Applications of this technology can increase the consistency, reliability and quality of what is delivered to students, and can provide immediate points of access to large bodies of relevant information through hypertext and selected links to related web sites. Furthermore, the technology allows students to work at their own pace and at a time of their choosing, thereby optimising conditions for learning and increasing the flexibility of the learning experience.
In this paper, we describe the development and evaluation of a "virtual laboratory" (V-Lab) for introductory practical studies of human structure and function in the movement sciences. Our purpose is to identify what we found to be some of the key elements of the development process for our first V-Lab and to introduce some of the technology used. Student and staff responses to its initial implementation are presented, based on a systematic evaluation using quantitative and qualitative methods.0 http://www.ascilite.org.au/ajet/ajet15/rice.htmlu V-Lab: a virtual laboratory for teaching introductory concepts and methods of physical fitness and function
0814-673X 0814-673X, Australian Journal of Educational Technology l ?J Rowan, L.
Bigum, C. 2004d Beyond pretence: new sensibilities for computing and communication technologies in teacher education 287-294a Making spaces: regenerating the profession: 2004 Australian Teacher Education National Conference
McLeod, S. Bathurst ATEA Deakin online learning library 7 - 10 July 2004 Making particular reference to schools' traditional relationships with CCTS (and the kinds of 'pretend' and 'artificial' learning/assessment tasks that this relationship has historically
produced), this paper details a research and teaching agenda focused on exploring the potential of having students work on tasks with value to local and/or school communities. The
paper maps the informing theories and current practices of schools participating in the 'knowledge producing schools' (KPS) agenda. Particular attention is given to the ways in
which KPS schools are better positioned to respond to the needs of diverse student/community populations, particularly those students traditionally perceived as 'at risk'.8 http://www.atea.edu.au/documents/ATEA2004PROCEEDINGS.pdf Have paper copy
Making spaces: regenerating the profession: 2004 Australian Teacher Education National Conference
7 - 10 July
Beyond pretence: new sensibilities for computing and communication technologies in teacher education
Paper available from URL below
097523241X?L Sachs, J.
Blackmore, J. 1998W You Never Show You Can't Cope: Women in School Leadership Roles Managing Their Emotions 265-279 Gender and Education 10 UK Carfax Publishingo In Australia, as elsewhere, education systems and schools are being reformed and restructured. Leadership in times of change is a highly emotionally charged activity. People working in leadership positions are constantly being assailed by the emotional demands placed on them by their peers, students and members of the community. Drawing on the experiences of a group of women in leadership positions in primary and secondary schools in Queensland, Australia, the author illustrates the emotional labour of these women negotiating the demands of continual change. In this article it is argued that the emotions of people working in leadership positions are regulated by emotional rules that are implicit within the organisational ethos of the education system and the school itself. Their emotional responses are shaped by the contextual exigencies in which they work. In the final part of the article the author proposes that there is a need to understand how women are negotiating the emotional terrain that is a consequence of change in their schools and poses some questions that could be used to guide future research activities.^ http://ejournals.ebsco.com.ezproxy.lib.deakin.edu.au/direct.asp?ArticleID=FC02HGUACUE7U16TM6DL Available from Deakin University library and through electronic resources IngentaConnect, Academic search premier, Professional development collection, Sociological collection
You Never Show You Can't Cope: Women in School Leadership Roles Managing Their Emotions
0954-0253 0954-0253 Gender and Education
370.19345 Gen=?M Sandhu, K.
Corbitt, B. 2003R End-User Experience With Information In Web-Based Electronic Service: A Case Study 285-295= PACIS 2003 7th Pacific Asia Conference on Information Systems$ Hanisch, Falconer, Horrocks, Hillier Adelaide, South Australia University of South AustraliaT Web-based electronic services, end-user experience, user’s information experience. 10 - 13 July 2003 End-user experience with information presumably considered as one of the prominent factors
shaping the adoption of web-based electronic services. User interfacing with large amount of
information the rationale is to deduce the effect in the current web-based task environment.
Understanding user’s perception on the basis of the prior experience with information may
provide insights into what constitutes in driving those perceptions and their effect in the current
and future task in web-based electronic services. The paper lays the theoretical context of enduser
experience with information and proceeds further in an attempt to distinguish the role in
web-based electronic services.: http://www.pacis-net.org/file/2003/papers/internet/290.pdf PACIS 2003 7th Pacific Asia Conference on Information Systems
End-User Experience With Information In Web-Based Electronic Service: A Case Study
0 86803 994 2
0 86803 994 2AD?N Segrave, S.
Holt, D.
Farmer, J. 2004 The 6 by the power of 3 model for enhancing academic teachers' capacities for effective online teaching and learning: Benefits, initiatives and future directions 21st ASCILITE conference; R. Atkinson, C. McBeath, D. Jonas-Dwyer & R. Phillips (Eds) Perth, Western AustraliaN ASCILITE - Australasian Society for Computers in Learning inTertiary Education Deakin online learning library
Professional development
systems thinking
learning organisation
teaching excellence
exemplar cases
learning management systems 5-8 December 20040 To gain the full educational benefits of the major new investments in corporate technologies supporting online teaching and learning it is argued that a strategic, systems based approach of academic professional development (APD) is required. Such an approach requires a clear view of the key areas of potential and enduring teaching and learning benefit which can be realised from online developments, including an understanding of the changing role of the academic teacher in higher education, the identification of the desired professional capacities to educate online and the implementation of a number of coordinated initiatives to develop these professional capacities in order to engage constructively with the learning and technology opportunities. Based on previous work, we propose a ‘6’ by the power of ‘3’ model of Academic Professional Capacities Development for effective APD of online teaching and learning. The model can help inform the actions of policy makers, executives and practitioners in ways that promote an authentic learning organisation.D http://www.ascilite.org.au/conferences/perth04/procs/pdf/segrave.pdfa have soft copy
21st ASCILITE Conference. Perth, Western Australia, 5-8 December: ASCILITE http://www.ascilite.org.au/conferences/perth04/procs/contents.hmtl
5-8 December
The 6 by the power of 3 model for enhancing academic teachers' capacities for effective online teaching and learning: Benefits, initiatives and future directions
0-9751702-3-6 (print)
0-9751702-3-6 ?O " Segrave, S.
Warren, C.
McNolty, G. 2001' QuickTime multi-track theatricks
24-1-24-14> Apple University Consortium Academic and Developers Conference Smythe, Neville James Cook University Apple Computer Australia Keywords QuickTime, multimedia, multi-tracks, e-learning, digital objects, Academic Professional
Development (APD), Instructional Management System (IMS), online learning and teaching, interaction,
transforming teaching. 23-26 September 2001 Digital media, corporate database applications and intranets provide efficient ways to create, store and deliver information and educational services. However some academics perceive new workload and other constraints eroding the potency of these technologies. Proposed corporate level information management systems for digital objects and their metadata are new complexities entering academicsÕ thoughts about using online multimedia. Few staff understand digital multimedia concepts and fewer still, the systems
designed to deal with IP management, copyright law compliance and the tracking of digital resource creation processes. Faltering staff enthusiasm warns of their need to experience working models and tangible benefits from these new directions. A project in Deakin's Faculty of Education provides a case study showing how QuickTime is helping academics understand, and increase their use of, multimedia in e-learning environments with an integrated library of digital resources with metadata. We also report our experience of QuickTime in creating interactive learning objects using multi-tracks. We discuss our idea of theatricks as a performance drawcard - people will come! There is orchestration of multimedia and
QuickTime conducts the events, its flexible functionalities providing a safer development environment for solving problems and grasping opportunities. While difficult for some academics to comprehend, scripting automation and database connectivity through intelligent interfaces might facilitate QuickTime's use in building integrated learning environments with academics. These ideas are considered in relation to staff development, central to the case study project.? http://auc.uow.edu.au/conf/conf01/downloads/AUC2001_Segrave.pdf Deakin has copy call number 378.0285 App/Eta
Apple University Consortium Academic and Developers Conference
23-26 September
QuickTime multi-track theatricks
0-947209-33-6
0-947209-33-6u?P Sims, R. 2001@ The online learning alchemist: Preventing gold turning into lead 1558-1563Z ED-MEDIA 2001: World Conference on Educational Multimedia, Hypermedia & Telecommunications# Viteli, Craig Montgomerie and Jarmo Tampere, Finland@ Association for the Advancement of Computing in Education (AACE) June 25-30 2001 This paper addresses the creation of materials and resources for use in online learning, focusing on the new and emerging roles for teachers and learners in conjunction with developments in our understanding of the human-computer interface. As more educational providers adopt network-based technologies as delivery portals, the demand for skills in the creation of effective online resources is becoming critical. If we are to provide the learner with online resources that will enhance knowledge construction and the teacher with clear measures that these activities are effective, then we as resource developers must resurrect the role of what might be termed the online alchemist. Our first task is to ensure that new digital resources are not simply transferred from their original format but repurposed to ensure learner(s) accessing those resources are able to interact with both the content and their collaborative partners with new levels of flexibility and manipulation. We must transcend the too frequent use of technology as a means to replicate existing resources and conceptualise environments that engender new paradigms for teaching and learning. Our challenge remains to ensure the gold we have in effective teaching strategies and learning resources is not tarnished through ineffective applications within the online learning context. One strategy to achieve this is through proactive evaluation, a framework that integrates a set of factors and influences to better inform the development of online learning resources.M http://www.editlib.org/index.cfm?fuseaction=Reader.ViewAbstract&paper_id=8544 ED-MEDIA 2001: World Conference on Educational Multimedia, Hypermedia & Telecommunications
June 25-30
The online learning alchemist: Preventing gold turning into lead
1-880094-42-8
1-880094-42-8&?Q Sims, R. 2001O Usability and learning in online environments: A case of interactive encounters 1735-1740Z ED-MEDIA 2001: World Conference on Educational Multimedia, Hypermedia & Telecommunications# Viteli, Craig Montgomerie and Jarmo Tampere, Finland@ Association for the Advancement of Computing in Education (AACE) June 25-30 2001 This paper proposes a set of strategies to maximise learner-content and learner-learner interactions in on-line learning environments. Extrapolating the outcomes of a research study that investigated the ways in which users responded to the interactive constructs embedded within interactive multimedia applications, the concept of encounter theory is introduced. Using observation and interview techniques, participants in the study identified a range of options by which learnercomputer interactions might be enhanced. The implications of these findings for online and desktop environments are considered, specifically in terms of the independent learner's encounter with content material and other learners. Developing a comprehensive understanding of the interactive phenomenon will not only lead to more effective useability and learning in on-line environments, but also to their working better for the learner.M http://www.editlib.org/index.cfm?fuseaction=Reader.ViewAbstract&paper_id=9201 ED-MEDIA 2001: World Conference on Educational Multimedia, Hypermedia & Telecommunications
June 25-30
Usability and learning in online environments: A case of interactive encounters
1-880094-42-8
1-880094-42-8 ?R Sims, R.
Dobbs, G.
Hand, T. 2001[ Proactive evaluation: New perspectives for ensuring quality in online learning applications 509-517L 18th Annual Conference of the Australasian Society for Computers in Learning? Gregory Kennedy, Mike Keppell, Carmel McNaught and Tom Petrovic The University of Melbourne The University of MelbourneB evaluation, online learning, educational design, quality assurance 9-12 December 2001 A major issue confronting educators is the extent to which they wish to conform to so-called paradigm shifts in teaching and learning. In the contemporary world of tertiary education these shifts embrace both pedagogy (from instructivist to constructivist) and technology (classroom to online). As teachers and learners are faced with the potential of these new learning environments, the extent to which the learning outcomes are achieved remains a high priority and subject to a wide range of evaluation strategies. Conventionally, evaluation is often conceptualised as occurring at the end of the development process, to assess first (formatively) whether or not the creative effort has achieved the original product goals and second (summatively) whether or not the desired learning outcomes were achieved. However, in the context of imperatives to implement online learning paradigms, the level of understanding teachers and developers have of the medium can impact the effectiveness of the product. This paper presents an additional perspective to the post-development, reactive evaluation processes in proposing the concept of proactive evaluation, a framework that identifies critical online learning factors and influences to better inform the development of learning resources. In essence, the proposal advocates an approach where development is undertaken within an environment where all activities are assessed using the evaluation criteria that would be applied when the product is assessed reactively. By performing these checks proactively, online learning resources will, in principle, work first time as all relevant factors and issues will have been considered and resolved.@ www.ascilite.org.au/conferences/melbourne01/pdf/papers/simsr.pdf$ Deakin Library has copy call number 378.1734 Ken/Mat
Also available online at website below
18th Annual Conference of the Australasian Society for Computers in Learning
9-12 December
Proactive evaluation: New perspectives for ensuring quality in online learning applications
0-7340-2157-7
0-7340-2157-7 ?S ! Sims, R.
Franklin, S.
Lindsay, M. 2002P Trends, fads and futures: Computers in learning in tertiary education, 1983-2001 1-9j ASCILITE 2002 Conference: Winds of change in the sea of learning: Charting the course in Digital Education Auckland New Zealandr Pedagogical trends
Technological trendsComputers in learning
Computers in teaching
Educational technology research6 The purpose of this research project, sponsored by ASCILITE, is to review the ASCILITE proceedings and provide an analysis of “trends, fads and futures” to reflect on past initiatives, propose potential directions and assist the society identify strategic directions. An earlier paper (Sims, Franklin & Lindsay, 2002) documented the initial findings from the research in terms of paper demographics and the essential characteristics of the range of papers presented. This follow-up presentation provides an update on the research project and the preliminary analysis of the paper outcomes, which were not included in the first analysis. Overall, this project is designed to provide the basis from which further research can be justified in terms of better understanding “computers in learning in tertiary education".e http://www.ascilite.org.au/conferences/auckland02/proceedings/programme.html (accessed october 2007)] ASCILITE2002
Trends, fads and futures: Computers in learning in tertiary education, 1983-2001 ND?T Sims, Rod
Hedberg, John 1995R Dimensions of Learner Control A Reappraisal for Interactive Multimedia Instruction
ASCILITE 1995 Melbourne Australia9 learner control, program control, interactive instruction The potential benefits of technology for education have frequently been technology driven. No more so than with the current developments in multimedia which integrated text, graphics, video and audio to provide a comprehensive representation of a content domain on a single display monitor. In this environment, developers are producing applications which reflect significant changes in the way in which information is presented, delivering and accessed. Consequently, new and different problems are emerging in the way in which learners develop an understanding or mental model of both the content and structure of the instructional software being used. With the challenge to facilitate the rapid formation of accurate mental models, this paper reviews the paradigm shifts which have occurred in the critical areas of institutional strategy, learning theory, interaction and interface design and introduces the reappraisal of learner control research in terms of a set of dimensions required for effective multimedia instruction. A new approach to design at both ther interface and instructional level is required to take full advantage of both the technology and learner requirements.a http://www.ascilite.org.au/conferences/melbourne95/smtu/papers/sims.pdf accessed 22 October 2007] Dimensions of Learner Control A Reappraisal for Interactive Multimedia Instruction
paper copy D?U Smissen, I.
Sims, R. 2002P Requirements for online teaching and learning at Deakin University: A Case Study Ausweb02 Southern Cross University[ The dynamics of teaching and learning in higher education are being affected by a combination of educational, social, political and economic factors, and one of the most important changes is the extent to which Learning Management Systems (LMS) are forming the basis for online teaching and learning environments. Deakin University has just completed an extensive evaluation of learning management systems (LMS) to select an enterprise level online teaching and learning system. One of the important aspects of this process is that unlike other evaluations which focused on systems comparison, this evaluation was user-centred, taking into account teaching and learning needs to determine the LMS that would best align with those needs. This paper examines the methods and results of this collection of staff and student needs in online teaching and learning.Z http://ausweb.scu.edu.au/aw02/papers/refereed/smissen/paper.html (accessed october 2007)Y Ausweb02
Requirements for online teaching and learning at Deakin University: A Case Study#?V Smith, P.
Smith, Swee Noi 2002f Supporting Chinese distance learners through computer-mediated communication- revisting Salmon's model 611-612,h Computer support for collaborative learning: foundations for a CSCL Community (CSCL) 2002, Proceedings,
United States Lawrence Eribaum Associates Incw Deakin Online Learning Library
Computer-mediated communication
Chinese learners
on-line socialisation
on-line structure 7-11 January 2002l Salmon's (2000) proposed model for the effective development of on-line communication and collaboration between student suggests thai on-line socialisation forms an early and important component of establishing required levels of comfort and skill. In this paper we review research with Chinese learners that suggests that some adjustments to Salmon's model may be advisable for these students. Specifically, the model is redeveloped to provide a more structured experience, and to use that structure to develop on-line skills, such that comfortable socialisation is seen as an end-point rather than as an early enabler. Computer support for collaborative learning: foundations for a CSCL Community
available at web site bekow
Supporting Chinese distance learners through computer-mediated communication- revisting Salmon's model,
have paper copy 1?W Smith, P.
Webb, G. 1999O Evaluation of low-level program visualisation for teaching novice C programmers 385-392X Proceedings of the Seventh International Conference on Computers in Education (ICCE '99) 2 G. Cumming, T. Okamoto, L. Gomez Amsterdam IOS Press Chiba, Japan* Program Visualisation
Empirical Evaluation While several program visualisation tools aimed at novice programmers have been developed over the past decade there is little empirical evidence showing that novices actually benefit from their use [3]. Bradman [7] is a low-level program visualisation tool. We present an experiment that tests the efficacy of Bradman in assisting novice programmers learn programming concepts. We show that students with access to this low-level program visualisation toolachieved greater understanding of some programming concepts than those without access./ www.csse.monash.edu/~webb/Files/SmithWebb99.pdfg Evaluation of low-level program visualisation for teaching novice C programmers
158603 0272 / 0922-6389 158603 0272 / 0922-6389?X Smith, P.
Webb, G. 2000p The efficacy of a low-level program visualization tool for teaching programming concepts to novice C programmers 187-215) Journal of Educational Computing Research 22 2 New York Baywood Publishing It is widely agreed that learning to program is difficult. Program visualization tools make visible aspects of program execution which are often hidden from the user. While several program visualization tools aimed at novice programmers have been developed over the past decade there is little empirical evidence showing that novices actually benefit from their use [1] . In this article we describe a "Glass-box Interpreter" called Bradman. An experiment is presented which tests the efficacy of Bradman in assisting novice programmers learn programming concepts. We show that students that used the glass-box interpreter achieved greater understanding of some programming concepts than those without access. We also give evidence that the student s ability to assimilate new concepts was enhanced by exposure to the glass-box interpreter. This is experimental confirmation that such tools are beneficial in helping novices learn programming. Deakin university has electronic access:
EBSCOhost Electronic Journals Service 01, Jan. 1999- 31, Dec. 2005
Professional Development Collection (Latest issues unavailable) 01, June 2003- 25, Apr. 2007
Computer Source: Consumer Edition (Latest issues unavailable) 01, June 2003- 25, Apr. 2007
Also hard copy:
Location: DU GEELONG PER 004.078 Jou
Issues held: Vol.1:1(1985)-26:2(2004), 26:4(2002)- 0735-6331) Journal of Educational Computing Research?Y " Spratt, C.
Palmer, S.
Coldwell, J. 2000K Using technologies in teaching: an initiative in academic staff development 455-461+ Journal of Educational Technology & Society 3 3 New Zealand IEEE Academic staff development in the pedagogical applications of new technologies is fundamental to the transformation of teaching and learning in tertiary education settings. We present a case study of a staff development activity at Deakin University, a multi-campus university offering on and off-campus programs, which aimed to develop a collegial online experience for academics interested in using online technologies. It is contextualised within a broadly based centrally funded project initiated by the University to extend the use of technologies in significant curriculum areas. The initiative employed a text-based, asynchronous computer conferencing environment. We describe the structure of the online environment and explore the major issues raised by the participants based on their experience and evaluation of the conference. We conclude by raising key questions that draw on our experience of the successful outcome of this initiative to advance relevant and meaningful opportunities for academic staff developmentH http://www.ifets.info/journals/3_3/f03.html (accessed october 2007)U Using technologies in teaching: an initiative in academic staff development
1436-4522 1436-4522+ Journal of Educational Technology & Society V?Z
Stacey, E. 1995^ Teaching and Learning with Audiographics: Developing Positive Attitudes and Effective Pedagogy 3-12 DEOSNEWS 5 10 USA3 American Center for the Study of Distance Education Educational policy makers in all sectors of education are looking to telecommunications technologies to provide the interaction needed to enhance learning at a distance. This use of technology will only be effective if the teachers and learners who use it do so with positive attitudes and good pedagogy. This paper will investigate the acceptance and implementation of audiographic technology as it was introduced into several project schools in Australia and into tertiary teacher education. Results of research into the attitudes and
experiences of teachers and students teachers learning to use this technology will be described. Pedagogical insights developed from the study will be discussed.S http://www.ed.psu.edu/ACSDE/deos/deosnews/deosnews5_10.asp (accessed october 2007)^ Teaching and Learning with Audiographics: Developing Positive Attitudes and Effective Pedagogy DEOSNEWS ]?\
Stacey, E. 20003 Learning collaboratively in a web based environment 943-9444 WebNet 2000 World Conference on the WWW and Internet Davies, G. and Owen, C. San Antonio, Texas/ Assoc for Advancement of Computing in Education October 30 - November 4, 20008 The internet has helped to remove the isolation of learning at a distance for off-campus students and enabled them to interact regularly with other learners and their teachers in virtual campus environments. The use of web based computer conferencing also provides the possibility of collaborative group learning in a way that has never been possible in distance education before. This paper describes a study that developed the findings of an earlier research study which found that interactive online group discussion was central to the learners' effective construction of new conceptual understandings. The social conversation of the online group provides the learner with a context and stimulus for thought construction and learning which contributes more to each learners’ understanding than is possible individually.e http://www.editlib.org/index.cfm?fuseaction=Reader.ViewAbstract&paper_id=11193 (accessed 22/10/2007) WebNet 2000 World Conference on the WWW and Internet
October 30 - November 4, 2000
Learning collaboratively in a web based environment
1880094401
18800944015?]
Stacey, E. 2002Z Learning links online: establishing constructivist and collaborative learning environments 1-6 Untangling the web - establishing learning links: proceedings of the Australian Society for Educational Technology international conference Stacey, S.
McNamara E. Melbourne ASET 7 - 10 July 2002z The Internet and the World Wide Web have made it possible to establish a new type of learning environment in which learners can collaborate with fellow students to construct a meaningful and powerful learning experience. It is through student ownership of the learning environment that really effective learning occurs and this paper will describe courses that have been established to provide such experiences. It will also describe strategies for effective teaching within constructivist and collaborative online environments.
This paper addresses the issues surrounding the implementation of online environments that enhance and facilitate learning, particularly from a constructivist or collaborative perspective. I have applied the findings of a research study into collaborative learning through computer mediated communication to a later course I developed to implement the findings and which I then researched. I will discuss the issues that have arisen from such an implementation. The paper initially describes the theoretical perspectives of my view of learning online, then provides a rationale for this approach to online teaching and learning through a brief review of the literature about experiences and advantages of this environment. Practices and strategies for effective online environments are described and the issues and problems that arise from learning in this way are raised.V http://www.ascilite.org.au/aset-archives/confs/2002/stacey.html (accessed 22/10/2007) Untangling the web - establishing learning links: proceedings of the Australian Society for Educational Technology international conference
7 - 10 July
Learning links online: establishing constructivist and collaborative learning environments
0958126100
0958126100 ?^
Stacey, E. 2002: Quality online participation: establishing social presence 138-153 Research In Distance Education 5 Evans, T. Geelong Deakin University
December 2000# This chapter is developed from two studies which showed that the socio- affective aspect of collaborative group support was important for high quality online participation as it facilitated the establishment of the social presence of participants in their online environment and enabled them to leam effectively. Social presence-the ability of online participants to project themselves into a textual environment which has few visual or contextual cues-will be explored, as will the teacher's role in helping students develop their online social presence.The studies investigated the use of online environments in which students learned collaboratively while interacting in small groups. The first study focused on the online collaborative learning process and found that the socio-affective support provided by the collaborative group environment was of major importance to the success of the students. The second study investigated the development of this social support system through analysing the establishment of social presence in computer conferences.u http://www.deakin.edu.au/education/rads/conferences/publications/ride/2000/doc/Ch13_Stacey.pdf (accessed 22/10/2007) Research In Distance Education 5
December 2002
Quality online participation: establishing social presence
073002556X
have paper copy,
073002556Xx ?_ Stacey, E.
Fountain, W. 2001P Student and supervisor perspectives in a computer-mediated research relationship 519-528 Meeting at the Crossroads: 18th Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education (ASCILITE)1 G. Kennedy, K. Keppell, C. McNaught, T. Petrovic. University of Melbourne Melbourne Universityk computer-mediated communication
ICT
research
supervision
virtual supervision
postgraduate distance learning 9 - 12 December 2001 This paper presents the reflective perspectives of the student and supervisor in a successful computer-mediated research relationship. Key contributing factors are discussed in a dialogue format covering the role of computermediated communication (CMC), the projection of social presence, student self-efficacy beliefs, the role of information and communication technology (ICT), and interaction in online professional networks. Drawing on relevant theory, inherent challenges are addressed, informing some concluding
suggestions as to how supervision might become more responsive to the emergent forms of research learning being experienced by escalating numbers of postgraduate students studying at a distance via ICT.` http://www.ascilite.org.au/conferences/melbourne01/pdf/papers/staceye.pdf (accessed 22/10/2007)2 Deakin University has copy call number 378.1734 Ken/Mat
Meeting at the Crossroads: 18th Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education (ASCILITE)
9 - 12 December
Student and supervisor perspectives in a computer-mediated research relationship
0734021577
0734021577#?` Stacey, E.
Gerbic, P. 2003a Investigating the impact of computer conferencing: content analysis as a manageable research tool 495-503 Interact, Integrate, Impact: 20th annual conference of the Australasian Society for Computers in Learning in Tertiary Education8 G. Crisp, D. Thiele, I. Scholten, S. Barker and J. Baron Adelaide ASCILITE 7 - 10 December 2003$ Content analysis of computer conferences provides a rich source of data for researching and understanding online learning. However the complexities of using content analysis in a relatively new research field have resulted in researchers avoiding its use as a qualitative or quantitative method and using more familiar methods such as survey and interview instead. Ethical issues are also raised that, though ensuring students’ rights, particularly to privacy and with no fear of coercion, are making it difficult for researchers to
access and analyse archives of conference data as a research source. This paper suggests a pragmatic but systematic approach to solving these research issues by using several research strategies that are described in the context of the authors’ research and practice.c http://www.ascilite.org.au/conferences/adelaide03/program/conf_prog_index.htm (accessed 22/10/2007) Interact, Integrate, Impact: 20th annual conference of the Australasian Society for Computers in Learning in Tertiary Education
7 - 10 December
Investigating the impact of computer conferencing: content analysis as a manageable research tool
0-9751702-0-1
0-9751702-0-1 ?a Stacey, E.
Thompson, L. 19963 The Virtual Campus: Deakin University's Experiences 207-218> The Virtual University: Symposium proceedings and case studies Melbourne Melbourne University Postgraduate students
Deakin University
electronic communication
flexible learning
distance education,
Faculty of Education
part-time study
education doctorate
Interchange
student discussion
FirstClass conference
staff participation
conference moderation.+ This paper describes Deakin University's Education Faculty's experiences in developing a 'virtual campus' for postgraduate students. The quality of resource access and communication that this provides for both on and off campus students and the issues it raises for staff and students are discussed.T http://ultibase.rmit.edu.au/Articles/dec97/stace1.htm#Abstract (accessed 22/10/2007)b The Virtual Campus: Deakin University's Experiences
0 7325 1428 2
Paper available at Website below
0 7325 1428 2 | D?b . Tan, J.
Hartel, C.
Panipucci, P.
Strybosch, V. 2004; The Effect of emotions in Australian expatriate experiencesY 18th Annual Conference of the Australian and New Zealand Academy of Management ANZAM 2004
Elkin, Graham Dunedin, New Zealand University of Otago@ Expatriate
Emotion
Culture
Individualist
Collectivist
Australia. With increased recognition of the existence of emotions in everyday interpersonal interactions, the need for emotions in cross-cultural interactions has become more obvious. Emotions play an important role in cross-cultural expatriate interactions as these experiences are essentially social encounters. Yet, little research addresses the emotions felt and the emotional demands involved in the cross-cultural interaction. Research on expatriate experiences centres solely on the cross-cultural training, sensitivity, and adaptability of expatriates. What fails to be addressed, however, is the emotional aspect of this interaction. In this article, we examine the cross-cultural expatriate experience from the perspective of the Australian expatriate in Asia, integrating both the cultural and emotional aspects of the interaction. In doing so, we aim to advance understanding of the expatriate experience and the potential reasons underlying expatriate success and failure.a http://www.commerce.otago.ac.nz/mgmt/ANZAM2004/CD/Papers/abstract191.htm (retrieved 25 July 2006) 18th Annual Conference of the Australian and New Zealand Academy of Management ANZAM 2004
8-11 December
The Effect of emotions in Australian expatriate experiences
0-476-01131-0
Paper available at URL below
0-476-01131-0?c Threadgold, T.
Kamler, B. 2000G Translating difference: cross cultural and multimodal research dialogue 1-5J Australian Association for Research in Education and NZARE Conference 1999 Jeffery, Peter Melbourne AARE Nov 29 - Dec 2, 1999- In this paper we are addressing questions of cross cultural communication in ways which challenge many of the typically linguistic or sociolinguistic modes of addressing these issues. This requires an understanding of translation and of the multimodal which does not recognise boundaries between semiotic systems. It also requires theorising the ways in which meanings appeared to ‘migrate’ freely across and between semiotic systems. Thus, for example, the verbal might be translated into the visual; the visual into interpersonal interaction; food into a lingua franca.
This paper emerges from a Large Australian Research Council project called ‘Stories of Ageing: A Longitudinal Study of Women’s Self Representation’ conducted by Barbara Kamler (Deakin University) Terry Threadgold (Cardiff University) and Susan Feldman(Melbourne University). This was a three year longitudinal study that sought to learn about change in the lives and the concerns of women aged 70-85 living outside institutional care. Working as a team with approximately 40 women in workshop settings, we explored the ways in which their biographical stories contribute both to new understandings of later life and an active sense of citizenship. The stories the women told us were both written and filmed – produced in both writing workshops and video diary workshops using a collaborative pedagogy which positioned the women as co-researchers.
In working with women in the video workshops, we were strongly influenced by the work of Valerie Wakerdine and her colleagues who had used the video diary as a means of accessing stories of the lives of young working class women in London. Their agenda too had been feminist and they had used video on the assumption it was a technology which would somehow access reality more directly and in less mediated ways than language and writing. This of course was a naïve assumption and reflects our western tendency to think of images as iconic and ‘realistic’ whereas language is readily accepted to be a construction. In our work, too, we came to realise that there was no difference between the visual and verbal modes of communication we were using with the women in terms of mediation or constructivism. The video images were no less mediated by our influence in the workshops than the written stories were and the women used video to construct themselves and to construct and rewrite their life stories for our benefit.
In this paper we will discuss the video workshops with Australian Vietnamese women aged 55-74, in Fitzroy Melbourne, using an interpreter. None of the researchers spoke Vietnamese and the Vietnamese women speak little English. Part of the emphasis in the paper then will be to discuss ways of translating difference, of effecting cross-cultural dialogue without a common language (Threadgold 1999).
In recent educational research there has been considerable focus on modes of literacy other than the verbal: the visual (Kress and van Leeuwen (1996), photographic images in education (Schratz and Walker 1995), the sociology and ethnography of the visual (Hamilton; Barton et al) and work on multimodal literacies (The New London Group 1996). All of this work has shifted the focus away from the verbal and the linguistic in research on literacy and cultural communication and highlighted the importance of research into other semiotic modes of communication. However, none of this work has been focusing specifically on new literacy needs emerging in the context of globalisation, diaspora, asylum seeking, immigration and ethnic minorities. Nor has there been any focus in this work on literacy needs and generational difference, nor as yet, any emphasis on the changing demographies of ageing populations in the millenium. All of these complex influences are producing new multicultural societies with quite different kinds of adult literacy and communication needs.
Part of the issue here is that our existing linguistic and sociolinguistic models are not only verbal-centric but are also based on outmoded understandings of the nation state and of dominant monocultures (Appadurai 1996). Alistair Pennycook’s (1998) work on English and the discourses of colonialism juxtaposed with Michael Clyne’s (1991) on community languages in Australia raise the issue of the Anglo-centric nature of the expectations which surround diasporic communities. Language policy in such contexts is directly affected by economic factors and often appears to work, pragmatically at best, and at worst without any reference at all to the social world it attempts to deal with. Thus, for example, there has been a continuous decline in funding support for ‘migrant English’ since the 80s, and the English requirements for permanent residency and citizenship have been reduced correspondingly. This has both positive and negative effects for new members of the community who may continue us community languages but also feel ‘disabled’ by their inability to understand and speak in the language of the community they have joined. At best the policies are ad hoc, at worst they are just bad policy.
The Large ARC project aimed to challenge stereotypes about ageing and to access different stories from the perspective of ageing women. When we turned to work with women from the Vietnamese community a whole set of different research methodology and practical issues came to the fore and meant that we had to completely rethink the way we would operate as researchers. What happened as we did this seems to us entirely relevant to question for language, communication and literacy in new global contexts. In this paper we focus on a specific, local manifestation of these global issues and their complexities: the role of language, translation and interpretation; changes in research methodology; questions of space and power; reflexivity and new modes of multimodal translation.A http://www.aare.edu.au/99pap/kam99149.htm (accessed 22/10/2007)\ Nov 29 - Dec 2, 1999
Translating difference: cross cultural and multimodal research dialogue D?d Treloar, Andrew 19979 Psyche: Case study of attitudes and access to an Ejournal= CAUSE in Australasia '97 Information Technology - The Enabler Melbourne Deakin online learning library People have been predicting the death of the print scholarly journal for nearly as long as they have been predicting the death of the book. During the last decade, in part driven by the energy and excitement surrounding the Internet and World Wide Web, there has been an upsurge of interest in publishing scholarly journals online rather than in print. A number of pioneering projects have been completed or are underway and some useful technical results have appeared.i http://andrew.treloar.net (accessed 22/10/2007) nice website with interesting references and readingsw CAUSE in Australasia '97 Information Technology - The Enabler
Psyche: Case study of attitudes and access to an Ejournal ?e ! Unnithan, C.
Chan, E.
Swatman, P. 2003e Applying External Solutions to Organizational Development:eLearning as a Platform for Internal Growth 349-363B The Second IFIP Conference on E-Commerce, E-Business, E-Government Monteiro, Swatman, Tavares Lisbon, Portugal Kluwer Academic PublishersW eLearning
case study
organisational change
process theories
teleology
life-cycle theory 7-9 October 2003$ Innovations in technology have facilitated eLearning process development, bringing significant impact into education. eLearning is not simply putting study materials online on the
Web, nor is it a substitute for traditional classroom teaching (KPMG, 2002). Businesses worldwide have been using eLearning as a facilitator in organisational development through knowledge sharing, especially in the area of web based training and project management. eLearning has also become a large area of potential business for many organisations. In this study, we explore how eLearning has helped an organisation based in India – Tata Interactive Systems (part of TATA conglomerate), which provides eLearning solutions for businesses locally and globally. In this single case study, we explored how the organisation has not only utilised eLearning as an internal development process, but also successfully converted this learning into business opportunities for itself. To study the development process, we have applied the process theories of Van De Ven and Poole (1995).Q http://dlibrary.acu.edu.au/staffhome/elchan/pub/2002-2.pdf (accessed 22/10/2007) The Second IFIP Conference on E-Commerce, E-Business, E-Government
7-9 October
Applying External Solutions to Organizational Development:eLearning as a Platform for Internal Growth
1-4020-7239-2
1-4020-7239-2 v?f
Wallis, R. 2000 Annex D10: A Re-evaluation of the Use of Electronic Media, Both CD-ROM and Internet, in the Delivery of a Second Year University Course in Fish Biology 137-141 Collaborative Aquaculture Education in the Asia-Pacific Region
Report on the Expert Consultation on Aquaculture Education in the Asia-Pacific Region S.De Silva, S.Sim and M.Phillips Westlake, Hanoi NACA 11-15 May 2000M The world has recently seen substantial increases in electronic communications technologies including the Internet and computer CD-ROMs. Electronic delivery methods have some clear advantages over conventional methods. For example, they have the ability to reach a far greater catchment of potential students and can be considerably cheaper to deliver than conventional methods. Deakin University in Victoria, Australia has developed course resources for a fish biology unit, which can be delivered entirely using electronic media. However, the importance of face to face contact with the students and the need for some practical experience has necessitated the inclusion of a practical component to the unit. Students are expected to attend a single day long practical held at a central location during the course of the semester. The resources for theunit either can be accessed through the Internet, CD-ROM or are available in printed form. Fish Biology has been trialed as an off-campus unit in three consecutive semesters. Access to the resources on the Internet is restricted entirely to students registered for the unit and is controlled through user identification and password security systems. Students gain access to the academic staff using E-mail or telephone, select assignments over the Internet, complete electronic practical exercises and weekly learning exercises covering each of the programmed topics of the unit for the duration of the semester. Students can complete the unit at their own pace but within the framework of a single semester. The unit has been evaluated favorably by the students on each occasion that it has been offered. The aim of this workshop is to demonstrate the form, function and teaching methods that have been followed in the development of the unit materials and to present some data on student evaluations and outcomes.^ http://library.enaca.org/NACA-Publications/ReportExpertConsultation.pdf (accessed 22/10/2007) available from URL below D?g Walsh, Julia
Cripps Clark, John 2002) Elements of a model of effective teachers5 Australian Association for Research in Education 2002 Peter L. Jeffery Brisbane, Australia Much research in teacher education has concentrated on individual elements of effective teaching such as the best way to teach content. There has been less emphasis on understanding the complex process of effective teaching in its entirety. Teacher educators are in the business of creating effective teachers and as such need a clear, evidence based model of an effective teacher. We believe that current models of effective teachers are limited because they fail to give sufficient emphasis to many important aspects of effective teachers and fail to integrate these components into a coherent whole and so provide a language for discussion of and a conceptual framework for developing teacher education.
This paper discusses the elements needed for a model of an effective teacher. This model emphasises not only the domains of effective teaching which receive most of the attention in teacher education and evaluation, namely content knowledge, pedagogical knowledge and, more recently, pedagogical content knowledge but also takes into account the teacher's personal knowledge and knowledge of context. We suggest that it is not just this knowledge that teachers have in these domains but the way this knowledge overlaps and interacts both within the teacher and with the teacher's physical, social, intellectual and emotional environment.
An examination of the effective teacher challenges not only teacher educators to rethink the way we educate both preservice and inservice teachers; but also the way we assess, judge and reward teachers.? http://www.aare.edu.au/02pap/wal02220.htm (accessed 22/10/2007)h Australian Association for Research in Education 2002
Elements of a model of effective teachers
13249339 13249339%?h Wojcieszak, P.
Yang, Y. 19984 Experience With Web-Based Online Teaching Management 189-198$ The 1st Asian Pacific Web Conference Beijing, China! International Academic Publishers2 education, online teaching, evaluation, WebCT, Webw The purpose of this paper is to discuss our trial of online teaching based on the WebCT software package developed by University of British Columbia, Canada. The paper presents the general requirements involved in online teaching, the reasons for selecting WebCT, and the evaluation of the features of WebCT. The experience with deploying WebCT in real use is also discussed.@ www3.it.deakin.edu.au/apweb98/poster6.doc (accessed 20/10/2007)X Experience With Web-Based Online Teaching Management
780003433X
available from URL below
780003433X?i Zeegers, M.
Macauley, P. 20003 Distancing libraries: The times they are a-changing 1-4% Distance Education: an Open Question?# Zeegers, Margaret
Macauley, Peter Adelaide University of South Australia September 2000
Those of us accustomed to availing ourselves of the services and materials provided by academic libraries tend towards a taken-for-granted approach to what is provided by them. This paper explores the way this taken-for-grantedness has been established in Australia and the way this has shaped the provision of library services to distance students. It goes on to examine the ways in which the role of the library and its provision of services to distance students has impacted upon the provision of university education to on campus students. The paper takes as its starting point the 1957 Murray Report' consideration of academic libraries and maps the changes that have occurred up to the present time. We use the concept of deconstruction as an analytical tool applied to various Reports to illustrate just what assumptions regarding university education have been and the way these assumptions have been challenged and/or modified. We could have listed the technological developments that have allowed libraries to function to greatest efficacy in terms of online catalogue and delivery protocols, but we felt that that would be telling only a small part of the story. We have deliberately avoided any such lists, concentrating rather on the uses to which such developments have been put.i http://www.unisanet.unisa.edu.au/cccc/papers/refereed/paper56/Paper56-1.htm (accessed 12 February 2007)i Distancing libraries: The times they are a-changing
Deakin does not have copy
Paper available at URLbelow
0868035211 #ּ?j " Palmer, Stuart R.
Bray, Sharyn L. 2001F Longitudinal study of computer usage in flexible engineering education 313-329, Australian Journal of Educational Technology 17 3 Deakin Online Learning Library A longitudinal analysis of computer usage by commencing students in Deakin University's undergraduate engineering and technology programs over the period 1998 to 2001 revealed that; access to computers was at high levels; mean computer usage for off campus students had not changed significantly, but had risen significantly for on campus students; while access to the Internet / WWW had not increased significantly, reported regular use of the Internet / WWW had risen significantly; while most students continued to report their source of Internet / WWW access as either home or university, the proportion reporting home as their source of access had risen significantly; and the reported regular use of email rose significantly. Other results are also presented. These results imply that commencing engineering and technology students are well placed to adopt online delivery and support of teaching and learning. However, while it might now be reasonable to assume that all students have access to computers and the Internet, the experiences of on campus students in computer laboratories with broadband network access will be different from off campus students accessing the Internet via a dialup modem connection. A small proportion of commencing students were unaware of the computing facilities provided by the university; an orientation program covering computing facilities and services would benefit all commencing students.2 http://www.ascilite.org.au/ajet/ajet17/palmer.html. Available from URL below
have paper copy filed 0814-673X, Australian Journal of Educational Technology ?k Appelbaum, P.
Gough, N. 2002" Review Essay: Enterprise education 131-144! Australian Educational Researcher 29 2 Australia AARES Review of the book "Teaching toward the 24th Century:Star Trek as Social Curriculum I have paper copy.
Deakin University has access through electronic resources
Australian Public Affairs Full Text(Selectively indexed)
A+ Education(Selectively indexed) 01, Jan. 1994-, 01, Jan. 2001-
Directory of Open Access Journals 01, Jan. 2003-
Publisher's Site 01, Jan. 2003-
A+ Education 01, Jan. 2001-
Australian Public Affairs Full Text 01, Aug. 1994-
Hard copy at
Location: DU MELB PER 370.780994 Aus
Issues held: , Vol.2:1(1975)-32:3(2005), 03116999! Australian Educational Researcher ?l Barty, K. 2000> Beyond the mainstream: new possibilities for learning on-line. 26-29 Babel 34 3 Australia AFMLTA Summer 1999-2000 On-line learning is 'running rampant' in North America, according to Gerry Smith (1998) of the International Center for Leadership in Education in New York. Will it run rampant in Australia too? How seriously should teachers at secondary level take on-line learning? Is it a fashion we are driven to take part in or is there a genuine need for this style of learning? Answering this question simply and briefly, it would seem that language teachers, especially those providing for small groups of senior learners, have compelling reasons to take the emergence of on-line learning seriously: it addresses the problem of scarcity of resources and it offers an opportunity to reorient a language program around learner-centred learning,q have paper copy
Available through Deakin Library electronic resources:
A+ Education 01, Jan. 1999-
Australian Public Affairs Full Text 01, July 1994-
Academic Onefile 01, Feb. 2007-
Literature Resource Center 01, Feb. 2007-
--------------------------------------------------------------------------------
Location: DU MELB PER 407 Bab 0005-3503 Babelgּ?n Stacey, E.
Rice, M. 2002) Evaluating an online learning environment 323-340, Australian Journal of Educational Technology 18 3 Australia- Australian Society for Educational Technology Deakin online learning library This paper reports on an evaluation undertaken under the auspices of the cross-institutional CUTSD funded project which was established to facilitate evaluations of computer facilitated learning with an action inquiry model of evaluation (Phillips, 2002). Our evaluation focused on students' learning processes and outcomes in an online learning environment established for postgraduate education students studying an Open and Distance Education Specialism in a Masters program at Deakin University. Online conferencing has been progressively used in this specialism, and was an integral part of the program at the time of this study, which followed students studying online in five units. The units had computer conferences established with FirstClass software for electronic discussion of tasks and activities, with the aim of engaging students in learning interactively. Our participation in the CUTSD project resulted from the need to evaluate the extent to which students engaged in the conferencing environment, as intended by the learning design. It was also designed to evaluate the effectiveness of established practice with a view to modifying it in response to student feedback.H http://www.ascilite.org.au/ajet/ajet18/stacey.html (accessed 22/10/2007)C Evaluating an online learning environment
0814-673X
have hard copy 0814-673X, Australian Journal of Educational Technology ּ?o Wilson, Gail
Stacey, Elizabeth 2004M Online interaction impacts on learning: Teaching the teachers to teach online 33-48. Australasian Journal of Educational Technology 20 1 Deakin online learning libraryD This paper explores the importance of interaction in the online teaching environment and the important role of staff development in developing teacher presence online. Professionally developing staff to use information and communication technologies is viewed from the standpoint of diffusion of innovation, moving from early adopters to mainstream majority, and targeting staff development at this latter group. Approaches to staff development using information and communication technologies are described, and recommendations for staff development for online teaching are made.L http://www.ascilite.org.au/ajet/ajet20/wilson.html (retrieved 25 July 2006)] Online interaction impacts on learning: Teaching the teachers to teach online
Have hard copy 1449-3098. Australasian Journal of Educational Technology ?p Sims, R.
Jones, D. 2002o Continuous improvement through shared understanding: Reconceptualising instructional design for online learning 1-10P Winds of change in the sea of learning: Charting the course in Digital Education Auckland New Zealand ASCILITE Continuous improvement
Shared understanding
Instructional design
Academic professional development
Communities of Practice
Scaffolding
Online learning
Deakin online learning library 8-11 December 2002 Many Australian tertiary institutions provide support for academic staff in the design and development of online teaching and learning resources, often employing a centralised unit staffed with educational and instructional designers, multimedia and online developers, audio/video producers and graphic artists. It is not unusual for these units to have evolved from print-based distance education providers and consequently the design and development processes inherent within those units are often steeped in ﾑtraditionalﾒ sequential instructional development models. We argue that these models are no longer valid for effectively working with academic staff given the dynamic nature of online learning environments and the diversity of skills to implement effective online learning. This paper therefore presents an extended instructional design model in which the development cycle for online teaching and learning materials uses a scaffolding strategy in order to cater for learner-centred activities and to maximise scarce developer and academic resources. The model also integrates accepted phases of the instructional development process to provide guidelines for the disposition of staff and to more accurately reflect the creation of resources as learning design rather than instructional design. It is a model that builds on instructional design processes and integrates concepts of team-based development, shared understanding and the development of relevant communities of practice.g http://www.ascilite.org.au/conferences/auckland02/proceedings/papers/162.pdf accessed16 February 2006O ASCILITE 2002 Conference: Winds of change in the sea of learning: Charting the course in Digital Education
Continuous improvement through shared understanding: reconceptualising instructional design for online learning
have hard copy
http://www.ascilite.org.au/conferences/auckland02/proceedings/papers/162.pdf
accessed16 February 2006 ?q Holt, D.
Barton, S.
Barton, G. 2004 From the comforts of print to the possibilities of digital media: Leading the way in teaching political leadership in a Faculty of Arts 1-10 21st ASCILITE Conference; R. Atkinson, C. McBeath, D. Jonas-Dwyer & R. Phillips (Eds) Perth, Western AustraliaM ASCILITE (Australian Society for Computers in Learning in Tertiary Education) Deakin online learning library 5-8 December 2004W Since it inception, Deakin University has been committed to the delivery of innovative, high quality course materials to its off campus students. Until recently these packages were predominantly print based, although augmented with audio-visual materials delivered in cassette format. Ironically, with the advent of information and communications technologies (ICT), and some select computer assisted learning and multimedia packages, there was an overall decline in the use of audio and video as important means of enhancing learning. Like many other universities, Deakin has moved to a strong, centralised approach to the provision of its digital and online corporate technology environment. With investment in these technologies has come a renewed interest in the ways in which text and audio-visual materials in digital form can enhance students' learning experiences. Moreover, the ways in which a variety of digital media supported by online developments can create new models and approaches to teaching/learning has figured prominently. This paper presents a case study of how this challenge has been taken up in a unit, Political Leadership, in the Faculty of Arts. The academic teacher's intentions in moving to a completely digital approach are examined along with students' experiences of learning in the subject. Issues are considered from the experience.> http://www.ascilite.org.au/conferences/perth04/procs/holt.html3 I have paper copy
Paper available through URL below 0-9751702-3-6 (print)?r Warne, M.
Owies, D.
McNolty, G. 2004I Exploration of a first year university multimedia module on field geology 924-933 21st ASCILITE conference 2004A Roger Atkinson, Clare McBeath, Diana Jonas-Dwyer and Rob Phillips Perth, AustraliaD Australasian Society for Computers in Learning in Tertiary Education Deakin online learning library 5-8 December 2004 As part of the teaching programme within a first year university unit on the earth's physical systems, a 'virtual reality' field trip has been developed to support field studies relating to geological materials and landscape history. This module aims to increase student understanding of the use of geological features in the evaluation of geological / landscape history. The module has various applications in the curriculum. For students attending a weekend excursion, the module is available as an adjunct to actual field studies and can be used by students as either a digital pre-lab or as an excursion review tutorial. For students not attending a weekend excursion (i.e. off campus students), it is used as a digital 'virtual reality' substitute for field site inspection. The module has simple linked interactive and dynamic image base digital media that provide a framework in which the geology and landscape history of excursion sites can be explored. This module is delivered as a website via CD, but can also be integrated with the 'online interface' for this unit via a QuickTime reference movie loaded inside a relevant 'Deakin (University) Studies Online' web page. The latter strategy enables assimilation of large multimedia files into online teaching formats.Z http://www.ascilite.org.au/conferences/perth04/procs/warne.html (retrieved 25 July 2006) The 21st ASCILITE Conference
5-8 December
Exploration of a first year university multimedia module on field geology
0-9751702-3-6
have paper copy, available at website
0-9751702-3-6 .?s
Abbott, M.
Doucouliagos, Hristos 2004q Competition and Efficiency: Overseas Students and Technical Efficiency in Australian and New Zealand Universities 1-21 Auckland AIS Deakin online learning library
working paper2 In this paper the impact of productivity and efficiency of Australian and New Zealand universities of exposure to international markets is examined using Stochastic Frontier Analysis (SFA). The analysis finds that there is an important link between competition in the market for overseas students that a university in Australia is exposed to and the level of technical efficiency at which they operate. What is true at the university level is also true at the level of business faculties. In the New Zealand case no definite conclusion on this issue can be made.S http://www.crie.org.nz/research_paper/M.Abbott-Chris.pdf (accessed 17 October 2007) AIS St Helens, New Zealand, New Zealand
Competition and Efficiency: Overseas Students and Technical Efficiency in Australian and New Zealand Universities
I have paper copy h ?t Deakin University,t Evaluation of Corporate Applications for Online Teaching and Learning at Deakin University Staff and Student Surveys 2003 Deakin Uiversity Staff and students surveys aimed to obtain feedback on the importance of the features of an online teaching and learning system identified in the Focus Groups. Two surveys were delivered over the web: Staff Survey and Student Survey.F http://www.deakin.edu.au/teachlearn/content/lms-evaluation/surveys.htm} web page
Evaluation of Corporate Applications for Online Teaching and Learning at Deakin University Staff and Student Surveys]?u Mitchell, J. 2000: The implications of E-Commerce for online learning systems 163-175 Moving Online Conference
known, not Gold Coast, Queensland Southern Cross University, E-commerce, online learning, business models 18-19 August, 2000 The author undertook a major national study of e-commerce for the Australian National Training Authority (ANTA) from November 1999 - February 2000, resulting in the report E-competent Australia: The Impact of E-commerce on the National Training Framework (ANTA, 2000; available at http://www.anta.gov.au). This ANTA study and other research by the author show that e-commerce will eventually have a significant impact on the Australian economy, on industries, organisations, occupations and education and training organisations. http://www.anta.gov.au).! Paper available through URL below?v
Nicholson, P. 2000\ Online data collection in social and educational research: methodological and ethical issues 1-4 AARE/NZARE Conference 1999 Jeffery, Peter Melbourne AARE Nov 28 - Dec 2, 1999 Information and communication technologies have made the task of collecting global and local research data relatively simple, cost-effective, and reliable from a technical viewpoint. Recent large-scale projects of this nature estimate the incremental cost of collecting a participant's data at $0.10, and an average cost (for 6 000 participants) of $0.75 per participant. In addition, because the data is already in electronic form, subsequent expensive transcription is not required.$ www.swin.edu.au/aare/99pap/alpha.htm! Paper available through URL below D?w Bednall, D.
Plocinski, K. 2004A Managing Respondent Co-operation in Australian Telephone Research< ANZMAC 2004, Marketing Accountabilities and Responsibilities Jim Wiley & Peter Thirkell Wellington, New Zealand Victoria University? Telephone survey
cooperation
fieldwork
interviewers
compliance 29 November-1 December 2004 Non-response to telephone surveys threatens the accuracy of the collected data and leads to increased research costs. This study examines ways in which Australian telephone research providers are combating non-response by managing the issue of respondent co-operation, including the management of the interviewers and of the survey process. The research found that many of these response-rate boosting practices proposed in the literature are not available to Australian telephone researchers, mainly for cost and regulatory reasons.V http://smib.vuw.ac.nz:8081/WWW/ANZMAC2004/CDsite/authors.html#b (accessed 18/10/2007) have paper copy
0-475-22215-1 D?x # Bednall, D.
Totten, J.
Lipscomb, T. 20043 Mobile Phone Etiquette: A Cross-national Comparison< ANZMAC 2004, Marketing Accountabilities and Responsibilities Jim Wiley & Peter Thirkell Wellington, New Zealand Victoria University 29 November-1 December no abstractU http://smib.vuw.ac.nz:8081/WWW/ANZMAC2004/CDsite/authors.html#b (accessed 19/10/2007)
0-475-22215-1 D?y Plocinski, K.
Bednall, D. 2004A Managing Respondent Co-operation in Australian Telephone Research< ANZMAC 2004, Marketing Accountabilities and Responsibilities Jim Wiley & Peter Thirkell Wellington, New Zealand Victoria University> Telephone survey
cooperation
fieldwork interviewers
compliance 29 November-1 December Non-response to telephone surveys threatens the accuracy of the collected data and leads to increased research costs. This study examines ways in which Australian telephone research providers are combating non-response by managing the issue of respondent co-operation, including the management of the interviewers and of the survey process. The research found that many of these response-rate boosting practices proposed in the literature are not available to Australian telephone researchers, mainly for cost and regulatory reasons.D http://smib.vuw.ac.nz:8081/WWW/ANZMAC2004/CDsite/papers/Plocins1.PDF, copy available from ANZMAC site at URL below
0-475-22215-1?z : Bennett, Rebekah
Hartel, Charmine
McColl-Kennedy, Janet R. 2004- A Taxonomy of expressed emotion in complaints 1-131 33rd European Marketing Academy (EMAC) Conference Jose L Munuere-Aleman
Murcia, Spain0 Universidad de Murcia, Servicio de Publicaciones Deakin online learning library 18-21 May( Emotions are part of every-day life and how we feel influences our behaviour as a parent, child, partner, friend, employee, employer, consumer and service-provider. While there is extensive knowledge of decision-making in consumer behaviour, little is known about consumer emotional responses (Bagozzi, Gopinath et al. 1999) and the impact this has on organisations. Complaints that are not handled effectively can result in substantial damage to a company, both materially and to its reputation and relationships, in particular 3rd party complaints which have a significant impact on organisations. This paper provides a taxonomy of emotions expressed in complaint behaviour to 3rd parties based on analyses of transcripts of four focus groups’ discussion of service failures and the events and feelings leading to complaint behaviour to a 3rd party. Our research demonstrates that
consumers will pursue a service-encounter gone wrong for days or months, feeling intense emotions that create severe physical consequences, even when the money at stake is trivial. We propose that the emotional motivations for complaint may be more powerful in driving behaviour than previously recognised and that organisations need to address emotional concerns in a more informed manner to achieve more effective complaint handling.- http://www.emac2004.org (accessed 18/10/2007) have paper copy
8483714647
Y?{ 1 Evans, Terry
Hickey, Christopher
Davis, Heather 2004= Research Issues arising from doctoral education at a distance 120-131 Research in Distance Education. Evans, Terry
Smith, Peter
Stacey, Elizabeth Geelong, Victoria, Australia Deakin UniversityD Deakin online learning library
doctoral education
distance educationc In recent years there has been a marked increase in doctoral candidates who undertake their work part-time and, either formally of informally, at a distance. This growth is consistent with the rise of the knowledge economy, and the attitudes and practices it privileges. Understandings of knowledge economy emerge from the rapid changes produced by globalisation, massification and the information and communication technology revolution of recent times (Drucker, 1999; Spender & Stewart, 2002). Embedded in this social change is an increasing emphasis on the need for people to develop sophisticated new literacies and advanced thinking skills in order to survive and prosper in an increasingly complex world. As the 21st century opens, tertiary education is facing unprecedented challenges, arising from the convergent impacts of globalization, the increasing importance of knowledge as a principal driver of growth, and the information and communications revolution.
The role of education in general, and of tertiary education in particular, is now more influential than ever in the construction of knowledge economies and democratic societies. Tertiary education is indeed central to the creation of the intellectual capacity on which knowledge production and utilization depend and to the promotion of the lifelong-learning practices necessary for updating people’s knowledge and skills (Salmi, 2002 p 1).
Salmi (2002) argues that education in general, and the tertiary sector in particular, must play a central role in preparing societies for the knowledge economy. The processes of research and development leading to the production and use of new knowledge have the potential to change universities (and societies). This is particularly the case of work done in doctoral programs where the exploration and generation of new knowledge is requisite. In the quest to produce new knowledge that is significant and original, doctoral candidates require research training that enables them to produce new knowledge and to engage with the sophisticated new literacies that are integral to participating in the expanding knowledge-based economy.f http://www.deakin.edu.au/education/rads/conferences/publications/ride/2004/doc/12EvansHickey&Davis.pdf) have paper and electronic copy
Chapter 12
D?| . Evans, Terry
Smith, Peter
Stacey, Elizabeth 20046 Introduction: improving research in distance education Research in Distance Education. Evans, Terry
Smith, Peter
Stacey, Elizabeth Geelong, Victoria, Australia Deakin University1 Deakin online learning library
distance education 2004 This collection is the sixth in the Research in Distance Education (RIDE) series. Like its predecessors (Evans, 1990; Evans & Juler, 1992; Evans & Murphy, 1994; Evans, Jakupec & Thompson, 1997; Evans, 2002) the collection is produced after a period of revision, submission, peer-reviewing, revising, re-submitting and editing. RIDE conferences have always been a venue where collegiality and critical discussion is encouraged, especially to support new researchers and postgraduate researchers to present and publish their work. Participants at the RIDE2004 conference held in December of that year, were invited to consider revising their papers in the light of comments at the conference and any other suggestions. They then submitted them in early 2005 as draft chapters for this RIDE5 collection. These draft chapters were reviewed by two or three independent reviewers drawn from a pool of international and Australian scholars in the field.
The RIDE conferences were born in the (then) Institute of Distance Education at Deakin University in 1989. The Institute, of which Professor Jocelyn Calvert was the foundation director, had as part of its mission to foster research, including postgraduate research, in the field. A conference on research in distance education seemed an obvious and fruitful way of stimulating these various activities, especially if they led to publication. The late Alistair Morgan was in the Institute on sabbatical leave from the UK Open University, and he was a great help in facilitating the conference and produced the first paper: ‘What ever happened to the silent revolution? Research, theory and practice in distance education.’ (Morgan, 1990) This paper proved central to the purpose of RIDE: to put research and theory into the practise of distance education. Morgan reflected on this at his last RIDE conference in 1996 in a paper titled, ‘Still seeking the silent revolution? Research, theory and practice in open and distance education’. At RIDE5 there was considerable reflection on this theme—Peter Smith’s chapter in this collection is a good example—especially through the opening panel discussion. There is a strong concern for the future of distance education as a field of research, theory and practice in Australia. In particular, there is a sense that almost everyone in tertiary education is a distance educator these days through their involvement in forms of online teaching. However, it is unlikely that most of these educators would see that they were involved in distance education, nor describe themselves as distance educators. Therefore, although the practice of distance education has spread widely, the numbers of people defining themselves as distance educators has declined, as can be seen by the decline in membership of, and participation in, the Open and Distance Learning Association of Australia (ODLAA). Furthermore, the number of participants at RIDE conferences has declined over the past two conferences.` http://www.deakin.edu.au/education/rads/conferences/publications/ride/2004/doc/1Introduction.pdf+ Introduction
have paper and electronic copyC?} Smith, Peter 2004u Changing times in research? A speculative analysis of refereed contributions to Distance Education from 1980 to 2003. 5-16# Research in Distance Education 2004. Evans, Terry
Smith, Peter
Stacey, Elizabeth Geelong, Victoria, Australia Deakin UniversityY Deakin online learning library
areas of research in distance education
distance education the paper observes a number of possible changes impacting on the field of distance education research and suggests that these are likely to have lead to an increasing interest in research on computer-based instructional design and delivery, and a concomitant decrease in interest in other areas of distance education research. A fairly simple analysis of contributions to Distance Education since 1980 bears out the suggestion. Some opportunities and some threats to distance education as a field are discussed as a consequence of the analysis.t http://www.deakin.edu.au/education/rads/conferences/publications/ride/2004/doc/2Smith.pdf (retrieved 26 July 2006) have paper and electronic copy ?~ Chari, Hemlata
Haughey, Margaret 2004] Invisible firewalls: Hidden barriers in conducting qualitative research in an open university 17-28 Research in Distance Education. Evans, Terry
Smith, Peter
Stacey, Elizabeth Geelong, Victoria, Australia Deakin UniversityB Deakin online learning library
distance education
doctoral studies 2004
Abstract his article details the experiences of a doctoral student and her supervisor in guiding and conducting research interviews for a study of the administrative issues involved in implementing online education in an Indian open university. Major firewalls encountered in the interview process involved difficulties in gaining sustained access to informants and participants’ resistance to audio-taping. Other firewall strategies which participants used to protect their reputations and respond to the political realities of the institution included interviews that were convivial but not informative, extensive use of official documents in responding to questions, and an unwillingness to divulge their own level of information. Another major firewall related to the invisibility of distance education administration. Sustained time on site, essential in a qualitative study, meant that we should be observing the work but in this case meetings were not open to us.a http://www.deakin.edu.au/education/rads/conferences/publications/ride/2004/doc/3Chari&Haughey.pdf+ Introduction
have paper and electronic copy ?
Benson, Robin 2004u Using narrative enquiry to explore some implications of developments in educational technology for distance education 29-40 Research in Distance Education. Evans, Terry
Smith, Peter
Stacey, Elizabeth Geelong, Victoria, Australia Deakin UniversityR Deakin online learning library
distance education
electronic learning technologies 2004 With increasing emphasis on the pedagogical opportunities made possible by rapidly evolving electronic learning technologies, it has been difficult to maintain focus on the theoretical perspectives and practical issues which are particularly relevant to distance learners. The use of narrative enquiry, drawing on insights from reflective practice, is one way of exploring emerging knowledge and linking it with past experience. While the approach may be seen as providing depth at the expense of breadth, it offers the advantage of drilling into individual experiences to uncover key concepts which may have implications for others. The paper draws on a recent doctoral study which uses a narrative approach to explore emerging knowledge spanning more than a decade. Theoretical perspectives from a range of sources, including distance education and educational technology, are applied to educational design practice in order to identify implications for improving the experience of open, distance and flexible learners.Z http://www.deakin.edu.au/education/rads/conferences/publications/ride/2004/doc/4Benson.pdf have paper and electronic copy ? Munich, Kim
Stacey, Elizabeth 2004M Recruiting research participants who learn online: complexities and solutions 41-47 Research in Distance Education. Evans, Terry
Smith, Peter
Stacey, Elizabeth Geelong, Victoria, Australia Deakin UniversityZ Deakin online learning library
recruiting online research subjects
teaching nursing online 2004~ Research into the process of online learning has become an issue of great interest in post secondary education as many institutions use the Internet as a means of flexible and distance learning for students juggling work and study. In the field of professional education for nurses, online learning is widely used and computer-mediated communication has added a whole new dimension to distance learning in nursing.
The purpose of this paper is to describe the complex process of recruiting participants for a doctoral study that researched nursing students learning online in Canada. Gaining access to data groups was problematic and barriers that were encountered included the need to submit multiple ethical applications to three different institutions as well as problems accessing participants through all parties involved in the project: the universities, the instructors and the students.a http://www.deakin.edu.au/education/rads/conferences/publications/ride/2004/doc/5Munich&Stacey.pdf- have paper
Paper available through URL below ? Gerbic, Philippa 2004m Renegotiating the Pedagogical Peace: a case study in online discussions for Undergraduate on campus students. 48-58 Research in Distance Education. Evans, Terry
Smith, Peter
Stacey, Elizabeth Geelong, Victoria, Australia Deakin University= Deakin online learning library
learning in online discussions 2004 This paper reports an investigation into the ways in which undergraduate students, who are studying on campus, learn in online discussions. The study focuses on student strategies, and the role of text, time and place independence, peer interaction and the influence of the curriculum. It also examines the relationships between online discussions and face to face classes. The study found deep approaches to learning were widely used and were associated with constructivist learning activity, thinking and interacting online in groups in a way that adds value to the classroom, close integration with face to face activity and a positive perception of online discussions and the course as a whole. This case study confirms the relational nature of student learning in a blended learning environment.Z http://www.deakin.edu.au/education/rads/conferences/publications/ride/2004/doc/6Gerbic.pdf' have paper and electronic copy
chapter6 ? Stacey, Elizabeth. 2004 Problem-Based Learning Online 59-70 Research in Distance Education. Evans, Terry
Smith, Peter
Stacey, Elizabeth Geelong, Victoria, Australia Deakin University5 Deakin online learning library
Problem based learning 20041 Problem-based learning (PBL) is a strategy for learning that presents students with ill-structured problems that are “messy like the problems that are faced in everyday life and in professional practice” (Weiss, 2003, p 27) and thereforerequire an authentic application of their knowledge of a subject. Such problems are usually discussed and managed in small groups as the central focus of their learning and this strategy, is used widely in medical education in particular, has gained importance as an effective pedagogical strategy in all fields of higher education (Bridges & Hallinger, 1998; Orrill, 2002; Dennis, 2003). However negotiating a ‘messy’ problem with fellow students can be a challenge in an online environment. Groups need to establish trust and familiarity with their small group participants without use of a visual communication medium and they have to establish regular and reliable communication as they begin to share group roles in order to negotiate and solve their problem.
This paper discusses a study that explored issues that can impact on the success of PBL when used online. Investigation of such factors as differing expectations of and attitudes to online communication, unequal access time online, possible gender differences in group interaction and levels of collaborative small group skills were investigated and are discussed. Though this type of collaborative small group learning has worked effectively on campus, it has only been with the use of the Internet that a problem-based learning mode can be used by groups that cannot meet face to face. Groups can communicate using learning management systems such as Blackboard™ or WebCT™ as their central space for communication and for negotiation of their problem solving. This paper will explore the aspects of online communication and interaction that are necessary for effective problem based learning through a detailed description of online participants’ perceptions of their experiences. Factors that contribute to effective online problem-based learning will be analysed and discussed.t http://www.deakin.edu.au/education/rads/conferences/publications/ride/2004/doc/7Stacey.pdf (retrieved 26 July 2006) have papercopy? = Benson, Robin
Samarawickrema, Gayani
O’Connell, Margaret 2004f Showcasing examples of good practice in e-learning: an opportunity for research in distance education? 71-82 Research in Distance Education. Evans, Terry
Smith, Peter
Stacey, Elizabeth Geelong, Victoria, Australia Deakin Universityg Deakin online learning library
examples of good practice in e-learning
electronic learning technologies 20040 New learning technologies are increasingly used in higher education institutions in the developed world. Collis and Moonen (2001), in an appropriately titled chapter, ‘You can’t not do it’, explain the technology imperative faced by higher education institutions today. Adopting new technologies gives rise to an academic staff development requirement for appropriate pedagogical use of these new opportunities. Teachers need to be encouraged and supported to reconceptualise and prepare their learning activities and resources for a non-linear, collaborative, flexible environment. At the same time emerging practices need to be informed through appropriate research and evaluation. At Monash University an exemplars WebCT site entitled Designing Electronic Learning and Teaching Approaches (DELTA) has recently been redeveloped by the Educational Design Group in the Centre for Learning & Teaching Support (CeLTS) to showcase electronic learning and teaching resources developed by staff as a means of sharing ideas to improve teaching with technology. This paper explores the context and background of the DELTA site, and describes its main components, before considering some potential roles that showcases of good practice might play in research related to e-learning, especially in the context of distance education.n http://www.deakin.edu.au/education/rads/conferences/publications/ride/2004/doc/8BensonSamarickwemaOConnell.pdf( have paper and electronic copy
Chapter 8 @ ? < White, Cynthia
Murphy, Linda
Shelley, Monica
Baumann, Uwe 2004` Towards an Understanding of Attributes and Expertise in Distance Language Teaching: Tutor Maxims 83-97# Research in Distance Education 2004. Evans, Terry
Smith, Peter
Stacey, Elizabeth Geelong, Victoria, Australia Deakin University+ Deakin online learning library
tutor maxims 2004, Rapidly evolving developments in e-learning, both within and beyond the margins of distance education have raised questions about the roles required of tutors, about the competencies which underpin those roles and proposed professional development opportunities (Barker, 2002; Bennet & Marsh, 2002; Duggleby, 2000; Thorpe, 2002). R
The contribution that tutors make to the success of online and distance learning opportunities centres on the personal link they establish student and institution through a range of interactions offering guidance, feedback, assessment, support and motivation (Berge, 1995; Lentell, 2003; McPherson & Nunes, 2004; Palloff & Pratt, 1999; Tait, 2004). Despite the acknowledged importance of the tutors’ role, a number of theorists and commentators have lamented the paucity of attention given to tutoring at a distance. Lentell and O’Rourke (2004), for example, argue that tutoring as a professional activity has largely been carried out unseen and unanalysed, certainly compared to the attention given to course hardware and software.p http://www.deakin.edu.au/education/rads/conferences/publications/ride/2004/doc/9White.pdf ( accessed 22/10/2007) have electronic copy
Chapter 9 ? Baumann, Uwe 2004L Managing change in an academic environment: the German programme at the OUUK 98-107 Research in Distance Education. Evans, Terry
Smith, Peter
Stacey, Elizabeth Geelong, Victoria, Australia Deakin University0 Deakin online learning library
change management 2004 The focus in change management in both commercial organisations and academic environments often takes place at the strategic level. However, change management has an impact at all levels of any organisation, including the operational one. This paper uses the German programme at the Open University in the UK (OUUK) as an example of the way in which a language teaching programme has been subjected to constant and continuous change – both from within the institution and from the external environment. This article aims to complement a brief discussion of the implications of strategic level change management with an insight into the impact of a variety of changes at the operational level from a practitioner’s perspective.r http://www.deakin.edu.au/education/rads/conferences/publications/ride/2004/doc/10Baumann.pdf (accessed 18/10/2007)) have paper and electronic copy
Chapter 105? Shelley, Monica 20041 Getting to know more about our students of German 108-119 Research in Distance Education. Evans, Terry
Smith, Peter
Stacey, Elizabeth Geelong, Victoria, Australia Deakin University0 Deakin online learning library
change management 2004j This paper looks at the development of the programme of German courses at the Open University in the United Kingdom, the different kinds of research carried out with the students who have taken these courses and the aims and objectives of that research, the different research methods used and what has been learnt from this research. General conclusions which were reached were that students of German at the Open University are an extremely diverse group, well motivated to study, and intensely interested in German life and culture. As adults, they have clearly-formulated attitudes towards Germany and the Germans.v http://www.deakin.edu.au/education/rads/conferences/publications/ride/2004/doc/11Shelley.pdf (retrieved 26 July 2006)) have paper and electronic copy
Chapter 11? Segrave, Stephan. 2004H A virtual newsroom simulating authentic workplace pressures in real time 127-134 ASCILITE newsletter 2004 5 November 2004 ASCILITE web newsletter HOTcopy(r) establishes an emotionally intelligent 'learning relationship' with students, inviting engagement in challenging roles in journalism and authentic, professional knowledge building rather than abstract content learningO http://www.ascilite.org.au/newsletter/4.02/index.html (retrieved 26 July 2006) have paper copy ?
' Australian Universities Quality Agency, 2005K Australian Universities Quality Agency report of audit of Deakin University 48 Melbourne& Australian Universities Quality Agency report of an audit
February 2005, report on quality audit of Deakin UniversityF http://www.deakin.edu.au/vc/cqi-auqa2.php (retrieved 18 October 2007). have paper copy, available from web site below AUQA audit report 30 ?
Walker,Sally 2004 2004 Self-Evaluation Report 1-127 Geelong Victoria Deakin University1 Distance Education
Deakin online learning library% Report to DETC accrediting commission 17 August 2004 2004 Self-Evaluation Report : Data presented for the consideration of the Accrediting Commision of the Distance Education and Training Council by Deakin University Geelong, VictoriaT http://www.deakin.edu.au/projects/detc/self_evaluation.php (retrieved 25 July 2006) have paper copy ?
Wallis, R. 20001 Annex D9: Distance Education - How Far Can We Go? 130-136 Collaborative Aquaculture Education in the Asia-Pacific Region
Report on the Expert Consultation on Aquaculture Education in the Asia-Pacific Region S.De Silva, S.Sim and M.Phillips Westlake, Hanoi NACA 11-15 May 2000 Distance education involves students learning through mediated information and instruction using a variety of media and technologies and at a distance. Distance education is expected to grow rapidly in the next decade in response to several drivers: the world-wide trend to mass education, the globalization of the economy and the community, the explosion of knowledge, the rapidly changing employment market and the resultant need for adult learners to engage in life-long learning. Asia has the highest concentration of participants in distance education, but it is still expected to expand in the Asia-Pacific dramatically in he next decade. Proponents of distance education stress its flexibility for students to learn at the own pace, in their own place and in their own time, the ease of changing curriculum content and the advantages offered by new technologies to enhance learning. Disadvantages have included students’ sense of isolation, high establishment costs, inability to adapt content to meet local needs and the expensive requirements for staff professional development in distance teaching. The contribution to distance education of the world wide web and computer mediated communication are also examined. Finally, I explore the potential for Deakin University’s postgraduate courses in Aquaculture to be adapted to take advantages of the recent developments in distance education but which also address the needs of local students and their industry in the Asia-Pacific Region.^ http://library.enaca.org/NACA-Publications/ReportExpertConsultation.pdf (accessed 22/10/2007)@ 11-15 May 2000
Annex D9: Distance Education - How Far Can We Go?F? * Raitman, R.
Leanne Ngo
Augar, N.
Zhou, W. 2005. Security in the Online E-Learning Environment, 702-706P Fifth IEEE International Conference on Advanced Learning Technologies (ICALT'05) Kaohsiung, Taiwan IEEE Computer Society This paper addresses the role of security in the collaborative e-learning environment, and in particular, the social aspects of security and the importance of identity. It represents a case study, completed in Nov 2004, which was conducted to test the sense of security that students experienced whilst using the wiki platform as a means of online collaboration in the tertiary education environment. Wikis, fully editable websites, are easily accessible, require no software and allow its contributors (in this case students) to feel a sense of responsibility and ownership. A comparison between two wiki studies will be made whereby one group employed user login and the other maintained anonymity throughout the course of the study. The results consider the democratic participation and evolution of the work requirements over time, which in fact ascertains the nonvalidity of administrative identification. Paper available through Deakin University IEEE explore database browse for conference proceedings, entry is under A, Advanced Learning Technologies.
I have paper copy
0-7695-2338-2 D? Arambewela, R.
Hall, J.
Hede, A. 2005X Personal Values Of International Postgraduate Students From Asia: A Cross Cultural Study1 ANZMAC 2005 Conference: Broadening the Boundaries Fremantle WA 5th to 7th December 2005 Australian universities face a challenging task to service an increasingly diverse international student community in the globally competitive education market. The pressure on universities to successfully negotiate cultural diversity arising from nationality differences and to improve service quality will continue to increase with further expansions in the international student market. Such a scenario requires insights into the individual backgrounds of students. Personal values are one way in which insights can be gained of students, particularly with regard to their needs and preferences. Using Factor Analysis, ANOVA and MANOVA, this study analyses the national differences on the basis of underlying value domains of Selfefficacy,Power, Inner harmony, Aspiration and Hedonism. The results indicate significant differences in personal values amongst the student cohorts, which suggest that universities may need to adopt different approaches in servicing international students.l http://anzmac2005.conf.uwa.edu.au/Program&Papers/pdfs/8-Mktg-Edn/8-Arambewela.pdf (retrieved 25 July 2006)t available at web site below
Personal Values of International Postgraduate Students from Asia: A Cross Cultural Study D? Palmer, Stuart 2005W Review of First-year Engineering and Technology Units Based on Student Unit Evaluations= 2005 ASEE/AgeE 4th Global Colloquium on Engineering Education Sydney Australia0 Australian Association for Engineering Education| There is recognition that the first-year of university study is a critical phase in the preparation, motivation and retention of science, mathematics, engineering and technology (SMET) students. First-year provides the foundation/generic skills upon which students will base their undergraduate studies and professional practice, first-year is where many poorly prepared/at risk students will drop out and contribute to the poor student retention rate observed in the SMET disciplines; and first-year is when students may lose the motivation to pursue their chosen career direction if they find the studies at the commencement of their undergraduate program appear to bear no relationship to their intended career. In 2003, the Learning Resources Advisory Group of the Deakin Ulniversity School of Engineering and Technology was requested to undertake a review of first-year units in the School's programs. The information contained in anonymuus unit evaluation questionnaires fromthe years 2000-2002 was used as the basis for analysing student perceptions of first-year units. In unit evaluations, students reported a wide range of issues that impacted negatively on their perception of the content and conduct or first-year units. It was noted that units servlce taught by other Schools form a significant element of thc first-year of all of the Engineerlng and Technology undergraduate programs - typicalIy 25 to 50 percent of the content. The significant influence of these units on the perceptions of the first year of the School's commencing students means that the School should excrcise some control over the content and delivery of these units., http://www.deakin.edu.au/~spalm/srp50501.pdf3 copy available from URL below
have electronic copyD? " Cardamone, Megan
Rentschler, Ruth 2004P Indigenous Innovators: The Role of Web Marketing for Cultural Micro-enterprises.f NonProfit Marketing: Perspectives and Advances - Inaugural Australasian Nonprofit Marketing Conference Mort, Gillian Sullivan Canberra Australian National UniversityI web marketing
indigenous cultural enterprise
micro-enterprise. innovators The Indigenous cultural sector is dynamic and highly valuable to the Australian economy, returning an estimated $100 million dollars annually. The majority of Indigenous cultural producers are micro-enterprises businesses consisting of fewer than ten employees and many of these struggle for sustainability in extremely remote and isolated communities. In order to develop appropriate support for ICMEs(IndigenousCultural Micro-Enterprises) across Australia. Government arts and trade bodies require current and detailed information about ICMEs: where they are located: what they are producing; and, in particular. what marketing challenges they face. The primary task of this paper is to provide a conceptual orientation to Indigenous web marketing of ICMEs. The paper focuses on two case studies for deeper analysis. The two exemplary cases outlined are Maningrida Arts Centre and the performing arts organisation Kooemba Jdarra. Specifically, the use of multimedia technologies will be assessed as a potential signifier of entrepreneurship and innovation in successful marketing. The paper concludes by identifying entrepreneurial attributes which improves ICME web marketing performance.c http://www.deakin.edu.au/buslaw/bowater/research/pdf/indigenous_innovators_marketing_best_paper.pdfk Deakin does not have copy, can get on interlibrary loan.
have paper copy, paper is available from URL below
0646439405-? Wells, M. 2005E Digital Literacies: Literacy and New Technologies in the Middle Years 475-480d Teacher education: local and global. Australian Teacher Education Association 33rd annual conference M. Cooper Surfers Paradise ATEA
6 - 9 July This paper explores how we can support student teachers to develop understandings about the teaching in the middle years in order to work with students in schools to more effectively read digital texts, Create digital texts, Search, Find and use information and to be Critical Users of digital texts. It uses the four elements that are proposed by the New London Group (2000) in their ‘pedagogy of Multiliteracies’ schema: Situated Practice, Overt Instruction, Critical Framing and Transformed Practice. This view of effective pedagogy acknowledges the value of learning experiences that include immersion as a community of learners whilst engaged in authentic versions of such practice (situated practice), supplemented by overt instruction and enhanced by teaching approaches that give rise to critical understanding of the workings of power, politics, ideology, values and cultural sensitivity.S http://www.atea.edu.au/ConfPapers/2005/AdditionalATEA2005.pdf retrieved 30/03/20073 have paper copy
available from URL below on page 26
1920952381? Bigum, C.
Rowan, L. 2005{ Beyond cyber-tooth policy: teacher education, 'old times' thinking, and computing and communication technologies in schools 56-61d Teacher education: local and global. Australian Teacher Education Association 33rd annual conference M. Cooper Surfers Paradise ATEA
6 - 9 July From the early days of computer use in schools, teacher education practice concerned with computing and communication technologies (CCTs) has been consistent with or supportive of policies developed for school use of CCTs. While these technologies have developed significantly since those early days, policy has altered little. The maintenance of 'old times' policies is underpinned by, among other things, a limited theorising of school change, a flawed understanding of the take up of any new technology, and institutional
amnesia in relation to the reality and rhetoric associated with over twenty years of CCT use in schools. Given the prominence of CCTs in most contemporary thinking about education, any professional regeneration of teaching and learning will need to move beyond these limited and limiting accounts of schooling and CCTs. This is no simple matter given the broad and consistent reproduction of 'old times' policies and practices across systems around Australia. This paper details the flaws in current policies, maps serious problems that need to be addressed and outlines a robust approach to moving beyond the cyber-tooth policies that inform current practices in schools, and hinder any professional regeneration of teaching and learning in teacher education.O http://www.atea.edu.au/ConfPapers/2005/ATEACONF2005V2.pdf retrieved 01/04/2007B have paper copy
Entire conference papers available from URL below
1920952381 ? Bateman, D. 2006/ Doing futures: futures education and enactivism 2-12z Making teaching public: reforms in teacher education - 2006 Australian Teacher Education Association National Conference J. Gray Fremantle, Western Australia ATEA
5 - 8 July In New Times (Hall, 1996), there has been much rhetoric about school’s role in equipping students for the future. Futures education, or futures pedagogy, provides an interdisciplinary approach in which alternative futures may be explored, designed and articulated. Enactivism, as a theory of learning, affirms my contention that it is not enough to talk about the future. Rather, I propose that education must act as an agent of change, in equipping teachers and students alike, to imagine, critique and create possible, preferable and probable futures. This paper, then, explores the co-emergence (Manturana & Varela, 1992) of an explicit futures dimension, and teaching and learning drawing upon case studies of practice in schools.I http://www.atea.edu.au/ConfPapers/2006/bateman1.pdf retrieved 30/03/20073 have electronic copy
paper available from URL below
0977568504 ? Bateman, D. 2006( Futures now - teaching futures education 14-22z Making teaching public: reforms in teacher education - 2006 Australian Teacher Education Association National Conference J. Gray Fremantle, Western Australia ATEA
5 - 8 July" In the post-modern world, it has been said that there is now greater uncertainty in life than in any previous period, simply because so much has changed as a result of the speed of technological change. From the educational view point, Futures education is a necessity as times continue to change, in regards to both the sustainability of the person and that of the environment. It is true that uncertainty will always remain an aspect of thinking about the future, however in order to make what is ahead more accessible to everyone, educators have a duty of care to their students to facilitate or educate in regards to tools, concepts and understandings which will help students to become world shapers, and shapers of their own personal futures. This must occur as part of ongoing educator training.I http://www.atea.edu.au/ConfPapers/2006/bateman2.pdf retrieved 30/03/20073 Have electronic copy
paper available from URL below
0977568504 ?? Bateman, D. 2005' Futures now: teaching futures education 23-23d Teacher education: local and global. Australian Teacher Education Association 33rd annual conference M. Cooper Surfers Paradise ATEA
6 - 9 July "Unexpected things can happen to us. The future contains an element of uncertainty . . . some people seem to do it better than others" (Bell, 1996). In the post-modern world, it has been said that there is now greater uncertainty in life than in any previous period, simply because so much has changed as a result of the speed of technological change. From the educational view point, Futures education is a necessity as times continue to change, in regards to both the sustainability of the person and that of the environment. It is true that uncertainty will always remain an aspect of thinking about the future, however in order to make what is ahead more accessible to everyone, educators have a duty of care to their students to facilitate or educate in regards to tools, concepts and understandings which will help students to become world shapers, and shapers of their own personal futures. This must occur as part of ongoing educator training.O http://www.atea.edu.au/ConfPapers/2005/ATEACONF2005V2.pdf retrieved 01/04/20075 have access through URL below, abstract is on page 31
1920952381 ? Blake, D. 2006: Re-engaging young people through applied learning pedagogy 24-34z Making teaching public: reforms in teacher education - 2006 Australian Teacher Education Association National Conference J. Gray Fremantle, Western Australia ATEA
5 - 8 JulyK The Victorian Certificate of Applied Learning (VCAL) was developed as an innovative response to the changing context post-compulsory schooling in Australia. By combining ‘hands-on’ learning approaches with the traditions of adult learning, the VCAL seeks to cater for the learning temperaments and employment pathways of post-compulsory students who are less likely to remain at school to complete a more traditional Victorian Certificate of Education (VCE). This paper draws on my doctoral research into the schooling experience of VCAL students to explore the irony in using adult and work-based learning principles that underpin applied learning pedagogy as a strategy to reengage students frequently considered by schools to be ‘at risk’. It argues that traditional content driven and transmissive approaches result in some students being defined ‘at risk’ because of their failure to accept as legitimate traditional school-based modes of learning. It is proposed that teachers in secondary schools require a deeper understanding of applied learning principles and teaching strategies in order to cater for the increasing numbers of applied learning students in the post-compulsory years of secondary schools. It is argued that such an nderstanding is also critical to avoid many of such students being incorrectly labelled ‘at risk’.F http://www.atea.edu.au/ConfPapers/2006/blake.pdf retrieved 30/03/20074 have electronic copy.
paper available from URL below
0977568504 ? Joseph, D.
White, S. 2006I Team teaching in teacher education: towards an interdisciplinary approach 222-231z Making teaching public: reforms in teacher education - 2006 Australian Teacher Education Association National Conference J. Gray Fremantle, Western Australia ATEA 5 - 8 July 2006 ‘Team teaching’ across disciplines at Australian universities is rare. Academics are rigorous in developing specific disciplinary expertise that often prevents collaboration outside of their disciplinary area. In pre-service primary education courses, academics often teach in traditional and exclusive disciplinary approaches. This separation is at odds however with the impetus for a pedagogical move forward towards an interdisciplinary approach in primary schools. The authors contend that primary teacher educators must model effective interdisciplinary practice to their student teachers and unpack the processes of how to make meaningful connections together. This paper presents the work of two teacher educators who are involved in a broader, innovative, team teaching, field based collaboration with schools and non-school settings for the Bachelor of Teaching (Postgraduate) at Deakin
University. In this paper, the authors firstly discuss their rationale for adopting a team teaching approach and describe how they are working towards an interdisciplinary model, bringing together the two areas; music and literacy and providing examples from their team teaching experience. The paper concludes with reflections and recommendations for future team teaching at the tertiary level.F http://www.atea.edu.au/ConfPapers/2006/joseph.pdf retrieved 30/3/2007 available from URL below
0977568504 ? Honan, E.
White, S. 2005W Abstract: The construction of new teacher identities and new collaborative partnerships 28-28d Teacher education: local and global. Australian Teacher Education Association 33rd annual conference M. Cooper Surfers Paradise ATEA
6 - 9 July There are many different versions of partnerships between teachers and academics and both authors have themselves been involved in various collaborations with classroom teachers. This paper is concerned with the construction of teacher identity within such collaborative partnerships. We will focus on the problematic nature of some of these partnerships by examining the discourses that construct teachers as 'resistant', or 'unwilling' in accounts of collaborative work that was not necessarily successful. In particular we will ask: Why are the relationships seen to be problematic? In whose terms are they problematic? This critique of existing discourses within accounts of collaborative partnerships will allow a rethinking of the relations between teachers and academics. In the conclusion to this paper we will attempt to answer the question: What are the features of particular relationships that can produce shifts in discourses so that teachers are 'truly' located and positioned as collaborative partners?N http://www.atea.edu.au/ConfPapers/2005/ATEACONF2005V2.pdf retrieved 01/04/2007K Have electronic copy
Entire conference proceedings available from URL below
1920952381 j? Maclean, R.
White, S. 2005D Developing an inclusive model for 'teacher' professional development 302-309d Teacher education: local and global. Australian Teacher Education Association 33rd annual conference M. Cooper Surfers Paradise ATEA
6 - 9 July This paper reports on the findings of a recent teaching grant awarded in 2004, from the Australian Teacher Educator's Association (ATEA). The grant enabled a professional development teaching (PDT) team to be established at Norlane West primary School, Geelong. The team comprised of twelve 'teachers' who included two teacher educators, six Year 5 and 6 teachers and four student teachers. The aim of the project was to examine how a team of new and experienced teachers developed and changed their teaching repertoire and their professional identity through a process of teaching, learning and reflection. What made this particular project unique was the inclusion of student teachers in the PDT team and the action reflection cycle adopted by all members of the team. The reflective cycle consisted of a teacher educator, teacher and the team of student teachers all participating in a filmed teaching experience, editing and reflecting on their own teaching and then sharing the video with the other members of the PDT team. This individual and team reflection process proved to be very successful and an effective model for influencing 'teacher' professional development.M http://www.atea.edu.au/ConfPapers/2005/ATEACONF2005V2.pdf retrieved 1/04/2007X Have electronic copy
Conference Proceedings including paper is available from URL below
1920952381 ? 8 Evans,Terry
Lawson, Alan
McWilliam, Erica
Taylor, Peter 2005P Understanding the management of doctoral studies in Australia as risk management 1-11 Studies in Research 1 2005x This paper discusses and analyses theoretical explanations of risk and risk management in terms of the management of doctoral studies. It deals with the ways in which Government policy, together with contemporary approaches to the bureaucratisation of risk management and the development and imposition of rationalities of risk, are shaping the practices of universities concerning the selection, supervision, support and assessment of doctoral candidates. In particular, the impact of the Research Training Scheme on doctoral studies is discussed as a particular context in which the institutionalisation of risk management occurs.a www.newcastle.edu.au/group/sir/Archive/Volume_1/v1-evans-et-al.pdf (retrieved 25 September 2006)i have paper copy
available at URL below
www.newcastle.edu.au/group/sir/Archive/Volume_1/v1-evans-et-al.pdf ? Farley, Alan
Barton, Siew Mee 2006_ Developing and rewarding advanced teaching expertise in higher education - a different approach 1824-1829b World Conference on Educational Multimedia, Hypermedia and Telecommunications (EDMEDIA) 2006, AACE Kommers, Piet
Richards,Griff Orlando, FL, USA
June 26, 2006 The Australian university sector is undergoing a major change, with a significant increase in the emphasis on quality teaching and learning. This change is being driven by the national government. The paper asks if the correct response to this change of emphasis should be a change in the attitude to the appropriate mix of research and teaching skills within an institution, and within individual staff of the institution. The same question could be asked of how to better develop teaching expertise in many higher education sectors globally. It is proposed that to create excellent teaching and learning within an institution may better be achieved by allowing staff to become experts in a narrow field of teaching rather than generalists across the basics of teaching. The creation of a Community of Experts in teaching parallels the process of creating a Community of Experts in Research and can bring similar benefits in the teaching area to what it does in the research area.c http://www.editlib.org/index.cfm?fuseaction=Reader.ViewAbstract&paper_id=23255 accessed 19/03/2007! available from Edmedia site below p ? Information Technology Services, 2000 Conditions of IT useg Describes the conditions of IT use at Deakin University by anyone using the university's IT facilities. 2000 10/2/2000 Geelong Deakin University web page 25 May 2000Y http://www.deakin.edu.au/its/corporateinfo/policies/conditions.html (retrieved 10/2/2000) have paper copy? Abbott, M.
Doucouliagos, C. 2000> Amalgamations and the efficiency of Queensland TAFE institutes 1-20C Australian and New Zealand Journal of Vocational Education Research 8 2 South Australia1 National Centre for Vocational Education Research Deakin online learning library= The provision of vocational education and training (VET) has been recognised as having a vital role to play in improving Australia's economic performance. The importance of education and training gives rise to the important issue of operating educational institutions with a high level of efficiency. In this paper. Data Envelopment Analysis is used to derive estimates of the technical, allocative, scale and cost efficiency of Queensland TAPE institutes in 1992 and 1996. The results show that substantial improvements occurred in all measures of efficiency over this period. The results also suggest that in 1996, opportunities existed for improving technical efficiency, and to a lesser extent allocative efficiency. There was, however, relatively little potential for increased scale efficiency within the system as a whole.X Amalgamations and the efficiency of Queensland TAFE institutes
1039 4001
have paper copyC Australian and New Zealand Journal of Vocational Education Research J? Abbott, M.
Doucouliagos, C. 2001U Total factor productivity and efficiency in Australian colleges of advanced education 384-393% Journal of Educational Administration 39 4 United Kingdom MCB University Press Deakin online learning library The former colleges of advanced education were an important component of the higher education sector in Australia. This paper uses the Malmquist total factor productivity index to investigate the efficiency and productivity of Australian colleges of advanced education during the 1980s. The results from this analysis indicate that these colleges recorded modest growth in technical change and total factor productivity, but did not fare all that well in terms of growth in technical and scale efficiency during the 1980s. As a group, however, the former colleges of advanced education had attained high levels of technical and scale efficiency. Total factor productivity and efficiency in Australian colleges of advanced education
0957-8234
Proquest, Deakin has access have paper copy% Journal of Educational Administration ? Abbott, M.
Doucouliagos, C. 2002J A Data Envelopment Analysis of the Efficiency of Victorian TAFE Institutes 55-69 The Australian Economic Review 35 1 Australia Blackwell Publishing Ltd Deakin online learning library In recent years the provision of vocational education and training has been recognised as having a vital role to play in improving Australia's economic performance and in alleviating the hardship of the long term unemployed. The importance of education and training gives rise to the issue of operating educational institutions with a high level of efficiency. In this article, Data Envelopment Analysis is used to derive estimates of the technical and scale efficiency of Victorian Technical and Further Education Institutes in 1995. The results reveal substantial dispersion in technical and scale efficiencies. Regression analysis is used to identify variables which are associated with technical inefficiency. I have paper copy
Deakin has access through electronic resources :
Business Source Premier (Latest issues unavailable) 01, Mar. 1968- 18, Oct. 2006
Australian Public Affairs Full Text 01, July 1994-
Blackwell-Synergy 01, Jan. 1997-
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Hard copy available :
Location: DU GEELONG PER 330.994 Aus.2
Issues held: (1968/69)-Vol.32:4(1999),
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Location: DU MELB PER 330.994 A938.1
Issues held: No.1(1968)-3(1984), 1(1985)-4(1985), 2(1986), 4(1986)-1(1990), 3(1990)-4(1992), 2(1993)-4(1996);Vol.30:1(1997)-37:4(2004), 0004-9018 The Australian Economic Review ? Abbott, M.
Doucouliagos, C. 20041 The cost efficiency of New Zealand's polytechnics 1-10* International Journal of Training Research 2 1 AustraliaA Australian Vocational Education and Training Research Associationd In New Zealand, the most important institutions that are responsible for the delivery of vocational education and training programs are the government owned and operated tertiary education institutions known as polytechnics. The New Zealand polytechnics deliver programs at the certificate, diploma and degree level. During the course of the 1990s, expansion of participation in vocational education and training was a major priority on the part of the New Zealand Government (OECD 2002). In order to enable this to occur without placing too great a financial burden on the government and taxpayers, the polytechnics have become more dependent upon non-government sources of income (both student fees and other sources) and have been opened up to increasing levels of competition with the view that this will compel them to operate at higher levels of efficiency. As well, it is thought competition will make the polytechnics more responsive to the demands of students and industry. At the same time the polytechnics have been given more autonomy such that they have been able to move into the delivery of programs formerly denied to them. The purpose of this paper is to look at some aspects of the cost efficiency of the operation of polytechnics in New Zealand between the years 1995 and 2002. The efficient operation of the polytechnics in New Zealand is important because they need to operate at high levels of cost efficiency if they are to provide the greatest possible contribution to the development of New Zealand's skill and knowledge base. In particular, one issue to consider was whether the creation of larger polytechnic institutions could achieve lower unit costs and therefore educate a greater number of students without significantly increasing costs. In order to achieve these larger institutions, the various polytechnics have attempted to (1) expand enrolments by diversifying into the delivery of degree programs, (2) attract additional students from overseas and (3) arrange (or been forced by circumstances into) mergers in order to create larger scale institutions. In the next section, a background account of the nature of the vocational education sector and the role of the New Zealand polytechnic is given. Following this, a section containing an analysis of the cost efficiency of New Zealand's polytechnics is provided, and in the final section some conclusions are given.u I have paper copy
Deakin has hard copy of journal
DU GEELONG PER 374.0072094 Taf/Ajo
GT CITY PER 378.0072 I61 1448-0220* International Journal of Training Research? Allard, A.
Johnson, E. 2002K Interrogating the discourse of 'social literacies' in an era of uncertainty 1-16O Problematic Futures:Educational Research in an Era of ... Uncertainty AARE 2002 Jeffrey, P. Brisbane AARE Deakin online learning library 1 - 5 December 2002 Originally, the term 'social literacies' was used to suggest the skills, knowledge and processes for addressing multicultural teaching and learning (Kalantzis and Cope, 1983). The meaning of the phrase has since evolved to encompass widely different concepts, including for example, social 'competencies', and/or citizenship education (eg., Arthur & Davison, 2000). Clearly the discourse around 'social literacies' is shifting in response to changing educational policies, both nationally and internationally.u Not available through Deakin
Problematic Futures: Educational research in an era of uncertainty - AARE 2002
1324-9320 1324-9320 J? ) Angus, L.
Snyder, I.
Sutherland-Smith, W. 2004m ICT and educational (dis) advantage: families, computers and contemporary social and educational inequalities 3-18) British Journal of Sociology of Education 25 1 Philadelphia, PA Taylor & Francis Ltd Deakin online learning library Feb 2004 Because access to new technologies is unequally distributed, there has been considerable debate about the growing gap between the so-called information-rich and information-poor. Such concerns have led to high-profile information technology policy initiatives in many countries. In Australia, in an attempt to 'redress the balance between the information rich and poor' by providing 'equal access to the World Wide Web' (Virtual Communities, 2002), the Australian Council of Trade Unions, Virtual Communities (a computer/software distributor) and Primus (an Internet provider) in late 1999 formed an alliance to offer relatively inexpensive computer and Internet access to union members in order to make 'technology affordable for all Australians' (Virtual Communities, 2002). In this paper, we examine four families, one of which had long-term Information and Communication Technologies (ICT) access, and three of which took advantage of the Virtual Communities offer to get home computer and Internet access for the first time. We examine their engagement with ICT and suggest that previously disadvantaged family members are not particularly advantaged by their access to ICT.1 Available through Deakin library on Ingenta database
hard copy at:
DU GEELONG PER 370.193 Bri
LIB. HAS Vol.1:1(1980)-25:2(2004), 25:4(2004)-25:5(2004),
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Loc DU MELB PER 370.19 Bri
LIB. HAS Vol.1:1(1980)-18:1(1997), 0142-5692) British Journal of Sociology of Education B? ) Angus, L.
Sutherland-Smith, W.
Snyder, I. 2004M ICT and Educational (DIS)Advantage: Cultural Resources and the Digital Divide 45-66O Ethnographies of Educational and Cultural Conflicts: Strategies and Resolutions Walford, Bob Jeffrey & Geoffrey
Oxford, UK Elsevier Ltd Deakin online learning library Because access to new technologies is unequally distributed, there has been considerable discussion in Australia and elsewhere about the growing gap, the "digital divide," between the information-rich and information-poor (Bolt & Crawford, 2000; Castells, 2001; Companie. 2001; Gordon, 2001; Haywood, 1998; Negroponte, 1996; Nixon, 2001). Most schools have incorporated computers and Internet access into classrooms, partly in response to concerns about the gap between technology "haves" and "'have nots" (Facer et al., 2001). Such concerns have led to high-profile information technology policy initiatives in the USA (Lentz, 2000; US Department of Commerce. 1999), U.K. (Selwyn, 2000), Australia (Foster, 2000) and other nations. Many families have invested in computer systems at home in order to provide their children with access to the growing body of information available through technology.P I have paper copy
Deakin University has copy of book
Call number 306.43 Jef/Eoe 076231112 6 306.43 Jef/Eoe ( ? Arambewela, R.
Hall, J.
Hede, A. 2005 A Comparative Analysis of Personal Values of International Postgraduate Students from Asia Studying in Australian universities: A Cross Cultural Study 1-12/ The Academy of Marketing 2005 Annual Conference Ghallachoir, Kate Dublin, Ireland Academy of Marketing
5-7 July 2005 The rising expectations of university students in regards to quality, service and value for money, and the increasing diversity of the student population have challenged universities to become increasingly student focused. Marketing theory suggests that a clear understanding of customer needs and expectations is central to being customer focused and to facilitate targeting of products and services to appropriate segments. The process requires that the marketer should have an insight into the cultural background of customers where the study of personal values becomes a critical component of the individual level analysis of customers to understand their actual needs and preferences. The results indicate personal values are useful in explaining differences amongst the student cohorts with regard to age, gender and nationality. Recommendations are made with regard to developing the educational product for the international student, based on underlying value domains of Self-efficacy and Hedonism. Have electronic copy
The Academy of Marketing 2005 Annual Conference
A Comparative Analysis of Personal Values of International Postgraduate Students from Asia Studying in Australian universities: A Cross Cultural StudyD? " Arambewela, R.
Hall, J.
Zuhair, S. 2004r Student Satisfaction: Impact of Age and Gender on Satisfaction Among International Postgraduate Students from Asia< Virtue in Marketing The Academy of Marketing Conference 2004* Dermody, Professor Barry Davis & Dr Janine Cheltenham, United Kingdom- University of Gloucestershire Business School
6-9 July 2004d Student satisfaction is a strategic factor in developing a competitive advantage in the highly attractive and globally competitive international education market. Market forecasts indicate a seven-fold increase in the number of students seeking higher education overseas by 2025 and given the competitiveness of the industry, universities will need to focus on variables influencing student satisfaction in order to address areas where improvements in service quality are required.
Using logistic regression and chi square testing, this paper investigates the impact of age and gender on satisfaction among international postgraduate students from four Asian countries studying in universities in Victoria. The focus on these two variables is because of the large variations in the distribution of these characteristics among postgraduate students compared to those in undergraduate studies. In particular, the differences in age appear to be more pronounced among postgraduate students than undergraduate students. The results indicate that only age has a positive relationship with satisfaction among postgraduate students while the influence of gender has no effect on influencing satisfaction among postgraduate students from Asia. The study provides an insight into the impact of factors like maturity and experience on satisfaction that would require further investigation. Have soft copy
Not available through Deakin Library
Virtue in Marketing The Academy of Marketing Conference 2004
Student Satisfaction: Impact of Age and Gender on Satisfaction Among International Postgraduate Students from Asia
1 86174 148 0
1 86174 148 0 VD? " Arambewela, R.
Hall, J.
Zuhair, S. 2004: International Education Services: Challenges for AustraliaQ International Business Research Conference, Business Research in a Changing World Hoque, Mohammd Ziual Melbourne, Australia World Business Institute 15-16 November 2004G Australian universities face a challenging task of servicing an increasingly diverse international student community in the globally competitive education market. The pressure on universities to successfully negotiate the cultural diversity and improvement in service quality will continue to increase with the global expansion of the international student market.
Student satisfaction is a key strategic variable in maintaining a competitive position with long term benefits arising from student loyalty, positive word of mouth (WOM) communication, image of the study destinations and to meet the challenges of increasing global competition, rising student expectations of quality, service and value for money.
This paper, based on the expectancy-disconfirmation paradigm, and using logistic regression, ANOVA and MANOVA, investigates the influence of the main factors and the relevance of demographic variables in predicting the satisfaction of international postgraduate students from four Asian countries studying in Australia and concludes with strategic implications for universities Have paper copy
Not available through Deakin Library
International Business Research Conference, Business Research in a Changing World
International Education Services: Challenges for Australia
0-646-44191-4
0-646-44191-4
? , Ayoko, O.
Hartel, C.
Fisher, G.
Fujimoto, Y. 2004@ Communication competence in cross-cultural business interactions 157-171* Key Issues in Organizational Communication Hargie, Dennis Tourish & Owen London Routledge2 cross cultural business interactions
communication Evidence abounds of an increasing escalation of business globalization (Bartlett, 1989; Nadesan, 2001; Prince, 2001; Sands, 2001). Increasing competitive pressure is being placed on international firms to develop worldwide communication networks within their own firms, as well as with their suppliers, customers and their external constituencies such as government agencies and special interest groups (Babcock and Babcock, 2001; Fisher et al., 2001b). This phenomenon is compounded by the constant development in technologies that allow a rapidly expanding number of messages to be exchanged within a short span of time and across large geographical distances. Communication skills that bridge cultural boundaries are therefore critical to both employee and organizational effectiveness.
These trends mean that today's organizations must find effective ways to manage the increasing heterogeneity in their workforces and consumer bases (Ashkanasy et al., 2002a). Research indicates environments where diversity creates productive conflict result in organizational effectiveness such as greater innovativeness (Jackson et al., 1992), improved problem solving and decision making, and higher levels of creativity (Hartel and Fujimoto, 1999). On the other hand, failing to equip employees with the skill to deal with diversity runs the risk of promoting destructive conflict in the organization (Watson et al., 1993; Ayoko et al., in press), which results in reductions in team performance and increased turnover and absenteeism (Hambrick, 1994), as well as negative effects on individuals' emotional well-being (Fujimoto and Hartel, in press),
The organizational implications of diversity mean that individuals who come from different cultures and possess different language competence levels will require specific strategies that can help them achieve effective communication during business interactions. This is because it is anticipated that their roles as producers and customers will add value to interrelated global business networks (Porter, 1985). This is, however, no easy task. The diversity literature paints conflicting pictures of the effects of cross-cultural (compared to mono-cultural) interaction (for example Milliken and Martins, 1996; Chatman et al., 1998.l Communication competence in cross-cultural business interactions
Victoria University of Technology has book+ 0425260930 paperback
0-415-26094-9 hardbackl ? Bates, R. 1997, Preparing Teachers to Teach in the Year 2007 39-457 UNICORN: Journal of the Australian College of Education 23 Canberra Australian College of EducationC Teacher educators in 2007 must take cognisance of our responsibility to prepare teachers with the skills, nerve and sense of fairness that will enable them and, in turn, their students to take part in the remaking of an increasingly dangerous and disordered world but one which is still beautiful and full of possibilities. Available through Deakin University electronic resources:
A+ Education 01, Apr. 2000- 31, Dec. 2002
Australian Public Affairs Full Text 01, June 1996- 31, Dec. 2002
Location: DU GEELONG PER 370.5 Uni
Issues held: Vol.1(1975)-18:2(1992), 18:4(1992)-28:3(2002)
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Location: DU W'BOOL PER 370.5 Uni
Issues held: Vol.1:1(1975)-19:3(1993), 20:2(1994)-23:2(1997),
Location: DU MELB PER 370.994 U58
Issues held: Vol.1:1(1975)-28:3(2002)
have paper copy 0311 47757 UNICORN: Journal of the Australian College of Education? Bates, R. 2002> Administering the global trap: the role of educational leaders 139-156) Educational Management and Administration 30 2 London Sage Publication Deakin online learning library Francis Fukuyama (1992), the American social theorist proclaimed the End of History, the death of ideology and the coming of global civilization. Since then there has been no shortage of members of the chorus. Globalization is a topic of conversation in boardrooms, shopfloors, cafes and streets. Convergence seems to be the main theme; the coming together of economies, industries, communications, media, entertainment, cultures, people into a universal, post-historical Utopia. The realization of the systems theorists' rationally ordered Enlightenment of a universal, integrated civilization. As the coming global society will also be the knowledge society, the role of educational leaders is argued to be central and purposeful in its creation: the determination of the skills and attitudes required by the young and by lifelong learners; the construction of an appropriate global curriculum; the development of an appropriate technologically mediated pedagogy; the specification of the universal standards by which performance can be evaluated; the management of the system through which these achievements can be realized. For some this is an exciting challenge. Available through Deakin Library electronic resource:
Education: CSASage 01, Jan. 1982- 31, Oct. 2003 Licensing & Resource Info >
Location: DU GEELONG FICHE 371.2 Edu
Issues held: Vol.10(1982),
have paper copy 0263-211X) Educational Management and Administration ? Baxter, Christine
Braitwaite, R. 1997W The LEAD project:Intergrated assistive technology empowering students with a disability 23-29> CAUSE in Australasia '97, Information Technology - The Enabler 1 Melbourne1 CAUSE in Australasia '97, University of Melbourne 13-16 April 1997j While Information technology is an enabling technology for tertiary education, it assumes certain mental and physical attributes on the part of the user. Many people with a disability may be locked out of technology based learning initiatives. Assistive technology may allow them access to a system that doesn't recognise their individual needs but is usually a poor compromise. The LEAD projetc at Deakin University was established to develop a CAL system that meets the needs of a wide client group including users with a visual impairment, restricted mobility and lack of fine and/or gross motor skills. The LEAD system is a multimedia hypertext presentation system based on HTML that features a configurable interface. Users can select from a variety of interfaces including standard windows style, touch screen, switch device, speech synthesis, voice recognition and large text. The system was trialed during 1996 and work is now underway to add Internet access and extend the functionality to create a Web browser to facilitate Internet access for users with a disability who may currently be unable to use existing systems.[ Available from Deakin University
DU GEELONG 378.107 Cau/Sec 1997
have paper copy?
Beavis, C. 2000G Youth Culture and the Texts of the New Technology: Reading the Research 111-120 Researching Youth McLeod, Julie
Malone Karen Hobart* Australian Clearinghouse for Youth Studies/ Intersections between individual and social identity, literacy, pedagogy and societal change permeate research about young people's engagement with the texts of the new technologies, Digital culture is presented as seductive and persuasive, and as actively productive of identity and cultural relations. It is celebrated as an emergent and innovative form, and as a site for creativity and resistance, and at the same time identified as a part of a global economic machinery which works to commodify and standardise. The texts of digital culture are seen as producing "cultural pedagogies" (Kellner 1995) about "how to become consumers and how to become boys and girls ... [these are] lessons about skills and values, and broad sociocultural and political lessons about gender and social power" (Nixon 1998, p.23). Digital culture is presented somewhat breathlessly as entirely new and unprecedented change (Rushkoff 1994) and as the most recent instance of an ongoing succession of emergent cultural forms, each of which has elicited moral panics in its time. Young people are presented both as the young lions and the unwilling dupes of massive technological change, as autonomous and as having agency, especially with respect to the Internet (Tobin 1998; Rushkoff 1994), and as an uncritical and nonresistant market for global commodities. In a confusing and contradictory set of discourses, as Sefton-Green notes, "Whatever position one takes ... it is clear that digital culture has become a key site for anxiety about the changing nature of community" (Sefton-Green 1998, p.9). Youth Culture and the Texts of the New Technology: Reading the Research
Deakin Library has copy
DU GEELONG 362.70994 Mcl/Ryo
1875236481 362.70994 Mcl/Ryo
?
Beavis, C. 20020 Reading, writing and role-playing computer games 47-61Q Silicon literacies: communication, innovation and education in the electronic age Snyder, I London RoutledgeC Deakin online learning library Literacy Learning and computer games_ Questions about the implications of the new technologies for literacy, literacy teaching and literacy practices provoke diverse and contradictory responses in the media, in policy documents, in state and national literacy assessment surveys and amongst teachers. On the one hand, the need for literacy to be reconceptu- alised and redefined in the face of rapid change seems overwhelming - more a matter of recognition and retrospective adjustment to reflect already established practice and ongoing change. On die other, definitions of literacy, particularly as they are enacted in curriculum and assessment policies and in schools, for the most part remain largely print-based. Fears attached to the redefinition of literacy to include visual and digital forms suggest such expansion will lead to the embrace of anything digital at the cost of critical thinking and of values associ- ated with print literature and literacy. The moral and cultural dimensions of these arguments have been well rehearsed in debates about the nature of the English and literacy curriculum and the role of popular culture in relation to texts regarded as mainstream. So, too, has the need for teachers to be better supported in working with the new technologies and designing and leaching a curriculum that reflects the rapidly changing nature of literacy practices associated with their use. Linked to this are repeated calls for the curriculum to find ways to strengthen the relationship between young people's in-school and out-of-school worlds. What might it mean to take seriously the proposition that artefacts of electronic popular culture such as computer games be included in the literacy curriculum? The world of texts inhabited by young people, the literacies the texts teach and the nature of the texts, are significantly different from those with which English and literacy teaching practices and curriculum have been traditionally associated. The dimensions of difference range across the multimodal ways in which meanings are made, narratives constructed and stories told, participants' high levels of energy and commitment, and the global context in which games are played and linked to other genres. Features such as interactivity, the social nature of game playing and the centralhy of the games world to youth culture and peer groups in young players' habitus, make these texts highly attractive.^ 0415276683
Reading, writing and role-playing computer games
I have paper copy
Deakin has book ?
Beavis, C. 20022 Critical engagement: literacy, curriculum and ICTs 42-50 Idiom 38 2 Melbourne VATE In a study on laptop learning in four Melbourne independent schools, reported recently, in the Sunday Age, (Study doubts laptop learning, June 9 2002:1, 4), Tony Whitfield argued that the crucial factor in finding ways for laptops to improve students' education was not the hardware or software per se. but the need for teachers to have time to reflect on what they were doing. "Before laptops were introduced, schools needed to identify how the technology could be used to improve teaching and learning, Mr Whitefield said. The answer, however, was not to give teachers more professional development, he said. Teachers in his study had been given ample instruction on using software. Instead, they needed more time to reflect on their teaching methods, by doing, for example, a higher degree in education (4) While instruction in software and technology is clearly important in getting to first base, Whitefield's comments are consistent with the 'Teachers first' recommendations of the Digital Rhetorics Project (Lankshear et al. 1997), and a timely reminder of the centrality of the teacher's role in providing for engaged and effective learning and ICTs. In the context of ICTs, globalisation and multiliteracies, as earlier, teachers have a critical role in bringing together the best of what we know about our subject, about students and about learning, in that fluid, ongoing and responsive process of theorising, and practice that in the 1970s we called praxis. Deakin Library has copies:
Location: DU GEELONG PER 420.5 Idi
Issues held: No.3(1964)-4(1964), 6(1966)-19:3(1984), 20:1(1985)-21:4(1986)-23:1(1988)-23:4(1988)-25:4(1990), 26:1(1991)-29:1(1994), 29:3(1994)-
Location: DU MELB PER 420.7 I19
Issues held: , No.3(1964)-9(1969);Vol.5:1(1970)-30:2(1995), 31:2(1996)-
Location: GT CITY PER 420 I19
Issues held: Last 5 years
have paper copy Idiom ? Bigum, C. 19950 L-Plates and Trainer Wheels for the Superhighway I -2, 4-6= Changing Education, A Journal for Teachers and Administrators 2 3 & 4 Geelong$ Deakin Centre for Education & Change Deakin Online Learning Library 'If the Catholic church couldn't stop Galileo, then governments won't be able to stop things now'. - Carlo de Benedetti ofOlivetti on the folly of trying to regulate information technology You would have to have been living with wombats for the past eighteen months not to have heard or terms like the Internet and the Information Superhighway. Australia's mass media have found the proliferation of the global computer network called the Internet to be an object of some fascination and the more they have reported on; the more the public have responded. For schools, we have generally seen a reproduction of the usual patterns of response to a new information technology. After an initial waiting to see *nat "nore adventurous schools make of it, most schools now have some intention or concern to obtain access to the Internet and to find ways of integrating:i into existing curriculum, obtaining support:or teachers to use it and in general to appear:o be doing something about it. Such is the current influence of these new technologies.E 1995
L-Plates and Trainer Wheels for the Superhighway
have paper copy= Changing Education, A Journal for Teachers and Administrators, ? Bigum, C. 1995J When Is a Moo Not a Sound Made by a Cow? Making Educational Sense of Moo's 26-27 Changing Education 2 3&4 Geelong$ Deakin Centre for Education & Changeu This article looks at MOOs, or games/simulations/connections available online through computer link-ups whereby persons can interact and try out different roles, activities, solve problems. It argues the case for MOOs as an educational medium. The author sees MOOs as means for children to act out their fantasy, and so an add- on for drama activities, learning in general. When Is a Moo Not a Sound Made by a Cow? Making Educational Sense of Moo's
Abstract available through Deakin University Library A+ Education and as DU GEELONG PER 371.2 Aus 1322-0187 Changing Education DU GEELONG PER 371.2 Aus< ? Bigum, C.
Rowan, L. 2004A Flexible learning in teacher education: myths, muddles and models 213-226) Asia-Pacific Journal of Teacher Education 32 3 United Kingdom Routledge Deakin online learning library
Educational innovation
Educational technology
Flexible learning
ICT in education
Models
Online learning
Teacher education
SMI
Discourse analysis
Higher education While there has been widespread take-up of the concept 'flexible learning' within various educational environments—and equally frequent references to the flexible 'natures' of the computer and communication technologies that often underpin flexible learning initiatives—the relationship between technologies and flexibility is not a simple one. In this paper the authors examine some of the more persistent myths about technologies that are intertwined with discourses of flexibility. They highlight some of the more common 'muddles' that these myths can lead us in to and argue that the 'mess' that so often results from well- intentioned moves to 'be more flexible' is largely a result of the ways that CCTs, or indeed any new educational technology or strategy, is theorized. Drawing on a recent study of online teaching and learning in higher education, they outline a new framework for examining these and related issues as they apply to teacher education Available through Deakin University Library database A+ Education
have paper and electronic copy
Flexible learning in teacher education: myths, muddles and models
1359-866X 1359-866X) Asia-Pacific Journal of Teacher Education ?
Blackmore, J. 2000\ Globalization: a useful concept for feminists rethinking theory and strategies in education? 133-1552 Globalization and education: critical perspectives Burbeles, N.C. and Torres, C.A. New York Routledge Deakin online learning library= "Globalization," a much-used, ill-defined, and abstract term, has become the new regime of truth in the 1990s, imbued with its own rationality and self-fulfilling logic. Globalization is typically described as increased economic, cultural,environmental, and social interdependencies and new transnational financial and political formations arising out of the mobility of capital, labor, and information, with both homogenizing and differentiating tendencies. But does globalizarion describe some fundamental economic and social transformation in the late twentieth century?y 0415920485
Globalization: a useful concept for feminists rethinking theory and strategies in education?
have copy, filed! ?
Blackmore, J. 2000_ Warning signals or dangerous opportunities? Globalization, gender and educational policy shifts 467-486 Educational Theory 50 4 Illinois University of Illinoisr Globalization has played a central role in the fast-capitalist educational policy texts advocating a new work order for the third millennium.[1] The frenzy of educational restructuring during the 1990s in most Western liberal democracies was premised on, and justified by, a view that individual nation-states must respond to economic globalization in order to maintain comparative advantage on the larger playing field of global markets. Education and training have been central to national responses to globalization, as both the source of productive labor in the new information/digital economies, and, for many Western nations, a source of export income as they seek new education markets in developing nations. Yet globalization is rarely defined in these educational policy texts.
Gender is largely absent, at best marginal, in these discourses of globalization and educational reform. Yet the globalization logic driving educational reform should raise warning signals for feminists because globalization is generally associated with: (1) the reduction of nation-state power and intervention in the economy to minimize inequities in the market; (2) the decline, if not death, of politics as politics is supplanted by the market and reduced to contractual relations based on individual competitivism rather than community; and (3) the exacerbation of the employer/employee divide as most new jobs have become more casualized and feminized in the search for "flexibility." This article considers each of these points and asks the feminist question whether something qualitatively different, which can be attributed to globalization, is occurring in social, political, and economic relationships that fundamentally shape the social relations of gender in education. At the same time feminism confronts its own dilemmas as a "movement," itself having both universalizing and differentiating tendencies Warning signals or dangerous opportunities? Globalization, gender and educational policy shifts
Available through Deakin University Academic Search Premier resource 0013-2004cD? Blackmore, Jill 2002 Tracking the nomadic life of the educational researcher:- what future for feminist public intellectal(s) and/in the performative postmodern universityN Problematic Futures: Educational research in an era of uncertainty - AARE 2002 Jeffrey, P.
Brisbane 2002 1 - 5 December< Is the idea of the liberal university dead, has the post modern university any chance of being emancipatory, has the theory practice divide merely collapsed in an era of 'new knowledge work', or has the university just become one aspect of market state and global capitalism? Knowledge based economies simultaneously locate universities as central to the commodification and management of knowledge while the legitimacy of the university and the academic as knowledge producers is challenged by post modernist, feminist, postcolonial and indigenous claims within a wider trend towards the 'democratisation of knowledge' and a new educational instrumentalism and opportunism. What becomes of the educational researcher, and indeed for their professional organizations, in this changing socio political and economic scenario? Is our role one of policy service or policy critique, technical expert or public intellectual? In particular what place is there for feminist public intellectuals in a socalled era of post feminism and public-/private convergence? The paper draws on recent debates around the nature of knowledge based societies, trends in relations between policy and educational research, and draws upon feminist and critical perspectives to mount a case for the importance of the postmodern university and the public intellectual.@ http://www.aare.edu.au/02pap/abs02.htm#B (retrieved 24/05/2007)| AARE Presidential Address 2002
abstract available at URL below
Deakin library at Burwood has copy of conference proceedings 1324-9320 370.72 Aus/Aop 2002 ?
Blackmore, J. 2002: ICT, disadvantage and learning for new knowledge economies Much has been written about the need for the focus on computer literacy for knowledge based economies. One the one hand, there has been little debate about what that type of knowledge might be and what form of computer literacy is required. On the other hand, less to the foreground in such debates are discussions about equity, although ICT is increasingly becoming a taken for granted aspect of curriculum and assessment. At the same time, ICT is often seen to be a solution for educational disadvantage. Yet there is little research that inidicates this is the case. This paper draws from a large literatire review that considers ICT, learning and disadvantage. It raises issues as to the capacity of ICT, remedy issues of educational disadvantage, and indeed points to new forms of disadvantage arising from the introduction of ICT. The paper points to how ICT mediates the social relations of schooling-of class, ethnicity, race and gender— but in often unexpected ways.J ICT, disadvantage and learning for new knowledge economies
Deakin has copysD? Blackmore, J.
Johnson, R. 2001D ICT and teacher identity - conversion, transformation or masquerade? Crossing Borders: New Frontiers in Educational Research - Australian Association for Research in Education, AARE 2001 International Education Research Conference Jeffrey, W. Shilton and R. Fremantle AARE 2 - 6 December ICT and teacher identity - conversion, transformation or masquerade? Jill Blackmore and Richard Johnson, Deakin University. Much has been written about the enthusiastic adoption of information and communication technologies by school communities. Statistics show that Victorian schools are world leaders in the computers to students ratio. In this paper we examine the impact these changes have had on teacher identity.c have paper and electronic copy
ICT and teacher identity - conversion, transformation or masquerade? 13249339 ? * Blackmore, Jill
Thomson, Pat
Sachs, Judyth 2002f Silly us! Of course the grid doesn't work': reading methodologies and policy texts on principals' workY This symposium presents work in progress from an ARC (discovery grant) funded investigation of principal supply, conducted by Jill Blackman, Judyth Sachs and Pat Thomas. Our research goals are to examine claims of an impending shortage of school principals in particular schools and localities, critically evaluate a range of possible reasons for this shortage, and ultimately, through woprk with principals' organisations, to develop some possibilities for policy action. In this symposium we focus on: (1) existing studies of principal supply (2) trends apparent from demographic and employment data, and (3) a text and interview based study of 'human resources' policy. We invite discussion on the implications of this first stage for the next - a national survey and interviews with teachers in pre-service training and in their first years of teaching. Australian Association for Research in Education 2002
Silly us! Of course the grid doesn't work': reading methodologies and policy texts on principals' work ?
Bottomley, John 1998c A vision for and approach to the development of a flexible learning framework for Deakin University 1-6 Geelong Deakin University FLITFE 99/02 flexible learning The following definition of flexible learning was developed by Professor Jocelyn Calvert drawing on the work of the Academic Board Working Party on Flexible Learning. August 1998
A vision for and approach to the development of a flexible learning framework for Deakin University
have paper copy?
Bottomley, John 1999Z Provision of a digital content store and instructional management system (CML environment) 19 Geelong Deakin University1 flexible learning instructional management system
March 1999s Request for Proposal for Provision of a digital content store and instructional management system (CML environment) have paper copy
Deakin University Request For Proposal
Provision of a digital content store and instructional management system (CML environment)? Briggs, H.
Thompson, L. 1997y Mainstreaming use of Converging Communication and Information Technologies in Tertiary Teaching- a View from the Trenches 55-63= Information Technology - the Enabler: CAUSE in Australia '97 Melbourne University of Melbourne Deakin online learning library 13-16 April 1997 During the past two years, Deakin University has developed a new electronic system which provides point-and-click interfaces to a range of services for teaching, research and administrative purposes, and to the software required to access those services. The system is built on Mandarin software from Cornell University. The software runs on Windows, X-Windows and Macintosh platforms with defined minimum hardware and memory configurations. The services include electronic mail, computer-based conferencing, World Wide Web, file transfer and telnet clients, an electronic 'white-pages' style directory, library services, a software library, and training and professional development services and packages. The system was developed by a technical team located within the University's Information Technology Services division, under the direction of a cross-functional project team with representation from faculties and academic support areas. This paper draws on data from project team records, formal evaluations of pilot releases of the new product, staff development experiences, university policy and strategic planning documents, and other sources to explore the realities ofmainstreaming new technologies in higher education environments. In particular, it considers issues related to the resourcing of new developments and management of change in higher education, and details training and user support implications of introducing new technologies into teaching programs. CAUSE in Australasia '97, Information Technology - The Enabler
Mainstreaming use of Converging Communication and Information Technologies in Tertiary Teaching- a View from the Trenches
0-646-312472
have paper copy
?
+ Briggs, Heather
Thompson, Lin
Warren, Craig 1997 Information technology enhancement program (ITEP) project report: Computer-mediated communications including electronic interactions with offshore students
0730027228 1-571 Information Technology Enhancement Program (ITEP) Geelong Deakin University Deakin Online Learning Library Project report October 1997J Funding from a National Priority (Reserve) Fund grant was combined with a large deployment of internal resources to develop and distribute a new computer-mediated communication (CMC) system which provides point-and-click interfaces to a range of services and software applications for teaching, research and administrative purposes, and associated professional development and academic support. Additional project funds were used to develop and test a model for extension of the use of such systems to offshore teaching situations. The CMC system (called Deakin Interchange) was built on Mandarin software from Cornell University. The software runs on Windows, X- Windows and Macintosh platforms with defined minimum hardware and memory configurations. The services available through Deakin Interchange include electronic mail, computer-based conferencing, World Wide Web, file transfer and tclnet clients, an electronic 'while-pages' style directory, library services, a software library, and training and professional development services and packages. The system was developed by a technical team located within the University's Information Technology Services division, under the direction of a cross-functional project team with representation from faculties and academic support areas. Evaluations of a preliminary pilot software release and a large-scale release 12 months later showed that successful mainstrcaming of these technologies is dependent on the presence of appropriate infrastructure a'. both the user and service provider ends, on the application of appropriate models and adequate resources for technical training and user support, on adoption of policies of integration of new technologies into teaching and learning which recognise the state of technological 'readiness' of staff anu students, and on adequately resourced professional development and academic support programs which acknowledge the range of support needs associated with changing mainstream leaching practice. A framework of high-level strategic planning and management support structures must be in place to underpin such changes. Information technology enhancement program (ITEP) project report: Computer-mediated communications including electronic interactions with offshore students
have 2 paper copies? Calvert, J.
Thompson, L. 1997; Theory and Practice of Postgraduate Education at a Distance 1-5 The New Learning Environment: A Global Perspective, 18th World Conference of the International Council for Distance Education (ICDE), Pennsylvania2 Int. Council for Dist. Ed. & Penn State University{ Deakin Online Learning Library
postgraduate education
computer communication
virtual university
communication technology 2-6June 1997m The traditional purpose of postgraduate study in many countries has been to induct the next generation of academics into a discipline and its culture. In this tradition, the focal point of a higher degree is a major piece of independent research and writing that is carried out under the supervision of an established academic or group of academics. At critical points culminating in examination, there is also input from and judgement by others in the field. There is variation, however, in the extent to which postgraduate study revolves around the dissertation, in the amount of other formal study in a postgraduate program and in the environment in which postgraduate study takes place. There would not be universal agreement with the characterisation of postgraduate study as 'essentially a lonely task done by individuals and very small groups, not amenable to any form of mass education or support' (Laurillard, 1993, p 2). In the United Kingdom and Australia, for example, traditional master's and doctoral study is by research. There are no formal classes or seminars and examination focusses on the dissertation (although there may also be a broader oral examination). In North America, in contrast, students will likely complete formal units of study on theory and research, participate in seminars where their contribution is assessed and in some cases enrol in further units of study outside their immediate area of specialisation. In social terms, the North American model fosters interaction during the course of study, with other students and with a variety of academics, whereas the traditional UK and Australian model does not. International Council for Distance Education 1997 (ICDE '97)
2-6 June 1997
Theory and Practice of Postgraduate Education at a Distance
have paper copy? l Carmichael, Kerrie
Moore, Hugh
Mulroyan, Simon
Burrows, Richards
Lord, David
Salamy, David
Shirley, Jeanette 1997Q Information Technology Enhancement Program (ITEP) Project Report: Digital Imaging 13 Geelong Deakin University Deakin Online Learning Library The Academic Administrative Services Division of Deakin University was granted $255,000 to investigate the viability of using imaging technology to assist in the recording and storage of information both for academic and administrative purposes. The four (4) main aims of the project were as follows: 1. To plan, develop and implement specific projects in document and data management using imaging technology in selected areas of university operations, including commercial operations, and in parallel with existing process in those areas. 2. To assess outcomes in terms of efficiency and effectiveness of trials effected under (he above goal, refine and improve applications as appropriate until significant gains in both efficiency and effectiveness have been achieved. 3. To document system specifications including equipment and software, experimental and real outcomes in terms of user benefits and improvements in efficiency and effectiveness, for information of the tertiary education community. 4. To plan, prioritise and schedule application of the technology to the University's management of documents and data generally upon successful trial outcomes.l Information Technology Enhancement Program (ITEP) Project Report: Digital Imaging
0730027236
have paper copy? Challis, D. 2002G Connecting by Computer: Communicating with remote postgraduate students 76-86< Assisting Research Students from Non-Traditional Backgrounds9 James Sillitoe, Glenda Crosling, Janis Webb, Sheila Vance Victoria HERDSA/ Deakin online learning library
postgraduate
CMC This discussion is concerned with supervising adult postgraduate students at a distance using computer-mediated communication2 (CMC) as the medium for contact. Its focus is on the need for consistent interaction between candidates and supervisors and, where appropriate, between candidates and their peers. This chapter discusses why this interaction is felt necessary and suggests some strategies for making it purposeful and valuable. Available through Deakin University library, call number 378.155072094 Sil/Ars
Connecting by Computer: Communicating with remote postgraduate students
have paper copy 378.155072094 Sil/Ars ? Coldwell, J. 2004* News from Down Under: DE + IT = eLearning? 20-21 Interact Issue 28 United Kingdom University of Bristol= Deakin online learning library
distance education
technology In the current era of eLearning with everything, distance education stduents have to not only master the intricacies of their discipline, but also master sufficient information technology skills to access and use the eLearning environment. This article outlines some technology-related problems that such students have to overcome in order to meet the online requirements of their studies.D have paper copy
News from Down Under: DE + IT = eLearning?
1368-4590 Interact ? Coldwell, J.
Newlands, D. 2004% Deakin Online: An Evolving Case Study 1-10A Journal of Issues in Informing Science and Information Technology 1
United States The Informing Science Institute Deakin online learning library
eLearning
eTeaching
online learning
distance education, learning management system,
virtual campus, information technology literacy. This paper describes the planning, implementation and current progress of the Deakin Online Project which aims to establish a virtual campus for Deakin University. The project is built upon the WebCT Vista© learning management system. Strategies for eTeaching and eLearning are analysed and the dangers and opportunities are identified. Approaches to the preparation of both students and faculty for working in the online environment are discussed including online training, mentoring schemes and a dedicated teaching and learning support unit. An in-depth account of the project is presented which is potentially useful to any organization considering embarking ononline teaching on a large scale./ Deakin Online: An Evolving Case Study
1547-5867A Journal of Issues in Informing Science and Information TechnologyS? Coldwell, J.
Wells, J. 2003( Students' Perspective of Online Learning 101-108# Stacey, Gordon Davies and Elizabeth Geelong, Australia Kluwer Academic Publishersd eLeaming
distance education
online learning tools
online technologies
Deakin Online Learning Library% When a student commences a course of study that includes an online component the initial feedback academics receive can reflect their fear of the online concept, their bias against the use of technology, as well as difficulties they may have encountered with using the supporting technologies rather than with online learning per se. In second semester 2002, an evaluation of an online unit in the B. Computing was conducted at the end of the semester to gain a better understanding of students perceptions of online learning as well as the effectiveness of the technologies that support these activities. We report some preliminary results from the evaluation. Initial indications are that poor first impressions are reflected in students perceptions of the overall online learning experience. We highlight some areas, normally considered outside the immediate domain of eLeaming, that must be attended to in
order to minimise the potential negative impact on students, maximise the benefits of learning online and improve the learning experience for students. have paper copy
The working conference of Working Group 3.6 (Distance Education) under the Technical Committee on Education (TC3) of the International Federation for Information Processing (IFIP)
3-6 February
Students' Perspective of Online Learning
1-4020-7568-5 ? Corbitt, B.
Thanasankit, T. 2002. A Model for Culturally Informed Web Interfaces 1-260 Internet Management Issues: A Global Perspective Haynes, John D. Hershey Idea Group Publishing Deakin Online Learning Library This chapter will challenge the accepted notions of cultural vanilla applications ffor e-Commerce and e-Business on the Web. The approach taken suggests that national culture exists at all levels from the visual to the implicit behaviors that frame interpretation of business process when undertaking e-Commerce. Studies done show quite clearly that culture distorts the realtionships in any trading and business situation in ways that are not always obvious.We will explore the in-depth nature of the trading relationships and demonstrate the impact of cultural practice on the trading interface both on the Web and in negotiations for business.r A Model for Culturally Informed Web Interfaces
Deakin has copy in library call number 004.67/8|221
have paper copy
1930708211 004.67/8|221? , Course Development Centre, Deakin University 1996 Installing Deakin Interchange 68 Geelong Deakin University Deakin online learning library Deakin Interchange uses computers, networks and point-and-click interfaces to get.-iformation to the hands of students, faculty and staff who need it. It provides a directory interface, takes care of security concerns, provides a means to distribute and update software and offers database access and graphical user interface tools. This manual is designed to get you started with Deakin Interchange. It provides general information on Deakin Interchange and instructions on how to install the software on your computer. This manual is not intended to teach you how to use the software. It is assumed that people using this package will have a reasonable.understanding of how to use Microsoft Windows or the Macintosh Operating System.4 1
Installing Deakin Interchange
0730026620
have copy? Cuttance, P.
Nicholson, P. 2000 The successful implementation of learning technologies (SILT) research project: defining models of expert practice in science and SOSE 1-2 ACCE Melbourne, Australian Council of Computers in Education Deakin online learning library This paper first describes the context and significance and methodology of the Deakin University, University of Sydney and Victorian Department of Education, Employment and Training Victoria (DEETV) 'Successful Integration of Learning Technologies collaborative research and development project. The three year project, jointly funded by the Australian Research Council and DDETV, seeks to identify examples of the integrated use of learning technologies that have led to demonstable improvement in student learning outcomes. These examples will be used as a basis for developing and trialing replicable pedagogical and curriculum models that can be adopted in other schools. The paper then describes the methodology and expectations of the project The ACEC2000 Conference Proceedings
July 6 - 9, 2000
The successful implementation of learning technologies (SILT) research project: defining models of expert practice in science and SOSE
0-9586879-5-1 (CD-ROM)
have paper copy ? * Datta, Sambit
Morrison, David
Roberts, Kim 2001L Pedagogical Templates: A Comparative Study of Higher Order Reflective Making 1-90 Proceedings of the Playful Design Learning Forum Adelaide University of Adelaide 13-14 November 2001k Schon's notion of reflection-in-action implies a constructivist process of learning, especially valid in the teaching of professional disciplines such as architecture. Action becomes the
instrument of conjecture and learning arises in the context of reflection upon the act. Such a process of interleaving action and reflection constitutes a "higher-order" process of reflective making. Research in design studies has shown that strategies for making differ markedly between professional and novitiate designers. Further, such studies have shown that skilled designers employ past experience and precedents to create context for new problem situations. To address the lack of context in novitiate learning situations, we propose the use of "pedagogical templates" for the promotion of "higher-order" strategies in design learning contexts for supporting beginning design students. We focus on the use of digital media, specifically for the design, implementation and delivery of constructive learning situations. This paper presents the use of a pedagogical template in the creation of constructivist contexts for two complementary courses, a traditional design studio and a computer- modelling course at Deakin University. The resulting implications for design learning and the integration of physical and digital forms of making through the use of a pedagogical template are discussed.\ Pedagogical Templates: A Comparative Study of Higher Order Reflective Making
have paper copy? Davies, G.
Stacey, E. 2003A Quality Education @ a distance: IFIP TC3/WG3.6 Working conference 1-304 Stacey, G. Davies and E. Geelong Kluwer* editors of the conference papers published Quality Education @ a distance: IFIP TC3/WG3.6 Working conference
Deakin has copies, call number 371.358 Ifi/Qea
3 - 6 February
1402075685
1402075685 371.358 Ifi/Qea ? Dowling, Carolyn 20037 Preserving the human quality in education at a distance 8f quality, distance education, social construction of knowledge, agents, computer mediated communication For many educators and developers, the provision for social interaction in the service of knowledge construction is a key feature of online learning environments. This paper examines the extent to which interactions within electronically mediated learning environments can be regarded as equivalent in quality to the types of social engagement which contribute to the social construction of knowledge in the face to face classroom.B Preserving the human quality in education at a distance
paper copy ? Epps, J.
Stacey, E. 2003A Establishing quality online: supporting productive academic teams 289-297A Quality Education @ a distance: IFIP TC3/WG3.6 Working conference Stacey, G. Davies and E. Geelong Kluwer academic support
collaboration
academic teams
professional development
course development
organisational change
online education 3 - 6 February 2003 Quality online education requires successful management of resources and services. This paper examines the increasing need to support productive academic teams and foster collaboration in developing a high quality online environment. The paper is based on a study into academic support services and collaboration at Deakin University. The provision of quality support was found to be increasingly challenging given the complexity of the online university environment. A number of recommendations arise out of the study including some practical changes to service, the need to commit to innovation, the importance of frameworks and standards as well as a range of broader cultural, organisational and political changes Quality Education @ a distance: IFIP TC3/WG3.6 Working conference
Deakin has copyies
have paper copy
Establishing quality online: supporting productive academic teams
1-4020-7568-5< ? Evans, Terry 1999 Review: Tait, A and Mills, R. (1999) The convergence of distance education and conventional education: patterns of flexibility for the individual learner 247-248" Studies in the Education of Adults 31 2 London NIACE Deakin online learning library+ Are distance education and conventional education converging? If so. why, and what does it mean? This edited collection by Alan Tait and Roger Mills of the (K Open University (UKOU) sets out to address such questions. The collection is partly based on selected papers presented at the Seventh Cambridge International Conference on Open and Distance Learning during 1997. The contributors are from several different nations, with a variety of backgrounds in distance (higher) education, conventional higher education, educational technology, and so on. The book opens with a brief chapter by the editors which sets the scene thus: 'It is clear that a range of convergences is taking place with a rapidity that is bewildering from all perspectives' (p I). The problem of what the nature of these convergences is, and what has caused them is addressed in different wws by the various contributions. It lias to be said that for some contributors, the matter of convergence is only treated as an apparent afterthought and the main substance of their chapter deals with another matter entirely. For example, chapters by Rickwood, and by Lee and Mandell are stimulating pieces and represent worthwhile reading, but they deal little with convergence. Indeed, when Rickwood comes closest to discussing the issue it is actually to countenance the idea - correctly in my view - of there being increasing divergence not convergence (pp 114-15). Other chapters do deal with the authors' experiences or understandings of the matter of convergence, and do so in interesting, if divergent, ways. Review: Tait, A and Mills, R. (1999) The convergence of distance education and conventional education: patterns of flexibility for the individual learner
0266-0830
have copy of review, ISBN of this book is 041519427X 0266-0830c? Evans, T. 2001Q Two approaches to workplace flexible delivery and assessment in a rural community 1-21C Australian and New Zealand Journal of Vocational Education Research 9 2 Adelaide NCVERS The implementation of forms of flexible delivery and workplace training and assessment in rural areas presents particular difficulties for providers and employers alike. This article discusses some of the outcomes of a case-study research and professional development project undertaken in north-west Victoria. It describes the development and implementation of two different approaches to flexible delivery in the areas of engineering and office administration at Sunraysia Institute of TAPE. These Two separate developments reversed the decline in the departments' fortunes and proved to be successful from the perspective of the staff who developed the courses, and the clients-employers' and especially the students. The implications of these approaches in terms of catering for the learning preferences and contexts of the students are discussed. Available at Deakin University library at A+ Educationand in periodicals at DU GEELONG PER 374.0072094 Taf/Ajo
Two approaches to workplace flexible delivery and assessment in a rural community
1039-4001
have paper copy 1039-4001C Australian and New Zealand Journal of Vocational Education Research ? Evans, T. 2003c Globalisation and reflexivity: some challenges for research into quality education mediated by ICTs 3-16 Stacey, G. Davies and E. Geelong Kluwer- globalisation research
educational technology 2003 Globalisation can be characterised, Giddens (1994) suggests, as a process of 'intensified reflexivity' that creates the conditions for 'a world of clever people'. Information and Communication Technologies (ICTs) are fundamental to globalisation and they have also been incorporated into the new educational technologies deployed by educators to (re)create 'a world of clever people'. Together, education and the ICTs are strong forces for globalisation where both curriculum and pedagogy shape the knowledge and values of the
rising generation of 'clever people'. This chapter posits some research issues and questions :hat might be usefully pursued in transnational collaborative research or are germane to its conduct and contexts. These matters include: the place of ICTs in research work; the challenge of globally inclusive curricula and the impact of English as the global language; and
ICTs decentring the research centre Quality Education @ a distance: IFIP TC3/WG3.6 Working conference
3 - 6 February
Globalisation and reflexivity: some challenges for research into quality education mediated by ICTs
Deakin has numerous copies ISBN 1-4020-7568-5
1402075685 371.358 Ifi/Qea ? Evans, T. 20041 Beating around the bush: reflections on the theme 170-172& Journal of Research in Rural Education 18 3 USA University of Maineu The editors (Geoff Danaher, Beverley Moriarty. and Patrick Alan Danaher) of this special issue have chosen to draw attention to the rural/urban dualism and to provide a critique of its consequences in terms of our conceptualization of societies in general and of education in particular. They argue that this dualism is, in effect a modernist/essentialist distinction. It is also seen that such binaries are flawed in practice: it is easy to say what is urban and what is rural, but a lot of geography and humanity exists in between and beyond - (Just where does the outback start in Australia?). This flawed binary between urban and rural also positions the rural as the negative (poor, unsophisticated, undeveloped) corollary of the urban (rich. sophisticated, developed). For me, there are echoes here of the equally problematic binary of developed/developing nations (Evans, 2003).K have paper copy
Beating around the bush: reflections on the theme
1062-4228 1062-4228& Journal of Research in Rural Educationd Ƿ? Evans, T.
Nation, D. 1998= Research and Staff Development in Open and Distance Education 45-53/ Staff Development in Open and Flexible Learning Latchem, Colin
Lockwood, Fred London Routledge This chapter emerges from our experiences as researchers and teachers in open and distance education, and from our various contributions to forms of staff development within our organisations. Staff development is a crucial aspect in the creation and implementation of new approaches to teaching and learning, especially in the context of rapid cultural, economic, social and technological change. Effective staff development deals reflexively and creatively with the needs of staff in their work context. Research has a fundamental role in critically reflective educational practice and the chapter examines how this can be fostered in open and distance education.' Routledge Studies in Distance Education Available through Deakin University call number 378.03 Lat/Sdi
0-415-17376-0
Research and Staff Development in Open and Distance Education
have paper copy
0-415-17376-0 378.03 Lat/Sdi? Evans, T.
Nation, D. 2000N Changing university teaching: Reflections on creating educational technologies 1-194 London
Kogan PageT Changing University Teaching is a collection of reflections on policy and practice by contributors from a variety of different backgrounds and contexts. Their particular tasks were to deal with the matter of changing university teaching in ways that both related directly to their work, and also allowed them to air their views and ideas on this important topic. Therefore, within this brief the contributors have sufficient scope to ensure that a diversity of ideas, opinions and experiences are provided on changing university teaching. It seems inescapable that every educational organization has to address the imperative for change. Arguably, this is especially the case in universities where the teaching and research nexus is a fundamental and distinguishing feature. Research is particularly concerned with discovering new knowledge and constructing new ideas. Not only are universities expected to engage in research, but also to train people to do research, in particular through doctoral programmes. This places universities in a position where their new knowledge contributes substantially to change and innovation in most, if not all, the areas of human and scientific endeavour outside of the university. The curriculum of their courses may also change as a result, so in this sense, universities have a fundamental connection with change in society. Deakin University Library has copy, call number 378.125 Eva/Cut
Changing university teaching: Reflections on creating educational technologies
0749430648
0749430648 378.125 Eva/Cut ? Evans, T.
Northcott, P. 1999 Bridging courses by distance education for overseas-trained professionals migrating to Australia: Practical and viability issues 205-219 Distance Education 20 2 Toowoomba. Open and Distance Learning Assoc. of Australia Deakin online learning libraryl This article discusses the issues concerned with using distance education to help provide bridging courses for overseas-trained professionals migrating to Australia. Often such courses are specialised, have small enrolemnts and are required on demand by the recently arrived migrant. Therefore, there are significant practical and viable problems to be expected for the providers of such courses. The article draws on work from a 1997 study of the potential and viabilty of distance education bridging courses for overseas-trained professionals migrating to Australia. The study was commissioned and funded by the National Office of'Overseas Skills Recognition, of the Department of Employment. Education, Training and Youth Affairs, under its Evaluations and Investigations Program. A discussion is provided of the particular problems encountered in the provision of on-campus courses lor students whose locations, schedules and circumstances arc quite diverse. However, whilst distance education provision might seem a reasonable solution to such problems, for some professions there arc particular practical matters concerning such provision. A key issue addressed is conceptualising the viability of developing and providing such courses through distance education, and how this may help distance educators view the viability of other small 'boutique' courses in distance education. Available at Deakin University through resources, A+ Education, Informit e-Library, Academic search premier
Bridging courses by distance education for overseas-trained professionals migrating to Australia: practical and viability issues
0158-7919
have paper copy 0158-7919 [? Evans, T.
Stacey, E. 20031 Flexible learning for quality in higher education 10-22\ Higher education without borders - sustainable development in higher education: Edu-Com 2002 Cross, J. Renner and J. Khon Kaen Thailand Edith Cowan Universityz This keynote presentation is in two related parts. The first deals deal with the issue of the background, context and issues concerned with the emergence of flexible learning and
flexible delivery in education, especially in higher education and its interrelationships with the background, context and issues concerned with the emergence of 'quality' in higher
education. The second explores the issues concerned with the use of online media to facilitate quality flexible learning in higher education. These presentations draw on authors teaching and research in these fields. In particular they draw on their work on the interrelationships between educational technology, interaction and dialogue in the development of 'quality' education. It is shown that, at institutional and individual levels, decisions are made to implement flexible and online forms of education that have significant curricula and pedagogical implications, not only for those institutions and individuals (teachers), but most importantly for the learners and their contexts. The rhetoric that advocates the implementation of flexible learning and online education may well be grounded in positive ideas for change, but the institutional and individual consequences-the costs and benefits- are not always clearly understood from the outset. The recent developments in information and communication technologies have enabled many institutions to provide courses flexibly using online learning. Maintaining quality in course provision, online teaching and support infrastructure has proved an important issue in higher education, as provision of technology alone is only a small part of ensuring quality in flexible learning. The possibilities of higher education without borders means that such issues of online quality be addressed and these presentations will draw on experiences from both international and Deakin University perspective. Have paper copy
Higher education without borders - sustainable development in higher education: Edu-Com 2002
25 - 27 November
Flexible learning for quality in higher education
0-7298-0533-6
0-7298-0533-6 KS? Evans, T.
Tregenza, K. 2002N Academics' experiences of teaching Australian 'non-local' courses in Hong Kong 1-10N Problematic Futures: Educational research in an era of uncertainty - AARE 2002 Jeffrey, P. Brisbane AARE 1 - 5 December This paper reports on some research from an ARC funded project conducted by the authors into the ways in which Australian universities establish collaborations with partners in Hong Kong and Papua New Guinea to offer courses in those countries, The research used principally qualitative methods (interviews, observations, document collection and analysis) to develop case-studies of a range of partnerships in Hong Kong. The project commenced in 1999 and is in its final stages. The paper discusses the experiences of staff who developed, administered and taught courses offered to Hong Kong by Australian institutions in partnership with a local provider. It presents and discusses findings on their reasons for working 'off-shore' in Hong Kong, their engagement with local staff and students, and their experience of Hong Kong students' coping with Australian curricula, pedagogies and assessment.) http://www.aare.edu.au/02pap/eva02510.htm Peter L. JefferyY Available at URL below,
Deakin library has copy at Burwood
have paper and electronic copy 1324-9320 370.72 Aus/Aop 2002 ?
Ford, Jennifer 2003* Deakin Studies Online: The first two years 7H Teaching and Learning Support Unit, Learning Services, Deakin University DSO Preliminary report This first of a series of reports for the research project 'Deakin Studies Online: The first two years' details preliminary findings from Stage 1 and the first period of Stage 2 (first 3 weeks of the teaching year). It aims to provide feedback to staff involved in the implementation process and key stakeholders. The findings reported here (particularly the survey responses) will also be used to complement later findings. Learning Services will use these findings to continue to develop the DSO training and support for 2003 and 2004.
Stage 1 (pre-semester I): Survey results
During the last two weeks of February 2003, 430 teaching staff (215 planning to use DSO in 2003, and 215 not intending to use DSO in 2003) were invited to complete an online survey via an email detailing the purpose of the study. There were a total of 72 responses: 37 from staff intending to use DSO in 2003, and 35 from staff not intending to use DSO in 2003. (Note: This lower than expected response rate was largely due to problems staff experienced opening the survey through 'Netscape 4.7. Once this problem was discovered staff were encouraged to open the survey through Internet Explorer, however not all staff had this installed on their computers and some staff were not willing to participate after the initial failure. This problem has been discussed with the contracted designer of the survey and the problem will be rectified for future surveys.)n 4th April, 2003
Report 1: Preliminary results of stage 1 and early in Stage 2 (Feb - Mar 2003)
Have Paper copy ? Fujimoto, Y.
Hartel, C. 2004u Culturally Specific Prejudices: Interpersonal Prejudices of Individualists and Intergroup Prejudices of Collectivists 54-69 Cross Cultural Management 11 3 United Kingdom Barmarick Publications Culture
Discrimination
Diversity The authors propose that the nature of prejudice differs across cultures. A model is introduced that proposes that the interpersonal perspective associated with individualist cultures (Westerners) leads to interpersonal prejudices, whereas the intergroup perspective associated with collectivist cultures (Easterners) leads to intergroup prejudices. These prejudices, in turn, are argued to impact on the outcomes of individuals working in intercultural teams. An organisational diversity climate of openness fostered by diversity oriented HRM and the combined use of individualist and collectivist HRM policies and practices is proposed to minimize the negative effects of such prejudices can be minimized. Deakin University has copies available online through Emerald electronic resource
Culturally Specific Prejudices: Interpersonal Prejudices of Individualists and Intergroup Prejudices of Collectivists
1352-7606 1352-7606 Cross Cultural Management ? " Fujimoto, Y.
Hartel, C.
Hartel, G. 2004 A Field test of the diversity-openness moderator model in newly formed groups: Openness to diversity affects group decision effectiveness and interaction patterns 3-15 Cross Cultural Management 11 4 United Kingdom Barmarick Publications: Decision-making
Diversity
Groups
Perceived dissimilarity 2004g Detrimental effects of diversity in workgroups has frequently been observed but research identifying the factors that lead to negative or positive effects in heterogeneous groups is lacking. The Perceived Dissimilarity Openness Moderator Model provides one explanation of the process by which diversity influences group affective, behavioral, and cognitive outcomes. Specifically the model identifies individual, group, and organizational openness as moderating the effects of diversity in workgroups. In this paper evidence is provided from a field study that increased openness to perceived dissimilarity leads to better outcomes in newly formed groups. This study also constitutes a significant building block toward the development of theory concerning the moderating variables of the relationship between diversity and group processes, and outcomes of organizations. Deakin University has copies available online through Emerald electronic resource
A Field test of the diversity-openness moderator model in newly formed groups: Openness to diversity affects group decision effectiveness and interaction patterns
1352-7606 1352-7606 Cross Cultural ManagementE? % Fujimoto, Y.
Hartel, C.
Panipucci, D. 2005| Emotional Experience of individualistic-Collectivist Groups: Findings from a Study of 14 Multinationals Located in Australia 87-111# Emotions in Organizational Behavior Hartel, Zerbe & Ashkanasy
New Jersey' Lawrence Erlbaum Associates, Publishers Globally, the increasing diversity in the workforce means that the effectiveness of contemporary organizations rests largely on their ability to be open to the differences associated with different cultures. Prejudice, or the negative affective response to perceived dissimilar others, is a significant barrier that organizations must deal with to realize this goal. This chapter makes a unique contribution to .the area of diversity and emotions management by considering how cognitive and affective reactions to dissimilar others impacts on individual, group, and organizational outcomes such as hope, intergroup anxiety, trust, perceived fairness, deviant behavior, and task performance. More importantly, this chapter outlines how organizational human resource management practices can alter the consequences of dissimilarity in the workforce and manage more effectively the impact that this has on organizational behavior.S Deakin University has copy also available through ebook at library.
302.35 Har/Eio
0-8058-5098-84 ?
Goodwin, Christine 2000' Learning in the online environment 2000 32 Geelong Deakin UniversityS Deakin online learning library Computer conferencing online environment First Class The Faculty of Business and Law uses computer-mediated communication (CMC) in all of its teaching programs to provide an electronic teaching and learning environment that gives you access to staff, other students, library borrowing, document transfer, resources and many other educational features. • Off-campus Faculty of Business and Law students who enrolled in or after 1996 are required to have access to a computer and the Internet to participate in the online learning environment. You were advised of this requirement when you were offered a place in your course. It is strongly recommended that students who enrolled before 1996 also take advantage of this enhanced learning environment. • On-campus Faculty of Business and Law students who are studying this unit in off-campus mode are required to participate in the online learning environment using the on-campus computing facilities or by arranging their own access to a computer and the Internet. • Students from other faculties or universities who are studying this unit in off-campus mode as an elective in their course are required to have access to a computer and the Internet to participate in the online learning environment. 2002
booklet explaining how to use the faculty of Business and Law's computer-mediated communication system (FirstClass)
Learning in the online environment 2000
have copy ?
l Goodwin, Christine
Mulready, Pam
Rosario, Viola
Rusz, Dorthe
Warren, Colin
Patterson, Terri
McKenzie, Ashley 2002" Learning in the online environment 32 Geelong Deakin UniversityG Deakin online learning library Computer conferencing online environmenta Online communication in your study Programs of study at Deakin University make extensive use of online technologies to teach, administer and deliver course materials. To complete your online studies effectively vou will need to have access to a computer and to the Internet as explained in this booklet. Online communication is the use of computers and the Internet to allow easy communication between individuals and groups, access to information and interaction with online learning resources. This creates a computer-facilitated active-learning environment to complement your print-based resources, your classes and your self-directed learning. Deakin University uses online communication to facilitate a collaborative learning environment where students can interact with each other and the academic staff even though they may be unable to meet face to face. This online teaching and learning environment gives you access to staff, other students, library borrowing, document transfer, learning resources and many other educational features. In this booklet we focus on how to use the FirstClass conferencing system.l 2002
booklet explaining how to use Deakin's conferencing system
Learning in the online environment
have copy
[?
9 Goodwin, Chris
Rice, Mary
Stacey, Elizabeth
Thompson, Lin 19955 An evaluation of the Deakin Interchange pilot program 1-54 Geelong Deakin University Deakin Interchange2 In September 1994, funds were allocated from the 'Quality Assurance' grants to improve and expand the TEAS systems. The initial objectives of the project were to develop an easier-to-use system with a friendlier and more intuitive interface and to provide an improved range of applications and services to support teaching and learning. In particular, funds were provided to develop a graphical user interface (GUI), and to build in a more sophisticated conferencing system to facilitate teaching. Development of Deakin Interchange began at the end of 1994 and two pilot groups, MBA students and EdD students, were selected to trial and evaluate the product and its implementation. Student participants were mature age, working full-time, studying part-time in off campus mode and located in various places across and beyond Australia. The MBA pilot group participants possessed the necessary hardware and software, were familiar with the process of connecting to the University via modem, and were competent users of computers. The EdD group were generally inexperienced with electronic group conferencing processes and some needed to upgrade computer equipment and arrange modem access to run Deakin Interchange. Although the product was not quite ready to be piloted, that is to say, not all aspects of development, documentation, access and support were finalised, a pre-version was released in mid-May to the EdD participants in response to impending research and teaching schedules. The MBA pilot commenced on July 17 1995, the first day of second semester, and both pilots finished on August 21 1995. The following findings emerged from the evaluation: o The upfront planning process and development schedule for Interchange did not proceed as expected because two key people involved in the process were absent at critical times. Expectations in regard to the objectives of the pilot and the support for students were not clearly communicated between Faculties and ITS. o For a number of EdD participants, involvement in the pilot program was a difficult experience from a technical perspective. For a cohort of inexperienced users who were coming online for the first time, the timing of the release was a problem. In particular, the Macintosh product, and its distribution and support were not adequate for inexperienced computer users.a November, 1995
Final report
An evaluation of the Deakin Interchange pilot program
have paper copy P ? Goold, A. 2000G Teaching inter-institutional courses - sharing challenges and resources 178-178
Joyce, Daniel Helsinki, Finland# Association for computing machinery Deakin online learning library This is a panel about collaboration - student collaboration and teacher collaboration. It is about ways to expand our own and our students' communities. The panel members will discuss their experiences with collaborative teaching of inter-institutional courses. These experiences vary from team teaching to peer teaching to managing international project classes. The institutions involved vary in size and mission. They also are geographically diverse. The kinds of questions that will be addressed include: How was technology used? What are the problems? What are the benefits? What are the costs? How can we make use of different learning cultures? How does technology change the learning process? How
can we support inter-institutional student contacts?f 11-13 July, 2000
Teaching inter-institutional courses - sharing challenges and resources
1-58113-207-7
1-58113-207-7? Goold, A.
Rimmer, R. 20005 Factors affecting performance in first-year computing 39-43 SIGCSE Bulletin Inroads 32 2
New York, USA# Association for Computing Machinery Deakin online learning library\ Performances are analysed over successive semesters for a cohort of first-year students doing computer programming. Attainment is related to performance in other studies. However, many factors have roles. Learning style and problem-solving skills are important in information technology in Semester 1. Gender and secondary school outcomes matter in
introductory programming, also in Semester I. Dislike of programming influences outcomes in introductory programming and in Data Structures and Algorithms in Semester II. For a number of indicators, influence fluctuates over time and across area of study.z available through Deakin library catalogue
Have paper copy
Factors affecting performance in first-year computing
0097-8418 0097-8418 SIGCSE Bulletin Inroads? Goold, A.
Rimmer, R. 20009 Undergraduates in business computing and computer science 188-188
Joyce, Daniel Helsinki, Finland# Association for Computing Machinery 11-13 July 2000. In our university, computer programming is taught to first-year undergraduates in business and science faculties. In this study a group of students from each faculty participated in a survey that measured learning style, previous computing experience, problem-solving ability and educational background. Factors affecting success in the programming courses were explored using multiple regression analysis. We aimed to provide parsimonious models permitting a meaningful explanation of scores. To do this the best sub-sets approach was used to select among lists of independent variables. Overall it was found that variables influencing programming performance in business and science were different. A dislike of
programming brought a penalty for science students, while in business an affinity for programming had a weak positive effect. Two variables common to both groups, gender and performance at secondary-school level, had diverse effects. For example, females in the science group experienced a significant penalty, yet males were slightly disadvantaged in the
business group. We attribute our findings to background and environment. For example, school scores among business students were usually measuring accomplishment in courses lacking quantitative elements. Also the more technical environment in the science faculty seemed to disadvantage females A longitudinal study is underway to investigate changes in the magnitudes of explanators and in particular to explore the interrelationships of variables such as previous knowledge and affinity/dislike for programming.j Only have abstract
11-13 July 2000
Undergraduates in business computing and computer science
1-58113-207-7
1-58113-207-7+ agoold@deakin.edu.au
rimmerac@deakin.edu.au? Gough, N 2002 The long arm of Globalization 167-178 Curriculum Visions Doll, W
Gough, N New York
Peter Lang TV' we in the West—Europe and particularly the United States—seergt
J--'aad surreptitiously give allegiance to the notion that "Might ma|
Right"? Although we may voice the maxim that "Might does not m^
Rightl" our actions and practices often belie our statements. Do we, in as^Si
ality, practice the very doctrine we preach against? Do we reject verba||
that which we practice politically? Why are we surprised when "ofhe^
want some of that might as their right? And why do we feel indignant w^g
"others" believe we use cultural diversity as a guise to keep others "oEher".^
Noel Gough raises these issues in a poignant way as he talks of ^i
"long [global] arm(s)" of Western logic, reason, knowledge, and pQW^
These arms tie and bind as well as support and comfort. Remember m?|
•yys
Rene Descartes's seminal Discourse on Method (1950/1637) was notjuS):'^
discourse on method- It was a device, the device, for ''rightly conducti^
reason" and "seeking truth." Is it, therefore, one magical (Western) nieth<^
for all to use? Do we—Europeans and North Americans—want all to su^
cumb to our beliefs? ,'i
Such questions raise other questions, namely, "Whose knowledge is ei|
most worth?" Herbert Spencer's answer to this question (his vision) was erri-;!
phatic: Western "science," for this knowledge alone is "the best preparatiC(i^
for all...orders of activity" (1929/1859, 85). The West's scientific knowledg^J
and its procedures have indeed been great. Both John Dewey and Alfred
North Whitehead saw scientific experimentation as leading us out of the|j
confusion of the medieval ages. However, to say that our Western knowl-J
edges and procedures—male, rational, scientific—are the "best preparation^J
for all.. -orders of activity" is a most universalizing, dogmatic, and arrogant';
statement as Sandra Harding (1991). among others, has pointed out. )
References Deakin Libarary has copies:
DU GEELONG 375.001 Dol/Cvi
DU WATERFT SPDU 375.001 Dol/Cvi LIB USE ONLY
DU MELB 375.001 Dol/Cvi
0820449997 375.001 Dol/Cvi? Gough, N. 2002 Democracy, global transitions, and education: using speculative fictions as thought experiments in anticipatory critical inquiry 1-12N Problematic Futures: Educational research in an era of uncertainty - AARE 2002 Jeffrey, P. Brisbane AARE Deakin online learning library 1 - 5 December 2002c The purpose of a thought experiment, as the term was used by quantum and relativity physicists in the early part of the twentieth century, was not prediction (as is the goal of classical experimental science), but more defensible representations of present 'realities'. Indeed, one of the best-known examples of a thought experiment ('Schrodinger's cat.) demonstrates the impossibility of prediction at the quantum level. Speculative fictions, from Mary Shelley's Frankenstein to the Star Wars saga, can be read as socio-technical thought experiments that can help us to apprehend and comprehend present 'realities' and uncertainties, and to anticipate and critique possible futures. In this paper I will
demonstrate how two examples of popular speculative fictions, Frank Herbert's Dune (1965) and Ursula Le Guin's The Telling (2000), can be read as thought experiments that describe problematic aspects of contemporary social and cultural transformations. I will argue that critical and deconstructive readings of these novels can help us to produce
anticipatory critiques of possible ways in which democratic institutions are being transformed by globalisation. I will conclude by considering the implications of such anticipatory critiques for generating questions, problems and issues in educational inquiry and for choosing appropriate methodologies for investigating them.@ http://www.aare.edu.au/02pap/gou02326.htm (retrieved 24/05/2007)a Available online at URL below
Deakin Library has copy of proceedings at Melbourne
Have paper copy 1324-9320 370.72 Aus/Aop 2002 J? Graham, M.
Scarborough, H. 1999m Computer mediated communication and collaborative learning in an undergraduate distance education environment 20-46, Australian Journal of Educational Technology 15 1 Murdoch University AJET Deakin University has, over a number of years, committed resources to the development of communication technologies in all aspects of teaching and learning. In 1996, staff in the School of Economics decided to adopt the use of computer mediated communication (CMC) in both the teaching and assessment of the first year microeconomics and macroeconomics units to distance education students. This paper reports on the use of CMC and collaborative learning among distance education students studying first year macroeconomics. Quantitative data is based on questionnaires completed by students over two semesters and qualitative analysis on the experience of both staff and students.d Publisher's Site 01, Jan. 1985- Licensing & Resource Info >
A+ Education 01, Jan. 2000- 0814 673X, Australian Journal of Educational Technology ? & Graham, M.
Scarborough, H.
Goodwin, C. 1999_ Implementing Computer Mediated communication in an undergraduate course- A Practical Experience 32-45) Journal of Asynchronous Learning Networks 3 1 Nashville Tennessee Vanderbuilt University Deakin online library Asynchronous Learning Network Collaborative Learning Computer mediated communication Computer conferencing Distance Learning Economics education Computer mediated communication (CMC) is used to foster a collaborative learning environment in a number of courses within the Faculty of Business and Law at Deakin University. This paper examines how this technology has been implemented at the undergraduate level in the School of Economics and some key issues arising from this experience are identified and discussed. Although the practical experience described has been gained from a particular discipline based initiative, the issues raised pertain to all disciplines. The potential provided by integrating technology into the curriculum is exciting, however this paper highlights some of the areas that need consideration when implementing an asynchronous learning network (ALN). No definitive guidelines have been provided, rather the way to maximise educational outcomes will only be found as experience and practical use is extended and shared within the academic community.^ Deakin has access through Directory of Open Access Journals 01, Jan. 1997-
I have copy 1092 8235) Journal of Asynchronous Learning Networks ? ' Hanisch, J.
Thanasankit, T.
Corbitt, B. 2001 Exploring the Cultural and Social Impacts on the Requirements Engineering Processes-Highlighting some Problems Challenging Virtual Team Relationships with Clients 1-19+ Journal of Systems & Information Technology 5 2 There has been growing interest in virtual teams and more specifically in virtual software development. Requirements engineering, which is crucial in software when software development occurs in a virtual domain.While formal software development methods are the obvious first choice for project managers to ensure a virtual software development team remains on track, the social and cultural aspects of requirements engineering cannot be ignored. These social aspects are especiallv important across different cultures, and have been shown to affect the success of an information system. The discussion in this paper is centred around rhe requirements engineering processes of a virtual team in a Thai Software House. This paper proposes a framework indicating that project managers need to encourage a balance between formal rnethods and social aspects in requirements engineering for virtual team members./ not available through Deakin University library+ Journal of Systems & Information Technologya?
Hartel, C. 2004p Towards a multicultural World: identifying Work Systems, Practices and Employee Attitudes that Embrace Diversity 189-199 Australian Journal of Management 29 2 Sydney, New South Wales, The Australian Graduate School of Management Diversity Management
Workplace Diversity
Diversity Openess
Openess to perceived dissimilarity
Cross-cultural interaction skills
Stereotypes.
December 20044 The research program described focuses on identifying the role of organisational culture, as reflected in workplace systems and practices, and employee and group attitudes in the outcomes of interactions among dissimilar parties. A systematic, theory-testing approach underlies the program, which aims to both develop and validate the diversity openness construct. The Perceived Dissimilarity-Openness Moderator Model developed from the research asserts that the affective, cognitive and behavioural consequences of diversity depend in part upon the perception of difference and subsequent quality and magnitude of the response to the perceived dissimilarity. When individuals or social systems (groups or organisations) are diversity-closed, outcomes are predicted to be less positive than when they are diversity-open.H Deakin has access through multiple online resources including EBSCO host 13272020 Australian Journal of Management? Hartel, C.
Panipucci, D. 2005K Emotional Game Playing and Poor Team Norms: The Implications for Work Teams 133-1447 Understanding Teams: A Volume in Research in Management Neider, Schriesheim &
Greenwich, CT Information Age Publishing? The chapter is divided into 4 sections. First, we discuss the rationale and emotional drivers and consequences behind team norms that exclude team members from minority groups or holding minority viewpoints, substantiated by findings from recent field studies we completed. Next, we consider the role of emotion management skills and positive and negative emotions in creating an inclusive or fragmented team, providing empirical examples, and concluding with implications for identifying and managing such persons in work teams. Third, we develop a conceptual model of the situational and individual charact eristics that enhance or impede positive action against team norms. The final section discusses the implications for team leaders of the research, providing examples from a number of team studies undertaken by the authors., I have paper copy
Deakin does not have copy 159311264-5< ? " Hartel, C.
Zerbe, W.
Ashkanasy, N. 20050 Organizational Behavior: An Emotions Perspective 1-10# Emotions in Organizational Behavior Hartel, Zerbe & Ashkanasy
New Jersey' Lawrence Erlbaum Associates, Publishers All organizations make at least some decisions that hurt their employees and cause some level of distress or disruption. For instance, jobs may need to be cut or high performance levels maybe demanded. Without recognition of emotions, however, organizations cannot deal effectively and humanely with the pain caused (Frost, 2003). Organizations that understand this and attend to keeping their environments emotionally healthy will create less emotional pain and reap more productive work behavior- Moreover, organisations that have this understanding, and also value having a culture that is emotionall constructive, can create organizational behavior that contributes to employees' emotional health.
This opening chapter provides an overview of organizational behavior theory and research and the paradigms that have dominated the field to date. Running through a discussion of rational notions of organizational behavior, to concepts of bounded rationality and most recently the call for bounded emo tionality perspectives, we identify for the reader what a bounded emotionality perspective adds to the understanding of organizations. We then provide an overview of the remaining chapters in the book and how they contribute to the
book's objectives.U Deakin University has copy also available through ebook at library.
I have paper copy
0805850988 ?
Hewett, W. 1996s Meeting Bloody Meetings Transition in the Concept of Meeting as Technology Reduces Dependency on Time and Geography 133-144N The International Office of the Future: Design Options and Solution Strategies University of Arizona USA Chapman and Hall, LondonX Information Technology
Video Conferencing
Meeting Support
Deakin online learning library In geographically spread organisations the cost of meetings can be significantly higher than it is in single location enterprises. The use of technology to support meetings simultaneously held in multiple locations has been promoted as a potential solution. Traditional cost/benefit analysis used in justifying the implementation of this Technology shows that success should be assured. The time lost in travel is a visible and easily measured cost of running a meeting, savings in travel (absolute travel and accommodation costs together with notional time lost costs) can be used to justify significant investments in meeting support technology.
There are, however, many problems in successfully changing an organisation's meeting culture so that it freely embraces the. use of technology, Many organisations have difficulty in the implementation and use of meeting support technologies. Further after the initial flush of enthusiasm, facilities are often poorly utilised resulting m significant lost opportunities. There are less tangible costs of corporate meetings which are often more significant than the easily measured savings from travel avoided. The identification of these costs might aid the longer term acceptance of meeting support technology.
Key among the problems 10 be addressed is the difficulty some meeting chairs have in successfully running a meeting, spread over several locations and supported by technology such as video and audio facilities. These difficulties can be traced to poor pro-meeting preparation and poor understanding of the technologies chosen. They are exacerbated by the failure of participants to understand the true nature of the potential savings available. The result is often failed projects or poorly utilised facilities. . ;-
It is with this in mind that this paper has been developed- Only some of the "Pluses and Minuses" in the use of video and audio meeting technology are addressed, along with some of the issues that could be used to develop a "briefing to participants paper" for use in minimising some identified problems in the use of the technology in support of formal meetings. Finally, several unanswered questions are posed. Questions which should be subjected lo further study and analysis.A I have paper copy
Deakin Warrnambol has copy 651.79 Int/Isa 1996
0 412 79790 9 651.79 Int/Isa 1996+? Hewett, W.
Goodwin, C. 1998h Enhancing the Learning Experience for Students in International Partnership by using Internet Technology 1-12J SEARCC '98 South East Asia Regional Computer Confederation Conference 1998 Darwin Australia/ South East Asia Regional Computer Confederation_ Deakin Online Learning Library
Internet
Computer Mediated Communication CMC
Tertiary EducationL Advances in computing and communications technologies create new opportunities for educational institutions to improve the gathering and dissemination of information and ideas. The challenge is to move beyond the old ways of doing things and create new ways of working with information. The focus of this paper is on technologies that underpin the teaching and learning environment and deliver effectiveness gains not simply efficiency gains. Although there are many obstacles to overcome, changes in the teaching and learning environments are inevitable. The aim in embracing the Internet should be to strike a balance between savings in delivery costs on the one hand and enhancements in educational outcomes on the other. This is particularly important when education is being delivered to students through international partnership programs6 Not available through Deakin Library
I have paper copy
0 909925 71 2 ?
Hewett, William G. 1993l The Impact of Information Technology (IT) on the Accountancy Profession: Implications for Tertiary Education 26 Toorak( Deakin University Faculty of Management, Deakin Online Learning LibraryV This paper analyses the issues raised in a number of reports produced over the last decade by and for the professional accounting bodies, addressing the impact of Information Technology (IT) on the activities of accountants, and the implications that an understanding of the various issues should have for the activities of future accountants July 2003
Working Paper
The Impact of Information Technology (IT) on the Accountancy Profession: Implications for Tertiary Education
Deakin has copy
I have paper copy? Holt, D. 1997V Information technology enhancement program: Computer-based learning management systems Geelong Deakin University Deakin Online Learning Libraryh This project was originally aimed to develop a generic computer-based learning management system for a broad range of clients both inside and outside the University based on a particular CML system developed and modified by the Vocational Education and Training Technology Centre (VEATT) for the University's School of Engineering and Technology. At the time of the ITEP submission (August 1994), the School of Engineering and Technology was negotiating a contract for the customisation of the computer-managed learning (CML) technology with VEATT. This system was eventually installed with difficulty in modified form in the School in June 1996 and was aimed at enabling comprehensive student result and progress tracking and the easy development and usage of test item banks. Concurrently with this development, the University's Multimedia Resource and Development Centre's (MRDC) Software Development Group (SDG) was developing a range of powerful computer-assisted learning (CAL) applications simulating key areas of the assessment process in areas like accounting which they wanted to leverage the value of by integrating them with the World Wide Web (WWW) and a generic but customisable CML system. These two technological integrations would provide the capability to allow students to take certain types of formal assessment encapsulated in CAL applications online and then to enable the automation of the marking of their work, and easy access to results by teaching staff. The CML technology in this instance aimed to generate a productivity gain for staff, with the CAL applications improving the quality of learning for students.U Available through Deakin Library at
DU MELB 374.26 Ite/Cbl
I have 2 copies
0730027198 ? 7 Holt, D.
Boyce, G.
Carnegie, G.
Lourens, J.
Bigelow, A. 1995> Intelligent Computer-Assisted Learning in Accounting Education Victoria( Deakin University on behalf of the ASCPA Deakin Online Learning LibraryT As the Australian accounting profession continues to emphasise the development of communication, interpersonal, negotiation and management skills in students undertaking accounting majors, increased attention is being devoted to teaching and learning approaches in accounting. In 1994, the Australian Society of Certified Practising Accountants published Using Case Studies in the Teaching of Accounting by Wines et al. This publication advocated the widespread adoption of a case-based conceptual approach to accounting education in order to address many of the concerns outlined in the Report of the Review of the Accounting Discipline in Higher 'Education (Mathews 1990, p. 207) and in the White Paper of the Institute ofChar- -d Accountants in Australia entitled Chartered Accountants in the 21st Century (ICAA 1994a, p. 7). The present monograph is concerned with enhancing the quality earning outcomes in accounting through the use of software in accounting education. For the purposes of this publication, such software will be referred to as intelliigent computer-assisted learning (intelligent CAL).] Deakin has many copies at most locations
DU GEELONG 657.0285 Hol/Ica
I have paper copy
0730026523 DU GEELONG 657.0285 Hol/Ica ּ? Holt, D.
Mackay, D.
Smith, R. 2004 Developing Professional Expertise in the Knowledge Economy: Integrating Industry-based learning with the Academic Curriculum in the field of Information Technology 1-11- Asia-Pacific Journal of Cooperative Education 5 2 Dr Richard K. Coll Deakin online learning library
Learning environments
professional education
workplace learning
education design
IT/IS profession In response to the forces of globalization, organizations have had to adapt and even transform themselves. Universities have had to recognize the value of practical working knowledge developed in workplace settings, and promote the value of academic forms of knowledge making to the practical concerns of everyday learning. This paper presents a contemporary case of a designed professional curriculum in the field of information technology that situates workplace learning as a central element in the education of students. Key integrative dimensions are considered along with an analysis of the perspectives of teaching staff and students on the educational experience.# http://www.apjce.org_5/volume5.html! Paper available through URL below 1175-2882- Asia-Pacific Journal of Cooperative Education? Holt, D.
Rice, M.
Armatas, C. 2002W Issues arising from an online resource-based learning approach in first year psychology 287-297k 19th annual conference of the Australian Society for Computers in Learning in Tertiary Education (ASCILITE) 1. Williamson, A., Gunn, C., Young, A., Clear, T. Auckland, New Zealand UNITEC Institute of Technologyn Deakin Online Learning Library
Resource-based learning
online delivery
first year experience
lifelong learning 8-11 December 2002l This paper reports on an evaluation of an innovative, online resource-based learning (RBL) approach used in first year psychology at Deakin University. The evaluation revealed a number of critical issues that must be considered to ensure effective implementation of an RBL approach. Emphasis is given to educational considerations covering the use and value of a diversity of print and electronic learning resources, online discussions and face-to-face teaching arrangements. The importance of strong integration of all elements of the learning environment, and provision of clear guidelines to learning are highlighted.e http://www.ascilite.org.au/conferences/auckland02/proceedings/programme.html (accessed october 2007)! Paper available through URL below
0-473-09119-4? Holt, D.
Sheehan, M. 2004O Designing contemporary learning environments for excellence in public relations 21-33% Asia Pacific Public Relations Journal 5 1 Australia Deakin University Universities are striving to enhance the quality of the educational experience in the professions in response to external and internal pressures. The professional field of public relations
(PR) is not immune to these forces. Previously, enhancements were often pursued through particular initiatives relating to curriculum, pedagogical or assessment redesign at the unit level. While such initiatives are valuable we argue for a strategic, integrated, programmatic approach.This requires the design of learning environments, with integrated virtual and physical dimensions, based on a relevant and meaningful curriculum, and student-centred approaches to learning. These learning environments enable quality learning in fields like public relations with diverse student cohorts studying on- and off-campus. The challenges involved in designing what we term 'contemporary learning environments are illuminated
through a case study of Deakin University s Public Relations Program. Over the last three years redesigning PR online has led to changes curriculum, and pedagogical and assessment practices. We conclude by suggesting that a commitment to continuous quality improvement will be required to ensure the programs learning environment remains relevant to the needs of students studying in the field. have paper copy
Deakin Uni library Geelong has copy per# 659.2095 Cdc/App
available online through Deakin library via catalogue entry for journal at Australian Public Affairs Full Text(Selectively indexed) 1440-4389% Asia Pacific Public Relations Journal ^? Jackling, B.
Anderson, A. 1998J Study Mode, General Ability and Performance in Accounting: A Research Note 65-73 Accounting Education 7 United Kingdom Routledge> Accounting, Tax Preparation, Bookkeeping, and Payroll Services An increasing number of Australian students do not follow the traditional path from secondary school to university. The primary purpose of this paper is to assess the effect different entry paths to tertiary education have on performance in a second year management accounting course. A secondary purpose was to assess the effect of other features of students' background on performance. Background factors selected on the basis of a literature review were prior study of accounting, general ability, language, gender and study mode (full-time or part-time). The findings are that part-time students perform better than full-time students. In addition entry qualifications together with general ability explained performance in second year management accounting. The prior study of accounting at secondary school, gender and language background had no significant effect on performance. These findings have implications for selection processes and teaching practice in undergraduate accounting education.M Deakin University has access through online resources, in Ebsco Host database 0963-9284 Accounting Education ּ? Jackling, B.
Clowes, C. 20046 Perceptions of the First year Experience at University 1859-1872! International Journal of Learning 10 Australia Common Ground Publishing Ltd Deakin online learning library Until recently the issues of transition to university have been largely ignored in educational research. However, in recent years economic factors have meant that Governments require universities to be more publicly accountable and efficient than in the past. As a result, increased emphasis has been placed on the retention and transition of university students. Students new to tertiary study face a range of challenges in making the adjustment from school to university. They are expected to learn challenging material and to develop independent thought while adjusting to different teaching and expanded social environments (Mclnnis and James, with Me Naught. 1995). In the context of first year accounting studies, the importance of the first year experience has been emphasised in the United States by the Accounting Education Change Commission (AECC) (1992). The AECC (1992, P.I) states that "the [first] course shapes [potential accounting majors'] perceptions of (1) the profession. (2) the aptitudes and skills needed for successful careers in accounting, and (3) the nature of career opportunities in accounting.'' Adams et al. (1994) and Cohen and Hanno (1993) provide empirical support for the importance of a positive experience in the first accounting course.L http://ijl.cgpublisher.com/product/pub.30/prod.25 (accessed november 2007)z Not available at Deakin University.
Available through publisher's website as electronic copy for Au $5
I have paper copy 1447-9540! International Journal of Learning j? Jordan, E.
Hewett, W. 19965 Discussion Group: Teaching and Learning using the www 219-230 The Place of Information Techology in Management and Business Education. TC3 WG3.4 International Conference on the Place of Information Technology in Management and Business Education- Barta, Ben-Zion
Tatnall, Arthur
Juliff, Peter Melbourne Australia Chapman Hall Deakin online learning library 1996\ This paper presents a report of a discussion group that was focused on the issues concerning teaching and learning using the world wide web. Three sessions were held, together with a formal reporting session. The sessions took distinctly different, but complementary, paths that covered a wide range of topics. The first role of this paper is to report the actual
discussions of the group and then to try to synthesise the discussions into a form that is more accessible. The conclusions represent more a consciousness-raising agenda rather than guidelines for the optimal installation of web facilities.A Have paper copy
Deakin Uni has copy, call number 658.4038 Bar/Poi 0 412 79960X 658.4038 Bar/Poi ?? Le Grew, D.
Calvert, J. 1998= Leadership for Open and Flexible Learning in Higher Education 3-13/ Staff Development in Open and Flexible Learning London Routledge Deakin Online Learning Library Among the features of the new face of higher education are the 'flexible and open curriculum'; 'student (or) client focus'; 'lifelong learning'; 'multimedia integration'; 'pro-active planning and positioning'; 'strategic partnering'; and 'global networking and referencing' (Le Grew 1995: 1). These and other con- temporary developments in higher education are increasingly interpreted as reflecting profound change in character and function rather than simply an expansion and diversification of the higher education system (Scott 1995). Furthermore, the transformation needed to serve the 'Information Age' is said to demand 'new delivery systems for learning, new paradigms for financing, and new models for higher education' (Dolence and Norris 1995: 7). The consequent rethinking of teaching and learning is leading to fundamental changes in the organisation and work of universities and the distribution of their resources. This chapter starts from the premise that the challenges and changes facing higher education are part of the economic, political and social transformation reflected in the global economy and the age of information. Furthermore, these changes are real and enduring, and what leaders, planners and decision-makers need to know about open and flexible learning is intricately bound up with how thev conceive the contemporary university and its place in the world. It. is our contention that higher education leaders need to be familiar with, and actively engaging in, a number of contemporary debates.T Deakin library has copy with call number DU/Burwood 378.03 Lat/Sdi
I have paper copy
0-415-17376-0 ?
$ Learning Services, Deakin University 2003S Learning in the online environment: How to use Deakin Studies Online and FirstClass 46 Geelong Deakin Universityi Deakin online learning library Computer conferencing online environment First Class Deakin Studies Online Online learning involves the use of online technologies to teach, administer and deliver course materials. It allows easy communication between individuals and groups, and access to information and interactive online learning resources. This creates an active learning environment to complement print-based resources, lectures, tutorials and self-directed learning. Deakin University offers this form of flexible learning for both on- and ol't- campus students. It allows students to interact with each other and academic stall, even though they may be unable to meet face to face. as well as providing access to learning resources, library catalogue and databases, document transfer. and many other educational features. The online learning environment of Deakin University consists of Deakin Studies Online, the FirstClass conferencing system, and Deakin wcbsites and is supported by the Deukin Leurniny, Toolkit available as a set of CD-ROMs or online at . This booklet aims to introduce you to learning in the online environment and to guide you so that you can successfully use Deakin Studies Online and FirstClass in your studies at Deakin.K 2003 booklet explaining how to use Deakin's conferencing system
I have copy:D? Lichtenstein, S.
Parker, C. 20044 Processes and Impacts of Knowledge Creation in EmailX The Australian Conference for Knowledge Management and Intelligent Decision Support 2003 Linger, Frada Burstein and Henry Melbourne Australian Scholarly Publishing Deakin online learning library 11-12 December 2004k New organisational knowledge is increasingly viewed as a key source of sustainable competitive advantage for business. We explore email in its recently recognised role as a place of organisational knowledge creation (Alavi and Leidner 2001; Bontis et al. 2003), and examine the impact on technological and organisational practices of the appropriation of email for knowledge creation. A case study of email employing discourse analysis of conversations is reported. The paper provides a knowledge development lifecycle derived from the empirical study, and yielding insight into the nature of organisational knowledge creation taking place through email. We found that in selected email conversations, employees naturally and intuitively build purpose-driven new knowledge incrementally and iteratively, crystallising knowledge-under-construction by submitting it repeatedly to a range of key stakeholders for contribution and approval, until a 'consensus' is reached, regarding the outcome. Our findings provide an understanding of the role of email in knowledge creation,
not only in facilitating this process, but in shaping a participatory, collaborative multi-perspective team-based approach to knowledge building. The findings also reveal the adaptation of communication technology in order to enable valuable knowledge work patterns associated with complex organisational domains.X Deakin University has copy of book call number 658.4038 Acf/Kma 2003
I have paper copy 174090535 658.4038 Acf/Kma 2003 ? Lim, K. 2004 ICT Potential Not Fulfilled 4-4 Directions in Education 13 8 Australia* Australian Council for Educational Leaders Deakin online learning libraryh Discussion of gaps in the use of Information and Communication Technology (ICT) in Australian education0 have paper copy
DU MELB PER 370.10994 Aus/Die 1038-1368 Directions in Education 370.10994 Aus/Die
? Lim, K.
Horton, M.
O'Haver, T. 2004 Making use of IT: Web Page 38-43 Teaching Science 50 3 Australia' Australian Science Teachers Association The use of the Web has become an essential part of teaching and learning in Australian schools. Nevertheless, many students lack knowledge of how to properly evaluate and cite Web-sourced information. This paper presents criteria, by which students can judge the reliability of Web resources, and guidelines on the citation of Web information. These strategies have been implemented successfully by the authors in their classest Deakin has access through online resources including Academic search premier call number DU MELB PER 507 A938.1 1449-6313 Teaching Science DU MELB PER 507 A938.1 ? Lim, K.
Lee, J. 2000L IT skills of university undergraduate students enrolled in a first year unit 215-238, Australian Journal of Educational Technology 16 3 Western Australia- Australian Society for Educational Technology The use of computers is becoming more widespread in education and in the wider workforce. This communication reports the results of a survey of first year undergraduate students at Deakin University, conducted at the beginning of the 2000 academic year. The high penetration of IT usage in this university sample is similar to that of a recent survey of school students conducted by Meredyth et al. [Real Time: Computers, Change and Schooling, DETYA, Canberra, 1999]. The present study indicates that the level of IT skills is variable. There is an urgent need for IT training for university students in order to achieve successful learning outcomes using IT and to satisfy the needs of future employers. IT skills of university undergraduate students enrolled in a first year unit
Deakin has access through online resources at Publishers site, call number DU GEELONG PER 371.30780994 Aus/Ajo 0814-673X, Australian Journal of Educational Technology D? Liu, C.
Picken, D.
Rice, M. 2003t Developing and Teaching Information Systems for Construction Management Students: A Perspective in Deakin University8 The 14th Australiasian Conference on Information Systems Lethbridge, Nick Perth, AustraliaL We-B Centre, School of Management Information Systems:Edith Cowan Universityy Deakin online learning library
Construction planning and scheduling
online teaching and leaning
Internet
unit development 26-28 November 2003 Construction Planning and Scheduling is taught for the first time in Semester 2, 2004 in the School of Architecture and Building, Deakin University. During the unit development process and the implementation of teaching activities, several issues arose in relation to implementing computer-aided construction scheduling and unit delivery in a unitary environment. Although various types of construction planning and scheduling software have been developed and applied, none of them can be run inside an online teaching software package, which provides powerful functions in administration. This research aims to explore the strategies to connect a project planning and scheduling software package and an online teaching and learning software package by a Web-based support platform so that both the lecturer and students can draw up and communicate a construction plan or schedule with tables and figures. The key techniques of this supportive platform are identified and they include a web-based graphically user-interfaced, dynamic and distributed multimedia data acquisition mechanism, which accepts users' drawings and retrieval information from canvas and stores the multimedia data on a server for further usage. This paper
demonstrates the techniques and principals needed to construct such a multimedia data acquisition tool. This research will fill the gap in the literature in respect to an online pedagogical solution to an existing problem.W I have electronic copy
Deakin School Of Information Systems staff members have this CD
0-7298-0544-1? # Liu, C.
Pun, S.
Picken, D.
Rice, M. 2004w Development of an Internet Supportive Platform for Online Teaching and Learning of Construction Planning and Scheduling 108-112H 2004 International Conference on Construction and Real Estate Management Shen, Yaowu Wang and Qiping Hong Kong, China% China Architecture and Building Pressy Deakin online learning library
construction planning and scheduling
online teaching and leaning
Internet
unit development 6-7 December 2004 Construction Planning and Scheduling is taught for the first time in Semester 2, 2004 in the School of Architecture and Building, Deakin University. During the unit development process and the implementation of teaching activities, several issues arose in relation to implementing computer-aided construction scheduling and unit delivery in a unitary environment. Although various types of construction planning and scheduling software have been developed and applied, none of them can be run inside an online teaching software package, which provides powerful functions in administration. This research aims to explore the strategies to connect a project planning and scheduling software package and an online teaching and learning software package by a Web-based support platform so that both the lecturer and students can draw up and communicate a construction plan or schedule with tables and figures. The key techniques of this supportive platform are identifies and they include a web-based graphically user-interfaced, dynamic and distributed multimedia data acquisition mechanism, which accepts users' drawings and retrieval information from canvas and stores the multimedia data on a server for further usage. This paper demonstrates the techniques and principals needed to construct such a multimedia data acquisition tool. This research will fill the gap in the literature in respect to an online pedagogical solution to an existing problem I have paper copy
7-112-06998-X#? Macauley, P. 2002; Doctoral research at a distance: are the deficits illusory? 64-76g Research in Distance Education 5: Revised papers from the 5th Research in Distance Education Conference Evans, T. Geelong, Victoria Deakin University Chapter 6 The literature on doctorates at a distance almost always refers to the emotional factor of isolation for candidates, and tends to focus on the absence of a research culture for candidates, the lack of a critical mass of researchers, and the problematic nature of supervisory support. Moreover, the literature portrays off-campus doctoral candidates as the poor cousins of their on-campus counterparts. An exception to this argument is offered by Evans and Pearson (1999) who speak of 'the illusion that on-campus students are supervised more or less continuously and that, therefore, off-campus students incur a deficit or disadvantage which renders them highly vulnerable to failure or non-completion".@ Deakin has online access, use ISBN to access, ISBN is 073002556X
073002556X ? Mandal, P.
Wong, K.
Love, P. 2000e Internet-supported flexible learning environment for teaching system dynamics to engineering students 1-10. Computer Applications in Engineering Education 8 1
New York, USA John Wiley & Sons, Incu Like many subjects taught to engineering students, the teaching of system dynamics typically has been based on a traditional didactic approach. However, there appears to be a shift away from the traditional approach to teaching system dynamics toward alternative methods of delivery such as problem-based learning (PBL) and distance-based learning. In particular, the use of modern technologies can be used to improve the effectiveness of teaching system dynamics in engineering and other courses. This article presents a critical appraisal of the application of modern education technologies in teaching and delivering system dynamics courses. The article suggests that PBL is a more effective approach to teaching system dynamics than conventional methods. Thus, a PBL framework that uses various education technologies such as the Internet, e-mail, CD-ROMs, teletutorials, and teleconferencing is proposed. The design of a PBL framework and its use as a teaching tool are presented and discussed. Future developments of the proposed learning framework are also discussed. © 2000 John Wiley & Sons, Inc. Comput Appl Eng Educ 8: 1-10, 20002 Deakin has access through WileyInterscienceOnline 1061-3773. Computer Applications in Engineering Education? B Matters, H.
Milner, S.
Owies, D.
Vukovic, S.
Nowson, C.
Winter, J. 2001} A touch of sugar: A multimedia case study to facilitate student dietitians learning about the clinical management of diabetes 187-203, Australian Journal of Educational Technology 17 2 Australiat Australian Society for Educational Technology & Australasian Society for Computers in Learning in Tertiary Educationi This paper describes the development, implementation and evaluation of a multimedia case study on dietetic case management of diabetes. A multimedia web-based program was developed to use the interactive capacity of the web-based environment to enable student dietitians to develop the skills of clinical reasoning and to trigger their learning about the nutritional management of diabetes. A case study of a person with diabetes was developed using a simulated medical history, video clips and sound clips. The students were asked to manage the patient online by responding to the patient's questions, attending a team meeting and outpatient clinic, attending to food service tasks and responding to visual cues. Tutors were able to access the student's responses to submissions online. Evaluation of the program was by questionnaire, which gathered quantitative and qualitative data on the student's perceptions of their experiences in using the web-based case. The students rated the content and the interactive parts of the case highly but experienced technical difficulties and found the case took too much time to complete. DEAKIN UNI HAS ONLINE ACCESS THROUGH A+ Education and Directory of Open Access Journals ALSO CALL NUMBER DU GEELONG PER 371.30780994 Aus/Ajo 0814 673X, Australian Journal of Educational Technology& DU GEELONG PER 371.30780994 Aus/AjoR? ! Matters, H.
Winter, J.
Nowson, C. 2004L Enhancing learning for culturally and linguistically diverse (CALD) students 26-36& Focus on health professional education 6 1 Australia ANZAME Academic staff have noted that culturally and linguistically diverse (CALD) students have faced difficulties during their studies and in adapting to workplace experiential learning. To explore this issue, three focus groups were held to identify the barriers to learning faced by CALD students and to develop strategies for CALD students, academic staff and workplace supervisors to assist in the students' academic progress and skill development. The three focus groups represented academic staff, CALD students and placement supervisors in courses where workplace supervision was a requirement of the course. The barriers to learning were identified as difficulties with English language communication skills, including reading, writing and verbal skills; course content that was too local; extra time not being allocated to academic and placement staff to allow for the greater time commitment required for CALD students; large tutorial groups; social isolation; discriminatory assessment, and lack of awareness of existing support services for academic staff dealing with international students. Strategies suggested to help assist CALD students to learn included conducting introductory sessions on Australian culture for CALD students; having additional and smaller tutorial groups; having academics spend time with individual CALD students; incorporating international issues into the course content and assessment; providing support and assistance for academic staff teaching CALD students, and organising experienced CALD students to mentor their less experienced peers. Implementing the strategies suggested would require greater resources to be committed to CALD students, which may be difficult given competing demands within the university for limited financial resources.K Have paper copy
Deakin Uni has access through A+education online resources, 1442-1100& Focus on health professional education ? McKay, E. 1999M An Investigation of Text-based Instructional Materials Enhanced with Graphics 323-335W Educational Psychology. An International Journal of Experimental Educational Psychology 19 3' Carfax Publishing, Taylor & Francis Ltd An adaptation of Bagley's (1990) experiment which compared the interaction of instructional format with adult learners was carried out replacing the Wechsler Adult Intelligence Scale (WAIS) arithmetic reasoning subtest with the Riding & Cheema (I 991) Cognitive Styles Analysis (CSA). There was an additional inclusion of graphics to the structured instructional format, as an independent variable. A total of 45 participants attended workshops to learn how to write PASCAL programs. All of the participants completed the CSA and their CSA-ratio was used to select pairs of similar CSA-ratios. One participant from each pair was given a text-only instructional booklet, while the other was given a text-plus-graphics instructional booklet. The treatment groups were controlled for instructional format (text-only/text-plus-graphics) and cognitive style. The independent variables were used to test for theft effect on learning abstract computer programming concepts. It was found that the Verbal-Imagery cognitive style and instructional treatment interacted in theft effect on the performance-difference scores. The Novice-Verbal programmers performed best with a text-plus-graphics instructional format, performing significantly better than the Novice-Imagers' subgroups using the same text-plus-graphics material. Conversely, the Novice-Imagers participants performed better with the material. However, the Experienced--Imagery participants performed better with the text-plus-graphics instructional material than the Experienced-Verbalisers. Overall, the Verbalisers' worst performance occurred with the text-only materials, while theft best performance occurred with the text-plus-graphics material. This pilot experiment suggests that learning performance is affected by an interaction of cognitive style and instructional format. However, this interaction was contrary to expectations (Riding Ce Douglas, 1993), with Verbalisers performing best with text-plus-graphics instructional material and Novice-Imagers performing best with text-only instructional material.c Deakin uni has online access through EBSCO HOST and hardcopy call number DU MELB PER 370.15 E24 0144-3410 G? Morris, L.
Wood, G. 2004 Ethics Education: A model 45-50O Inaugral Australasian Nonprofit Marketing Conference: Perspectives and Advances Mort, Gillian Sullivan Canberra Australian National University 23-24 September This paper proposes a model of ethics education that is framed as an holistic approach to the problem of how to teach ethics. It recognizes that for ethics education to be successful, individuals and corporations must have an appreciation of their role in the society at large. In addition, there needs to be a preparedness on the part of the corporation to engage in an ethical manner with the marketplace with whom they interact. Once the impact of these external factors is realised, then one can focus on the ethics organisation of the employees, part of which involves placing that education in context as it relates to the organizations and the wider society as a whole. It is suggested that an ethics education program needs to provide a framework for understanding the concepts of ethics and moral developement. Using this framework as a basis for the education offered, the education program is then expanded into an examination of a range of ethical issues presented in a variety of ways.S I have paper copy
available from interlibrary loan - from state library of victoria
0-646-43940-5 ? Morris, L.
Wood, G. 20047 Ethics Education or Ethics Training: What is in a Name? 104-108O Inaugral Australasian Nonprofit Marketing Conference: Perspectives and Advances Mort, Gillian Sullivan Canberra Australian National University ethics education
ethics training 23-24 September 2004{ Ethics 'training' is seen as the way to improve the ethical perspectives and decision making of individuals in organizations. Yet, the concept of ethics is so diverse that we contend one cannot be trained in it, for training assumes a correct way of doing something. Once trained, one knows how to do the 'said' task. The concept of training is an over-simplistic approach to a complex set of issues and decision criteria that confront individuals needing to make an ethical decison. This paper contends that ethics eductaion in theworkplace is a better alternative to ethics training. Having a mind-set that is focused upon ethics education leads one to conceive of the problem with a more intellectually advanced rigour than that of training. Education recognizes the complexity of the issue at hand, whilst training may devalue the experience to one of the learning of prescriptive rules.? Available from interlibrary loans, from state library victoria
0-646-43940-5
?
Nicholson, P. 2004( Don't dismiss computers in the classroom 11-12 Communications of the ACM 47 5 New York ACM Simone Santini (Forum, Dec. 2003) should have consulted ACM's eLearn Magazine to find out how technical and educational professionals seek effective and purposeful ways to use computer technology to extend and enhance classroom teaching—something that has been happening in the U.S. for the past 40 years. The argument that the technical literature has nothing to say about whether education needs computers is spurious and misplaced, akin to suggesting that primary school teachers should have told chip designers to implement multi-pipelined chip architectures to help preschoolers make better use of spelling programs.
Since the early 1970s, MIT educational and technical researchers have sought to produce educational programming languages to allow students to pursue cognitive modeling and other tasks to create deeper models of their understanding—something so ahead of prevailing classroom practice when it began that it was widely misunderstood. These early adopters saw the potential of computers to transform aspects of education. At the same time Seymour Papert raised concern about technocentrism—a naive belief in the transformative power of computers themselves—emphasizing the importance of teachers and pedagogy.
Today's ubiquitous use of the Internet helps teachers and students alike overcome parochial, often inward-looking, curricula and engage the educational community worldwide, freely sharing ideas, knowledge, and values—the core features of a free and democratic society.
While there is no doubt that much computer-based teaching is poorly conceived and executed, so is most face-to-face teaching. But the use of computers requires that teachers create real artifacts and examples to make explicit the things often glossed over in face-to-face situations. Romantic notions of good teachers and charismatic pedagogy are not supported by educational research.
As a tool, technology can help teachers mediate their interactions with students and course material. It's a pity that efforts to implement teachers' skills and knowledge are based on what seems to be widespread e-ignorance about the knowledge, skills, attitudes, and experience students need to participate in the knowledge economy. Deakin uni has access through library online resources ACM Digital Library is best bet, look for Crawford, FORUM in resources and at DU GEELONG PER 621.3819505 Com 0001-0782! DU GEELONG PER 621.3819505 Com#? Nicholson, Paul
Johnson, Richard 1999T MetaMaps: assessing understanding of large, complex or distributed knowledge domains 297-312& Education and Information Technologies 4 3 The Netherlands Kluwer@ assessment
evaluation
knowledge systems
visualisation
hypertextj Many traditional assessment instruments and procedures are developed for the purpose of assessing a carefully defined degree of understanding of specific items, such as competence in arithmetic or demonstrating a particular physical skill. The knowledge or skill to be assessed is learnt through a limited set of learning experiences, in conjunction with selected texts and other resources as defined in the curriculum—often in a closed system. Evaluating learners understandings of wider and more complex knowledge systems can require a different approach. MetaMaps—a reflective, hypertext alternative to the traditional essay, provides an alternative approach to the linear essay, term paper or minor thesis for evaluating students holistic understandings of open knowledge systems. For students, MetaMaps have the advantage of being developmental, allowing for the ready inclusion of developing knowledge and perspectives, and they make the learning/evaluation cycle more holistic by using the MetaMap as both a learning and assessment tool. This paper describes the development and ongoing revision of the MetaMap concept.Y Deakin University has available through Kluwer online and call number PER 371.334 Ifi/Eai 1360-2357& Education and Information Technologies ? Nicholson, P.
White, G. 2002V Teaching for quality learning online: a layered design model for higher-order thinking 49-58. Networking the learner: computers in education Andersen, D. Watson and J. Netherlands Kluwer The majority of online instructional programs are transmissive, viewing learning as passive, rather than as interactive and engaging - important attributes for the promotion of higher order learning. We argue that the lack of clear pedagogical models for online learning is a critical limiting factor in the developrment of quality teaching online. We present a model far designing online learning environments for facilitating higher-order thinking in traditional and 'fuzzy' contexts. Conceptualising user interaction with the instructional system under the categories of Interaction and 'Expertise Development' greatly facilitates the incorporation of effective pedagogical approaches in the instructional design process1 Deakin has copy call number 371.334 Ifi/Ntl 2001
1402071329 ?
Oliffe, J. 2000v Facilitation in Problem Based Learning (PBL) - Espoused theory versus theory in use: reflections of a first time user. 1-96 The Australian Electronic Journal of Nursing Education 5 2 Australia
Peter CleasbyN The School of Nursing at Deakin University, Victoria, Australia, adopted a modified problem based learning curriculum within its undergraduate program in 1995. Level one students are introduced to principles of adult learning and processes of problem based learning. Second and third level students engage in problem based learning through problem situated scenarios. A broad range of teaching methods are used including: computer mediated communication, audio/video conferencing, computer assisted learning, audio/video materials, lectures, tutorials, interactive skill laboratories and supervised clinical practice.
As a first year associate lecturer, the author found facilitating third level undergraduate nursing students within the problem based learning curriculum a great challenge. In the need to establish credibility those first tutorials fell awkwardly between facilitation, and chalk and talk.
Through reflection, peer discussion and review of the literature the author sought to investigate and develop an understanding of facilitation, central to which were issues of espoused theory versus theory in use. Since facilitation is an uncommon skill amongst academic teaching, the success of the facilitation of problem based learning is dependent on staff understanding and appreciating their new role in such teaching. The assumption that those who teach, can, or will, choose to facilitate is naive. The author analyses the reflective, peer and literature review processes employed by staff at Deakin University. The findings illuminate teaching strategies and philosophies underpinning practice, which serve as a reminder to the experienced and as an introduction to the novice facilitator. What remains unresolved is whether the espoused theory of facilitation is a realistic recipe, or if the user can simply adopt ingredients that pleasure the palate0 Deakin has access through online publishers site 1322-8676 (e-journal)6 The Australian Electronic Journal of Nursing Education? Oliffe, J.
Rushton, C. 20013 Computer mediated simulation learning opportunities 1-46 The Australian Electronic Journal of Nursing Education 7 1 Australia Market approaches have effected both the health care and higher education sectors in Australia. As a result of changes to funding the nursing profession has had to develop strategies in an effort to continue to provide adequate under-graduate nursing education. Specifically, new education challenges have occurred due to the shortage of experienced clinical nursing staff and reduced supply of clinical placements for undergraduate students. In light of the market forces we discuss computers as providers of simulation learning opportunities and a viable means of responding to the constraints and improving undergraduate nurse education.D Deakin Uni has access through catalogue and then to Publisher's Site 1322 86766 The Australian Electronic Journal of Nursing Education ?
Palmer, S. 2000: On- and off-campus computer usage in engineering education 141-154 Computers and Education 34 Kudlington, UK Elsevier Science Pergamon Post secondary education; Adult learning; Country-specific developments; Distance education and telelearning; Media in education Computers and information technology play an important role in engineering education at the School of Engineering and Technology, Deakin University, Australia. Experience has shown that there are significant demographic differences between on- and off-campus engineering student groups. It was thought that the differences in the student groups might also lead to differences in computer usage patterns between the groups. A survey on computer usage was undertaken to determine the computer usage patterns of students at the commencement of their studies. The survey revealed differences between on- and off-campus students in whether students indicated they were regular computer users (on-campus = 77.2%, off-campus = 94.7%), the average reported hours per week usage of computers (on-campus = 6.0 h, off-campus = 23.3 h), the reported source of computer access, whether students indicated they were regular users of e-mail (on-campus = 29.8%, off-campus = 73.7%), whether students indicated they were regular users of the World Wide Web (on-campus = 38.6%, off-campus = 68.4%), and the reported source of World Wide Web access. It is proposed that the differing personal circumstances of the two student groups may contribute to the difference in survey responses.l Deakin uni has hard copies DU GEELONG PER 371.39445 Com and online access at Science Direct, EBSCO host 0360-1315 Computers and Education?
Palmer, S. 2001C Engineering flexible teaching and learning in engineering education 1-13) European Journal of Engineering Education 26 1 United Kingdom Carfax Publishing Limited The key challenges for achieving flexibility in flexible mode programmes in engineering and technology include: the integration of the explicit and implicit content in potentially disparate and isolated study modules across the whole programme curriculum; ensuring the validity and consistency of policies for granting students advanced standing based on recognition for prior learning and workplace experience; developing learning materials and experiences that cater for a wide and diverse audience, while at the same time offering relevance to the individual student in their own context; creating innovative communication environments that bring remote students into both the directed and the discursive discussion that are an important part of the learning process; and the financial and resourcing sustainability of the development, maintenance and delivery of high quality flexible mode engineering and technology study programmes.; Deakin has available online through Academic search premier 0304-3797
?
Palmer, S. 2001N On- and Off-Campus Engineering Student Usage of a Computer Conferencing System 280-298- Journal of Research on Computing in Education 33 3
United States1 International Society for Technology in Education This article reports on the introduction of a computer-conferencing component into a first-year study unit in technology management at Deakin University, Australia. It was found that significant variations in computer usage were correlated to student study mode, including source of computer access, source of Internet access, hours-per-week computer usage, regular use of e-mail, regular use of the Internet, number of times the conference was accessed, use of computers for games, and use of computers for learning. Other moderate differences were also noted. Following exposure to the computer conference, on-campus students were more likely to agree that computers could assist their learning, and off-campus students were less likely to agree that learning from computers would be better than classes/lectures. (Keywords: attitude toward computers, computer conferencing, computer usage, engineering education, off-campus students.)
The uses of computer and communications technologies in teaching and learning are widespread and varied. For engineering and technology education, computer applications can include computer programming, numerical analysis, computer simulation, computer-aided design (CAD), computer-aided manufacture (CAM), electronic communications, information retrieval, and computer-aided learning and assessment. Although computers and information technology play an important role in engineering education at the School of Engineering and Technology, Deakin University, Australia, the application of modern, graphical, computer-conferencing systems is relatively new. This article reports on the introduction of a computer-conferencing component into a first-year study unit.
The engineering and technology programs at Deakin University cater to both on- and off-campus students, and, inherently, there are significant demographic differences between the two student groups. It was hypothesized that the differences in the two student groups would lead to differences in computer usage patterns between the groups. It was also hypothesized that the experience of using a computer-conferencing system would change the attitudes of students toward computers and learning. This article presents an investigation to test these hypotheses and the results obtained.~ Deakin University has online access at Academic search premier among others, and hard copy at DU MELB PER 371.00285 Int/Jor 0888-6504- Journal of Research on Computing in Education DU MELB PER 371.00285 Int/Jor?
Palmer, S. 2004D Evaluation of an On-Line Reflective Journal in Engineering Education 209-214. Computer Applications In Engineering Education 12 4
United States John Wiley & Sons, Inc.Z Deakin online learning library
engineering education
reflective journal
on-line assessmentP Reflective thinking based on experiential learning is a key skill for the professional engineer. The use of a reflective learning journal is thought to be a valuable tool in developing reflexivity. An evaluation was undertaken of student perceptions of an on-line reflective journal introduced into an engineering management study unit.O Have paper copy
Available through Deakin University library WileyScience Online 1061-3773 e
? Palmer, S.
Bray, S. 2002? On- and off-campus student persistence and academic performance 66-72) Engineering Science and Education Journal 11 2 United Kingdom# Institution of Electrical Engineers A study of more than 9000 unit enrolments in an Australian engineering programme found that: (a) the off-campus withdrawal rate was close to twice that for on-campus students; (b) whether a student withdrew or not was highly correlated to their mode of study; (c) the rate of withdrawal was significantly different between the two student groups; (d) the grade distribution for completing students was significantly different between the two groups; (e) the mean final grade was significantly higher for off-campus students; (f) the failure rate for off-campus students was significantly lower; and (g) the overall wastage rate (withdrawn rate plus fail rate) was significantly higher for off-campus students- Deakin uni has online access via IEEE Xplore 0963-7346) Engineering Science and Education JournalI? Parker, C.
Swatman, P. 1999d An Internet-Mediated Electronic Commerce Business Simulation: Experiences Developing and using TRECS 51-69R Simulation & Gaming: An Interdisciplinary Journal of Theory, Practice and Research 30 1 Sage Publications Electronic commerce (eCommerce) is the conduct of business by electronic means (which includes the Internet) and is rapidly becoming a competitive necessity rather than just a business opportunity for organizations worldwide. It is therefore essential that university students and business professionals be given the opportunity to learn about and experiment with eCommerce solutions that can be exploited by organizations. This article discusses the design, development, and use of an Internet-mediated, international business simulation called Teaching Realistic Electronic Commerce Solutions (TRECS), which is currently fulfilling this need for experiential approaches to eCommerce education. The article summarizes 5 years of experience in the use of TRECS in Australia and describes planned extensions to the business simulation that will incorporate additional Internet- and Web-based techniquesQ Deakin University has available through online resource at Expanded Academic ASAP 1046 8781R Simulation & Gaming: An Interdisciplinary Journal of Theory, Practice and Research ? Parker, C.
Swatman, P. 2001' Web-TRECS: Teaching Electronic Commerce 459-471% Information Technology and Management 2 4 The Netherlands Kluwer4 Internet
Web
electronic commerce
education
teachingm Effective Electronic Commerce (e-Commerce) education for students in such disciplines as Management Information Systems, Accounting and Marketing is paramount. This is because organisations globally need people who are skilled in e-Commerce, from a technical and/or organisational perspective, so that the firms can take advantage of such technologies as the Web. The challenge for business and e-Commerce educators, therefore, is the development of teaching tools and environments which provide tertiary students and business people with practically-based opportunities for learning about the potential of e-Commerce. Business simulation approaches to e-Commerce education are a particularly effective way in which to provide students with these pedagogic opportunities. This paper provides an overview of a Web-based e-Commerce business simulation called Web-TRECS (Teaching Realistic Electronic Commerce Solutions). It then describes how the software components of Web-TRECS have been designed to form the e-Commerce teaching tool. The paper then discusses how Web-TRECS could be used to teach a range of e-Commerce concepts and skills, based on six years of research into the use of e-Commerce business simulations. The paper finally concludes by outlining our future research plans to extend Web-TRECS so that additional e-Commerce concepts and skills might be taught using this tool. Deakin University has electronic access through Kluwer Online
Deakin has periodical, limited range DU MELB PER 658.4038 Ita/Man 1385-951X% Information Technology and Management < ? " Pearson, M.
Evans, T.
Macauley, P. 2004` Editorial: The working life of doctoral students: challenges for research education and training 347-353 Studies in Continuing Education 26 3 London Carfax This special issue, entitled 'The working life of doctoral students: challenges for research education and training', arises from the work of the editors in doctoral education spanning the past decade. This work has considered various aspects of doctoral education, including the nature and flexibility of doctoral programmes (Pearson & Ford, 1997; Pearson, 1999; Evans & Pearson. 1999), doctoral information literacies and pedagogies (Macauley, 2000, 2001) and part-time candidates (Evans, 2002). More recently, the authors have been investigating the emergence of the Ph.D. in Australia through bibliometric analyses of all Australian university Ph.D. titles (Evans et al., 2003a,b) and Evans (with Tregenza) is
undertaking research into the forms, formats and styles of early Australian Ph.D. degrees. In parallel, we have initiated a project funded under the ARC Link Grant programme to investigate the contemporary doctoral experience of candidates in Australia, with a focus on their interaction with the workplace, the university and the community. Our research, and our investigations of doctoral experiences more generally, lead us to posit that, outside the scholars in the field, there are few who really appreciate the scope and diversity of doctoral education today, either within Australia or internationally. This is particularly telling in government and institutional policy discussions, where assumptions still prevail of greater homogeneity in the doctoral candidate profile, and doctoral programmes, than is the case. Doctoral candidates are still perceived as mostly full-time, young and being prepared for work. In fact, doctoral candidates have diverse cultural backgrounds, physical and other (dis) abilities and socio-economic circumstances.c Available from Deakin University Library, EBSCOhost Electronic Journals Service
have paper copy 1470-126X>? Perry, C.
Ball, I.
Stacey, E. 2004L Emotional intelligence and teaching situations: development of a new measure 29-43 Issues in Educational Research 14 1 Perth9 Western Australian Institute for Educational Research Inc This article reports on the development of a new measure entitled: Reactions to Teaching Situations to indicate levels of emotional intelligence among beginning teachers. This article discusses the concept of emotional intelligence and defends the development of such a measure specifically related to the situations in the teaching environment, an environment where emotional intelligence is considered to influence a teachers' thoughts and actions. The measure was found to have acceptable reliability and a range of individual differences was reported. Gender differences were found where female teachers reported greater likelihood of demonstrating emotional intelligence compared to male teachers. There was partial support for the four branch model of emotional intelligence. The discussion includes some projections for these findings and for the use of this measure with more experienced teachers. Deakin university has online access through Directory of Open Access Journals and Australian Public Affairs Full Text(Selectively indexed) 0313-7155 Issues in Educational Research 9?
Rice, Mary 2003[ What has been Learned from Evaluations of Technology-based Teaching and Learning at Deakin? 4 Geelong Deakin UniversityC Deakin online learning library
evaluating technology-based projects Since 1995, a range of technology-based teaching and learning projects has been undertaken at Deakin University. The projects included Deakin Interchange, the use of CAL in Accounting, the Psychology Electronic Warehouse, video link teaching in Chemistry, the V-Lab in Human Movement, a professional development course in computer conferencing for Business and Law staff, the Online Teaching and Learning Enhancement project, the Video-teaching Project, the implementation of the Learning Management System, TopClass, and Online learning in first year psychology. Evaluations of these projects have resulted in a number of general findings that can inform future educational developments. 21/08/2003
report
What has been Learned from Evaluations of Technology-basedTeaching and Learning at Deakin?
have paper copy, have email
mrice@deakin.edu.au#? Ross, V. 2001> Offline to online curriculum: a case study of one music course 1-42 Online Journal of Distance Learning Administration 4 4 USA State University of West Georgia} This case study offers distance administrators insight into some of the questions posed by faculty when attempting to transform a traditional or ‘offline' course into an online mode. The article should help administrators understand faculty perceptions and offer a valuable training tool, by comparing the processes of delivering an offline course to its online counterpart.
The information herein provides a snapshot of a course conversion in progress. The task was for present instructors, administrators and instructional designers to work together, to transform an existing music course into an online mode. In the process, one goal of the administrators was to establish a methodology of approach within a micro-macro framework of project-procedure. A valuable by-product included the identification and the addressing of some of the issues faced by academics, in the course of action. Offline to online curriculum: a case study of one music course
Deakin university has access to journal via electronic resources Directory of Open Access Journals2 Online Journal of Distance Learning Administration \ ? Rowan, L.
Bigum, C. 2003R Actor network theory and the study of online learning: new perspectives on quality 179-188A Quality Education @ a distance: IFIP TC3/WG3.6 Working conference Stacey, G. Davies and E. Geelong Kluwer+ online learning
innovation
quality learning 3 - 6 February 2003 This paper describes an approach to studying innovation and change that is taken from the field of Science and Technology Studies. Actor-network theory draws attention to the performative nature of the implementation of new technologies like quality systems and online teaching. The theory posits that the world is not populated with entities that possess certain essences in and of themselves, but rather that the world is a texture of relations-a network- which occasionally produces the effect of stabilised entities. We examine the
consequences of producing durable forms of online teaching and quality assurance and argue that achieving durable performances requires a conformity to existing performances of a university thus reproducing current patterns of inequity. Deakin University has copies call number 371.358 Ifi/Qea
Quality Education @ a distance: IFIP TC3/WG3.6 Working conference
3 - 6 February
Actor network theory and the study of online learning: new perspectives on quality
1-4020-7568-5
1-4020-7568-5 371.358 Ifi/Qea~? Sadler-Smith, E.
Smith, P. 2004` Strategies for accommodating individuals' styles and preferences in flexible learning programmes 395-412) British Journal of Educational Technology 35 4y Deakin online learning library
cognitive style
flexible learning
Learning preferences
Learning strategies
Learning styles There has been a considerable growth in the use of flexible methods of delivery for workplace learning and development. However, in designing programmes of flexible learning there is often the assumption that learners will exhibit uniformity in the ways in which they process and organise information (cognitive style), in their predispositions towards particular learning formats and media (instructional preferences) and the conscious actions they employ to deal with the demands of specific learning situations (learning strategies).
In adopting such a stance one runs the risk of ignoring important aspects of individual differences in styles, preferences and strategies. Our purpose in this paper will be to: (i) consider some aspects of individual difference that are pertinent to the delivery of flexible learning in the workplace; (ii) identify some of the challenges that extant differences in styles and preferences between individuals may raise for instructional designers and learning facilitators; (iii) suggest ways in which models of flexible learning design and delivery
may acknowledge and accommodate individual differences in styles and preferences through the use of an appropriate range of instructional design, learning and support strategies. Have paper and electronic copy
Strategies for accommodating individuals' styles and preferences in flexible learning programmes
Deakin has available online at Blackwell-Synergy Academic Search Premier Sociological Collection and hard copy in DU PER 371.335 Bri 0007-1013 DU GEELONG PER 371.335 Bri ? Sandhu, K.
Corbitt, B. 20029 Implementing Web-based Electronic Services - a case study 699-709= The Thirteenth Australasian Conference on Information Systems 2! A. Wenn, M. McGrath, F. Burstein. Melbourne, Australia Victoria University| Web-based e-Services, End-user adoption, Users Experience, Users Motivation, Usage
Frequency, Control, Self-Service, Support 4-6 December 2002n This paper describes a study of a large intra-organization unit implementing web-based electronic services. End-user transition from using paper-based service to web-based e-
Service requires an understanding of the scope from an end-user perspective. Introducing new technologies in the existing traditional paper-based environment needs insight into user adoption and usage. If the new technologies conflict with the existing system (i.e. paperbased), the user may offer resistance to its adoption. It was found in this study that this
resistance was related to a push towards introducing new technologies by management. Deakin university has copy 005.74 Aco/Isy 2002
The Thirteenth Australasian Conference on Information Systems
4-6 December 2002
Implementing Web-based Electronic Services - a case study
1-86272-615-9
1-86272-615-9 005.74 Aco/Isy 2002 ? Segrave, S.
Holt, D. 2003Y Contemporary Learning Environments: Designing e-Learning for Education in the Professions 7-24 Distance Education 24 1+ Milton Park, Abingdon, Oxfordshire OX14 4RN( Carfax Publishing, Taylor & Francis Ltd. May 2003 Designing e-learning environments for quality professional education is a challenge for education designers, as the continuing practice of simply moving courses online can be surprisingly disabling. We argue that as universities strive to educate for excellence in professional practice, design approaches for the e-learning components must be conceptualised in a broader view of a contemporary learning environment involving integrated virtual and physical dimensions. These are comprehensively considered in an integrated way to facilitate learning experiences providing an emphasis on grounded practice. Our paper considers learning environments in the service of broader understanding of a professionla 'practicum'. In providing the more flexible, immediate and evolving virtual experiences, e-learning as a feature must take account of a range of education design considerations we model in a framework of elements. These are outlined and broader issues are illuminated through a comparative case analysis of educational technology developments at Deakin University in the two professional fields of teaching and journalism. The Education Studies Online (ESO) project, and the HOT copy newsroom simulation project, exemplify elements of the approach recommended in addressing the challenges of quality professional education. We highlight the generative role of the education designer in adopting an integrative and strategic stance, when creating such environments. Implications for the selection and use of various e-learning resources and corporate e-learning systems, become evident as we highlight the dangers of a returning 'instructional industrialism' as we risk allowing courses to 'move online', rather than moving towards proposed features of contemporary learning environments Contemporary Learning Environments: Designing e-Learning for Education in the Professions
0158-7919
Available online through Deakin University at Academic search premier, A+ Education and CALL NUMBER 374.4 Dis 0158-7919 374.4 Dis ? Sims, R.
Dobbs, G.
Hand, T. 2002b Enhancing Quality in Online Learning: Scaffolding Planning and Design Through Proactive Evaluation 135-1487 Open and Distance Learning Association of Australia Inc 23 2 Australia( Carfax Publishing Taylor & Francis Group\ A major issue confronting educators is the extent to which they wish to conform to so-called paradigm shifts in teaching and learning. In the contemporary world of tertiary education these shifts embrace both pedagogy (from instructivist to constructivist) and technology (from classroom to online). As teachers and learners are faced with the potential of these new learning environments, the extent to which learning outcomes are achieved remains a high priority and subject to a wide range of evaluation strategies. Conventionally, evaluation has been positioned at the end of the instructional development cycle, to assess first whether or not the creative effort achieved the original product goals and second whether or not the desired learning outcomes were realised. In the context of online teaching and learning environments, however, the level of understanding teachers, learners and developers have of the medium can impact the ultimate effectiveness of the product. This paper articulates an additional dimension to post- development evaluation processes in proposing proactive evaluation, a framework that identifies critical online learning factors and influences that will better inform the planning, design and development of learning resources. This notion of proactive evaluation advocates resource development being undertaken where all planning activities are assessed against the evaluation criteria that would normally be applied during formative assessment. By performing these evaluation checks proactively, online learning resources will, in principle, work first time as all relevant factors and issues will have been considered and resolved. More importantly, for those participants who are new to online environments, proactive evaluation will perform a scaffolding and professional development role by enhancing online teaching or learning competencies. Enhancing Quality in Online Learning: Scaffolding Planning and Design Through Proactive Evaluation
Available online through Deakin University library, A+ education and other online resources, also copies as DU GEELONG PER 374.4 Dis 0158-79197 Open and Distance Learning Association of Australia Inc 374.4 Dis ? Smith, P. 2000O Flexible delivery and apprentice training: preferences, problems and challenges 483 - 502, Journal of Vocational Edcuation and Training 52 3 ABSTRACT The flexible delivery of training to develop skill in industry has been given considerable encouragement by both government and industry in Australia and the United Kingdom. The research in this article examines the learning preferences of apprentices and the support that they receive in the workplace. The data show that apprentice learning preferences are not currently well suited to the self-directed and independent learning expected by flexible delivery. Interviews with the apprentices indicate that the support for them in the workplace is also not suited to their learning preferences, or to supporting flexible delivery. Strategies to develop learners, trainers and enterprise contexts that will better support flexible delivery are discussed. Deakin University has online access through Taylor&Francis Online and has copies call number DU GEELONG PER 373.246 Voc
Flexible delivery and apprentice training: preferences, problems and challenges
have paper copy, Journal of Vocational Edcuation and Training DU GEELONG PER 373.246 Voc ? Smith, P.
Lowery, V.
Stacey, E. 2003) Quality teaching and learning experiences 113-118A Quality Education @ a distance: IFIP TC3/WG3.6 Working conference Stacey, G. Davies and E. Geelong Kluwer 3 - 6 February 2003 In developing a report on the discussions and outcomes for this Stream, we have reported within a framework that was based on that developed and presented at the beginning of the Stream B discussions by Smith & Stacey (following chapter) entitled 'Quality Practice in Computer Supported Collaborative Learning (CSCL); Identifying Research Gaps and
Opportunities'. That framework identified the following themes in the research and practice literature: Willingness to Engage with CSCL Communities of Learning and Practice Access to CSCL Learners and Their Needs Structuring Student CSCL Experiences
Within that suggested framework the report on the Stream B papers and dcussions has been further developed under two major headings:
The issues that emerged directly from the papers and discussions; and
The issues we saw as being important in the development of a future possible research agenda.
What follows are the issues identified as the papers that follow this ?-view were presented and discussed by the group and further develope Deakin University library has copies, call number 371.358 Ifi/Qea
Quality Education @ a distance: IFIP TC3/WG3.6 Working conference
3 - 6 February
Quality teaching and learning experiences
1402075685
1402075685 371.358 Ifi/Qea? Smith, P.
Stacey, E. 2003j Quality practice in computer supported collaborative learning: identifying research gaps and opportunities 119-128A Quality Education @ a distance: IFIP TC3/WG3.6 Working conference Stacey, E. and Davies G. Geelong Kluwer computer supported collaborative learning
collaborative learning,
computer mediated communication
e-leaming
computer conferencing 3 - 6 February 2003L This paper is written to provide a framework of discussion for the stream with a view to identifying research gaps and research opportunities in the field of computer supported collaborative learning in education and training. The paper identifies a number of themes and provides a brief scan of some of the literature in the field. Quality Education @ a distance: IFIP TC3/WG3.6 Working conference
Deakin has copies, call number 371.358 Ifi/Qea
Quality practice in computer supported collaborative learning: identifying research gaps and opportunities
1402075685 371.358 Ifi/Qea z?" Smith, Peter J. 2000< Preparedness for flexible delivery among vocational learners 29 - 48 Distance Education 21 1 Deakin online learning library Using the Canfield Learning Styles Inventory (CLSI), the learning preferences of 1 252 vocational education and training (VET) learners were tested. Results indicate that VET learners are characterised by a preference for dependent learning, rather than self-directed learning; and a preference for learning through observation and direct experience rather than through verbal presentations. These findings are discussed in terms of the preparedness ol VET learners for flexible delivery in the workplace. Kember's (1995) two-dimensional model of open learning is suggested as a theoretical framework for the development of strategies to increase the preparedness of learners and workplaces for flexible delivery. Deakin University has access through electronic resource A+ Education and journal copies with limited issues PER 374.4 Dis
Preparedness for flexible delivery among vocational learners
have paper copy 1326-0065 Distance Education PER 374.4 Dis 8 ?# Smith, Peter J.
Smith, Swee Noi 1999^ Differences between Chinese and Australian students: some implications for distance educators. 64-80 Distance Education 20 1C Deakin online learning library cultural differences online learning First year undergraduate Business and Computing Chinese students studying on-campus in Australia and from Confucian cultural heritage societies were compared with first year Australian undergraduate students of the same courses using Entwistle and Ramsden's (1983) Approaches to Studying Inventory (ASI). Results were analysed for each ASI scale using analyses of variance. Significant differences were shown for a numer of scales, with the implication for the design and delivery of effective off-shore distance education directed towards Confucian heritage cultures. The results are discussed in a context of the factor structure identified for Chinese students by Smith, Miller and Crassini (1998) with a view to informing instructional decision-making. DeakinUniversity has electronic resources A+ Education plus other databases with more limited issue numbers. Also DU GEELONG PER 374.4 Dis till 2004
Differences between Chinese and Australian students: some implications for distance educators.
have paper copy 1326-0065 Distance Education PER 374.4 Dis?% Smith, Swee Noi
Smith, P. 2000` Implications for distance education in the study approaches of different Chinese national groups 71-84 Journal of Distance Education 15 2y Differences in approaches to study among 89 Malaysian-Chinese, 38 Singaporean, and 65 Hong Kong university students studying in Australia are examined using Entwistle and Ramsden's (1983) Approaches to Studying Inventory. Although from a common Confucian cultural heritage background, several differences are shown among the three national groups and between male and female students. It is suggested that Rea's (1996) notion of a "reformulation" and a "challenge" approach to learning through text and experience can provide further insight into these results. Furthermore, it is shown that fixed conceptualizations of cultural characteristics can mask differences that exist between individuals and groups of individuals in a given cultural group. The characteristics of the three groups are also examined for their implications for distance educators operating with these client groups. Faill/2001
Implications for distance education in the study approaches of different Chinese national groups
DU waterfront has journal, I have paper copy Journal of Distance Education
Faill/2001 /?& Snyder, I.
Beavis, C 2004L Doing literacy online: teaching, learning and playing in an electronic world 1-250,L Doing literacy online: teaching, learning and playing in an electronic world Snyder, I.
Beavis, C.$ Hampton Press, Cresskill, New Jersey Deakin online learning libraryY The scale and speed at which online forms of communication have entered all aspects of our lives are unprecedented. Yet despite the extraordinary rate of uptake and increasing popularity of these new communication forms, we still have much to learn about them. Intended for a global audience, the essays in this volume provide an international perspective on persistent and emerging questions related to the use of online technologies for teaching and learning. The essays demonstrate that online literacy practices can be understood only when they are examined within their social, political, economic, cultural and historical contexts. In their diversity, and in their politics, in their focus on both the macro and the micro, in both global and local contexts, the essays will provoke readers to re-evaluate the landscape and ecology of online education.~ Have paper copy
Doing literacy online: teaching, learning and playing in an electronic world
Deakin University has many copies
1572735414 302.2244 Sny/Dlo ?' Snyder, I.
Beavis, C. 2004 Introduction 8 -24L Doing literacy online: teaching, learning and playing in an electronic world Beavis, I. Snyder & C. Cresskill, New Jersey
Hampton Press Deakin online learning library A statement about the scale and speed at which online forms of communication have entered all aspects of our lives has become almost mandatory in a book boasting a title such as ours: Doing Literacy Online. Yet, despite the extraordinary uptake and increasing popularity of these new communication forms, we still have much to learn about their nature and impact. This book aims to contribute to the growing body of knowledge in the field of literacy and technology studies. By concentrating on both formal and informal learning, in a number of contrasting contexts around the globe, and drawing on a range of theoretical perspectives, the contributors examine ways in which wecan explain the emerging literacy practices associated with theuse of information and communication technologies (ICTS). As a direct result of their reflections, the writers also make suggestions about how we might enhance approaches to teaching and learning when ICTs are used.> Have paper copy
1572735406
Introduction
Deakin has many copies
1572735406 302.2244 Sny/Dlo ?( , Snyder, I.
Lawrence, A.
Sutherland-Smith, W. 2004] They're the Future and They're Going to Take Over Everywhere: ICTs, Literacy and Disadvantage 225-244L Doing literacy online: teaching, learning and playing in an electronic world" Beavis, Ilana Snyder and Catherine New Jersey, USA
Hampton Press Considerable theoretical and empirical work has examined the emergence of new literacy practices associated with the use of ICTs in school settings (Snyder 1997a: Lankshear and Snyder 2000; Durrant and Beavis 2001:Loveless and Ellis 2001: Snyder 2002). In particular, this body of work recognizes that reading and writing practices, conceived traditionally as print-based and logocentric, are only part of what people have to learn to be literate. Today, being literate has to do with understanding the complex ways in which the written, oral. and audiovisual modalities of human communication are integrated into multimodal hypertext systems made accessible via the Internet and the World Wide Web. Deakin Univesity library has many copies, call number 302.2244 Sny/Dlo
have paper copy
They're the Future and They're Going to Take Over Everywhere: ICTs, Literacy and Disadvantage
1-57273-540-6 302.2244 Sny/Dlo ?)
Stacey, E. 2000/ Collaborative learning in an online environment 14-33 Journal of Distance Education 14 2 Canada% Canadian Assoc for Distance Education Deakin Online Learning Library The study described in this article researched the process of collaborative learning that occurred when postgraduate students studying a Master of Business Admin- istration (MBA) program used computer-mediated communication (CMC) as a means of small-group and large-group communication. It reports a largely qualita- tive study of groups of students learning collaboratively while living remotely from their university campus. The main objective of the research was to observe and document the effects of the use of the computer-mediated group conferences on the group interaction of the students and to record their use and perceptions of the effects of the use of computer-mediated communication in their learning process. Deakin University has access from electronic resources - Directory of Open Access Journals and also DU WATERFT PER 374.4 Can/Jod
Collaborative learning in an online environment
0830-0445
have paper copy 0830-0445 Journal of Distance Education k?*
Stacey, E. 20029 Social presence online: networking learners at a distance 287-294& Education and Information Technologies 7 4 The Netherlands Kluwer` collaborative learning Deakin online learning library distance teaming pedagogy higher education This paper draws on two studies which researched the use of online small group environments where collaborative learning is a central structure for learning. The establishment of social presence is facilitated through the socioaffective aspect of small group interaction which contributed to the effectiveness of learning online. Social presence, the ability of online. Learners to project themselves into a textual environment which has few visual or contextual cuts, will be explored as an important element in facilitating effective online learning. The teacher's role in helping students project their online social presence and in establishing an environment for learning within the larger group computer conference will also be discussed. Deakin Uni has copy available as electronic resource through Kluwer Online and EBSCOhost Electronic Journals Service also DU MELB PER 371.334 Ifi/Eai but only to 2003
Social presence online: networking learners at a distance
1360-2357
have copy 1360-2357& Education and Information Technologies, DU MELB PER 371.334 Ifi/Eai only to 2003 1?+
Stacey, E. 2002> Grouping Learners: Risky Business - E-Learning for flexibility 3-3 Directions in Education 11 9
Winmalee, NSW ACEL Deakin online learning library E-learning for Flexibility E-LEARNING has begun to be viewed as an educational solution in all sectors of education and training. From secondary school classes taught online and accessed from home or al school after hours (such as the program Clarence High School in Hobart is trialing). to training online al Cisco or IBM (Age 16/4/02). or to university postgraduate education at Deakin University (Age. 24/ 4). e-learning is providing flexible education for many students. With the advantages of cutting time and travel costs, which are significant factors in the corporate world, to the convenience of learning from home for students with family commitments, e- learning is also providing students with a high quality of educational interaction, with both teachers and other students. Indeed. I have found that courses can be tailored to suit each group of learners' needs and that I get to know my students well, as I see them engage with courses, while learning collaboratively with other students (Age. 24/4/02). Such closer relationships are also reported by Andrew Fluck (an IT lecturer at the University of Tasmania) and by Lisa Kinter (Lotus Market Manager for IBM Australia) who emphasise the ongoing benefits to business of the learning community developed during online training (Age, 16/4/ 02). However, Dr Dale Spender warns that the skills needed for this learning are not being taught to students, and many universities arc still not providing students with self-directed online [earning. She acknowledges the importance of online relationships over the Internet as a content delivery device (Aust. 16/4/02) and foresees students with online learning skills as those best prepared for their future of learning. The problems of 'link rot' are reported by University of Nebraska researchers, 'Link rot' occurs when the hyperlinks on web distributed courses do not remain current and, of course, this can be a disadvantage in preparing e-learning materials (Chronicles of Higher Education, 17/4/02). However, strategies can be introduced, such as copying sources to local servers. Such innovative solutions and initiatives are being rewarded in the Vocational Education and Training sector. Swinburne University's TAFE division has provided staff with funding to create e-learning projects, as they introduce e-learning methods to 60 % of their modules by 2003 (Age, 17/4/02), Dr Elizabeth Stacey. Faculty of Education. Deakin University (Burwood). Victoria. Email- estacey@,deakin. edu. auf Grouping Learners: Risky Business - E-Learning for flexibility
DU Melb Per 370.10994 Aus/Die
have copy Directions in Education DU Melb Per 370.10994 Aus/Die?, Stacey, E.
Lowery, Vicki 2001? The impact of ICT on learning at a distance (Working Group 3.6) 941-950c Networking the Learner: Computers in Education, 7th IFIP World Conference on Computers in Education Watson, Deryn
Andersen, Jane Copenhagen, Denmark July 29-August 3, 2001 Information and Communication technologies have helped to remove theisolation of learning at a distance and charged the nature of distance education. The discussion examined this change and if it has affected school, college and higher education students who have no choice but to learn at a distance as well as these who am choosing to use ICT for flexible access to online classes and resources. Four major themes emerged: Acculteration, Authentication and the flexibility of design of hardware and software, Support, management and professional development of distance education teachers and Flexibility of teeming fa adults through ICT. An over-riding theme was the effects of culture on the use of ICT for education. Deakin University has copy, call number 371.334 Ifi/Ntl 2001
Networking the Learner: Computers in Education, 7th IFIP World Conference on Computers in Education
The impact of ICT on learning at a distance (Working Group 3.6)
1402071329 371.334 Ifi/Ntl 2001 ?- Stacey, E.
Smith, P.
Barty, K 2004L Adult learners in the workplace: online learning and communities of practice 107-123 Distance Education 25 1 Deakin online learning library May 20047 Seven in-employment postgraduate Masters level students in an e-learning unit participated in this research, designed to identify tensions between participation in a community of learning that was part of their studies, and participation in the communities of practice that they were engaged in at their workplaces. It was hypothesised that participation in both these forms of community in their different contexts may enhance each other, or could potentially have a disrupting effect on each. The research employed an interviewing technique. The students’ perceptions of the impact of participate in in the one form of community on their participation in the other was mixed, with some suggesting that it was enhancing, and others suggesting the contrary, or that there was no impact. The findings indicate that the enhancing effect of participation in communities of learning relevant to a learner’s workplace community of practice occur when the learning tasks are designed to enable negotiation of tasks and collaboration with learners who have similar workplace issues. Adult learners in the workplace: online learning and communities of practice
Have paper copy
Deakin has available online at Taylor&Francis Online Informit e-Library A+ Education Academic Search Premier 0158-7919 Distance Education #?. Stacey, E.
Weisenberg, F 2004+ An on-line cross-global educational project 65-86| Worldwide partnerships for schools with voluntary organizations, foundations, universities, companies and community councils Mitchell, S
Klinck, P
Burger, J New York Edwin Mellen Press deakin online learning libraryP The possibility of educational partnerships in a world connected by advancing information and communication technologies has been predicted ever since networked learning became pervasive, and both informal and structured on-line communities developed (Isshi 1993. Bates, 2001). Sharing global perspectives and learning collaboratively in cross-cultural groupings is becoming increasingly easy to achieve technologically. This paper describes how one such global partnership was conceived and implemented as the result of two faculty members from educational institutions in Australia and Canada sharing a vision of how to enhance their students' learning opportunities within their respective programs, and trusting their process of partnering 'from the ground up' to do so. Their process of partnering began with a personal relationship that grew into an institutional one between their
two geographically distant universities to allow students in two graduate programs across the globe to participate in an on-line exchange that resulted in a very successful cross-cultural learning experience for all.g An on-line cross-global educational project
Deakin Burwood has copy, 378.103 Mit/Wpf
I have paper copy
0773463607 378.103 Mit/Wpf T ?/ . Tan, J.
Hartel, C.
Panipucci, D.
Strybosch, V. 2005? The Effect of Emotions in Cross-Cultural Expatriate Experiences 4-15 Cross Cultural Management 12 2 United Kindgom Barmarick Publications5 Collectivist
Culture
Emotion
Expatriate
Individualist With increased recognition of the existence of emotions in everyday interpersonal interactions, the need for emotions in cross-cultural interactions has become more obvious. Emotions play an important role in cross-cultural expatriate interactions as these experiences are essentially social encounters. Yet, little research addresses the emotions felt and the emotional demands involved in the cross-cultural interaction. Research on expatriate experiences centres solely on the cross-cultural training, sensitivity, and adaptability of expatriates. What fails to be addressed, however, is the emotional aspect of this interaction. In this paper, we examine the cross-cultural expatriate experience, integrating both the cultural and emotional aspects of the interaction. In doing so, we aim to advance understanding of the expatriate experience and the potential reasons underlying expatriate success and failure. Deakin has access through the Emerald online resources
The Effect of Emotions in Cross-Cultural Expatriate Experiences
1352-7606 1352-7606 Cross Cultural ManagementwD?0 Tucker, B.
Palmer, S. 2004V Integration of information literacy training into engineering and technology education\ Breaking boundaries : integration & interoperability 12th Biennial Conference and Exhibition2 Inc., Victorian Association for Library Automation Melbourne1 Victorian Association for Library Automation Inc. Deakin online learning library Information literacy has become an important skill for undergraduate students due to societal changes that have seen information become a valuable commodity, the need for graduates to become lifelong learners, and the recognition that information literacy is an underpinning generic skill for effective learning in higher education. This paper describes a sequence of purposefully designed activities to help students learn and practice information literacy skills that were integrated into a first-year engineering and technology study unit as a core element of the unit syllabus. A formal evaluation of these activities was planned and undertaken in semester 1 2003.4 Breaking boundaries [electronic resource] : integration & interoperability
Deakin has copies of proceedings on CD call number 025.04 Vic/Val 2004
12th Biennial Conference and Exhibition
3-5 February
Integration of information literacy training into engineering and technology education
0 908478 16 X 0 908478 16 X 025.04 Vic/Val 2004 ?1 2 Turner, de Sales
Wellard, Sally
Bethune, Elizabeth 1999N Registered nurses' perceptions of teaching: constraints to the teaching moment 14-20) International Journal of Nursing Practice 5
Carlton, Vic. Blackwell Science Nursing literature indicates that patient teaching is an integral role function of the nurse. While some authors suggest that patient teaching is an essential part of nursing care, others argue that nurses are not adequately prepared to assume the role of teacher. This study explores the context within which nurses engage in patient teaching, revealing tensions experienced on a day to day basis within the practice setting. The principles of teaching and learning are also explored, raising questions about the extent to which nurses utilize these principles to guide the teaching moment. It is asserted that nurses find it difficult to engage in activities which are pivotal to the provision of quality patient education. Whether this is because they have little awareness or understanding of the principles of education, or whether this is related to the milieu in which teaching takes place, is explored. Deakin University has avaialble through a number of resources including EBSCOHost Electronic Journals Service
also DU MELB PER 610.73 Ijo/Fnu
Registered nurses' perceptions of teaching: constraints to the teaching moment
1322-7114 1322-7114) International Journal of Nursing Practice d D?2 van der Klooster, M. 2005g Learning Online, Clock time and Network time: How students Use and Perceive Time when Studying Online., Hawaii International Conference on Education
Burge, Andrew Hawaii- Hawaii International Conferences Organisation online learning
time 4-7 January 2005 Though technology has increased opportunities for students to study online, many students continue to complain of lack of time to study and learn. Using the concepts of clock time and network time, the project combines interview, survey and Australian Bureau of Statistics time diary results to investigate student use and perceptions of their available time to study and how the technologies used in online learning affect this. We concentrate on the amount of time students think they have when studying online, how much time they really use, and what affects this perception of time. Deakin University has specialised in distance education/online learning since its inception in 1974 and long time use of technologies and pedagogies allows widespread and diverse experiences for our students, both on campus and off campus. We study student cohorts of up to 1700 students studying in a single subject online learning space, and note that students in much smaller subject cohorts have similar complaints about time." Have CD proceedings and paper copy 1541-5880 ?3 ! van der Klooster, M.
Coldwell, J. 2005 Real Time, Perceived Time and Time Online: A Review of Student Experiences of Time over Thirty years of Distance and Online Education 1-13= The Third Annual Hawaii International Conference on Education 1 1
Burge, Andrew Honolulu, Hawaii+ Hawaii Internation Conferences Organisation time
online learning 4-7 January 2005 This paper examines how students use and perceive time when studying in distance education modes and what affects this perception of time and the reality of time. We examine 30 years of student involvement on distance and online education, their comments on both their learning experiences, and the technology requirements of distance education/online learning. Our University has been involved in distance education since its formation in 1974. The online technologies offer increasingly sophisticated and immersive experiences for our students, both on campus and off campus, but many of our students continue to complain of time squeeze, and fail to predict the time it will take them to complete our subjects. We research how the technologies we use for online learning are contributing to this time squeeze perception and the student's "real" time to learn.
Research is drawn from both the Australian Bureau of Statistics and surveys of our students' experiences (we have 32,000 students online, with single online classes of over 1300 students), to examine student use and perceptions of their available time to study and how the technologies used in online learning affect this. have conference CD and paper copy
Real Time, Perceived Time and Time Online: A Review of Student Experiences of Time over Thirty years of Distance and Online Education
1541-5880
Deakin does not have copy 1541-5880 D?4 van der Klooster, Marie-Louise 2003Y Making and stealing time to study on line:The implications of on-line learning for women. Australian Women in IT 2003 Hobart, Australia Jan 2003{ This paper explores some elements in the model of on-line study at a tertiary institution in Australia, which may severely impact the time women have available in their lives to learn and study on-line. Australian Bureau of Statistics records are used in on-going research on the time Australian female students both need to and can allocate to their post school study. It is compared to the time available to male students. The research will investigate the special case of part time on-line study and women students. As well as investigating the study requirements inherent in on-line learning models, the paper introduces the concept of "technology load", which is defined as the time required to successfully complete those aspects of on-line learning which involve connecting and gaining access to the on-line learning computer systems and software, before beginning to study and learn. Australian Women in IT 2003
January 2003
Making and stealing time to study on line:The implications of on-line learning for women.
have copy, on filer?5 Walker, C.
Jacobs, S. 2002N Social structures of science and approaches to outcomes-based medical research 309-320 Critical Public Health 12 4 London Taylor and Francis1 Recently, two seemingly divergent approaches have emerged in outcomes-based medical research. Proponents of evidence-based medicine (EBM) argue that the most effective treatments will be found by adopting a hierarchical approach that gives pre-eminence to randomized controlled clinical trials, where these are available. Proponents of participatory medical research argue that research undertaken with consumers and other partners in the community will produce the best outcomes. While one approach marginalizes consumer experience the other approach draws consumers into it. EBM assumes a high level of consensus in a scientific community, while participatory medical research relies on co-opting consumer experience. This paper indicates that each approach involves a particular view of social structure in scienceQ Social structures of science and approaches to outcomes-based medical research
0958-1596
Deakin has available through electronic resources and paper copy:
Taylor&Francis Online 01, Jan. 2000-
IngentaConnect 01, Jan. 2000- 31, Dec. 2006
Academic Search Premier (Latest issues unavailable) 01, Mar. 1998- 22, Oct. 2006
Health Source: Nursing/Academic Edition (Latest issues unavailable) 01, Mar. 1998- 22, Oct. 2006
paper copy
Location: DU MELB PER 614 Cph/Eal
Issues held: , Vol.8:1(1998)-14:4(2004),
LOCATION CALL NO. STATUS
DU PRINT DIS PDA 07263 v.13/4 0958-1596 Critical Public Health ?7 Wellard, S.
Bethune, E. 2000/ Learning issues for nurses in satellite centres 322-326" Australian Journal of Rural Health 8 6 Australia@ educational needs
renal dialysis
rural nursing
staff development 2000 The introduction of ‘satellite’ dialysis centres has increased local access to renal services for patients living in rural and remote areas across Australia and is, therefore, consistent with rural health policies. Rural health strategies also aim to maintain and improve the skills of health professionals through regular review of the scope of their practice and evaluation of the education required. Yet, the results of the present national study of nurses working in satellite dialysis centres indicate that, for many, the context of practice influences their ability to access ongoing professional education to support and extend their nursing practice. The present study showed that there was a range of educational backgrounds among nurses working in rural ‘satellite’ centres with reportedly limited access to specific dialysis-related professional development. In the present paper we report on factors that influence the ability of nurses working in satellite dialysis centres to access ongoing professional education.` Deakin library has access through Ebscohost resources and DU W'BOOL PER 362.1042505 Rur/Ajo 1038-5282 362.1042505 Rur/Ajo ?8 Wellard, S.
McKenna, L. 2001K Turning tapes into text: issues surrounding the transcription of interviews 180-186 Contemporary Nurse 11 Australia John Libbey & Company Pty Ltd6 Transcription of interview data is a common practice in qualitative health research. However, there has been little discussion of the techniques of transcription and the issues inherent in the use of transcription as a strategy for managing qualitative data in nursing publications. The process of transcription may disclose or obscure certain information. Researchers need to question practices of transcription that have been taken for granted and make transparent the processes used to preserve the integrity of data. This paper first examines research reported in nursing and allied health journals employing interviews for data collection and the attention given to the transcription phase. It then deals with issues of concern regarding the transcription of interviews, and offers suggestions for promoting validity. Turning tapes into text: issues surrounding the transcription of interviews
Deakin has available through meditext electronic resource and has periodicals DU WATERFT PER 610.730994 Cnu/Rse
1037 6178 1037 6178 Contemporary Nurse D?9 Wells, Jason
Thomas, Philip 2001f A use of web based software to provide engaging solutions when integrating technology in the classroom' ICT/CEGV: Is IT an Odyssey in learning Melbourne, Australia Deakin online learning library
With a growing demand to integrate technology into the classroom, the requirement for schools and teachers to master the often complex and changing technology places a heavy burden on teachers time and school resources. New software with the potential to free up these valuable resources and enable the meaningful seamless integration of technology into the classroom is becoming vital. This paper outlines the development and implementation of newsposted.com, a web based software solution that enables administrators, teachers and students to prepare and publish information to the internet without the skills required by most conventional software solutions. We also provide anecdotal evidence that suggests the use of this software can greatly enhance the learning experience by providing an authentic and engaging solution for both teachers and students. Without large investments in teacher training or software resources, the flexibility of newsposted.com provides for the integration of technology into schools and the classroom. Have Paper copy ?: " White, M.
Hartel, C.
Panipucci, D. 2005| Understanding Cross-Cultural Negotiation: A Model Integrating Affective Events Theory and Communication Accommodation Theory 167-182# Emotions in Organizational Behavior Hartel, Zerbe & Ashkanasy
New Jersey' Lawrence Erlbaum Associates, Publishers This chapter attempts to bridge the gaps of strategic business negotiation, communication, and emotion in a cross-cultural context. In particular, we argue that miscommunications are "boundary-crossing mishaps," which are affected by the negotiator's understanding of the respective cultures (and cultural backgrounds) of the parties, negotiation skill, cultural differences, emotional awareness and regulation, negative affect, and discrepancy in convergence-divergence between the interactants. This chapter concludes that when too many hassles or mishaps occur, negotiation breaks down and the need to understand cross-cultural communication through alternative theoretical models arises. Have paper copy
Deakin has one copy, book is also available through
Ebook Library
--------------------------------------------------------------------------------
LOCATION CALL NO. STATUS
Burwood 302.35 Har/Eio
0-8058-5098-8 r?< ! Winter, J.
Matters, H.
Nowson, C. 2002< A problem-based approach to clinical education in dietetics. 23-28P Nutrition and Dietetics - The Journal of the Dietitians Association of Australia 59 1 Australia# Dietitians Association of Australia5 clinical education, problem-based learning, dietetics Developing the clinical skills and knowledge of dietetic students provides a challenge for both universities and health care agencies. Deakin University has recently adopted a group learning model using problem-based learning to deliver the clinical component of the Master of Nutrition and Dietetics course. This approach was designed to enhance integration of clinical theory and practice, develop closer links between on-campus and off-campus learning environments and provide students with more active learning experiences. The impact of the new approach was evaluated using student questionnaires, academic and competency outcomes, and a focus group convened with hospital supervisors. The evaluation indicated that students generally thought that this method of learning had helped to integrate their basic knowledge with dietetic case management. There was no difference in academic scores from the previous year and an apparent reduction in the number of students requiring additional placement time to mee t competency standards. Hospital supervisors were supportive of the changes, although they had some reservations regarding the time and structure of clinical placements. As a result of this evaluation, recommendations for future development of the program include introducing problem-based learning to students earlier in their course, providing additional placement days during the block and increasing the amount of time dedicated to more complex topics. Based on the evaluation results obtained, this collaborative learning using a problem-based approach will continue to be used in the clinical education program at Deakin University. (Nutr Diet 2002;59:23-28); A problem-based approach to clinical education in dietetics.
1446-6368
Deakin University Library has access:
Factiva 01, Jan. 2002-
Academic Search Premier (Latest issues unavailable) 01, Mar. 2002- 22, Oct. 2006
Health Source: Nursing/Academic Edition (Latest issues unavailable) 01, Mar. 2002- 22, Oct. 2006
Health Reference Center Academic 01, Mar. 2002-
Expanded Academic ASAP 01, Mar. 2002-
CINAHL with Full Text (Latest issues unavailable) 01, Mar. 2002- 22, Oct. 2006
SPORTDiscus with Full Text (Latest issues unavailable) 01, Mar. 2002- 22, Oct. 2006
Academic Onefile 01, Mar. 2002-
Blackwell-Synergy 01, Mar. 2005-
Deakin University has hard copy at:
Location: DU MELB PER 613.2 Aus/Fan
Issues held: Vol.59:1(2002)- Health Reference Center-Academic 1446-6368P Nutrition and Dietetics - The Journal of the Dietitians Association of Australia ?= Wong, K.
Mandal, P. 1998? Internet Supported Problem-Based Learning for Flexible Teaching 79-91- Australasian Journal of Engineering Education 8 Clayton, Vic0 The Australasian Assoc for Engineering Education@ Deakin does not have this copy - Deakin periodicals stop at 1997H Internet Supported Problem-Based Learning for Flexible Teaching
13245821 13245821- Australasian Journal of Engineering Education ?>
Wong, K.K. 1998K Evaluation of Student Using FirstClass Conferencing System to Support Study 1-4 Geelong7 School of Engineering and Technology, Deakin University This is one of the School's Online Teaching Enhancement Projects undertaken by Mr Baliga Bantwal. This project uses FirstClass conferencing system to enhance student's learning process by providing students with an efficient tool to communicate with the teacher and fellow classmates as well as to hold discussions. The conferencing system was provided to students studying SEM334, SEM436, and SEM636. These units were offered in off-campus mode only. In the SEM334 conference a total of 33 messages were posted. The SEM436/636 conference had a total of 13 postings. According to the user history kept by Mr Bantwal, student's usage rate of the system was over 50%.\ 2/09/1998
report
Evaluation of Student Using FirstClass Conferencing System to Support Study ??
Blackmore, J. 2001c Universities in crisis? Knowledge economies, emancipatory pedagogies, and the critical intellectual 353-371 Educational Theory 51 3 USA University of Illinoisz BOOKS -- Reviews HIGHER Education (Book) END of Knowledge in Higher Education, The (Book) IDEA of a University, The (Book) Reviews the books 'Higher Education,' by Ronald Barnett, 'The End of Knowledge in Higher Education,' edited by Ronald Barnett and Ann Griffin and 'The Idea of a University,' edited by David Smith and Ann Langslow. Universities in crisis? Knowledge economies, emancipatory pedagogies, and the critical intellectual
0013-2004
5516680
http://80-search.epnet.com.ezproxy.lib.deakin.edu.au/direct.asp?an=5516680&db=aph UNIVERSITIES IN CRISIS? KNOWLEDGE ECONOMIES, EMANCIPATORY PEDAGOGIES, AND THE CRITICAL INTELLECTUAL. Educational Theory?@ & Goodwin, C.
Graham, M.
Scarborough, H. 2001, Developing and Asynchronous Learning Network 39-47" Educational Technology and Society 4 New Zealand5 IEEE Computer Society, Learning Technology Task Force Computer Mediated Communication Collaborative Learning Learning Environment Distance Learning Asynchronous Learning Network Online Environment Deakin University, Australia, has committed resources over a number of years to developing the use of information and communication technologies in all aspects of teaching and learning. This paper focuses on the development over a four year period of an Asynchronous Learning Network (ALN) for distance education students studying undergraduate introductory macroeconomics. The research is based on quantitative and qualitative data gained from student evaluations, academic staff interviews, participation levels and an analysis of the online communication. Key findings from the research relate to the quality of the learning environment, the level of communication, and the role of academic staff in the learning experience. Strategies discussed for the successful use of an ALN include the nurturing of a collaborative learning environment, the adaptation of curriculum and pedagogy, the role of assessment, and the role of academic staff training and development.} Developing and Asynchronous Learning Network
1436-4522
have copy
http://ifets.ieee.org/periodical/vol_4_2001/scarborough.html" Educational Technology and Society ?A
Deakin University, 20030 Teaching and Learning Development Plan 2003-2005 11 Geelong Deakin UniversityY strategic management Deakin Online Learning Library teaching and learning management plan UNIVERSITY GOAL FOR TEACHING AND LEARNING Deakin's goal, set out in its strategic plan Taking Deakin University Forward, is: To provide excellent undergraduate, postgraduate and professional development programs of contemporary relevance that are informed by research and scholarship and developed in partnership with potential employers, industry, government and professional bodies. 27/06/2003
development plan
Teaching and Learning Development Plan 2003-2005
have copy
http://theguide.deakin.edu.au/TheGuide.nsf/0/080ba49?B Dekkers, John
Rahman, Zillur 2000d The Incorporation of New Technology for the Student Support System at the Bangladesh Open University6 The University of South Australia, Adelaide, AustraliaK New communications media and the use of electronic networks provide considerable opportunities for enhancing and improving access to education and training for people unable to attend a campus. This particularly applies to people in remote and isolated regions where direct access to education and training facilities are not often available. It follows that education and training providers, particularly open universities, have embraced the use of new media and communications networks as a way of extending the more conventional open/distance education student support and delivery mechanisms. However, throughout the world in both developed and developing countries extensive high level use of the new communications media and networks has not occurred and its implementation for student support has proved to be a considerable challenge. Distance education: an open question? International Distance Education and Open Learning Conference
11-13 September 2000
The Incorporation of New Technology for the Student Support System at the Bangladesh Open University ?C Deakin University,] Staff Survey of Corporate Applications for Online Teaching and Learning at Deakin University 2003 Deakin Uiversity Staff survey aimed to obtain feedback on the importance of the features of an online teaching and learning system identified in the Focus Groups. Two surveys were delivered over the web: Staff Survey and Student Survey.f web page
Staff Survey of Corporate Applications for Online Teaching and Learning at Deakin University$ ?D % Herrmann, A.
Downie, J.
O'Connell, B. 2001G Assessing and Evaluating Student Contribution to Electronic Discussions 1-86 The Australian Electronic Journal of Nursing Education 7 1 Australia Southern Cross University Tutors in face-to-face teaching and learning contexts, evaluate students' participation in order to provide assessment that contributes towards the students' final grade. Similarly, in on-line learning environments, there is a perceived need to reward the quantity and quality of student interactivity. However, the different nature of the context presents new challenges. Specifically, without the visual cues and immediate feedback, so important in face-to-face communication, the evaluation of students' contributions to on-line learning activities and interaction demands new instructional and assessment skills. A unit of study at an Australian university, using computer mediated communication, was reviewed to address questions related to the appropriateness of an on-line evaluative process.) http://www.scu.edu.au/schools/nhcp/aejne/ Available fron DU library through catalogue as online journal, use ISBN 1322 8676 to search for the journal site.
Available from URL below
I have copy. 1322 86766 The Australian Electronic Journal of Nursing Education?E Bednall, D.
Hall, D. 2004X Interviewer experience, vocal skills and the recruitment of telephone survey respondents 41-52' Australasian Journal of Market Research 12 1
Glebe, NSW$ Market Research Society of Australia Deakin online learning library` Although telephone interviewing is the main market research method used in Australia, response rates are often low and possibly declining overall. lnterviewers are the means by which respondants are recruited and it was hypothesised that their verbal skills and experience would affect response rates. Using data from four market research companies, interviewer experience was shown to be positively related to strike rate (interviews per hour). Apart from having a discernible accent which dampened strike rates and increased refusals, other verbal characteristics had only a weak effect on response rates. have pcopy
Available from Deakin Library:
Location: DU MELB PER 658.83 A938M
Issues held: Vol.1:1(1993)-9:2(2001), 11:1(2003)-12:2(2004), 1325-4634 ?F Matters, Helen 2004> University and employer expectations of new dietetic graduates 43-49C Focus on Health Professional Education: A Multidisciplinary journal 5 31 education design
Professional training
competency The first objective of this study was to identify the knowledge, skills and attributes (KSAs) that employers seek in newly graduated dietitians. The second objective was to compare the KSAs that employers seek in newly graduated dietitians to the Deakin University Graduate Attributes and to the Dietitians Association of Australia (DAA) Competencies in order to determine if there is a mismatch. Views were gathered from a combination of group and individual in-depth, semi- structured interviews with 19 employers from a range of employment settings and sorted into an existing framework using the DAA Competencies and the Deakin University Graduate Attributes. Data from taped interviews were transcribed and sorted into a table of generic skills and a KSAs matrix. Employers sought graduates who had practical knowledge of dietetics and the workplace. Key skills sought included communication, interpersonal, work management and information technology skills. Key attributes sought were the ability to be a team player, to demonstrate some insight into one's own limitations, to demonstrate an appropriate level of initiative, and to be flexible and adaptable. There was a large overlap between the KSAs identified by employers as being important and those that have been identified by the DAA and Deakin University. However, there were some areas of mismatch. The University and employers valued information technological skills, whereas the DAA did not state these as a competency. The University and the industry employers were concerned about the global perspective, but the DAA and the clinical employers were not. The results of this study show a large overlap between the KSAs valued by the profession, the University and the employersH Deakin has online access through A+ education resource
I have paper copy 1442-1100 D?G Chan, Elsie Sui King 2003U New educational service products : tertiary EC/EB education - the Asia-Pacific regionE School of Management Information Systems, Faculty of Business and Law Melbourne Deakin University
Electronic Commerce (EC) / Electronic Business (EB) has been (and is expected to continue to be) a dynamic, rapidly evolving area of technology, requiring skilled people with up-to-date knowledge and skills. The global community has required (and still requires) tertiary academic programs to prepare and train these people quickly. In the late nineties, following a tidal wave of tertiary EC program development in the United States, new tertiary programs began to appear in the Asia-Pacific (AP) region to satisfy this need, over a very short period of time. This research project aims to examine whether the development and effectiveness of tertiary EC/EB educational programs can be enhanced through employing a particular marketing paradigm. Four regions - Australia, New Zealand, Hong Kong SAR and the Republic of Singapore — were selected from the AP region, for this study. Based on a review of marketing literature, an inductive approach is adopted to build a model for new educational service product offerings. I also provide a description and comprehensive analysis of EC/EB education, and explore the model empirically, examining how it applies to the way EC education programs have been developed, to date. Essentially, this project consists of two major activities: theory building and theory testing — and is divided into three parts.
Part 1: Preliminary study — literature review for theory building. This section of the thesis provides a literature review of the domains of curriculum development, EC/EB program development and management, EC/EB component models and new service product development.
Part 2: Understanding the Marketplace — quantitative analysis. This section comprises five major surveys which provide an understanding of EC/EB education.
Part 3: In-depth analysis — qualitative research for theory testing. This section discusses the results of the multiple case studies of EC/EB degree programs undertaken over a five-
year period.
The results of this project highlight both theoretical and practical aspects of the topic. In terms of the theoretical aspect, I provide a contribution to existing theory concerning the
planning and development of new tertiary education programs. Research into academic course development in the past has tended to assume that all program development is pedagogically based and influenced. There is an assumption that people only develop academic programs and academic courses for pedagogic reasons.
What this research project has done is to suggest that there are, in fact, many possible reasons for developing new programs and that, although these reasons might be
pedagogic in nature, they can also be industry-focused, and market-oriented in the following ways: the university is shaping the way it is perceived by the public - that is, the market;
the university is highlighting where its expertise lies. This led me to a form of new service product development consistent with the new image of the university. There is a clear need for diverse models for program development which accommodate the dynamic roles of modem universities. My research project develops such a model based on conditions in the Asia-Pacific region, and discusses findings arising from the overall project, which can be used to improve new educational program offerings in future, in both the Asia-Pacific and, I suggest, in other regions. This potential use of my findings highlights the practical contribution made by the research Project.< Deakin has copies of thesis call number 658.05460711 Cha/Nes 658.05460711 Cha/Nes
?H
Calvert, Jocelyn 19903 Distance Education Centre 5 year Strategic Planning 9 Geelong Deakin Universityw Deakin online learning library
Distance education (theory, policy, access, development) - Distance education - general8 The table below represents IDE requirements over the next five years in order to carry out its advisory, teaching and research responsibilities in the University. I ask that the following points be taken into account: 1. The IDE under current staffing levels is unable to adequately provide the range of services for which it is responsible. While recognising the small growth the University can expect in funding, commitment to excellence in distance education will require a substantial increase in monitoring and experimenting with new methods as well as providing ongoing advice and assistance to existing courses. It is the IDE's role to coordinate these activities. 2. Teaching activity will increase substantially next year with the advent of both the Graduate Diploma and Masters in Distance Education and will grow in subsequent years. We havereceived no additional funding in the development phase but must have it next year if we are not to withdraw from other activities. I would note that this point was taken when JPRC approved the courses. 3. Notwithstanding recent statements and resolutions about budgets for new courses including contributions to IDE infrastructure in return for services, no approved courses have involved consultation with me nor have I been told of any funds which will be transferred to the IDE in return for course development assistance. I must therefore conclude that we should provide advice and assistance without course specific support for those courses approved to date, and I have built estimates of time into the staffing request. 4. I am making the assumption that future new course proposals will include an IDE component and therefore I have not estimated growth in course development assistance for courses not yet approved. 5. As I have pointed out in the past, though without effect, whatever the ultimate organisational structure for distance education in the University, the functions will continue to be part of the University's mission. Postponing amelioration only jeopardises the University's stature. 6. It is possible that, with respect to the IDE's off campus teaching and university wide service function, one or more academic appointments could be made on the Warrnambool campus. However, these estimates do not take account of course development services required at Warrnambool.Z 26 March -May 1990
Stratplan
Distance Education Centre 5 year Strategic Planning
have copy/?I
Calvert, J
Martin, Anne.L 20008 From X to e: Reconstructing distance education at Deakin 1-31 Campus concept paper 27 November 2000~ This paper proposes that we reconstruct distance education at Deakin by "building"a new campus: Deakin's e-campus. The e-Campus which will provide the home campusfor all non-attending students, and through it all students will experience rich and rewarding educational, social and cultural experiences. It will not be difficult to bring the e-campus into being if we are willing to make the necessary leap of imagination and to look at what we are already doing from a fresh perspective and with renewed enthusiasm. Much of what is needed is already there. Successful implementation will be dependent on a shared vision throughout Deakin. have paper copy ?K
Carmichael, John 2004 DSO tips and suggestions 1-4 Geelong Deakin University" Deakin online learning library
DSO tips and suggestionsH Discussion of useful strategies for online teaching via "fireside chats" have paper copy {?L
& Austin Thompson & Associates Pty Ltd., 2001@ Corporate Applications for Online Teaching and Learning Workbook 15 Deakin Universityp Workbook designed to obtain feedback on the importance of the features of an online teaching and learning systeml 8-9th October 2001
workbook
Corporate Applications for Online Teaching and Learning Workbook
have paper copy ?M Hewett, William(Bill) 1996\ The whys and whats of an IT specialisation within a generalist management tertiary education 77-85 The Place of Information Techology in Management and Business Education. TC3 WG3.4 International Conference on the Place of Information Technology in Management and Business Education- Barta, Ben-Zion
Tatnall, Arthur
Juliff, Peter Melbourne, Australia Chapman & Hall% IT Education
Management Education
CIO 8-12 July 1996 The use of Information Technology (IT) in support of business is widespread and becoming more so. Indeed, it is no longer possible to meet the expectations of users of financial and
other business performance information without information technology. IT both enables and supports new corporate structures and strategic thrusts. To remain competitive, companies are re-thinking how they do business and re-engineering their business processes. IT applications are being used to assist in this transition. To be able to capitalise on the exciting opportunities IT presents and to ensure business benefits are delivered consistently, managers need an understanding of the role technology plays in the business and in its future strategies. This paper analyses the impact of IT on the structure of business organisations and on the roles executives within these organisations It examines some management issues associated with the delivery of IT services and attempts to identify some of the opportunities and the challenges that the restructuring of business organisations opens for the executives involved. In particular it examines emerging management structures involving the corporate IT function and identifies some opportunities and challenges for the traditional corporate executive. These opportunities and challenges are the key to identifying the relevance of integrating a meaningful sequence of information technology studies into tertiary education programs primarily designed for managers and accountants. It also identifies the need for IT professionals to be given a broader more business based education and argues the case for an integration of IT and business education.N Deakin University has copy, call number 658.4038 Bar/Poi
I have paper copy
041279960X 658.4038 Bar/Poi ?N
Deakin University, 2001M Corporate Applications for Online Teaching and Learning for Deakin University 1-4 Geelong Deakin Uiversity 2001 Staff and students surveys aimed to obtain feedback on the importance of the features of an online teaching and learning system identified in the Focus Groups. Two surveys were delivered over the web: Staff Survey and Student Survey.} web page
Evaluation of Corporate Applications for Online Teaching and Learning at Deakin University Staff and Student Surveys ?O
Juliff, Peter 1996l The nexus between Management and Information Technology - attitudes and influence of the professional bodies 95-103 The Place of Information Techology in Management and Business Education. TC3 WG3.4 International Conference on the Place of Information Technology in Management and Business Education- Barta, Ben-Zion
Tatnall, Arthur
Juliff, Peter Melbourne Australia Chapman Hall Deakin online learning library 1996 In examining the respective needs for managers to understand information technology (IT) and for IT professionals to understand management, it would seem reasonable to look at the
publicly expressed attitudes of professional societies representing those two groups of people. The two professions chosen, accounting and computing, are both active in their attempts to influence the curriculum in tertiary institutions preparing candidates for their prospective membership. It is the aim of this paper to examine the academic requirements for initial and continuing membership of these professions and to see what inferences we might draw in relation to their perception of their members' need for knowledge of the other's discipline.C I have paper copy
Deakin Uni has copy, call number 658.4038 Bar/Poi 0 412 79960X 658.4038 Bar/Poi ?P Palmer, Stuart R. 2004T Authenticity in assessment: reflecting undergraduate study and professional practice 193-202) European journal of engineering education 29 24 Educational Services
Deakin online learning library Jun2004,J The literature suggests that assessment is a powerful tool for influencing student study habits. It is also recognized that there is a tension between traditional forms of assessment and newer forms of assessment that offer a more authentic representation of practice, but are more complex and expensive to administer. The international trend in undergraduate engineering course accreditation to move to demonstration of attainment of graduate attributes poses new challenges in assessment of learning. A case study based on integrating assessment practices across the year levels of an engineering management studies stream in an undergraduate course is presented. Key features of the assessment portfolio include: the use of assessment in the first year as a foundational tool to establish student study habits and skills; the evolution of assessment tasks by the fourth year to reflect the world of professional practice and to allow students to demonstrate their integration of knowledge and skills; the weighting of assessment tasks to indicate the value attached to particular tasks; the structured inclusion of group work; a concern for student and staff workloads; the recognition of student diversity, in particular the needs of off-campus and mature-age students; and the matching of assessment tasks to professional accreditation requirements.e Available through Deakin University Library through Academic search premier database
have paper copy 0304-3797 g?Q Smith, P. 20056 Learning preferences and readiness for online learning 3-12W Educational Psychology. An International Journal of Experimental Educational Psychology 25 1 UK Routledge- Using a sample of 314 Australian university students the Readiness for Online Learning questionnairewas tested for its technical characteristics of reliability and factorability, with resultsindicating the instrument has promise both for research and for practice. The factor analysisidentified a factor associated with self-management of learning, and one of comfort withe-learning. These factors are interpreted and discussed within a framework of the broaderliterature on learning preferences associated with flexible delivery and resource-based learningV Deakin has copy, DU MELB PER 370.15 E24 and access through Academic search Premier 0144-3410 ?U Ashkanasy, N.
Hartel, C. 2005G A Bounded Emotionality Perspective on Organizational Change and Culture 355-358# Emotions in Organizational Behavior fix para Hartel, Zerbe & Ashkanasy
New Jersey' Lawrence Erlbaum Associates, Publishers Arguably, more than any other single factor, change lies at the core of organizational behavior. After all, why study organizational behavior if the aim is not to improve (change) behavior in organizations and, in effect, improve organizational effectiveness? Yet change, by its very nature, implies acceptance of a new status quo: a move away from the comfort and security of the familiar, toward an unfamiliar, possibly even threatening new environment. As such, change is, more often than not, likely to trigger the basic emotional instincts of survival. In this instance, one of the first emotional reactions to change is likely to be fear. Indeed, as LeDoux (1996,1998) argued, fear is one of the most primitive reactions to environmental stimuli. Consequently, distinct neurobiological mechanisms, centered on the amygdala, are dedicated to detecting environmental changes that may threaten survival and generate fear responses that ready the organism to meet the challenge. In this sense, Rachman (1974) posited that fear is a generalized emotional experience of the apprehension of uncertainty, and can be generated by changes in the working environment. Fear therefore generates defensive reactions (fight andlor fIight) that can be difficult to manage.q Have paper copy
0-8058-5098-8
Deakin University has copy also available through ebook at library.
302.35 Har/Eio
0-8058-5098-8 302.35 Har/Eio ?V Davison, R.M 1996/ Cultural factors in the adoption and use of GSS 99-110L Information Systems and Technology in the International Office of the Future Glasson, Bernard C. Tucson, Arizona Chapman & Hall- GSS
national culture
organisational structure April 8-11 1996 In this research, we set the agenda for an analysis of organisations that are, or are about to, go , through the process of becoming more international by upgrading their interactive communication technologie.s with products such as Group Support Systems (GSS). The various impacts that national culture can have on an organisation's US and adoption of GSS are identified and illustrated
with examples. Two complementary modeIs of organisational structure are also presented and analysed from the GSS perspective. The significant issues which a GSS facilitator-implementer
should be aware of in different cultural environments are pointed out. Deakin has copy
0412797909 651.79 Int/Isa 1996 h ?W " Hartel, C.
Zerbe, W.
Ashkanasy, N. 2005< For Better or For Worse: Organizational Culture and Emotions 335-354# Emotions in Organizational Behavior" Hartel, C.
Zerbe, W.
Ashkanasy, N.
New Jersey' Lawrence Erlbaum Associates, Publishers ... lest the land vomit you out, when you defile it, as it vomited out the nation that was before you. For whaever shall do any of these abominations, the persons that do them shall be cut off among the people. (Leviticus 17:28-29,Revised Standard Version)
An individual's failure to adapt to his or her cultural context, if not embrace it, can bring with it dire consequences, as illustrated in the preceding quote. Culture, or the shared assumptions, values, and beliefs of a social group, has a powerful influence over our lives. This is also true for the social groups within which we work. The culture of organizations and the ways in which it shapes people's thoughts, emotions, and behaviors, for better or for worse, are the subject of this chapter.C Deakin University has copy also available through ebook at library.
0805850988 302.35 Har/Eio?X Cavanagh, T.
Lingham, B 1994@ Library Services for external postgraduate and overseas students 112-127 Distance Education 15 1 1994 The need for adequate library services to support distance students is not always appreciated by academic staff and distance educators, although it is of concem to librarians. In particular the provision of services to postgraduate and overseas-based students can give rise to considerable anxiety. The costs to the library of (i) inter-library loan services, (ii) complex nature of postgraduate subject requests and their need for comprehensive literature searches, (iii) extensive staff time and resources needed to satisfy these requests, and (iv) the practical problems associated with sending library material overseas are all areas of concern for distance education librarians. This paperaddresses these concems,discussing DeakinUniversity's library service, which since its inception in 1978, has provided for both groups of students. Our statistics show that off-campus postgraduatestudents have not made the
demand upon the library's resources that might have been expected. However, because of the level of demand for material on inter-Iibrary loan, they cost much more, per student using the service, than undergraduates. When considering overseas-based off-campus students, the library's greatest
difficulty in meeting the information needs of this group lies with the overseas mail systems. Their slowness and unreliabiity can result in continuing problems for both the students anxiously waiting for parcels and the library.K Deakin has copies available through online resources - A+ Education etc.( 0158-7919
1326-0065 electronic version DU GEELONG PER 374.4 Dis ?Y $ Bernt, Frank M.
Bugbee, Alan C. Jr 1993Z Study practices and attitudes related to academic success in a distance learning programme 97-112 Distance Education 14 1 1993 A survey of study practices and attitudes was mailed to300 adult students enrolled in distance-learning programmes at the American Collcge. The sample consisted of three groups: high passers; low passers; and failers. A 50-item questionnaire focused on study practices and attitudes in six areas: active information processing, diligence, test-taking strategies, time management, concentration, and positive attitudes. A series of discriminant analyses (employing the six scales as the predictor set) indicated that high and low passers scored significantly higher than failers on Test Strategies, Time Management, Concentration, and Positive Attitude scales, with test Strategies being the single most powerful predictor. In addition, low passers were differentiated from the other two groups on a second discriminant function, suggesting that factors underlying academic achievement in distance learning settings may not be unidimensional.M Deakin has online access through A+ Education and hard copies in periodicals( 0158-7919
1326-0065 electronic version DU GEELONG PER 374.4 Dis | ?Z $ Binney, W.
Hall, J.
Oppenheim, Peter 2004F Evaluation of a Social Marketing Program for an Environmental Problem. 140-147. Nonprofit Marketing: Perspectives and Advances Mort, Gillian Sullivan Canberra Australian National University9 social marketing
environmental problem
multi-method study Environmental management encompasses a myriad of social issues to effect change that requires landholders to voluntarily alter their behaviour. Social marketing is now utilised by many government agencies to develop and implement public policies that address this complex issue of land management However in general these programs tend to fall short of the mark as a direct result of the lack of available data from which to objectively evaluate changes in behaviour and program success. This study using a social marketing approach evaluates the effectiveness of a program targeting the successful environmental control of serrated tussock. The study used the indicators of knowledge attitudes and behaviour to objectively evaluate any change A multi-method methodology including a quantitative survey that yielded 608 responses from landholders was used to assess the changes that could be attributed to the program. The study provided objective criteria against which to
demonstrate changes in the behaviour of the landholders and the degree of change attributed to the inteventions within the program. Consequentlv this study provides benchmarks to guide future evaluations of similar social marketing programs for improved environmental managementC Deakin does not have copy . Available from QUT on interlibrary loan
0646439405?[ Brigham, David 1992? Factors affecting the development of distance education courses 169-191 Distance Education 13 2 1992 This exploratory case study identifies factors and relationships among factors facilitating and impeding the development of distance education courses at Syracuse University, a large, private traditional university located in Central New York State. During September and October 1990 Syracuse University's Center for Instructional Development used an author/editor course development model (Smith, 1980) to create eight print-based, undergraduate courses for United States Marines stationed in Saudi Arabia as part of Operation Desert Shield. Interviews with course developers and faculty authors produced six factors associated with the success of the course development process: course definition, faculty perception of student abilities, textbook selection, the extent of faculty/developer conflict, faculty flexibiiity, and faculty/developer working relationships. Course development success was indicated by timeliness, smoothness, and satisfaction with the course product.> Deakin has access via A+ Education online and some hard copies( 0158-7919
1326-0065 electronic version 374.4 Dis?\
Kember, David 1994{ The teacher is more important than the medium: Pre-packaged instructional materials are not axiomatic with surface learning 153-159 Distance Education 15 1 Garrison,
surface learning 1994G This paper is in response to an article by Garrison in volume 14, 2 of Distance Education. It supports Garrison's exploration of alternative paradigms for distance education. Garrison (pp. 199-211) argues for a cognitive constructivist view of teaching and learning as it would facilitate leaming with understanding and the construction of meaningful and useful knowledge structures better. I am in complete support of this main contention of the paper. This paper, however, takes issue with a secondary argument of Garrison's, namely, that from a cognitive constructivist position there is an implication that pre-packaged instructional materials are inherently behavioural and inevitably lead to surface leaming. This paper argues that there is no link between these two positions, and that pre-packaged instructional materials can play a role in achieving understanding of complex and ill-structured subject areas and are compatible with a constructivist paradigm. Garrison's position is complementary to the one I have long argued, but expressed in terms of the deeplsurface dichotomy of the student learning movement rather than the cognitive constructivist school. Acceptance of Garrison's arguments, however, would provide justification for moving away from the use of self-instructional materials; but I believe this case is not substantiated.^ Have paper copy
Deakin has hard copies and also available through A+ Education online resource( 0158-7919
1326-0065 electronic version -?]
Thompson, D. 1993% Teletutoring - a handbook for tutors 1-37 Geelong Deakin University handbook 1993 Since 1983 teletutorialsl have been an important part of Deakin University's off-campus program. Deakin's commitment to teletutorials has been demonstrated not only by the funding of teletutorials but by the appointment ofTeleconference staff and the establishment of a Telecommunications Centre at the Geelong campus. In 1992 a 60 port "Confertech" audio conferencing bridge was installed, the
first such facility of this capacity at an educational institution in Australia. As well, ongoing evaluative research has been undertaken and this handbook draws on the research
completed to this stage.
The adoption of the technology for tutorial purposes by academic staff has been a gradual but continuous process.
There is a sense that because everyone is familiar with using a telephone and tutors are accustomed to teaching, there is little that is different about the teletutorial experience. This is perhaps an unduly simplistic view. While many teaching methods translate readily, teletutorials are not the same as face-to-face tutorials - to cite just one signifcant area of difference, the presence or the absence of body language. Teletutorials are different also from face-to-face tutorials in the demands made of the tutor. He or she needs to be an educator, an administrator and a counsellor, providing immediate responses without time for consultation and reflection in most instances.The task, then, is not an easy one. have paper copy ?^ Johnson, N.
Rowan, L.
Lynch, J. 2006V Construction of gender in computer magazine advertisements: confronting the literature 1-5 Simile 6 1 Canada University of Toronto Press Previous studies (Sofia, 1998; 2002; Turner & Hovenden, 1997; Weinstein, 1998) discussed the power relations surrounding the advertisements for computers in computing magazines, in particular deconstructing the imagery and text which manifested the dominant digital discourse of power (Millar, 1998). In these studies, the authors found that women were positioned as incapable and impotent users of computers Deakin library has access online through Directory of Open Access Journals 01, Jan. 2001- and Academic Search Premier 01, Feb. 2001- 22, Nov. 2006 1496-6603 ?_ Johnson, R. 2006@ Locating non-Western enlightenment texts for a global curriculum 21-32 Intercultural Education 17 1 United Kingdom RoutledgeY The context of this paper is a university-based teacher education course in Melbourne, Australia. The assumption underpinning the course is that it is crucial for trainee teachers to examine the lenses they typically use in terms of common-sense understandings of children and adolescents. We point to the 18th century Western enlightenment period as the source of this thinking. I argue that it is important to be aware of other enlightenments that have shaped the traditions of students in our multicultural mix. In this paper, I explore the writings of the Mahabharata and other early Indian texts to see how they have also influenced ways of thinking about childhood and adolescence. Data for this paper have been drawn from course materials, student responses, translations of early Indian texts and popular stories depicting childhood and adolescence. Deakin library has online access through Taylor&Francis Online 01, Jan. 2000- and Academic Search Premier 01, Apr. 2000- 23, May 2006
Have electronic copy 1467-5986 ?` Arambewela, R. 2006R Teaching Quality and Tutorial Delivery: Experience of a second year marketing unit 1-12+ Academy of Marketing Annual Conference 2006 John Egan
Paul Baines Middlesex University, London 2006o The higher education sector, the world over, is faced with the challenging task of servicing an increasingly diverse international student community in the globally competitive education market. The rising expectation of students of education outcomes, varied learning styles and orientations of the student population have brought in challenges such as providing a high quality educational environment with changes in curricula and pedagogy (Coldrake, 2001) to negotiate the cultural and linguistic diversity and the resulting expectations of students. The 'quality' of teaching and learning is high on the agenda among the key issues that had emerged from policy developments to meet these challenges.
Using the SPQ2F instrument (Biggs, 2003) and depth interviews, this paper investigates the study approaches of students enrolled in a second year marketing unit in an Australian university focusing on the learning contexts in which learning occurs. The findings indicate that there are no significant differences in study approaches of students and that the study approaches differ according the learning context. The paper concludes that student perceptions on learning contexts assist in the development of teaching strategies that lead to quality outcomes, higher student satisfaction and providing universities a competitive edge in marketing its services to prospective students.: Have electronic copy
Not available through Deakin libraryy?a - Kwok, Ron Chi-Wai
Ma, Jian
Vogel, Douglas R. 2002S Effects of Group Support Systems and Content Facilitation on Knowledge Acquisition. 185-229) Journal of Management Information Systems 19 38 facilitation
group support system
collaborative learning Winter 2002 This paper investigates the effects of group support systems (GSS) and content facilitation on individual knowledge acquisition in general, and on changes in an individual's knowledge structures in particular as indicated through concept mapping development. We present a model explaining the enabling effects of GSS and content facilitation on group processes (group participation, quality of feedback, domination, and communication barrier), cooperation in learning, and individual knowledge structures (knowledge complexity, integration, and commonality). An experiment that employed a 2X2 factorial design was used to explore the main and interaction effects of GSS and content facilitation on knowledge acquisition. Experimental subjects were randomly assigned to one of the four treatment groups; that is, nonfacilitation and non-GSS, nonfacilitation and GSS, facilitation and non-GSS, facilitation and GSS. Results of the experiment indicated that both GSS and content facilitation positively affect certain aspects of individual knowledge acquisition. Content facilitation particularly enhanced learners' knowledge commonality, whereas GSS enhanced the quality of feedback and cooperation in learning, and reduced domination and communication barrier. However, the results also indicated that GSS and content facilitation have crossover interaction effects on group participation and knowledge commonality. The effects of combining GSS and content facilitation were not additive in this study. Explanations are presented.M Deakin has access through library resource database: Business Source Premier
0742-1222M?b Connoley,Rob 2006l Will It Work? An Initial Examination of the Processes and Outcomes of Converting Course Materials to CD-ROMs 159 -1736 Issues in Informing Science and Information Technology 3; Distance education
educational development
online education The Faculty of Business and Law at Deakin University (Victoria, Australia) decided to dispense of all printed post-graduate learning materials and replace them with CD-ROMs from the commencement of the 2006 academic year. In addition, CD-ROMs were developed for a limited number of undergraduate units as part of a future delivery plan for this cohort of students. The following paper describes this project, the reasons underpinning it, and the processes the Faculty adopted to implement the project. The project is ongoing and part of a broader agenda for change that will see an even greater application of electronic technology to teaching and learning within the Faculty. Although only initial findings and observations are possible at this stage, the project provides a basis for longitudinal reporting and, potentially, a guide for other institutions who may be considering such a move. The paper reports on these observations and on those in the educational development arena and suggests that the Faculty will need to learn from these initial experiences and evaluate the project in greater depth to guarantee a smooth transition for all stakeholders. Have copy
Available through Deakin University Library electronic resources:
Directory of Open Access Journals 01, Jan. 2004- 1547-5840 rob.connoley@deakin.edu.au6F?c
Dreher, Heinz 2006? Interactive On-line Formative Evaluation of Student Assignments6 Issues in Informing Science and Information Technology 3 AEG; Automated Essay Grading
automated formative assessment
conceptual learning
deep learning
formative evaluation
interactive assessment feedback
Latent Semantic Analysis
MarkIT
Normalised Word Vector
NWV. 2006 Automated Essay Grading (AEG) technology has been maturing over the final decades of the last century to the point where it is now poised to permit a transition in ‘assessment-thinking’. The administrative convenience of using objective testing to attempt to assess deep learning, learning at the conceptual level, has now been obviated by efficient and effective automated means to assess student learning. Further, the new generation AEG systems such as MarkIT deliver an unprecedented interactive formative assessment feedback capability, which is set to transform individualized learning and instruction as implemented in existing Learning Management Systems (LMS). h.dreher@curtin.edu.au ?d Deakin University, 1990& Videoconferencing facilities installed 1- News Warrnambool A $340 000 videoconferencing facility has been installed at Deakin and is now being trialed on both campuses. Deakin is the first university in Victoria off the mark to realise the potential of videoconferencing. Head of the Audiovisual Unit, Mr Nicholas Clarke said: *We already had an electronic link in place between the campuses and we decided to extend this to take in a videoconferencing facility.' Deakin contracted AAP Communica-
tions to supply portable videoconferencing
units for use in the main meeting rooms on
both campuses. The equipment is marketed
by PictureTel, which holds the lion's share
of the international videoconferencing
market and supplies organisations includ-
ing Boeing and Kraft and even the U.S.
armed forces.
The AAP videoconferencing units are
compact, portable and as easy to use as a
telephone. The units comprise a television
monitor, a remotely controlled camera and
a special unit which transmits the video and
audio signals. The unit's portability means
that videoconferencing does not have to
take place in specially equipped studios but
can be used in an office or meeting room.
Portable videoconferencing units are
now in place in the main meeting rooms on
both campuses. The link is activated by a
telephone connection and participants on
each campus can take part in the meetings.
Staff at either end can use a remote
control device to pan, tilt and zoom the
video camera on the other campus to
highlight individual speakers or view
information on a whiteboard.
Mr Clarke said: 'Put in the simplest
terms, videoconferencing is really a
telephone with pictures. The technology is
very sophisticated but the equipment is
extremely simple to use. Once people
become familiar with it, the advantages are
tremendous.
'As most staff will know we were faced
Deakin contracted AAP Communica-
tions to supply portable videoconferencing
units for use in the main meeting rooms on
both campuses. The equipment is marketed
by PictureTel, which holds the lion's share
of the international videoconferencing
market and supplies organisations includ-
ing Boeing and Kraft and even the U.S.
armed forces.
The AAP videoconferencing units are
compact, portable and as easy to use as a
telephone. The units comprise a television
monitor, a remotely controlled camera and
a special unit which transmits the video and
audio signals. The unit's portability means
that videoconferencing does not have to
take place in specially equipped studios but
can be used in an office or meeting room.
Portable videoconferencing units are
now in place in the main meeting rooms on
both campuses. The link is activated by a
telephone connection and participants on
each campus can take part in the meetings.
Staff at either end can use a remote
control device to pan, tilt and zoom the
video camera on the other campus to
highlight individual speakers or view
information on a whiteboard.
Mr Clarke said: 'Put in the simplest
terms, videoconferencing is really a
telephone with pictures. The technology is
very sophisticated but the equipment is
extremely simple to use. Once people
become familiar with it, the advantages are
tremendous.
'As most staff will know we were faced with the problem of having two campuses
two hours apart by road. We were often in
the position of having the Vice Chancellor,
several deans, half a dozen professors and
the senior management on the road at the
same time. The number of hours lost in
travel time was incredible.
'On meeting days the University's
senior executive could be in transit for up
to four hours. It was incredibly expensive,
a waste of time and potentially veiy
dangerous.'
Mr Clarke said: * The potential of the
system is tremendous and we are only just
scratching the surface. Videoconferencing
could have tremendous advantages both
in themanagementand teaching operations
of the University." ?e Hickey, C.
Kelly, P. 2006} Professional education and training for early career players in the Australian Football League: footy first, second and third 1-13` Creative dissent: constructive solutions - AARE 2005 international education research conference
P. Jeffrey Sydney AARE Health
Physical Education 27 November - 1 December In this presentation we discuss some of the findings of a research project funded by the Australian Football League (AFL) titled: Getting the Balance Right: Professionalism, Performance, Prudentialism and Playstations in the Life of AFL Footballers. The research explored the emergence and evolution of a 'professional identity' for AFL footballers - an identity that has many facets including the emerging ideas that a professional leads a balanced life, and has a prudent orientation to the future, to life after football. This 'professional identity' isn't natural, and must be developed through a range of 'professional development' activities (common to all other 'professions'). In the AFL at this time professional development has a focus on engaging players in a variety of education and training activities - TAFE & University courses, and workshops and seminars that the industry has put in place to educate players about issues that the industry sees as important.
The presentation will focus on our research with players we classified as Early Career players. For many of these 17 to 21 year old young men their education is often compromised by a range of industry practices (including the draft) and the intensity of their efforts to physically prepare for AFL football.@ http://www.aare.edu.au/05pap/hic05252.pdf (retrieved 24/05/2007)4 paper available from URL below
have electronic copy 1324-9320?f
Beavis, C. 1998G Computer Games: Youth Culture, Resistant Readers and Consuming Passions 1-8n Research in Education: Does it Count? Australian Association for Research in Education annual conference 1998 Peter L. Jeffery' Adelaide, 29 November - 3 December 1998 AARE Digital culture is presented as both seductive and pervasive, and as actively productive of identity and cultural relations. Young people (players) are positioned as uncritical consumers in a context of commodification and internationalisation of youth culture, in a set of debates that refer to broader processes of societal values and change, with computer texts seen as working along with other media and popular culture texts to mobilise specific images, discourses and positions, and to powerfully construct identity. At the same time, other debates point to a more subversive and resistant view of playing/reading. Audience work, for example, has focussed on young people's resiliance in relation to television violence and video nasties. A third set of debates explores connections between young people's in and out of school textual worlds, with a view to exploring ways in which the curriculum might both capitalise on developing skills and knowledge while also intervening in cultural production and strengthening capacities for critique.> http://www.aare.edu.au/98pap/bea98139.htm retrieved 24/05/2007A have electronic copy
paper available from AARE site at URL below. n?g Culican, S. 2006N Troubling teacher talk: the challenge of changing classroom discourse patterns 1-18` Creative dissent: constructive solutions - AARE 2005 international education research conference
P. Jeffrey Sydney AARE1 Literacy
Curriculum and specific curriculum areas 27 November - 1 December The middle years is a crucial stage of schooling where the gap in student achievement widens, and progress for some students slows significantly. Despite recent moves towards middle school reform and improved literacy standards, there remains a gap in literacy provision for young adolescent learners considered to be 'educationally disadvantaged' or 'at risk'. Many literacy intervention programs offered to underachieving adolescents fail to articulate to mainstream curriculum and assessment practices, or to scaffold students adequately in meeting the literacy demands of an increasingly abstract and specialised curriculum. Often underpinned by an individual deficit view of literacy failure, these programs lead to a differentiated curriculum which potentially compounds 'risk' and maintains stratified outcomes.
This paper is based on research into a literacy pedagogy which aims to scaffold students in accessing the literate discourses of schooling. Fundamental to this scaffolding approach, developed with Indigenous students, is rewriting traditional patterns of teacher-student interaction, or classroom pedagogic discourses, particularly those that take place around texts. In this paper, I explore issues surrounding the analysis of student and teacher talk, drawing on lesson transcripts and frameworks which allow particular attention to be paid to the challenges facing teachers in adopting new patterns of classroom talk.? http://www.aare.edu.au/05pap/cul05592.pdf retrieved 27/05/20071 paper available at URL below
Have electronic copy 1324-9320 ?h Wells, M. 2004' Personal pedagogies and online teaching 1-12o Doing the Public Good: Positioning Educational Research - AARE 2004 International Education Research Conference
P. Jeffrey Melbourne AARE 28 November - 2 December^ This paper will present the state of research that is investigating the context, use of and effects of, a new online environment on the personal and professional pedagogy of teachers in a faculty of education in a traditional university setting. The use of online communication software is not new to the university. There is a history of use of a different suite of online communication software, but a new set of 'tools' was imposed in a top down model. ssociated with this imposition was a requirement that all units in all courses make use of this software at least at a most basic level.
The introduction of this new suite of software to manage, support and promote the use of online technologies in the teaching and learning process afforded an opportunity to identify and analyse staff attitudes and values regarding their personal and professional pedagogy, their generalized experience of teaching, and the way the use of the new online communication technologies impacted on these attitudes, values and matched with or was in challenged their theories regarding effective teaching and learning.
Being an education faculty, the staff has a stake in, and well developed attitudes and values about effective teaching and learning. The focus of their work is 'education'. So the question is how to education faculty teaching staff incorporate the new technologies into their personal and professional pedagogy and how does the use of the new technologies impact on their personal and professional pedagogy? Does this systemically enforced change clash with academics' personal and professional pedagogies? Does it impact negatively or positively? If the affect is different for different members, why is this so? What aspects of the various actors, (teachers and technologies) lead to variation in response to change?
Globally, universities are increasingly promoting online teaching. This is justified in many ways including the flexibility it provides for students. Some may argue that the increase in online teaching and learning allows universities to successfully manage in a political environment that provides continuously reducing funding to universities while demand for student places is unprecedented. This is placed in a context of tension: tension in expectations of the role of the university to 'train' an upcoming workforce and a wider role of educating for 'life'. The concept of 'lifelong learning' that is commonly used further intensifies these tensions.
The research will look at the experience of these phenomena globally to place the research in the wider international context as well as a case study of this immediate academic community. This research will attempt to make visible the complex process of change and/or innovation as it takes place including the development and shaping of not simply artifacts but also of meanings, boundaries, processes, actors and practices.? http://www.aare.edu.au/04pap/wel04022.pdf retrieved 27/05/20073 have electronic copy
paper available from URL below 1324-9339 o?i " Hickey, Christopher
Keddie, Amanda 2004T Peer groups, power and pedagogy: the limits of an educational paradigm of separation 57-77! Australian Educational Researcher 31 1 Apr 2004: In contrast to the plethora of literature that suggests that the increasing gulf between teachers and young people is due to the shifting interests and expectations of young people, the focus of this paper is on the roles teachers play in this relationship. Provoking our interest is a concern that some of the assumptions that underpin 'mainstream' pedagogic theory and practice might actually contribute, albeit unwittingly, to hardening rather than softening the communication divide. Drawing on an incident that took place between a group of 7-8 year old males in a primary school setting, we reveal the limits of a teaching paradigm that encourages teachers to adopt authoritative positions from which to separate and individualise student behaviour. In theoretical terms, we argue that the application of this paradigm asserts an exaggerated notion of agency to individuals in the construction of identity. In practical terms it promotes processes that individualise behaviour as a way of dealing with miscreance. Together these manifest themselves as a 'pedagogy of separation'. Theprocess of building more productive pedagogic relationships, we conclude, needs to begin with teachers better recognising and engaging with the collective investments of young people.x Available as periodical at Deakin University Burwood library DU MELB PER 370.780994 Aus, Issues held: , Vol.2:1(1975)-32:3(2005),
and on access through Australian Public Affairs Full Text (Selectively indexed)
A+ Education(Selectively indexed) 01, Jan. 1994-, 01, Jan. 2001-
Directory of Open Access Journals 01, Jan. 2003-
Publisher's Site 01, Jan. 2003- 0311-6999 DU MELB PER 370.780994 Aus }?j Keamy, R. 2001a The efficacy of using e-mail when researching inclusive teaching practices used by male academics 1-4 Crossing Borders: New Frontiers in Educational Research - Australian Association for Research in Education, AARE 2001 International Education Research Conference Jeffrey, W. Shilton and R. Fremantle AARE 2 - 6 December 2001 Institutions such as universities are dominated by bureaucracies that practise exclusionary visions of leadership - practices that promote a privileged version of masculinity that effectively shut out most women and some men. In this paper, the author discusses some of the issues confronting male academics who are in leadership positions and whose leadership practices are considered to be non-mainstream. The paper describes work-in-progress and reflects upon a small research project, A Small Study of Male Academics & Their Inclusive Teaching Strategies, in which the author trialed the use of e-mail communication as a medium for having repeated conversations with a number of male academics about their inclusive teaching practices. This forms a small part of a larger study concentrating on the non-mainstream leadership practices of male academics. The study met with mixed results: on one hand, it provided an opportunity for the respondents to express how they teach inclusively; on the other, the study made it apparent that the singular use of e-mails did not facilitate communication with the respondents. The implication for research involving male academics who practise leadership and masculinity differently, is to ensure that the communication is primarily of a personal, face-to-face nature with the use of e-mails providing a complementary, rather than a primary, means of data gathering.? http://www.aare.edu.au/01pap/kea01160.htm retrieved 27/05/20074 Paper available from URL below.
Have electronic copy 1324-9339 ?k Kamler, B.
Thomson, P. 2001@ Talking down 'writing up' or ten e-mails make a conference paper 1-5 Crossing Borders: New Frontiers in Educational Research - Australian Association for Research in Education, AARE 2001 International Education Research Conference W. Shilton
R.Jeffrey, Fremantle AARE 2 - 6 December 2001 This paper addresses the significant role that writing plays in research. We argue that too often writing is oversimplified, consigned to the final 'stage' of a research 'process' and designated as 'writing up'. Research methodology textbooks rarely discuss writing as integral to research practice. The advice postgraduate students receive not only glosses over the difficulties of constructing an extended argument but also of working within the genres and power relations required by the academy. In this paper we examine a selection of research methodology texts to see how the notion of 'writing up' is constructed and with what effects. We offer an alternative view of writing as research and research as writing.@ http://www.aare.edu.au/01pap/kam01166.htm retrieved 27 May 20074 Have electronic copy
Paper available from URL below. 1324-9339 ?l / Evans, T.
Macauley, P.
Pearson, M.
Tregenza, K. 2003C A brief review of PhDs in creative and performing arts in Australia 1-14 AARE mini-conference 2003 Jeffrey, P. Newcastle AARE 2 - 4 October 2003e This paper reports on an aspect of a pilot project in 2003 by the authors comprising a bibliographic analysis of all (42,000+) Australian PhDs. The pilot work is both a data and methodological basis for a larger project that investigates the nature and development of PhDs in Australia as they evolved in the context of economic, social and educational changes. This paper reviews the evidence from the bibliographic data held in library catalogues of PhDs in each Australian university. It provides an overview of the first instances, locations and frequencies of PhDs in the creative and performing arts in Australia, fields which are relatively new to doctoral study and which pose challenges in terms of doctoral pedagogy and scholarship. This is contextualised in terms of the rise of the modern university and the new professional doctorates in the creative arts.C http://www.aare.edu.au/conf03nc/ev03007z.pdf retrieved 27/05/2007 Paper available from URL below. 0 95859032 X?n White, S. 2003_ Learning to be a teacher - examining the role of self-as-researcher in a phenomenological study 1-10D Educational research, risks and dilemmas: NZARE AARE conference 2003
E. van Til Auckland, New Zealand NZARE 29 November - 3 December Many qualitative studies position the researcher as either an impartial observer or as an active participant in any given gathering of humanistic data. This paper presents the researcher in a different paradigm and emphasises the importance of the researcher's story being told as well as those of the participants. The paper presents the research of a doctoral study that used a phenomenological framework and adopted a narrative inquiry approach. Narrative inquiry was used as it recognised that particular research interests often have their genesis in the researcher’s own experience and background. This study focused on how you can explore the role of self -as-researcher in order to be open to listen and report on the findings of those who we study.? http://www.aare.edu.au/03pap/whi03605.pdf retrieved 27/05/20073 Paper available from URL below
Have electronic copy 1176-4902 ?o Evans, T.
Rennie, L. 20032 Guidelines for best practice in doctoral education 6-6 AARE mini-conference 2003 Jeffrey, P. Newcastle AARE 2 - 4 October 2003 In recent years the Australian Council of Deans and Directors of Graduate Studies has become increasingly concerned about the quality and standards of doctorates, that is, PhDs, professional and other doctorates. It has become clear that PhD programs are not always of sufficient quality and that some PhD students do not receive a quality doctoral experience and outcome. Similarly, the Council has been concerned about the quality of some Australian professional and other doctorates. As a result of these concerns, the Council established a working party to prepare a set of guidelines for best practice in Australian doctoral programs. The draft guidelines are consistent with the Australian Qualifications Framework and were reviewed and refined at the last Council meeting in May, 2003. In this presentation, an overview of the guidelines is offered for further discussion and advice to the CouncilA http://www.aare.edu.au/conf03nc/abs03z.htm retrieved 27 May 20077 abstract available from URL below
have electronic copya?q Rowan, L.
Bigum, C. 2004~ Innovation chains: possibilities and constraints for critical perspectives on computers, difference and educational innovation 1-15o Doing the Public Good: Positioning Educational Research - AARE 2004 International Education Research Conference
P. Jeffrey Melbourne AARE 28 November - 2 December 2004 While declarations of 'innovativeness' are easily found in most educational contexts, it is significantly more difficult to locate detailed definitions of what educational innovation actually means. In this paper we are interested in identifying the extent to which mainstream takes on 'innovation' (as played out in contemporary technology and equity debates) reflect or respond to what we will define as the more innovative dimensions of innovation literature itself.
Our aim throughout this paper, then, is to begin the complex process of developing a means for distinguishing between projects that are 'badged' as innovative and projects that are more demonstrably (and sustainably) innovative. In this process we will distinguish between what Shiv Visvanathn describes as "innovation chains"-dynamic, rhizomatic, transformative responses to the contemporary world that lead to fundamentally new ways of conceptualising technology, culture and difference-and the constraints-or chains-provided by dominant understandings of innovation: chains which anchor us to existing, hegemonic and limiting understandings of student diversity and educational technology.) http://www.aare.edu.au/04pap/row04716.pdf3 paper available from URL below
have electronic copy 1324-9339 >?r Johnson, N. 2004- Technological disadvantage of the digital age 1-8o Doing the Public Good: Positioning Educational Research - AARE 2004 International Education Research Conference
P. Jeffrey Melbourne AARE 28 November - 2 December Debates continue about the relative benefits, costs and risks of the diffusion of computer-based technologies throughout society and schooling. One area that has received considerable attention is gender equity. Early work on gender and computers focused on differences between male and female access and use (e.g. Martin & Murchie-Beyma, 1992; Sofia, 1993; Kirkman, 1993; Nelson and Cooper, 1997; Morritt, 1997), with concerns focused on the potential for girls to be disadvantaged. In some respects, it is arguable that problems of gender equity in schools with respect to computers have been overcome. For example, in a small study I conducted in two New Zealand senior primary schools in 2003, I found that both boys and girls were motivated to use computers and appeared to have equal opportunities to access computers in the classroom. The students in my study expressed a belief in the importance of using computers, and this belief can also be discerned from educational policy and media coverage.
In this paper I argue that, although gender by itself no longer appears to be a source of disadvantage in terms of access to and use of computers in schools, many questions about technology, schooling and power relations still remain unanswered. I present two alternative viewpoints on the new digital age. First, I explore Melanie Stewart Millar's (1998) analysis of digital discourse as one which reproduces the power of white, middle-class, educated, well-paid males, and excludes anything else it considers 'Other'. Second, I review arguments that the digital age has provided sites for the transcendence of traditional hierarchies and inequalities (e.g. Spender, 1995). I conclude that, despite the discrepancies between these two viewpoints, both concur that technological disadvantage will exacerbate any existing inequality that might result from intersections of identity categories, such as, gender, ethnicity, age, and socio-economic status.@ http://www.aare.edu.au/04pap/joh04392.pdf retrieved 28/05/2007= have paper and electronic copy
paper available from URL below 1324-9339 8 ?s Hickey, C.
Tinning, R. 1999F Abstract: Teaching practical subject matter using on-line technologies 52-52 AARE Conference 1999 Jeffery, Peter Melbourne AARE Nov 28 - Dec 2, 1999 The possibility of using digital technologies as a medium for the delivery of physical education teacher education programs clearly now exists. The explosion of the World Wide Web in the last decade now offers a raft of on-line possibilities, not least of which is the capacity to engage participants in 'real time' conversations. The provision of more flexible modes of study within the social landscape of a more flexible work force makes a lot of sense. Indeed, pressures to engage 'new' modes of course delivery in teacher education programs appear to be gathering momentum.
Notwithstanding the rhetoric of a more efficient and effective practice, the emergence and/or proliferation of a technological culture in physical education teacher education are intensely problematic. Ironically, the application of computer-mediated communication devices flies in the face of physical education's commitment to moving, skilling and disciplining young bodies.
In this presentation we present our foray into the field of techno-mediated delivery in a physical education teacher education program at Deakin University. The great challenge for us has been to engage students in multi-media modes of delivery in ways that accommodate our philosophical commitment to foster a 'critically reflective' approach to physical education pedagogy. In our application of the notion of 'critical reflection' we unapologetically foreground a particular epistemology of learning that views knowledge as a social, political and personal construct.G www.swin.edu.au/aare/99pap/alpha.htm abstract only retrieved 28/05/2007 abstract available at URL below.?t ! Evans, T.
Stacey, E.
Tregenza, K. 20002 Childrens' experiences using ITV in their learning 1-6 AARE Conference 1999 Jeffery, Peter Melbourne AARE Nov 29 - Dec 2, 1999d Interactive television (ITV) is relatively unusual as an educational medium in primary schooling where the face-to-face classroom dominates. SOFNet (Schools of the Future Network) is the name given to the government funded ITV provision for (public and private) schools in Victoria. SOFNet has been used in Victoria for approximately the past five years to provide education in some key curriculum areas, especially in Languages other Than English (LOTE), but also significantly in science and technology, as well as in other individual areas. Unlike previous forms of television broadcasting to schools, SOFNet in Victoria is 'narrowcast' via satellite to any school, and the schools and their children may interact in a variety of ways as is described below. This paper discusses some preliminary analyses of data collected as part of a two-year research project funded by the Australian Research Council investigating the ways in which primary and secondary school teachers use the Victorian satellite broadcast interactive television system called SOFNet to enhance the educational experiences of their students. The first year of the project, 1998, focused on the use of SOFNet in primary schools in Victoria and interstate. The second year of the project focuses on its use in secondary schools in Victoria and interstate. This paper focuses on the children's experiences of using ITV in their learning, it is parallel to, and draws upon, a paper focusing on the teachers' perspectives which was presented previously at the 1999 conference of Open and Distance learning Association of Australia (Evans, Stacey and Tregenza, 1999).? http://www.aare.edu.au/99pap/eva99621.htm retrieved 28/05/2007< have paper and electronic copy
Paper available at URL below
?u Blackmore, J.
Sachs, J. 2000s The 'accidental' manager and the enterprise of the self, gender, identity and a crisis of motivation in leadership? 1-6 AARE Conference 2000 Jeffery, Peter Sydney AARE December 4 - 7, 2000s The nature of work and work identity are also being transformed. In much of the organisational literature, the concept of identity is treated separately from notions of professionalism within specific occupations or institutions. We argue in this paper that individuals' work identity is informed by the articulation between particular personal and professional discourses circulating within and around educational organisations. These give rise to different understandings and readings of corporate identities. At the same time, each new educational setting defines corporate identity differently. We found that there were different professional cultures across the three sectors-the entrepreneurial culture of TAFE, the disciplinary knowledge based Culture of universities and the pedagogical or caring culture of schools. Work provides a new sense of identity for a generation of increasingly economically independent women, together with or substituting for family and home as key aspects of women's identity in previous generations. While women continue to move into leadership in middle and executive management largely through accident rather than design, by proven rather than potential performance, their progression upwards requires more strategic leadership performances. Once there they face ambiguity and paradox - caught between macho competitive individualist cultures reinvented in the corporate organisation seeking to do more with less, and more humanist approaches of soft management theory premised upon networks, change agency and transforming organisations. While all managers, both executive and middle managers, male and female, confront these tensions, women are open to a range of gendered images, expectations and perceptions, caught between adopting the corporate line and between more inclusive and team building behaviours. We explore how 'the corporate' informs gendered work identity of women managers in a number of universities, TAFEs and schools. Women's investment in their identity which may not 'fit' the corporate educational organisation. To 'become a manager' may often require relinquishing those aspects of self which were seen to be critical to how they were viewed by others and wished to be viewed and a reinvestment in practices which could be seen as being complicit with non educational agendas, creating a sense of abandonment of self and adoption of the colluded self.@ http://www.aare.edu.au/00pap/bla00233.htm retrieved 28/05.2007; paper available at URL below
have paper and electronic copy
?v
Blackmore, J. 1999 Intellectual labour at risk or merely under reconstruction? Changing research practices, restructured academics and the new academic work order 1-13 Jeffery, Peter Melbourne AARE Nov 29 - Dec 2, 19999 Changing research practices, restructured academies and the new global 'knowledge work' order. Educational restructuring, in the name of national economic productivity and premised upon new managerialism and market principles, has produced entrepreneurial universities. Externally, universities have developed new contractual relations with government, students, industry and the professions. Internally, the dual imperatives of the market and management within increasingly self funding corporate universities have led to new research structures, academic career paths and changed relations within research communities. This paper investigates the changing nature of university-based research in the context of the changing nature of academic work, the 'corporate' university and global markets. The larger project sought to explore how policy shifts with regard to national priorities, funding mechanisms, and industry-university links in higher education have changed the nature of the research that is done, who does it, how it is done, how it is disseminated, and its perceived use value in 'a learning society' as universities increasingly seek to provide lifelong, flexible learning and to be self-funding. This paper explores the impact of 'academic capitalism' on the changing research relations between universities and their various clients: industry, policy makers and the professions. Through a qualitative study based upon individual academic research profiles in one university, I analysed the discursive practices of university research management and various public and private industry, professional and community agencies. I considered the nature and effect of the restructuring of relations between research academics and their different 'clients' (industry, professions and research students) and policy communities. I explored with this group of academics selected from across different faculties how these shifts impact upon research practice, priorities and foci. The project is important because it raises critical issues about the future role of universities. How has the nature of intellectual labour in knowledge formation and professional advocacy as independent researchers been effected? The paper draws upon critical comparative work on universities by Slaughter and others as well astheoretical work of the new policy sociology.@ http://www.aare.edu.au/99pap/bla99704.htm retrieved 28/05/2007< have paper and electronic copy
Paper available at URL below
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Blackmore, J. 1999H Managing diversity or managing for diversity in the corporate university 1-8 AARE conference 1999 Jeffery, Peter Melbourne AARE Nov 29 - Dec 2, 1999 Equity debates in education need to be situated in the context of wider national policy agendas. Inherent in these reform agendas are contradictions between post modern discourses about enhancing diversity and choice to meet the needs of niche markets more flexibly through co-operation, quality, accessibility and efficiency on the one hand and the social conservatism of modernist management practices and the market on the other. EO policies in education particularly and the public sector generally have been re-defined and re-framed through key conceptual shifts during the 1990s-- from social justice, to EO, to equity, and now diversity. This paper focuses upon how notions of gender inequality have been redefined through the dissemination of a discourse of diversity in the context of the rise of conservative education politics. We map how the discursive shifts in policy texts to more instrumental and vocationally oriented notions of educational value mirror shifts in thinking about equity away from group disadvantage to equity through individual choice. This discourse has allowed institutions to maintain their image of being 'equal opportunity organisations' and even good corporate citizens although EO policies for women teachers and academics are, due to their marginalisation in strategic planning, management discourses and organisational practice, are in many instances more symbolic artefacts than expressionsn of new discursive practices. We signal some of the paradoxes which emerge between discourses of performativity and equity in institutional politics and practice, and how these are resolved by gender equity managers. We compare how 'newer' and more 'elite' institutions use equity within the market to gain comparative advantage. The irony is that equity requires greater regulation of the economic and deregulation of the social, while markets and the new management seek deregulation of the economic and regulation of the social to achieve corporate goals. The paper draws its empirical data from qualitative research undertaken in universities, TAFE and schools in three Australian state during a period of radical restructuring. It draws upon post structuralist notions of discourse and positionality and feminist theories of the state.? http://www.aare.edu.au/99pap/bla99705.htm retrieved 28/05/2007< have paper an electronic copy
Paper available from URL below ?x
Blackmore, J. 2000` 'Restructuring relations' between the state, family, work and education in globalising economies 17-35! Australian Educational Researcher 27 3 Melbourne AARE In this article the author engages with the problematic of investigating the changing social relations of gender in education and issues of social justice in the context of educational restructuring and reform. The central question addresses is whether there is a fundamental restructuring of relations between the individual, the state and community underway, and the implications of this for gender justice in particular and social justice generally Deakin Library has access through online services:
Australian Public Affairs Full Text (Selectively indexed)
A+ Education(Selectively indexed) 01, Jan. 1994-, 01, Jan. 2001-
Directory of Open Access Journals 01, Jan. 2003-
Publisher's Site 01, Jan. 2003- 0311-6999! Australian Educational Researcher?y
Beavis, C. 2000D Magic or mayhem? New texts and new literacies in technological times 1-6] Annual Conference of the Australian Association For Research in Education, Melbourne Victoria Jeffery, Peter Melbourne AARE Nov 27 - Dec 2, 1999_ The advent of the new technologies raises big questions about the nature of literacy, curriculum and text. Schools and teachers are faced with the need to respond rapidly to changing forms and definitions of literacy, while more traditional versions of print literacy continue to be the focus of considerable media, governmental and community concern. Classroom practices are situated at the intersection of a set of highly politicised and contradictory discourses of (critical) literacy, cultural maintenance, technological sophistication and societal change. Drawing on case study research into the incorporation of computer games into the secondary school as texts of the new technologies, this paper examines issues entailed for teachers in the (re)construction of texts, reading and literacy and the implications for classroom practice and curriculum change.? http://www.aare.edu.au/99pap/bea99689.htm retrieved 28/05/2007c Paper available from URL below
Magic or mayhem? New texts and new literacies in technological times ?z ( Boyce, G.
Williams, S.
Kelly, A.
Yee, H. 2001 Fostering deep and elaborative learning and generic(soft) skill development: the strategic use of case studies in accounting education 37-60 Accounting Education 10 1 London Routledget Case; Studies; Soft; Skills; Generic; Skills; Deep; Processing; Elaborative; Processing; Learning; Style; Assessment It is vital that accounting educators take responsibility for the development of students' generic (soft) skills in conjunction with, discipline-specific skills. Research indicates that the typical learning styles of accounting students are not suited to the acquisition of generic skills. In this paper learning theory is used to provide a framework to support the use of case studies as a tool to promote appropriate learning styles and thereby enhance generic skill development. The paper details a number of strategies that may be implemented with case studies to achieve these goals. The implications for accounting educators, which are significant, are discussed.q Deakin has periodicals at Melbourne -DU MELB PER 657.071 Aed/Uca
and has online access through Taylor&Francis Online 01, Jan. 1992-
IngentaConnect 01, Jan. 1997-
Business Source Premier (Latest issues unavailable) 01, Mar. 1992- 03, June 2006
Professional Development Collection (Latest issues unavailable) 01, Mar. 1992- 03, June 2006 0963-9284 657.071 Aed/Uca?{ Durrant, C.
Beavis, C. 20018 P(ICT)ures of English: Teachers, learners and technology 1-279 Adelaide Wakefield Press English teachers are becoming increasingly conscious of the challenges presented by Information and Communication Technologies (ICTs) and the need for English curriculum to prepare young people for a digital world. P(ICT)ures of English draws on a wide range of classroom and real world experiences to discuss the challenges ICTs pose to teaching the subject English. (Publisher's description) Deakin has copies at Geelong and Melbourne
DU GEELONG 428.007 Dur/Poe
P(ICT)ures of English: Teachers, learners and technology
1862545537
1862545537 428.007 Dur/Poe ?| Durrant, C.
Beavis, C. 2001 A P(ICT)ure is worth. 1-108 P(ICT)ures of English: Teachers, learners and technology Durrant, C. and Beavis, C. Adelaide Wakefield Press English teachers are becoming increasingly conscious of the challenges presented by Information and Communication Technologies (ICTs) and the need for English curriculum to prepare young people for a digital world. P(ICT)ures of English draws on a wide range of classroom and real world experiences to discuss the challenges ICTs pose to teaching the subject English. (publisher's description)G Deakin has copies at Geelong and Melbourne
DU GEELONG 428.007 Dur/Poe
1862545537 428.007 Dur/Poe ( ?}
Beavis, C. 2001B Digital culture, digital literacies: Expanding the notions of text 145-1618 P(ICT)ures of English: Teachers, learners and technology Durrant, C. and Beavis, C. Adelaide Wakefield Press English teachers are becoming increasingly conscious of the challenges presented by Information and Communication Technologies (ICTs) and the need for English curriculum to prepare young people for a digital world. P(ICT)ures of English draws on a wide range of classroom and real world experiences to discuss the challenges ICTs pose to teaching the subject English. (publisher's description) Deakin has copies at Geelong and Melbourne
DU GEELONG 428.007 Dur/Poe
1862545537
Digital culture, digital literacies: Expanding the notions of text
1862545537 428.007 Dur/Poe=?~ ! De Lange, P.
Jackling, B.
Gut, A. 2006 Accounting graduates' perceptions of skills emphasis in undergraduate courses: an investigation from two Victorian Universities 365-386 Accounting and Finance 46 3 Australia Blackwell Publishing Asia8 Accounting
Generic skills
Education
Graduate perceptions September 2006 This study investigated the emphasis placed on technical and generic skills developed during undergraduate accounting courses from the graduate perspective. It is motivated by two issues. First, calls by the accounting profession and international education committees regarding the professional adequacy of graduates. Second, the challenge facing educators and professional bodies to design accounting courses that address a diverse range of needs from students, the educational philosophy of the institution, and the changing dynamics of global business. Data obtained from 310 graduates from two Victorian universities provided insights into the types of skills development considered necessary for a successful accounting career. Deakin has periodicals held at DU W'BOOL PER 657.4 Acc Issues held: , Vol.19(1979)-44(2004),
at DU WATERFT SPLGA 657.4 Acc/Aaf
Issues held: Vol.19:1(1979)-35:2(1995), 36:2(1996)-37:2(1997),
at DU MELB PER 657 A172/6
and online access through Blackwell-Synergy 01, July 1998-
IngentaConnect 01, Jan. 1998-
Business Source Premier (Latest issues unavailable) 01, May 1993- 03, June 2006 0810-5391P DU MELB PER 657 A172/6
DU W'BOOL PER 657.4 Acc
DU WATERFT SPLGA 657.4 Acc/Aaf ? Bates, R. 2002: Australian teacher education: some background observations 217-220! Journal of Education for Teaching 28 3 UK Carfax? Introduction
The past two decades in Australia have seen the production of some 20 reviews and reports on teacher education—presumably evidence of some concern. They have resulted in
hundreds of recommendations for reform. Almost none of the reports have had any impact. Almost none of the recommendations have been implemented. It would be too optimistic to suggest that the rate of internally produced change in teacher education has been so great that it has outpaced and made redundant or irrelevant any recommendations. While there has been considerable upgrading of teacher education programs through the efforts of the academics involved and their associations (especially the Australian Council of Deans of Education and the Australian Teacher Education Association), the past two decades have also seen a substantial diminution of the resources committed to teacher education. In part this has been the result of the incorporation of teacher education into the universities and the opportunity this created for universities in difficult times to strip assets from teacher education in order to support other initiatives. The creation of a ‘united national system’ of universities and their partial privatisation in the 1980s and 1990s, coupled with the removal of one billion dollars of Commonwealth support for universities simultaneously with an increase of student enrolments by some
400 000, has produced a remarkably tense situation in universities. Reductions in staff as a major contribution to reducing costs has been common among all universities.
However, in many instances teacher education seems to have borne a disproportionate share of such reductions. In several cases this has led to the closure of campuses originally
devoted exclusively to teacher education. In many others it has led to the amalgamation of faculties of education into super faculties of arts, social sciences and humanities (but
seldom into faculties of science or business). Simultaneously admission quotas for teacher education courses have been severely reduced (by up to 40–50% in a number of cases).
The result has been a reduction in graduates which now threatens severe shortages of teachers in several states: most notably Victoria, which is expecting a 50% shortfall of
secondary graduates over the next few years and a 30% shortfall of primary graduates. Deakin University has online access through Taylor&Francis Online 01, Jan. 1975-
Academic Search Premier (Latest issues unavailable) 03, Mar. 1990- 03, June 2006
Professional Development Collection (Latest issues unavailable) 03, Mar. 1990- 03, June 2006
Deakin University has copies DU W'BOOL PER 370.705 Bri Issues held: Vol.7(1981)-22:3(1996),
Location: DU MELB PER 370.71 J86.1 Issues held: , Vol.7:1(1981)-27:3(2001), 0260-7476! Journal of Education for Teaching
?
Blackmore, J. 2002 Is it only 'what works' that 'counts' in new knowledge economies? Evidence-based practice, educational research and teacher education in Australia 257-266 Social Policy & Society 1 3 UK Cambridge University Press July 2002 Recent texts on globalisation and education policy refer to the rapid flow of education policy texts producing or responding to common trends across nation states with the emergence of new knowledge economies. These educational policies are shaping what counts as research and the dynamics between research, policy, and practice in schools, creating new types of relationships between universities, the public, the professions, government, and industry. The trend to evidence-based policy and practice in Australian schools is used to identify key issues within wider debates about the ‘usefulness’ of educational research and the role of universities and university-based research in education in new knowledge economies. Deakin University library has access online through CambridgeJournalsOnline 01, Jan. 2002-
Is it only 'what works' that 'counts' in new knowledge economies? Evidence-based practice, educational research and teacher education in Australia
14747464 14747464 Social Policy & Society? , Brabham, W.
Henry, J.
Bamblett, E.
Bates, J. 20027 Indigenous Australian participation in higher education 10-14 Australian Universities' Review 45 1 Australia NTEU This article discusses the engagement of indigenous Australians with the university system and policy shifts in the Australian government which the authors argue have been the denigration of established and successful indigenous-specific support programs. The authors discuss the reversal of indigenous engagement in tertiary and TAFE programs provided by the Federal government's own statistics. The decline in participation and a complimentary decline in the growth rate of indigenous vocational education and training (VET) participation is discussed. Funding to universities is an issue discussed together with concerns about the mature age student. Deakin University library has online access through A+ Education 01, Jan. 2000-
Informit e-Library 01, Jan. 2002-
Australian Public Affairs Full Text 01, Jan. 1994-
and periodicals held at Geelong DU GEELONG PER 378.9405 Ves 0818-8068 Australian Universities' Review 378.9405 Ves m? Smith, P. 2001T Technology student learning preferences and the design of flexible learning programs 237-254I Instructional Science: An International Journal of Learning and Cognition 29 3 The Netherlands Kluwer flexible delivery - flexible learning - Field dependent-Field independent - learning preferences - learning styles - technology students - Wholist/Analytic The learning preferences of three hundred and thirty eighttechnology students enrolled in sub-degree programs at an Australian institution of Technical andFurther Education were tested using the Canfield Learning Styles Inventory (CLSI). The results have been interpreted in a learning preferences framework and providesupportive evidence for the preferences factors of print-nonprint, collaborative, dependent,and autonomous learning identified by Sadler-Smith & Riding (1999). Although theresearch focussed on learning preferences the analysis also indicated support for theWholist-Analytic cognitive style proposed by Riding & Cheema (1991). Genderdifferences were shown for the Interest subscales of the CLSI. Age-group differenceswere shown for several Conditions of Learning and Modes of Learning subscales.
Implications for the design of training programs, and the skillsthat may need to be developed in technology learners to enable effective use offlexible delivery, are also discussed. Deakin Library has access online through SpringerLink 01, Jan. 1997
and as DU GEELONG MFILM 371.30072 Ins Issues held: Vol.1(1972)-9(1980),
and
Location: DU MELB PER 371.30072 INS Issues held: , Vol.10(1981)-22:6(1994/95), 0020-4277D? Sullivan, C.
Jackling, B. 2005p Identifying competency requirements for the financial planning industry in Australia: implications for educators 2005 AFAANZ Annual Conference Philip Gray Melbourne= Accounting & Finance Association of Australia and New Zealand7 financial planning
key competencies,
behavioural skills 3-5 July Compulsory superannuation was introduced in Australia in July 1992, and has led to significant growth in funds under management. Reserve Bank of Australia data (2004) shows that in September 2004 Australians had ADDS 767 billion invested in managed funds. A large portion of this investment is based on the recommendation of financial planners. This paper provides a brief history of the development of the financial services industry in Australia, with particular reference to the development of the role of the financial planner in investment decisions The paper focuses in detail on the set of professional skills required by financial planners given that the widely reported ASIC survey (2003), identified gaps between client
expectation and competencies of financial planners. Birkett (1996) described professional skills as the dominant individual attribute that describes a competent professional. The individual attributes of a financial planner includes two categories: cognitive and behavioural skills. The paper provides strong support for the view that financial planning educators should ensure adequate development of behavioural skills to enable financial planners to meet the needs of the investors they serve.O http://www.afaanz.org/web2005/papers/sullivanc-OTH.pdf (retrieved 5/06/2007), Have paper copy
Paper available at URL below
0-9756976-1-7 N? " Hartel, C.
Zerbe, W.
Ashkanasy, N. 2005# Emotions in Organizational Behavior
New Jersey' Lawrence Erlbaum Associates, PublishersR This volume was conceived and compiled to meet the need for a comprehensive book for practitioners, academics, and students on the research of emotions in organizational behavior. The book is the first of its kind to incorporate organizational behavior and bounded emotionality. The editors' primary aim is to communicate the research presented at the bi-annual Emotions in Organizational Life conference to a wider audience. Emotions in Organizational Behavior looks at the range of research on emotions within an organizational behavior framework; organized in terms of the individual, interpersonal, and organizational levels. Particular emphasis has been placed on obtaining the leading research in the international sphere: This book is intended to be useful to the student of organizational behavior, as well as to the managers of organizationsS Deakin University has copy also available through ebook at library.
302.35 Har/Eio
0805850988 D? Challis, D. 2005 Eroding distinctiveness: Blurring the boundaries between on- and off-campus students by the adoption of learning management systemsy 17th ODLAA conference Breaking down the boundaries: the international experience in open, distance and flexible education Prof Bruce King Hilton Adelaide SA
ODLAA & UniSA
9-11 November Learning management systems (LMS) have been widely adopted in the tertiary sector and Deakin University is no exception. What is more exceptional is Deakin’s policy that, from the start of 2004, every unit being taught at Deakin University is required to establish a Deakin Studies Online [DSO] site and there must be at least one fully online unit for each program. This paper reports on the findings of an online survey of teaching and learning using DSO that was conducted in 2004 and repeated in 2005. This study provides some compelling evidence that the traditional distinctiveness of on- and off-campus study is eroded when all students study online.Y http://odlaa.une.edu.au/events/2005conf/ref/ODLAA2005Challis.pdf retrieved June 19 2007/ have electronic copy
available through URLbelow ? Smith, P.
Barty, K.
Stacey, E. 2005S Limitations of an established community of practice in developing online innovation 1-6r Breaking down boundaries: international experience in open, distance and flexible education, 17th ODLAA conference
M. Tulloch Adelaide ODLAA 9 - 11 November This research was undertaken to explore the effectiveness of an already established community of practice among staff at a small rurally-based training organisation as a vehicle through which to develop innovative practice in online collaboration and learning. The research was situated within that ongoing innovation, and used interview and observational techniques to generate the research data from staff and management personnel. Substantial limitations to using an already existing community of practice to develop innovative practice were shown in the research. Development of new behaviours was substantially inhibited by the power of already established behaviours and practices. Additionally, lack of sufficient experience among community members in online technologies was a further barrier to effective and orderly development. The research indicates that the achievement of innovative practice through communities of practice within existing workplaces may best be served by the strategic development of members of those communities, focusing on change from already established behaviours, and by ensuring a mix of skill and experience to support and lead less experienced participants.e http://odlaa.une.edu.au/events/2005conf/ref/ODLAA2005Smith-Barty-Stacey.pdf retrieved June 19 2007- have electronic copy
available from URL below? Gerbic, P.
Stacey, E. 2003u Evidence for sustainable e-learning in quality online learning environments: a purposive approach to content analysis 1-13& C. McLoughlin, P. Le Cornu, W. Jackson Canberra ODLAAE This paper examines a methodology for establishing quality in online learning environments. For e-learning to be sustainable in flexible, open and distance learning, its value in earning must be able to be analysed. In the case of computer conferencing, one way to do this is with content analysis. This methodology is discussed with a review of current frameworks. These indicate that while some researchers and evaluators either use or modify existing frameworks, most researchers develop new ones, generally through the adaptation of existing theories, concepts or model, but in some cases through grounded theory approaches. The development and implementation of two frameworks are then discussed in detail. Both were developed to investigate and evaluate both collaborative learning and deep and surface learning as evidenced in computer conferences. Evidence of such learning attributes are precisely the elements of value in e-learning that can be shown through such a methodology. These attributes can then be integrated into courses developed for quality online learning environments.\ http://odlaa.une.edu.au/publications/2003Proceedings/pdfs/gerbic.pdf retrieved june 19 20071 Have electronic copy
Available from URL below
Sustaining quality learning environments: Open and Distance Learning Association of Australia 16th biennial forum
1 - 4 October
Evidence for sustainable e-learning in quality online learning environments: a purposive approach to content analysis
0-9751326-0-1 ? Segrave, S.
Holt, D.
Farmer, J. 2005 The power of the 6 three model for enhancing academic teachers' capacities for effective online teaching and learning: Benefits, initiatives and future directions 118-135. Australasian Journal of Educational Technology 21 1 Australia ASCILITE, ASET To gain the full educational benefits of the major new investments in corporate technologies supporting online teaching and learning it is argued that a strategic, systems based approach to academic professional development (APD) is required. Such an approach requires a clear view of the key areas of potential and enduring teaching and learning benefit which can be realised from online developments, including an understanding of the changing role of the academic teacher in higher education, the identification of the desired professional capacities to educate online, and the implementation of a number of coordinated initiatives to develop these professional capacities in order to engage constructively with the learning and technology opportunities. Based on previous work, we propose a 6three model of Academic Professional Capacities Development for effective APD of online teaching and learning. The model can help inform the actions of policy makers, executives and practitioners in ways that promote an authentic learning organisation.L http://www.ascilite.org.au/ajet/ajet21/segrave.html retrieved 22 June 2007 paper available from URL below 1449-3098? 5 Holt, D.
Borland, R.
Farmer, J.
Rice, M.
Mulready, P. 2005O Casing out teaching and learning online: Enhancing fidelity into the mainstream 261-270T 22nd Ascilite conference 2005 Balance, Fidelity, Mobility: Maintaining the momentum? Volume 1 H Goss- Queensland University of Technology, BrisbaneH Teaching & Learning Support Services Queensland University of technology 4-7 DecemberV Universities worldwide are consolidating and enhancing their commitments to various models of e-learning. These activities are leading to the adoption of corporate-wide e-learning systems, and accompanying changes in structures, processes and infrastructure requirements. The professed ideal is to identify narrowly defined corporate IT solutions which can deliver the full range of educational, administrative and student support features to meet the organisational need to expand e-learning activities globally. The trend seems to be away from locally driven and controlled IT development and adoptiontowards investments in Instructional Management Systems (IMS). In reality, however, universities generally are developing and using a broader array of solutions to meet their needs than may be deemed desirable under a more centralised, corporatised IT approach. This paper examines these trends by analysing the drivers shaping corporate approaches to IT implementation, and reflects critically on some of the educational, economic and organisational tensions and issues evident in institutional approaches to establishing such systems. The paper highlights the ongoing need for innovative, dynamic organisational solutions to progress the e-learning agenda, and the thoughtful reconciliation of centralised and decentralised approaches to achieving desired ends.` http://www.ascilite.org.au/conferences/melbourne01/pdf/papers/holtd.pdf retrieved 22 June 20073 have electronic copy
Paper available from URL below 09757093-1-3 ? Challis, D.
Holt, D.
Rice, M. 2005p Staff perceptions of the role of technology in experiential learning: A case study from an Australian university 19-39. Australasian Journal of Educational Technology 21 1 Australia ASCILITE & ASET This paper reports on a cross-disciplinary comparative study that examines the interplay between information and communications technologies (ICT) and experiential learning, in the context of seven fields of professional practice in undergraduate education. Our central claim is that academic teachers' framing of the meaning and nature of experiential learning shapes the actual and possible uses of ICT, in supporting the development of professional expertise in academic and workplace learning environments. Implicit in teaching conceptions and practices is an underlying view of the changing nature and conduct of the professions, and the requirements for effective entry level practice in relevant professional fields. The paper explores key indicators of ICT development and usage in supporting the creation of meaningful professional learning, and the design of integrated, coherent, professional learning environments.K http://www.ascilite.org.au/ajet/ajet21/challis.html retrieved 22 June 2007 available from URL below 1449-3098 ? Holt, D.
Segrave, S. 2003c Creating and sustaining quality e-learning environments of enduring value for teachers and learners 226-235 20th Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education (ASCILITE) INTERACT INTEGRATE IMPACT 1E Geoffrey Crisp, Di Thiele, Ingrid Scholten, Sandra Barker, Judi Baron Adelaide, AustraliaM Ascilite Australasian Society for Computers in Learning in Tertiary EducationF e-learning
learning management systems
sustainability
quality teaching 7-10 December 2003 Australian universities continue staking a claim on the future of e-learning, acquiring Learning Management Systems (LMS) as rapidly as universities overseas. Much is published on processes and criteria for selecting the best LMS for an organisation’s needs and attempts to establish training and support mechanisms for deploying these systems. Beyond initial efforts to commission these technologies, particularly in the hands of teachers and students, what should happen to ensure these commitments yield real educational value in the long term? The search for and realisation of systemic and substantial new value requires a more profound reconceptualisation of what it means to design and work within contemporary learning environments, incorporating e-learning, in support of excellence in educational outcomes. This demands the foregrounding of the role of the academic teacher in the system in relation to other parties who can make important educational contributions in support of student learning. Central to new strategies is a transformation of the role of academic
teacher, but on terms understood by them and supportive of their educational values. Six areas of value creation for teachers and learners are considered in relation to this
transformation.t http://www.ascilite.org.au/conferences/adelaide03/program/conf_prog_index.htm paper is there! retrieved 22June 2007! Paper available through URL below
0-9751702-0-1? Hagel, P. 2000d Learning to Choose: Questioning the Use of multiple Delivery Technologies by Australian Universities 645-653 17th Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education (ASCILITE) Learning to choose, choosing to learn Sims, O'Reilly, Sawkins New South Wales Southern Cross University Press8 Delivery technologies
Capabilities
Competitive advantage
November 2000 Communication and information technologies (CIT) have made possible a multitude of ways in which Australian universities can deliver their educational services. At the same time, universities face increasing pressure from new and emerging markets to diversify their delivery and to improve their efficiency. These pressures are the result of various policy,
competitive, demographic and technological forces. In response to these forces universities are increasingly recognising the strategic importance of technology. However, for universities to act strategically, they need to move beyond the experimentation phase to make choices about what particular delivery strategies they should employ. This paper examines the diversification in delivery technologies by universities in terms of resource based theories of competitive advantage. Resource-based theory suggests that sustainable strategies are those that make use of organisation-specific resources and capabilities that are dedicated to a specific competitive approach. This paper questions whether the pursuit of multiple delivery technologies is sustainable in the light of declining public funding of higher education and increasing competition in the sector.G http://www.ascilite.org.au/conferences/coffs00/ retrieved 22 June 2007 Available from URL below
17th Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education (ASCILITE)
Learning to Choose: Questioning the Use of multiple Delivery Technologies by Australian Universities
1 86384 470 8
1 86384 470 8 ? Goold, A.
Rimmer, R. 20001 Indicators of performance in first-year computing 74-809 23rd Australasian Computer Science Conference (ACSC 2000) 22 Edwards, Jenny Canberra, Australia IEEEN computer programming
computer science education
learning style
problem solving 31 January - 3 February 2000 A group of first-year university students majoring in computer science were the subjects of this research. The performances of these students in the study of information technology and two units of computer programming were examined against a range of factors. Although the performance in other units studied at university was directly related to performance for all three units, from unit to unit other significant determining factors varied. Learning style and problem-solving skill were important in the study of information technology; gender and secondary school performance were important in introductory programming, while dislike of programming featured in both programming units. Observed factors account for between 43 and 65 per cent of examination mark and overall performance. http://csdl2.computer.org/persagen/DLAbsToc.jsp?resourcePath=/dl/proceedings/&toc=comp/proceedings/acsc/2000/0518/00/0518toc.xml&DOI=10.1109/ACSC.2000.824383 abstract retrieved 22 June 2007\ 31 January - 3 February 2000
Indicators of performance in first-year computing
0-7695-0518-X
0-7695-0518-X ? Lim, K. 2000; Electronic communication media in the teaching of chemistry 22-442 Chemeda: Australian Journal of Chemistry Education 51 The advent of “telecommuting” in the workplace and the creation of integrated multi-campus network universities in the last ten years have provided new challenges in university teaching. In many institutions, there is a move away from face-to-face teaching in large centralised classes towards learning in smaller groups in disparate locations: teachers and learners communicating via the new electronic media. This can be viewed as a continuation of the Australian teaching-and-learning tradition pioneered by the wireless Schools of the Air. The transistor radio has been replaced by videoconferencing, the World Wide Web, streaming video, email and asynchronous electronic conferences. Until the late 1990’s, the teaching of chemistry using diagrams, reaction mechanisms and other non-text data, presented additional challenges since most two-waycommunication
electronic media had been best suited to the transmission of text-based information and low-resolution imagery. The School of Biological and Chemical Sciences at Deakin University has undergraduate students spread over a number of campuses, but with most of the teaching staff located at a single campus. As a consequence we have developed School and Faculty strategic plans which require an increasingly flexible, yet personal, approach to course delivery, so that Geelong could act as a hub for learning in chemistry both across our regional and metropolitan campuses. Whereas other academic departments have used the electronic media separately, we have employed a number of media in combination (“multiple media”). This paper will discuss the teaching of chemistry at Deakin University using videoconferencing and asynchronous computer conferencing, with a brief discussion of instructional management systems.S http://www.deakin.edu.au/~lim/KFLim/papers/2000_emedia.pdf retrieved 22 June 2007 paper available from URL below 1445-9698 ? $ Dellaportas, S.
Cooper, B.
Leung, P. 2006_ Measuring moral judgement and the implications of cooperative education and rule-based learning 53-70 Accounting & Finance 46 1 Australia Blackwell Publishing AsiaZ Defining Issues Test
Welton instrument
Dilemmas
Cooperative education;
Rule-based learningJ The Defining Issues Test (DIT), developed by Rest (1986), measures a person’s level of moral development using hypothetical social dilemmas. Although the DIT is useful for measuring moral development in social settings, it might not adequately capture an individual’s moral judgement abilities in solving work-related problems (Weber, 1990; Trevino, 1992; Welton et al., 1994). In the present study, the moral judgement levels of 97 accounting studentsweremeasured over a 1 year period using two separate test instruments, the DIT and a context-specific instrument developed byWelton et al. (1994). The test scores are significantly higher on the DIT than theWelton instrument (between the instruments and over time), suggesting that accounting students use higher levels of moral reasoning in resolving hypothetical social dilemmas and lower levels of moral reasoning in resolving context-specific dilemmas. The difference in test scores was highest during cooperative education (work placement programme), implying that the environment is a significant determinant on students’ test scores. vailable online through Deakin University catalogue at Blackwell-Synergy 01, Jan. 2001- 31, Dec. 2001
IngentaConnect 01, Jan. 1998-
Business Source Premier
and at locations with limited editions:
DU W'BOOL PER 657.4 Acc
Issues held: , Vol.19(1979)-44(2004),
Location: DU WATERFT SPLGA 657.4 Acc/Aaf
Issues held: Vol.19:1(1979)-35:2(1995), 36:2(1996)-37:2(1997),
Location: DU MELB PER 657 A172/6
Issues held: Vol.19:1(1981)-32:2(1992), 33:1(1993)-44:3(2004), 0810-5391 PER 657.4 Accq? Wells, M.
Reynolds, L. 2005 Digital literacies 242-255I Teaching middle years: rethinking the curriculum, pedagogy and assessment D. Pendergast and N. Blair Sydney
Allen & Unwin' Students in the middle years of schooling are facing increasingly sophisticated literacy demands from new technologies, demands that go well beyond those of the traditional printed page as they interact with information communicated through a range of digital media both inside and outside of school. At best, these new technologies can open doors to students for researching and accessing a world far beyond their own environment, empowering them to direct and control their own learning and produce quality work. These technologies include computer software, CD-ROMs, DVDs, electronic games, email, chat programs and Internet chat rooms, websites and video conferencing, as well as the older technologies such as radio, television, video and movies. Added to this is the proliferation of mobile phones and messaging systems and a continuous stream of emerging new technologies.
This chapter explores new technologies used for communications and for retrieving and publishing information, in terms of students reading digital texts, creating digital texts, searching, finding and using information, and being critical users of digital texts. Each of theses perspectives suggests specific roles for students as they operate as navigators, transformers, interpreters and critics of digital texts (Green & Campbell 2003).W Deakin has copies at many locations and it is available through ebook at Deakin library
1741146739 373.236 Pen/Tmy ? Stacey, E.
Barty, K.
Smith, P. 2005, Designing for online communities of learning 629-635 Balance, fidelity, mobility: maintaining the momentum? 22nd annual conference of the Australasian Society for Computers in Learning in Tertiary Education 1 H. Goss Brisbane QUT8 communities of learning
online learning
blended learning 4 - 7 December This paper will explore the development of online learning communities among postgraduate students at Deakin University who were studying while working. The main objective of the
research project being discussed here was to identify impediments to the development of online communities of learning and to suggest how these may be overcome so that students could benefit from the enhancements that online learning communities bring to communities of practice in students. workplaces. While communities of practice develop quite naturally among people working in the same physical space, as people learn from each other as they carry out their tasks at work, they are more difficult to establish in an online setting. Interviews were carried out with students and teachers and the data collected are described. Differing designs of courses, particularly the role of the teacher and the size of the classes, are considered and learning community development in both blended and distance learning environments are discussed.i http://www.ascilite.org.au/conferences/brisbane05/blogs/proceedings/73_Stacey.pdf retrieved 22 june 2007 available from URL below
0975709313?
Blackmore, J. 2002 Presidential Address: Tracking the nomadic life of the educational researcher:- what future for feminist public intellectual(s) and/in the performative postmodern university 1-31P AARE 2002: Problematic Futures:Educational research in an era of ... uncertainty Jeffrey, P. Brisbane AARE 1-5 December 2002= Is the idea of the liberal university dead, has the post modem university any chance of being emancipatory, has the theory practice divide merely collapsed in an era of 'new knowledge work', or has the university just become one aspect of market state and global capitalism. Knowledge based economies simultaneously locate universities as central to the
commodification and management of knowledge while the legitimacy of the university and the academic as knowledge producers is challenged by post modernist, feminist, post colonial and indigenous claims within a wider trend towards the 'democratisation of knowledge' and a new educational instrumental ism and opportunism. What becomes of the
educational researcher, and indeed for their professional organizations, in this changing socio political and economic scenario? Is our role one of policy service or policy critique, technical expert or public intellectual? In particular what place is there for feminist public intellectuals in asocalled era of post feminism and public-/private convergence? The
paper draws on recent debates around the nature of knowledge based societies, trends in relations between policy and educational research, and draws upon feminist and critical perspectives to mount a case for the importance of the postmodern university and the public intellectual,R Deakin University has conference proceedings with abstracts.
Problematic Futures: Educational research in an era of uncertainty - AARE 2002
1 - 5 December
Presidential Address: Tracking the nomadic life of the educational researcher:- what future for feminist public intellectual(s) and/in the performative postmodern university
1324-9320 1324-9320 370.72 Aus/Aop 2002D? 1 Leung, P.
Dellaportas, S.
Cooper, B.
Jackling, B. 2005C Prescribing Ethics Education for Accountants: Issues and Challenges AFAANZ 2005 Annual Conference Melbourne= Accounting & Finance Association of Australia and New Zealand ethics
education
global 3-5 July The impact of accounting scandals on the accounting profession's reputation is considered by some to be so severe that the profession is facing a credibility crisis. The newly formed Public Company Accounting Oversight Board under the Sarbanes Oxley Act (2002) is one consequence of a profession under threat. However, some authors claim that new laws may not restore credibility, rather, confidence in the profession would only be restored by ethical leadership. Enriching ethics in accounting education and improving the moral behaviour of its members is viewed as one way to restore the credibility of the profession (McPhail, 2001). In 2003, IFAC issued International Education Standard 4, Professional Values, Ethics and Attitudes (IES 4). The aim of IES 4 (2003d) is to: "ensure that candidates for membership of an IFAC member body are equipped with the appropriate professional values, ethics and attitudes to function as professional accountants" (IES 4:2). This paper explores the implications of IES 4 and analyses some of the challenges of prescribing ethics education. The paper provides comprehensive arguments in evaluating the concept of prescribing ethics education at a global level. The paper concludes with an overview of considerations that should be paramount in order to make IES 4 work.N http://www.afaanz.org/web2005/papers/dellaportas-OTH.pdf (retrieved 5/7/2007) paper available from URL below 1328-780X ? Hickey, C.
Fitzclarence, L. 20048 Regimes of risk: the need for a pedagogy for peer groups 49-63) Asia-Pacific Journal of Teacher Education 32 1 London Carfax Peer groups matter more than previously considered. In this paper the authors assert that peer group commitments and affiliations are often the primary social reference in determining the way young people think about and practice risk. It is argued that it is inappropriate to impose adult constructions of risk-taking and anti-social behaviour when trying to assert influence over the decisions and practices young people make in the context of their peers. Prominent in the discussion is a concern that mainstream educational theory and practice focuses disproportionately on the individual and their capacity to make rational and independent choices. The authors believe that within this individualising framework, teachers have only a very limited capacity to influence the practices and decisions young people make in the presence of their peers, their friends. To ground this discussion they juxtapose the actions and interactions of two young male peer groups, to highlight their respective constructions of group identity. Deakin Library has online access at Taylor&Francis Online 01, Mar. 2000-
EBSCOhost Electronic Journals Service 01, Jan. 1973-
Academic Search Premier (Latest issues unavailable) 01, July 1996- 05, July 2006
Professional Development Collection (Latest issues unavailable) 01, July 1996- 05, July 2006
A+ Education 01, Jan. 2000- 31, Mar. 2006
also available DU MELB PER 370.71099 S726
Issues held: Vol.24:1(1996)-32:3(2004), 1359-866X'? ! Kamler, B.
Schratz, M.
Walker, R. 1995> Reading to Write: Finding Songlines in the Research Literature 91-104 Research as Social Change Schratz, Michael
Walker, Rob London RoutledgeA It is true that there is a vast number of textbooks which have the generic title, Introduction to…, but these seem geared to formal aspects of the actual writing of a thesis or dissertation, dealing with such things as structures, styles, references, bibliographies and similar practical concerns. There are several books available that deal specifically with techniques for writing essay reviews, for instance Pirie 1985, Cooper 1989, Schiek 1992. What remains, though, is an enormous gap between hope and happening, which opens up like an abyss confronting the student when it comes to the task. The need is for discussion of appropriate strategies. What kind of task is it? How does it relate to other aspects of the thesis? What are the common misunderstandings that can lead the unwary off track? In a thesis, the literature review is intended to describe the ‘state of play’ in the area selected for study and include a critical appreciation of it. This often forms the basis for the defence of a proposal which, when successfully complete, is taken to indicate the competence of the student
to proceed with field study. Since this is an area where folklore thrives and most students learn from discussing informally with one another we thought it appropriate to adopt an informal oral style, rather than an instructional style for this chapter. What follows is a discussion between Barbara Kamler, senior lecturer in Language Education at Deakin University, and the two authors of the book. The discussion concerns the problems that arise when writing a critical review of the literature. Deakin University has copies:
DU GEELONG 300.72 Sch/Ras
DU GEELONG 300.72 Sch/Ras
DU WATERFT SPDU 300.72 Sch/Ras
DU MELB 300.72 Sch/Ras
also available through Deakin Libarary Ebook Library
0 415 11868 9 300.72 Sch/Ras ? Adams, David 2004E Lack of basic computer skills leaves students to carry extra workload 37 The Age Melbourne5 computer skills of graduates
Brian Corbitt
Kieran Lim Education
27/03/20044 The increasing prevalence of computer use means students are expected to have achieved at least a basic level of competence using a mouse or researching on the web. Yet universities Australia-wide are finding that while most students have some basic skills such as word processing or locating particular websites, other skills such as using a spreadsheet are less developed. Deakin University is one of many that has developed training programs aimed at ensuring students have the basic computer skills they'll need to complete courses. Pro-vice-chancellor (online services) Professor Brian Corbitt says students coming into first year typically have excellent skills for web surfing and searching. "But we have found a deficiency in their ability to utilise things like develop databases and use spreadsheets," he says.| 27/03/2004
computer skills of undergraduates
Lack of basic computer skills leaves students to carry extra workload
have copy The Age Education D? Allen, P.
Mustard, J. 20021 Creation of an eLearning Program-Work in Progress3 Seventh CollECTeR Conference on Electronic Commerce! J. Cooper, L. Burgess & C. Alcock
Wollongong University of Wollongong& Educational Technology
Learning Models 1-2 DecemberW Organisations who seek to deploy eLearning programs are being confronted with concerns regarding the
effectiveness of this new type of learning, and the risk that not every employee will actually complete the
program. The emerging literature suggests that successful eLearning programs of the future will establish,
manage and more effectively use engaging experiences to overcome some of these problems. These ideas are yet
to be tested, as despite the large-scale investment, very few studies have attempted to examine the factors, which
underpin learner engagement with eLearning.
In this paper we propose a design of an eLearning system that draws on film literature, and dramatic ideas of
plot and character. We propose that this design will engage the audience in much the same way a film does,
telling a story of the main characters which educates and informs. We also discuss how engagement in
eLearning systems may be evaluated. This paper is a work in progress, the eLearning system has been
developed and the next stage of the research will be to trial and evaluate the effectiveness of the software.M http://www.collecter.org/archives/2002_December/13.pdf (retrieved 6/07/2007) Seventh CollECTeR Conference on Electronic Commerce
Creation of an eLearning Program-Work in Progress
0 864187831
available through Deakin University Library at Australian Public Affairs Full Text and Expanded Academic ASAP
Also available throughURL below: 0 864187831 Dt? Allen, P. 2003: Engaging e-Learning experiences: Preliminary investigation School of Information Systems Geelong Deakin University& Educational Technology
Learning Models$ minor thesis for Master of eCommerce\ This report explores user engagement with e-leaming. The research involved one-on-one interviews about the use of an e-leaming program developed by the researcher. The interviews revealed several factors important to engagement with e-leaming programs. Overall, the results of the study suggest that this is an area, which warrants further
research- Mustard, Jamie
van der Klooster, Marie-Louise have paper copy ? Evans, Terry 2004F Commentary on: Technology and human issues in reusing learning objects 1-4) Journal of Interactive Media in Education 4 21 May 2004j The article by Betty Collis and Allard St r i j k e r, Te c h n o l o gy and human issues in re -using learning objects, represents a welcome consideration of some of the human, or
social, issues that surround the use of online media in education and training, especiall , with respect to the re-use of learning objects. The article struck many chords for me, some historical and some contemporary, which I shall discuss here . Learning objects, in the context of Collis and St r i j k e r’s article, are viewed as bits of e l e c t ronic instructional material that are produced for one educational context and, by virtue of electronic storage, searching and transmission, and potentially can be ‘ re - u s e d’ in other educational contexts. T h e re is no particular size to such objects: they can be a picture or a whole course. Indeed, the concept of ‘g r a n u l a r i t y’ is used in the field to conceptualise the va rying sizes of the ‘g r a n u l e s’ (bits of instru c t i o n a l material) that can be identified, stored, searched, manipulated and transmitted for i n s t ructional purposes. The producing, storing and pumping of instru c t i o n a l material to series of ‘e n d - u s e r s’ is probably as old as literacy itself, certainly since the i nvention of printing (see Evans & Nation, 1993). It probably had a marked boost during the period after the UK Open Un i versity was established to provide mass higher education at a distance (Harris, 1987). Nation and I considered these a p p roaches to be forms of ‘instructional industrialism’ (Evans & Nation, 1987;1989) which, whilst ve ry professionally produced in many ways, had a behaviourist in s p i red didacticism and a tendency to homogenise knowledge through the centralist curricula. The advent of online media has elevated the power of instru c t i o n a l industrialism to a new, potentially global and globalising, level (Evans, 2003). T h e re-use of learning objects may be seen as the currency transactions of this new i n s t ructional industrialism, for it is these that are traded between providers to end users—often for real curre n c y.B www-jime.open.ac.uk/2004/4/evans-2004-4.pdf (retrieved 12/07/2007)c have paper copy also copy of original article commented on by Terry.
paper available from URL below 1365893XM?
Palmer, S. 1998l Current Issues and Limitations in using the Internet for Teaching and Learning in Engineering and Technology 12-17 Australian Educational Computing 13 1 Melbourne Australia5 UNESCO Supported International Centre for Engineering 1998 This paper acknowledges the new educational possibilities provided by the Internet, as well as identifying its current limitations as an educational medium. Issues of concern in using
the Internet include equity and access, i n f r a s t ru c t u re considerations, intellectual propert y, development methodologies, implications for the delivery and administration of education, and the re l a t i o n s h i p between the Internet and other new media in education, including audio/video tapes, computer aided learning software, videoconfere n c i n g
and CD-ROM. While the Internet offers valuable opportunities to enhance all modes of teaching and learning, and it is likely that most of the current limitations of the Interne t in this re g a rd will be overcome in time, those developers curre n t l y pursuing or investigating the Intern e t as a teaching re s o u rce should be a w a re of the potential difficulties. This paper draws on the experiences of the author in conventional and distance university teaching, and in using the I n t e rnet as an aid to teaching and l e a rning in engineering and t e c h n o l o g y, but the issues addre s s e d apply generally to those using the Internet in education.H http://www.acce.edu.au/journal/journals/vol13_1.pdf retrieved 5/7/2007 available at URL below
0816-90-20D? Bates, R. 1983- Critical Theory of Educational Administration Educational Administration Bates, R. Waurn Ponds Deakin University Press book available from DU Library
DU GEELONG 371.2001 Dea AVAILABLE
DU GEELONG 371.2001 Dea AVAILABLE
DU GEELONG 371.2001 Dea AVAILABLE
DU W'BOOL 371.2001 Thprad Bat/Eaa AVAILABLE
0730000125 371.2001 Dea
? Bates, R. 1995: Educational Research and the Economy of Happiness and Love 1-16% The Australian Educational Researcher 22 1 Australia0 Australian Association for Research in Education It is customary for presidential addresses to provide an encyclopaedic review of past follies, a brilliant synthesis of present possibilities, and a clairvoyant prediction of future salvation for the profession. Given the dignity of the presidential office, it is common for these pronouncements to be made with magisterial authority. Against these criteria I am afraid that I shall disappoint you. You may choose to locate your disappointment either in my inadequacies as an intellectual or, perhaps more charitably, in the impossibility of such grand
narratives in the post-modern world. You may also recognise in my paper strong tendencies towards revisionism, humanism and modernism, all of which I recognise as problematic issues in contemporary debates. Indeed the title of my paper 'Educational Research and the Economy of Happiness and Love' may well appear as simply eccentric for an association devoted to methodological debates and paradigm wars. Nonetheless I hope. however ambitiously, to establish its relevance, indeed, its centrality in the architecture of our profession.
My text is taken from that great moral philosopher, Adam Smith, and from the great book to which he devoted the larger part of his life and which provided the context for his essay on The Wealth of Nations: his treatise on The Theory of Moral Sentiments. The starting point for his argument regarding moral sentiments was the observation that 'the chief part of human happiness arises from the consciousness of being beloved' (quoted in Muller 1993). Love and the approbation of one's fellows was a result of the development of particular virtues, and much of Smith's attention was devoted to an analysis of the role of institutions in producing these virtues.) Available Through Deakin Uni Library online :
Australian Public Affairs Full Text (Selectively indexed)
A+ Education(Selectively indexed) 01, Jan. 1994-, 01, Jan. 2001-
Directory of Open Access Journals 01, Jan. 2003-
Publisher's Site 01, Jan. 2003-
A+ Education 01, Jan. 2001-
Australian Public Affairs Full Text 01, Aug. 1994-
and as periodical in limited range at Burwood library
DU MELB PER 370.780994 Aus
Issues held: , Vol.2:1(1975)-32:3(2005),
Educational Research and the Economy of Happiness and Love 0311-6999% The Australian Educational Researcher 370.780994 Aus D? Latchem, Colin
Moran, Louise 19982 Staff development issues in dual-mode institutions& Staff development in open and flexible Latchem, Colin
Lockwood, Fred London' Routledge Studies in Distance Education In Australian universities, even within dual-mode institutions, staff development for improving teaching and learning and support for developing and delivering distance education have typically been distinct activities provided through separate centres and substantially different approaches. Moves to blur the distinctions between on- and off-campus delivery require a re-examination of staff development functions, organisation and practice. The authors suggest that strategic planning and staff development should be linked, that new organisational models and synergies are needed, and that staff developers should be pro-active, involved in policy-shaping and supportive of staff self-management based upon continuous improvement. Book available as Ebook through Deakin University Library and one copy at Burwood library call number 378.03 Lat/Sdi
I have paper copy 0415173760 (HB)
0415173906 (PB) 378.03 Lat/Sdi?
Ruohonen, Mikko.J
Tiainen, Tarja 2003[ Knowledge networks and inter-organisational learning in the context of information industry 9c Knowledge work,
information industry,
inter-organisational learning,
quality management approaches Organisations in the information industry are facing constant changes which demand organisational learning. Insdustry structures are reformatted which implies new processes and knowledge bases. Hence, inter-organisational competitive advantage also needs cross-organisational learning, learning support systems and management approaches which consider quality in this change context. Critical qualities for inter-organisational advantage will be reviewed. Also the nature of knowledge work is reviewed for improved quality management.f Knowledge networks and inter-organisational learning in the context of information industry
paper copyV?
) Samarawickrema, Gayani
O'Reilly, Jennifer 20033 Improving the Quality of Learning Law at a Distance 8F concept maps, learning experience, undergraduate business law, qualityO Concept maps have been used in many disciplines [1] to structure information and express relationships between them. Their holistic approach, with multiple pathways through the learning resource making relationships and linkages between topics and subtopics obvious, has contributed to a meaningful learning experience. This chapter outlines the formative evaluation of two hypermedia concept maps developed to enhance the quality of the learning experience in a first year undergraduate business law course. Two concept maps developed together with supporting multimedia resources were trialled on the learners. Feedback was also obtained from technical staff. This formative evaluation phase discussed in this chapter was to assess and control the quality of resources developed and base future materials development on the information received.> Improving the Quality of Learning Law at a Distance
paper copy ? Reid, Ian.C 2003 Quality goes online 87 online education, quality assurance, distance educationB In an era of competition in a global education market where distance education methods are growing in use via the internet and quality assurance is taking on greater importance, the means and rationales for ensuring quality in online education in universities is under theorised. This paper describes current debates within quality assurance and online delivery in Higher Education in Australia and discusses five perspectives of quality and their implications for online distance education. Considering these perspectives as particular discursive formations it is possible to construct new understandings of both quality education and the role of online delivery in the future of teaching and learning. These understandings are then tested by critiquing two recent contributions to the field of quality assurance of online education. Quality goes online
paper copy ? Baliga, B.
Palmer, S. 1996R Use of the Internet for Flexible Delivery and Enhancement of Teaching and Learning 201-205] Proc. Australasian Association for Engineering Education 8th Annual Convention and Conference& Morrison, Ian F.
Pudlowski, Zenon J. Sydney. USICEE This paper presents complementary aspects of the use of the Internet for flexible delivery and enhancement of traditional print-based courseware for distance education engineering students. This innovative joint work has been recognised as significant by Deakin University, and the authors have been awarded a Fellowship to allow them to mentor other academic staff in the University during 1996. The aim of this paper is to disseminate information about the use of the Internet to enhance the teaching and learning experiences of engineering students. Web sites of manufacturers have been hyperlinked with the course work to enhance the traditional course material. In addition, distance education students are able to view the weekly lecture slides and past exam papers through the internet. The techniques for the development of the presented innovations are discussed, as are the potential benefits and limitations of these teaching and learning techniques.W Australasian Association for Engineering Education 8th Annual Convention and Conference Not available from Deakin Library
Use of the Internet for Flexible Delivery and Enhancement of Teaching and Learning
0-7326-1132-6
0-7326-1132-6 | w?
Palmer, S. 1998F Mature Age Engineering Students' Perceptions of Engineering Management 343-346 Waves of change : 10th Australasian Conference on Engineering Education, 5th Australasian Women in Engineering Forum, 5th National Conference on Teaching Engineering Designers Rockhampton, Australia2 John Goldston Fac of Engineering & Physical System_ Engineering management is an important area of undergraduate preparation. With the introduction of engineering and technology degrees via flexible delivery, there are a growing number of mature age engineering students returning to study to upgrade their qualifications. These students offer a new and unique perspective on engineering management - they may have had significant practical experience as a manager/supervisor in an engineering environment. This paper reports on a survey undertaken to better understand the perceptions of mature age engineering students relating to engineering management.3 Howard, Prue
Swarbrick, Gillian
Churches, Alex< Deakin has hard copies at 620.0071194 Aus/Woc v.1 and v.2
1875902929! 620.0071194 Aus/Woc v.1 and v.2 ?
Palmer, S. 2003e Evaluating On-Line Technology to Support Students Studying Engineeering Management in Summer Semester 59-70- Summer Academe: a journal of higher education 4
United States Caddo Gap Press An on-line site was created to support students studying a time-shortened, off-campus unit in engineering management that was being offered over summer semester for the first time. An evaluation exercise was undertaken to assess the effectiveness of this arrangement, to identify what types of on-line resources students rated as important, and to identify those on-line resources that students actually used in their summer semester studies. Most students reported that they were successful in achieving their summer semester study goals, and that summer semester study was as good as or better than studying in a standard semester. The types of on-line resources ranked most highly by students were those that assisted in strategic study and exam preparation. The on-line resource ranked as least important and used least in practice was a discussion forum for all students. Other results and statistical analysis are presented.O Deakin has online access through expanded academic ASAP but only from jan 2005 1091-8515- Summer Academe: a journal of higher education
*?
! Patterson, Terri
Mulready, Pamela 1999 Higher Education Equity Program Report: An Investigation into Developing On-Line Networks and Support for Remote and Isolated Distance Education Students 23 Melbourne Deakin University 1998-1999 Isolated and remote distance education (DE) students have reported that having access to on-line support services can reduce their feelings of isolation and improve their motivations for study. Deakin University provides students with on-line software through the Deakin Learning Toolkit CD-Rom and computer conferencing facilities, for students to access courses and academic support services. These facilities can greatly enhance the teaching and learning experiences and minimise the effects of isolation upon distance education students. However some isolated distance education students lack the local on-line technology support and the pre-requisite skills to make the best use of these on-line services. The Western Australian and Federal governments have funded regional and isolated communities to provide community-based facilities (telecentres) with access to Internet, computing and other technology based facilities. Telecentres, as part of their charter, provide remote and isolated students with access to local staff knowledgeable about technology and the internet in a supportive and friendly community environment. Other services include the use of fax, interactive video and teleconferencing services. Telecentres offer enormous potential for the provision of localised support for remote students studying in flexible forms, using either traditional or new mediums and methodologies. This potential in fact has been realised at the
sites visited for the purpose of this investigation. This investigation found that the Telecentre coordinators were most willing to provide local student users with back up and knowledge to assist them to grow more confident with the on-line technology. Some centres offered classes in various software programs and because of the supportive environment students benefited in being able lo increase their skills through participation in these programs. This development will encourage many remote distance education students to access local on-line support frameworks and electronic communication facilities, as well as linking students with each other for peer group support. Also noted was the potential for the Institute of Koorie Education to develop on-line systems of support for students studying through the Institute and lo link through the Telecentres to isolated communilies particularly in Western Australia. The writers of this report believe that it is in the best interest of Deakin's isolated and remote students for the University to establish firm alliances and to work collaboratively with the Telecentre Network of Western Australia and other Telecentres throughout Australia and overseas. This arrangement will be of on-going benefit for both the Telecentres and Deakin's isolated and remote distance education students, and an excellent use of community-based government-supported resources. Opportunities are available through this infrastructure for a broad range of promotional, developmental and delivery endeavours for Deakin University in partnership with the Telecentres and remote and isolated communities. have paper copy ? Lawrence, P.J. 1996U Business Simulations: Dynamic, Computer Based Case Studies for Management Development 128-136 The Place of Information Techology in Management and Business Education. TC3 WG3.4 International Conference on the Place of Information Technology in Management and Business Education- Barta, Ben-Zion
Tatnall, Arthur
Juliff, Peter Melbourne Australia Chapman Halld Deakin online learning library
Business simulation
management training
education
information systems 1996Q Case studies play a major role in management and business education around the world. However, traditional case studies do not allow students to influence outcomes nor do they
generally contain sufficient volumes of information to warrant the use of information systems in their analysis. These shortcomings need not be a problem with business simulation games. This paper describes the structure and use of business simulations in commerce and information systems curricula and discusses their place in educating managers in the
importance of information systems in current business practice,A Have paper copy
Deakin Uni has copy, call number 658.4038 Bar/Poi 0 412 79960X 658.4038 Bar/Poi ? Kelly, Rena 2003j Academic Staffing for Cultural Diversity: Supplementing the supervision of international research students 45-58; Assisting Research Students from Non-Traditonal Backgrounds: Sillitoe, James
Crosling, Glenda
Webb, Janis
Vance, Sheila Melbourne HERDSAi Australian higher education is becoming increasingly internationalised at all levels, due largely to the growing intake of international students. Currently, Australia attracts five per cent of approximately 1.78 million international students worldwide (Tysome, 1999), and now ranks third as a world provider of international education, after the US and Britain (Clyne, Marginson & Woock, 2000). The greatest expansion in international student enrolments has been at the postgraduate level (Way, 2000). In 1999, there were 23,685 postgraduate international students, accounting for 28.1% of the national aggregate of 83,047 international student enrolments in Australian educational institutions (DETYA, 2000). This sudden and dramatic change in the cultural composition of the higher education student body in Australia poses significant challenges for all academics. There is a widespread need in Australian universities to diversify teaching, research and supervision in order to accommodate the needs of a culturally diverse student body (Morris & Hudson, 1995). This chapter is concerned with the diversification of Faculty services and staffing to accommodate the particular needs of international research students. To illustrate such a diversified approach, a case study is presented on the management of international research students in the Faculty of Business and Law at Deakin University. The case study describes a trial of a special support program designed to supplement the conventional supervision of two international research students, one enrolled as a PhD candidate and one enrolled as a Master's candidate. A central feature of this program is the students' abilities to determine for themselves the direction and content of support tutorials. The case study also highlights the special role of the international tutor as a cross-cultural helper in international education. I have paper copy
Deakin has book:
DU GEELONG 378.155072094 Sil/Ars
DU W'BOOL 378.155072094 Sil/Ars
DU WATERFT 378.155072094 Sil/Ars
DU MELB 378.155072094 Sil/Ars 378.155072094 Sil/Arsn?
Sims, Rod 2002/ United States/Canada Online Learning Study Trip 17 Geelong Deakin University
November 2002 The first section of the report details my recommendations for Deakin University in terms of enhancing the teaching and learning environment, while the second provides more explicit
outcomes and observations in terms of selected objectives from the Teaching & Learning Development Plan, 2003-2005 and other critical factors. This is followed by an extended
report on each of the conference sessions and meetings attended. From my perspective it is clear that Deakin University is a leader in the implementation of student-centred online and flexible teaching and learning strategies, vindicating its current investment in both infrastructure and personnel. However it was also evident that universities are struggling with legacy systems and practices that either do not or may not align with the current and future needs of the teachers and learners. In light of this, two key factors emerged from my observations. First, social, economic and technological factors are having an even more significant impact on higher education structures and operations. Second, we must continue to emphasise the duty-of-care aspect of our educational provision to achieve continuity of quality and service to meet the needs of our constituent groups. Have paper copy ? Segrave, S.
Warren, C. 2000` (Inter)active engagement in an online learning environment: learning to teach, learning to learn 127-134
ASCILITE 2000 Sims, R. et al( Southern Cross University, Coffs Harbour ASCILITE Online learning
Online teaching
interaction
Engagement
Teaching-learning process
Theoretical base
Online pedagogies
Distributed learning
Flexible learning
Transforming practice December 10 -13, 2000# Educational environments online are cultural constructs reflecting the changing values and tools of culture. New forms of communicating and 'on-demand' networked services and resources dramatically change knowledge and power creation and relationships. We aim to Identify critical shifts in pedagogies in teacher education when practiced in a newly created learning environment online. Education Studies Online (ESO) is a diversely functional yet well integrated database driven website, custom designed for teaching and learning in the Education Studies Major at Deakin University. We describe features of ESO developed according to current theories and pedagogies and reflect on the opportunities and
challenges for leaching staff and their students when performing their roles in this distributed learning environment. This Is a critical reflection on theoretical, pedagogical and practical dimensions of education online. The paper focuses explicitly on how teachers and learners use strategies and tools to maximize the quality of teaching and learning. This paper and
ESO represent work in progress. ESO has recently been launched and we are in the process of evaluating how it can be used and. for the academic staff who are early staff adopters, is being used as an integral pan of their changed pedagogies. December 10 -13, 2000
Deakin Uni has copy call number 378.1734 Con/Ltc 2000
(Inter)active engagement in an online learning environment: learning to teach, learning to learn
1863844732
not at ASCILITE website
1863844732 378.1734 Con/Ltc 2000?
Elkner, Brian 19987 Only Connect! Instructional design for on-line learning 12 Open Training Services 12 November 1998 This paper reports on a work-in-progress commissioned from DeakinAustralia (in partnership with Visual Purple Interactive) by OpenTraining Services. Only connect! has been written with practicingteachers in mind and seeks to lay the foundation for an educational debate on the benefits and risks of on-line learning. New technologies do not have to be adopted simply because they are there and on-line learning is no exception. Unfortunately, the implementation of computer mediated communication and Web-based training has been widely regarded, somewhat dichotomously, as either the latest techno-fad or as the long-awaited pedagogical panacea. Only connect! seeks to encourage educational discussion and debate and provides practitioners with the opportunity to experience and explore this new approach to the teaching and learning process. Teachers are not the only professional group whose practices are challenged by the phenomenon of on-line learning, however. Just when instructional designers were forsaking their behaviourist predilections and joining the cognitive revolution, they were suddenly declared obsolescent by Constructivist learning theory. If the learner is to be in control of the learning process, if context is to predominate over content, and if meaning is negotiated dynamically and provisionally, what is there left to design? On-line learning, with its emphasis on collaboration, on objectives that are specified at the point of delivery rather than imposed beforehand, obliges instructional designers to re-think their role or to seek other career options. Only connect! invites training designers and teacher-facilitators to consider how on-line learning could be the catalyst that inaugurates ID3, a Third Generation of instructional design, where designers, practitioners and learners collaborate in the construction of learning 'shells', problem-solving tools and microworlds in which individuals discover and develop the skills they need to survive beyond the classroom, virtual or real. have paper copy ?
Palmer, S. 2005H An evaluation of the use of on-line submission and return of assignments 57-67) Journal of Educational Technology Systems 34 1 Technology has made a significant impact on assessment, including its use to automate assignment submission. On-line assignment submission, marking, and return were introduced into a fourth-year engineering management unit for the first time, and a formal evaluation was undertaken to assess student perceptions of this new development. Nearly all respondents understood how to submit their assignments on-line. More than 80% of respondents understood how to retrieve their assignment marks on-line, but only just over half that proportion understood how to get their assignment comments/ feedback. More than 80% of respondents felt that their assignments were returned faster on-line. Respondents rated the ease of use of the on-line assignment submission system highly. Speed, timeliness, and convenience of operation were reported as positive aspects. The most commonly reported negative aspects related to an arbitrary assignment submission file size limitation that forced some students to reconsider their use of large graphic images.
Deakin University Library has electronic access:
Professional Development Collection (Latest issues unavailable) 01, Mar. 2003- 12, Jan. 2007
Computer Source: Consumer Edition (Latest issues unavailable) 01, Mar. 2003- 12, Jan. 2007
I have paper copy 0047-2395 F? Vandenberg, A. 20054 Learning How to Engage Students Online in Hard Times 33-49& Education and Information Technologies 10 1&2 USA$ Springer Science+Business Media B.V. January 2005 In a context of financial restraint and enterprising university managers, teacher-researchers have reason to be sceptical about the trend towards online teaching and away from learning for its own sake. This article departs from both economic and technological determinism and turns instead to ideas about technology embedded in social and political institutions. Activity theory offers a useful means of analysing such embeddedness. Its Marxian assumptions about human nature specify a non-deterministic approach to technology. Its dynamic model of the subjects, tools, and objects of activity within a context of rules, a community, and a division of labour helps to specify aspects of the author’s process of learning how to use electronic conferencing effectively. A full deployment of activity theory would also analyse the activity of students. Here the evidence comes mainly from the activity of researcher-teachers engaging greater activity among students. The numbers of students involved precludes reliable quantitative analysis but qualitative evidence from students does support conclusions about researcher-teachers learning how to make best use of electronic conferencing. Available through Deakin Library online resources:
SpringerLink 01, Jan. 1997-
EBSCOhost Electronic Journals Service 01, Jan. 2000- 31, Dec. 2004
Expanded Academic ASAP (Latest issues unavailable) 01, Mar. 1997- 22, Oct. 2006
Academic OneFile (Latest issues unavailable) 01, Mar. 1997- 22, Oct. 2006
hard copy:
Location: DU MELB PER 371.334 Ifi/Eai
Issues held: , Vol.1:1(1996)-1:3/4(1996), 4:1(1999)-8:4(2003), 1360 2357 Z?
Thompson, Diane 1997T Information technology enhancement program (ITEP) report: Desktop Videoconferencing 1-127* Information technology enhancement program Geelong Deakin University= Deakin Online Learning Library
ITEP
Desktop videoconferencing Project report October 1997 Any project that deals with so-called "cutting-edge' technologies and their application in untried settings is a high risk venture. This desktop videoconferencing project is no exception. An almost inevitable constituent and consequence of such investigative and developmental work is that there will be problems and there will be errors. In terms of offering guidelines and strategies for those who follow, it is essential that reports such as this be open, and as accurate and objective in assessment as possible. At a Research in Distance Education Conference attended by the author of this report (see Thompson, 1994) there was compelling evidence from representatives from a wide sector of Australian tertiary institutions of the difficulty of reporting 'failure' and even problems in this context, with much emphasis being on situating one's institution in a perceived most favourable light. This Report takes a different view. It believes the institution that carried through the project (Deakin University) honoured its obligations and, while solid outcomes were achieved as summarised below and which are discussed in detail in the body of the Report, the problems faced and errors made should be diocumented as a way of informing the wider community.8 IDeakin UNiversity has copy
DU MELB 374.26 Ite/Dvi ? Swatman, P.
Chan, E. 2001E E-Commerce/E-Business education: Pedagogy or New Product Development? 177-216 Lectures in E-Commerce Bichler, H. Werthner & M. New York Springer-Verlag/ WienS eCommerce/eBusiness has been developing at a tremendous pace over the past few years - indeed, since the creation of the NASDAQ index, eBusiness has become one of the most widely-discussed and rapidly-growing parts of the business world. New types of businesses are evolving within this New Economy and, with them, new business models (or modified versions of traditional business models) are being created to cater for the new business activities and new transactions which are taking place. Education, too, is undergoing significant changes. The increasing demand for skilled and experienced I.T. people with both technical and creative skills has combined with an already serious pre-existing shortage of staff having such qualifications to produce an almost insatiable demand for training at all levels - post-graduate, under-graduate and technical. Universities, many of which are in any case under pressure to bring in industry funding to fill the gap left by lower levels of government support, are responding by developing specialist subjects, degrees and diplomas at under-graduate and, particularly, at graduate level. The rate of development and the reactive nature of many of these offerings, however, suggest that what is occurring is not so much an exercise in pedagogy as a marketing activity. Over the past two years, the rate at which eCommerce/eBusiness university programs have been
introduced around the world has escalated dramatically. This chapter looks at the underlying issues prompting universities to engage in this flurry of new program/course creation. We make use of some preliminary statistics gathered in the Asia-Pacific region to suggest that what is actually taking place is new product development, rather than new program development; and then consider the implications of this marketing-based approach to degree/program/course creation. Deakin University Burwood library has copy call number 658.0546 Wer/Lie
E-Commerce/E-Business education: Pedagogy or New Product Development?
3211836233 658.0546 Wer/Lie ?
Thompson, Lin 1994+ TEAS Tutorial and Electronic Access Systems 1 Geelong Deakin University 1994^ TEAS is an electronic communication system on the Deakin Central Computer. Using TEAS you can send and receive written messages and information. You can access TEAS using a computer terminal that is linked to the naional university computer network (AARNet). Alternatively you can access TEAS via the telephone lines using your own computer and modem have copy of pamphlett D? - Thompson, Lin
Stacey, Elizabeth
Mulready, Pam 1996 Are we virtually there???8 IFIP'96 - 14th World Computer Congress: Teleteaching'96 Canberra 1996 Since 1983 teletutorials have been an important part of Deakin University's off-campus program. Deakin's commitment to teletutorials has been demonstrated not only by the funding of teletutorials but by the appointment ofTeleconference staff and the establishment of a Telecommunications Centre at the Geelong campus. In 1992 a 60 port "Confertech" audio conferencing bridge was installed, the first such facility of this capacity at an educational institution in Australia. As well, ongoing evaluative research has been undertaken and this handbook draws on the research completed to this stage. The adoption of the technology for tutorial purposes by academic staff has been a gradual but continuous process.
There is a sense that because everyone is familiar with using a telephone and tutors are accustomed to teaching, there is little that is different about the teletutorial experience. This is perhaps an unduly simplistic view. While many teaching methods translate readily, teletutorials are not the same as face-to-face tutorials - to cite just one signifcant area of difference, the presence or the absence of body language. Teletutorials are different also from face-to-face tutorials in the demands made of the tutor. He or she needs to be an educator, an administrator and a counsellor, providing immediate responses without time for consultation and reflection in most instances.The task, then, is not an easy one., have paper copy
Not available through Deakin ?
+ Rice, Mary
Bowly, Judy
Holt, Dale
Sims, Rod 2001< Implementing the Instructional Management System 'Top Class' 1-29 Geelong Deakin University Learning environments# An evaluation of four pilot studies
March 2001 During 1999, a Steering Committee was established at Deakin University to investigate the possibility of acquiring a computer-based Instructional Management System (IMS) to facilitate the move towards online teaching and learning. After a selection process, the University acquired TopClass for a three-year period.As an Instructional Management System (IMS), TopClass provides a range of functions to support the implementation and management of resources within a learning environment, focusing specifically on the integration of internet-based materials. In brief these functions include:
• Creating or authoring of course materials;
• Structuring the delivery of learning resources;
• Implementing internet-based communications between teachers and learners;
• Implementing assessment items; and
• Using management facilities to oversee student progress
To develop a better understanding of the integration of such a system with both the University's teaching and learning activities and its corporate applications, Learning Environments were commissioned to conduct an evaluation of the TopClass pilots, which were initiated to identify roll-out issues prior to the commencement of full-scale mainstreaming of TopClass. The accompanying report details the outcomes of this evaluation, which focused on the feedback obtained from pilot installations of Top Class within four units across different faculties of the university. The evaluation study was conducted during December 2000. The study focused on a set of objectives to ensure as many of the administrative and
educational implications of TopClass were addressed. In addition responses from both academic staff and students highlighted additional issues associated with the implementation of Instructional Management Systems, The outcomes of the evaluation are reported in terms of the following three objectives and implementation issues:
• TopClass Functionality
• Technical Considerations
• Institutional Considerations
• Implementation Issues
This summary details the major findings from the evaluation in terms of these objectives and identifies a set of recommendations for consideration- A comprehensive analysis of the four pilot studies is included in the body of the report. have paper copy ?
Rice, Mary 19992 Online Teaching and Learning Project (Arts Online) 1-18 Geelong9 Deakin Centre for Academic Development, Deakin University Evaluation Report
April 1999 In 1997, the Online Teaching and Learning Enhancement Project was established as one of several initiatives undertaken across the University to promote the use of flexible teaching and learning. The project aimed to increase the use of low end, affordable and achievable online technology to support mainstream teaching and learning. At the same time, it aimed to facilitate cultural change both within and across faculties and support areas to ensure that Faculty support needs were met as effectively and efficiently as possible. Arts Online was the Faculty of Art's response to this initiative. The funding base for the Faculty project included the initial provision of $48,000 centrally to the Faculty that had to be matched in money or in 'kind'. After producing a progress report, the Faculty received a further $24,000. Essentially, the money was used to fund teaching release, purchase software, establish the Deakin University Workstation Scheme (DLWS) training program, and employ p(eople)
Developing the Faculty proposal
At the request of the Dean, the management and implementation of Arts Online became the responsibility of the Faculty's Information Technology Committee (ITC). The approach taken in the Faculty was inclusive and encouraging—it was based on choice of involvement rather than on a 'lop down' strategically managed approach. To establish the project, the then ITC Chair, contacted Faculty staff to find out who was already using some forms of online teaching and learning and to ascertain who wished to be involved in the Faculty project.
Interest was expressed by a number of Unit Chairs who were already involved in small projects that would benefit from some extra funding and support. The ITC Chair then
surveyed these staff for information about the nature and status of their particular projects, whether there were any copyright or ethical implications stemming from their proposals, how
they proposed to evaluate their project, and what professional development needs they had. They were also asked to develop an action plan and time line and to identify the kind of
educational and technical support that would be required to enable their project to proceed. The Flexible Learning Initiatives Coordinator required this information.
As a result of the survey, 23 projects were identified and became the central component of the Faculty's Online project- As detailed in Appendix 1, these included two projects in SAIS, five in SL&CS, six in SSI and three in VPMA (now SCA). Other aspects of the project included a Faculty-wide approach to website development, systems management of the Faculty server, provision of technical support at the Faculty level, and professional development focusing on educational issues and technical training. Mentoring, peer-based support, IT Showcases and roundtables were the proposed forums for encouraging and extending colleagiality. The provision of hardware and relevant software through the DUWS was also incorporated into the project. have paper copy?
Rice, Mary 1999H An Evaluation of V-Lab: a Virtual Laboratory for Human Movement students Geelong9 Deakin Centre for Academic Development Deakin University Evaluation Report" Early in 1997, the School of Human Movement (HMVT)1 received funding of $50 000 through Deakin's Comprehensive Online Research and Development (CORD) program to develop key first year units in off-campus/flexible delivery mode. Under the leadership of the Head of School, Professor Neville Owen, A Web Working Group was established to develop the School's web presence. David Owies (HMVT) was appointed as Academic Services Manager to coordinate the development of flexible learning materials. Staff with expertise in software development and Hypertext Markup Language (HTML) editing were also appointed and the School purchased the most up-to-date computer hardware and software for its staff and a dedicated NT server for web serving, data storage and processing. To facilitate development of resources, and to ascertain how technology could enhance the teaching and learning experience for lecturers and students, discussions ensued between relevant personnel in the School of HMVT, the Dealdn Centre for Academic Development (DCAD), and Learning Resources Services (LRS). The initial discussions included considerations of past student satisfaction with the unit, student numbers and access to equipment, time constraints on lecturers and tutors, financial restraints, availability of content experts, and the level of enthusiasm forimplementation of flexible teaching and learning. This led to the development of a Virtual Laboratory (V-Lab)2, a concept which was considered to be sound because the V-Lab template could be utilised across a broad range of units, ultimately saving time and money. V-Lab was developed as an online laboratory which could be accessed via the School of Human Movement website. It is an interactive program which allows students to study aspects of fitness testing online in each of the following areas: Anthropometry, Muscular Strength, Aerobic Power,
Anaerobic Power, Lung Function, and Flexibility. For each fitness component, the four sections which students methodically work through are Introduction, Equipment, Procedure and Data Processing. have paper copy ?
Rice, Mary 19976 Mainstreaming Deakin Interchange: An Evaluation Report 1-34 Geelong& Deakin Centre for Academic Development Final report 1997- The mainstreaming of a university-wide system which integrates teaching, research and administration activities is an enormous undertaking which needs to be thoroughly
evaluated from many perspectives. It is not within the scope of this evaluation to focus on all aspects of its use, so four key issues have been chosen as the basis for the
evaluation. The objectives were to:
• identify the major contextual factors which affected development and implementation
• document issues and problems relating to remote access for users
• assess me value and use of Interchange as a desktop environment
• document experiences of staff and students in the use of First Ciass
The methods used lor gathering data included online questionnaires, face-to-face and telephone interviews and some document analysis. have paper copy? ) Rowlands, Lee
Maton, Wendy
Nichols, Scott 1992, The Development of a Course Profile Database 120 Journal of Institutional Research in Australasia 12 1 May 2003o In recent times there has been an increasing demand for detailed information on Deakin University's courses and units. This demand has stemmed from an increased need to review the Institution's activities to ensure that they meet and exceed the requirements of students, staff, graduates, employers and the general community whilst complying with the University's long-term strategic goals. Traditionally the preparation of indicators and data for each course was performed by staff within the Planning Unit at the request of the faculties' administrative staff. As the volume of requests increased and began to create a significant workload it was decided that a single database would be developed to contain the most common indicators for all possible course and campus combinations. This database would be designed in a user-friendly manner to enable faculty administrative staff to extract the data on their own, thus freeing up Planning Unit resources for other purposes. This paper discusses the process in which the database was developed, and examines
issues faced in the development of the database and how they were overcome.C http://www.aair.org.au/jir/May03/Rowlands.pdf (accessed 13/07/2007). have paper copy,
Also available from URL below j? Birch, D. 1998/ Public Cultures "Asian" and "Australian" Spaces 64-73 Southern Review 31 1 "Brisbane, Queensland" Monash University
A major part of the current debates about democracy (and/or limited democracy) as a public culture in the Asia-Australian region has been about strong economies in Asia wanting to play a more significant part in setting regional and international policy making agendas. It has been emotional at times, not least in Australia's relations with China, Indonesia, Singapore and Malaysia.' And it has resulted in a vigorous debate about perceived differences between "Asian" and "western" values.2 Whatever the outcomes of these debates, Australia has certainly had to face up to political and economic realities in the region and has had to interrogate its hitherto unproblematic public culture ideas about democracy and values imported from Britain. It has done so, particularly in the Keating years, with some vigour,3 to the point where Stephen Fitzgerald can title his latest book Is Australia an Asian Country? His own answer to this is that Australia has to be Australian but - importantly - "not European" (179). His vision is for Australia to be a part of a political association of East Asian nations committed to an ideal of a regional polity which is not only politically and culturally pluralist and non-discriminatory, but humane; which impels its members to harmonious solutions of infra-regional problems; which in public policy, particularly in economic planning and the development programs of government and business, gives precedence to the individual and the family; which supports the constituent countries in the development of societies which give centrality to the human being, drawing on both Asian collectivist and Western Individualist traditions, and which encourages the growth of educational institutions which provide leadership in these matters through free and open inquiry (176-177). That is not an easy task, and the domestic tensions in the region (especially in Australia since the Hanson debate and Malaysia's refusal to recognise Australia's role in ASEAN-related groupings) signal that even the notion of a regional polity is not such an easy public culture to establish. Let alone shared views on democracy as a public culture. Donald Emmerson, for example, teaches a course at the University of Wisconsin-Madison called "Asian Values and Liberal Democracy: Alternative Visions", seeking by the end of the course, according to journalist Susan Sim in Singapore, to answer four main questions:' Is liberal democracy good for East Asia? Do Asian values exist, and if so, what are they and what sort of political arguments do they support? Deakin University has access through online resources:
Informit e-Library 01, Jan. 2001-
Australian Public Affairs Full Text 01, June 1994-
Location: DU GEELONG PER 809 S7277/S
Issues held: , Vol.1:2(1964)-20:3(1987), 21:2(1988)-
--------------------------------------------------------------------------------
Location: DU MELB PER 820.9 Sou
Issues held: , Vol.1:2(1964), 5:1(1972)- 384526 Southern Review ? % Birch, D.
Schirato, T.
Srivastava, S. 2001) Asia: Cultural Politics in the Global Age 1-225& Crows Nest, New South Wales, Australia
Allen & Unwin. The region known as Asia has a total population well in excess of three billion people; its peoples speak several hundred different languages and dialects; and it is characterised by a cultural, political, economic and social diversity far greater than anywhere else in the world. Contemporary Asia cannot, by any stretch of the imagination, be considered a homogeneous entity And yet there is a notion, largely promulgated in the media, that globalisation is reducing the world to a single homogeneous culture. In fact, globalisation has prompted people worldwide to take more notice of other cultures and aspects of cultural difference, especially with regard to Asia. This can largely be attributed to the rise in power and importance of East Asia, South Asia and Southeast Asia as regional trading and economic blocs (Rowen, 1998). The growth in Asian economic importance in the early
1990s, and the birth of the notion of ‘Asian tiger’ economies (which referred to Singapore, South Korea, Taiwan and Hong Kong) produced a great deal of ‘soul searching’ in the west. How could Asia have ‘overtaken’ traditional economic giants such as the US and the European Union? The answers that came from some parts of Asia itself, particularly Singapore and Malaysia, focused on supposedly ‘traditional Asian values’ such as a more committed work ethic, the importance of communitarian values (that position the community over the individual), the integration of public and private enterprises, strong central leadership, and a well-resourced education and training sector. Deakin Uni has many copies
DU GEELONG 306.095 Bir/Acp
and book is also available through Ebook
Asia: Cultural Politics in the Global Age
1-86448-990-1 DU GEELONG 306.095 Bir/Acp W? , Bigum, C.
Knobel, M.
Lankshear, C.
Rowan, L. 20033 Literacy, technology and the economics of attention 95-1221 L1-Educational Studies in Language and Literature 3 1-2 Netherlands Kluwer? attention
boys' literacy
disadvantage
learning
new technologies This article is based on aproject aimed at generating practicalsuggestions based on research findings abouthow new technologies might be used to enhanceL1 literacy attainment in disadvantagedsettings. The project involved designing,implementing and researching an innovativeapproach to curriculum and pedagogy using newdigital technologies in language and literacyeducation within classroom settings involvingsmall groups of ``disadvantaged'' learners. Thepaper reports activity and findings from one offour study sites. It focuses on four Grade 9boys seen by their teachers as troublemakersand at risk of failing in English. Theresearchers draw on current conceptual andtheoretical work associated with the emergenceof an Attention Economy theory to design acollaborative activity around constructing awebsite, and to identify and analyse positiveliteracy learning outcomes associated with thepedagogical approach taken. The authors showhow this new perspective on attention informs acritique of conventional approaches to schoolorganization and classroom learning, and how itcan be used to envisage alternative approachesto understanding and teaching students whodisplay literacy learning difficulties atschool.= Deakin Uni has access through library online resources:
SpringerLink 01, Jan. 2001- Licensing & Resource Info >
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Issues held: , Vol.3:1/2(2003)-4:2/3(2004), 1567-66171 L1-Educational Studies in Language and Literature ? Smith, P.
Murphy, K.
Mahoney, S. 2003[ Towards identifying factors underlying readiness for online learning: an exploratory study. 57-67 Distance Education 24 1 London Carfax& To test the potential value of McVay's (2000) Readiness for Online Learning questionnaire for research and practice, the instrument was administered to 107 undergraduate university students drawn from a range of courses in the United States and Australia. The questionnaire was subjected to a reliability analysis and a factor analysis. The instrument fared well in the reliability analysis, and yielded a two-factor structure that was readily interpretable in a framework of existing theory and research. Factors identified were "Comfort with e-learning" and "Self-management of learning." It is suggested that the instrument is useful for both research and practice, but would be enhanced through further work on 5 of the 13 items. Additionally, further work is required to establish predictive validity. Available from Deakin University Library
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DU WATERFT PER 374.4 Dis Vol.2:2(1981), 4:1(1983)-10:1(1989), 13(1992),
DU MELB PER 378.1554 Dis Vol.1:1(1980)-25:2(2004), 0158-7919 ? Andrewartha, G. 1996n Improving the Presentation of Printed Text for Tertiary Level Distance Education: Literature Review and Survey 387-411 Distance Education 17 2 Melbourne School of External Studies, RMIT
This paper furnishes recommendations for improving the presentation of distance education study guides. Two approaches were used to distil these recommendations. First, a review of the literature was undertaken. Then, the opinions of thirty-five practitioners with first-hand experience of printed study guide production for distance education were surveyed. The questionnaire (which was constructed on the basis of the literature findings) covered many aspects of textual design and layout including general, as well as macro and micro textual issues. Both sources generally agreed that simplicity, consistency, adequate use of white space, utilisation of a hierarchical heading structure, and use of access devices are essential for optimal textual design. But the applicability of a universal layout style, methods of separating paragraphs, whether to use section numbering, replacing textual cues with icons, the readability of fully justified text, and techniques for differentiating levels of headings were more contentious issues. Available from Deakin University Library
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DU MELB PER 378.1554 Dis Vol.1:1(1980)-25:2(2004), 0158 7919 Distance Education? Evans, T. 19952 Globalisation, Modernity, Non-Western Civilisation 256-269 Distance Education 16 2 Melbourne, Royal Melbourne Institute of Technology Ltd.T Post-Fordism and globalisation are interrelated contemporary features of social and economic development. Open and distance education are reflexively engaged with post-Fordism and globalisation and this raises issues for policymakers and practitioners in open and distance education alike. Drawing on recent work by the author (Evans 1995a, 1995b) this article discusses some individual, social and educational issues concerned with globalisation, especially in relation to the emerging post-Fordist forms and practices of open and distance education, and to the cross-cultural contexts involved.6 Available from Deakin University Library
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DU WATERFT PER 374.4 Dis Vol.2:2(1981), 4:1(1983)-10:1(1989), 13(1992),
DU MELB PER 378.1554 Dis Vol.1:1(1980)-25:2(2004),
"Globalisation, Modernity, Non-Western Civilisation"% 0158-7919 paper
1475-0198 electronic Distance Education @ ? Evans, T.
Jakupec, V. 1996N Research Ethics in Open and Distance Education: Context, Principles and Issues 72-94 Distance Education 17 Since the early 1980s there has been increasing debate about research ethics and a gradual increase in the institutionalisation of ethics approval and monitoring. Initially this occurred in areas of biomedical research, but more recently all areas of research which involve human beings as sources of data have been included. Australia, along with other nations, has been intimately involved in these developments and now has a firmly established structure of Institutional Ethics Committees (IECS) topped by the Australian Health Ethics Committee (AHEC) for the approval and monitoring of human research ethics. Although there are guidelines and codes of practice, many issues remain still to be resolved as the panoply of research methods and practices is extended and encountered. Australian research in open and distance education is being caught in the embrace of IECs and their guidelines, and the Open and Distance Learning Association of Australia is preparing its own code of research ethics. This article outlines the context and discusses the major ethical issues and implications for research in open and distance education. It considers issues of both principle and practice, and points to some of the special circumstances which researchers in open and distance education face.R Available from Deakin University Library
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DU WATERFT PER 374.4 Dis Vol.2:2(1981), 4:1(1983)-10:1(1989), 13(1992),
DU MELB PER 378.1554 Dis Vol.1:1(1980)-25:2(2004),
"Research Ethics in Open and Distance Education: Context, Principles and Issues"( 1475-0198 (electronic) 0158-7919 (paper) Distance Education? Grace, L.
Smith, P. 2001 Flexible delivery in the Australian vocational education and training sector: Barrier to success identified in cases studies of four adult learners 196-211, Distance Education: An International Journal 22 2 Toowoomba Distance Education Centre Government policy in Australia is increasingly encouraging training organisations in the Vocational Education and Training (VET) sector to adopt flexible delivery approaches, but some researchers are sounding a note of caution. Evidence is emerging that Australian VET learners are not universally ready for flexible delivery, and this is reflected in high attrition rates and low pass rates. The literature on flexible delivery identifies a number of specific factors that can impact on the success of adult learners. However, there seems to be agreement that failure or dropout is not determined by a single factor, but by the interaction of a number of factors that build up over time. To understand these factors, we need to understand the learners - what their participation in education means to them, the context in which they are studying, and the numerous inter-connected factors that contribute to their failure to achieve a successful outcome. This paper discusses four case studies from a research project that followed up a small number of adult learners who enrolled in flexible delivery VET courses but did not achieve a successful outcome. Available from Deakin University Library
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DU WATERFT PER 374.4 Dis Vol.2:2(1981), 4:1(1983)-10:1(1989), 13(1992),
DU MELB PER 378.1554 Dis Vol.1:1(1980)-25:2(2004),
Flexible delivery in the Australian vocational education and training sector: Barrier to success identified in cases studies of four adult learners
0158-7919( 1475-0198 (electronic) 0158-7919 (paper), Distance Education: An International Journal *? Graham, M.
Scarborough, H. 2001B Enhancing the learning environment for distance education students 232-244+ Distance Education:an international journal 22 2 Australia+ USQ Publications, Multimedia Education Unit This paper reports on the development of an asynchronous learning environment for the teaching of introductory macroeconomics to approximately 200 distance education students. The research supports evidence in the current literature that computer mediated communication and in particular, collaborative learning, can make a positive difference to the educational experience of some students. These findings are based on both quantitative and qualitative data gained from student evaluations, participation levels, staff interviews and an analysis of the online communication. The discussion centres on the extent of collaboration, the role of assessment, adaptation of curriculum and pedagogy and the students' attitudes to economics. Available from Deakin University Library
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DU WATERFT PER 374.4 Dis Vol.2:2(1981), 4:1(1983)-10:1(1989), 13(1992),
DU MELB PER 378.1554 Dis Vol.1:1(1980)-25:2(2004),& 75-0198 (electronic) 0158-7919 (paper)+ Distance Education:an international journal ? Evans, T.
Smith, P.
Stacey, E. 20056 Introduction: improving research in distance education 1-133 Research in Distance Education 6 T. Evans, P. Smith & E. Stacey Geelong Deakin University November$ This collection is the sixth in the Research in Distance Education (RIDE) series. Like its predecessors (Evans, 1990; Evans & Juler, 1992; Evans & Murphy, 1994; Evans, Jakupec & Thompson, 1997; Evans, 2002) the collection is produced after a period of revision, submission, peer-reviewing, revising, re-submitting and editing. RIDE conferences have always been a venue where collegiality and critical discussion is encouraged, especially to support new researchers and postgraduate researchers to present and publish their work. Participants at the RIDE2004 conference held in December of that year, were invited to consider revising their papers in the light of comments at the conference and any other suggestions. They then submitted them in early 2005 as draft chapters for this RIDE5 collection. These draft chapters were reviewed by two or three independent reviewers drawn from a pool of international and Australian scholars in the field. The chapters included here are those that satisfactorily passed the reviewing process, with or without revisions.v http://www.deakin.edu.au/education/rads/conferences/publications/ride/2004/doc/1Introduction.pdf (accessed 16/08/2007) available online at URL below
1741560276? Thompson, J. 2002X Extending access to learning support: the development of an online learning support site 154-161# Research In Distance Education 2002 Evans, T. Geelong Deakin University
December 2000S Traditionally certain groups, including tertiary distance education and part-time students have had limited, if any, access to the academic learning support systems provided on campus. With the development of technology and online education approaches to teaching and learning, there are opportunities to increase access to learning support provisions for all students, including the above groups, whether they are studying in online or traditional contexts.This chapter outlines the issues behind the development of an online learning support site at UNITEC Institute of Technology in Auckland.y http://www.deakin.edu.au/education/rads/conferences/publications/ride/2000/doc/Ch_14_Thompson.pdf (accessed 16/08/2007) Research In Distance Education 5
Deakin has online access
also available from URL below
Extending access to learning support: the development of an online learning support site
073002556X
have paper copy
073002556X t ? Smith, P. 2000< Preparedness for flexible delivery among vocational learners 29-48 Distance Education 21 1 Toowoomba ODLAA Using the Canfield Learning Styles Inventory (CLSI), the learning preferences of 1 252 vocational education and training (VET) learners were tested. Results indicate that VET learners are characterised by a preference for dependent learning, rather than self-directed learning; and a preference for learning through observation and direct experience rather than through verbal presentations. These findings are discussed in terms of the preparedness of VET learners for flexible delivery in the workplace. Kember’s (1995) two-dimensional model of open learning is suggested as a theoretical framework for the development of strategies to increase the preparedness of learners and workplaces for flexible delivery. Available from Deakin University Library
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DU WATERFT PER 374.4 Dis Vol.2:2(1981), 4:1(1983)-10:1(1989), 13(1992),
DU MELB PER 378.1554 Dis Vol.1:1(1980)-25:2(2004), 0158-7919?
Askary, S. 2006J Accounting professionalism- a cultural perspective of developing countries 102-111 Managerial Auditing Journal 21 1 United Kingdom Emerald Group Publishing Limited* Accountancy, Developing countries, Culture2 Purpose – The purpose of this study is to examine the effects of culture on accounting professionalism in 12 developing countries by applying Gray’s 1988 model and Hofstede 1980 cultural study.
Design/methodology/approach – Connecting seven variables introduced within a testable model lead the finding to classify the twelve countries within a range from statutory control to
professionalism. The data set was collected from 1996 to 2000 through different sources. Twelve developing countries have been chosen from the Middle East and South East Asia in this study and cluster analysis is used for analysing and classifying the countries.
Findings – The results show while the Gray’s hypothesis of statutory control is positively confirmed for Iran, and moderately for Bangladesh, Jordan, Oman, and Qatar, it is negatively rejected for Pakistan, Turkey, Malaysia, and Indonesia.
Research limitations/implications – One limitation of this study is the improvised nature of the data set caused by the difficulty in collecting an extensive data set from developing countries.
Practical implications – The findings of the study provides a useful source of information about accounting authority in those developing countries in which improve the knowledge and literature about the accounting practice internationally.
Originality/value – The findings of the study are useful in harmonization process of the international accounting practices. Knowledge about important aspects of accounting setting of the countries is essential to realize the impediments of harmonization.S available through Deakin University Library, electronic resources
Emerald database 0268-6902 ? Chan, S.
Leung, P. 2006g The effects of accounting students' ethical reasoning and personal factors on their ethical sensitivity 436-457 Managerial Auditing Journal 21 4 United Kingdom Emerald Group Publishing Journal Accounting, Ethics" Purpose – Rest posited that to behave morally, an individual must have performed at least four basic psychological processes: moral sensitivity; moral judgment; moral motivation; and moral character. Though much ethics research in accounting has been focused on component two, ethical judgment, less research has been undertaken on the other three components. The purpose of this study is to focus on component one, ethical sensitivity, of Rest's four-component model.
Design/methodology/approach – A sample of 156 accounting undergraduates was employed to investigate the ethical sensitivity of accounting students and the effects of their ethical reasoning and personal factors on their ethical sensitivity.
Findings – Results of this study show that accounting students vary in their ability to detect the presence of ethical issues in a professional scenario. There is no significant relationship between accounting students' ethical sensitivity and their ethical reasoning (P-score). Accounting students characterized as “internals” are more likely to show an ability to recognize ethical issues than those characterized as “externals.” The results also indicate that an accounting ethics intervention may have positive effect on accounting students' ethical sensitivity development. Hence, an individual who possesses the ability to determine what is ethically right or wrong (high ethical reasoning) may fail to behave ethically due to a deficiency in identifying ethical issues (low ethical sensitivity) in a situation.
Originality/value – Whilst much research has concentrated on ethical reasoning and ethics education to enhance the ethical conduct of accountants, it is important that the profession and researchers also direct their attention and efforts to cultivating the ethical sensitivity of accountants. The findings of this study provide additional evidence to support Rest's theory of a more comprehensive cognitive model of ethical decision-making and suggest a more balanced research effort in evaluating the ethical development of individuals.N Available from Deakin University library electronic resources through Emerald. 0268-6902 ? Challis, D. 2005A Committing to quality learning through adaptive online assessment 519-527+ Assessment & Evaluation in Higher Education 30 5 Oxfordshire UK RoutledgeK With advances in computer-based technologies and the emergence of e-learning, there are unprecedented opportunities to reconsider assessment of learning (and, axiomatically, of teaching) and how this can be undertaken. One approach is adaptive assessment. Although it has existed in the tertiary environment since the time of the oral examination, advanced technologies allow much fuller exploitation of the possibilities inherent in a dynamic system of testing that responds to the user. Having described the characteristics of adaptive assessment, this paper considers how it can achieve significant pedagogical aims within the sector. The paper differentiates between adaptive assessment to assist learning and adaptive assessment to assess achievement. How adaptive assessment can be put in place and salient issues, such as security and system integrity, when such assessment is used for credit, are then discussed. The paper concludes that the capability exists but it has yet to be exploited within higher education as a viable approach to assessment and as a contributor to quality learning. Deakin University has copies available through electronic resources
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Issues held: , Vol.6(1981), 8(1983)-16(1991), 0260-2938 ? Chan, E.
Swatman, P.M.C. 2002& eBusiness Model for Networked Learning 1-11 Networked Learning 2002 Berlin, Technical University of Berlin, Germany NAISO Academic Press 1-4 May 2002v Traditional distance learning has tended to be an isolated and lonely process for its users. Students received study materials by .snail mail. and then worked alone on these materials. As information technology improves, however, networked learning on-line learning and flexible learning (all of which can be considered eLearning components) have become popular and offer greater opportunities to connect with others. The impetus for eLearning has also been driven by the emerging emphasis on lifelong learning . learning is now recognised to be essential for all people and at every stage of life. Learning arrangements today, particularly those concerning learning at a distance, rely more on technology, which requires expertise and money and also necessitates a more business-like approach. Courses and programs can be treated as products which can be seen as important resources for
learners in a .networked learning. arrangement. It is essential to have a business model for .networked learning. With all these elements in mind, we adapt Weill and Vitale’s eBusiness model for virtual communities for networked learning in this paper.M http://dlibrary.acu.edu.au/staffhome/elchan/pub/2002-3.pdf accessed 4/09/2007! Paper is available from URL below
3-906454-31-2? Coldwell, J.
Newlands, D. 2003' A Model of Online Teaching and Learning 77-85E The Sixth International Computer Based Learning in Science Conference 1 Zacharia, C. Constantinou and Z. Cyprus8 Department of Educational Sciences, University of CyprusQ eLearning, distance education, learning management system, online teaching models 5-10 July 2003 Deakin University has a long history of supporting distance education with technology. Such presentations have matured from a mix of remote-login/FTP/email in the 1980s through web mediated access in the 1990s to institution-wide learning management systems which are emerging currently. By the commencement of semester 1, 2003, online teaching at the University will be supported by a single, institution-wide, learning management system, which is expected to support approximately 28,000 students, who will each be accessing up to 4 of some 1500 undergraduate and 700 postgraduate courses. In this paper we describe a model for online teaching of both on-campus and off-campus students in the Bachelor of Computing, using various technologies to support different aspects of online teaching and learning. This programme has been running in a web-mediated environment for over six years. Each year the administration of the programme has been modified in a reactive manner, based on student feedback and the identification of failure points during the previous semester, resulting in the model maturing over that time. We discuss how the changes have impacted the model, the academics involved in the teaching of the unit and the students’ experience of learning in the online environment. We also discuss the advantages and disadvantages of online teaching and learning, as well as some potential pitfalls and how to avoid them, or, at least, minimise their impact.o http://cblis.utc.sk/cblis-cd-old/2003/2.PartA/Papers/E_Learning_Dist_Learning/Coldwell.pdf accessed 04/09/2007 Paper available from URL below:
9963-8525-1-3 b? Bates, R. 2002M The impact of educational research: alternative methodologies and conclusions 1-6 Research Papers in Education 17 4 London Taylor & Francis Recent controversy regarding the nature, organization and impact of educational research in the UK (Hargreaves, 1996; 1997; 1999; Hammersley, 1997; Tooley, 1998; Hillage et al., 2000; Ball, 2001) seems to devote little attention to research on the impact of educational research. This paper examines a recent Australian report (The Impact of Educational Research, DETYA, 2000) in terms of both its conclusions and its methodologies. It suggests that the impact of educational research on both policy and practice is often complex and indirect rather than linear and straightforward and that the methodologies employed in assessing such impact need to be similarly complex. Moreover, it would appear that this particular research supports Atkinson's (2000) contention that the ways m which educational research is typically produced and utilized is as part ora complex conversation about a diversity of purposes, effects and judgements rather than a more technically oriented implementation of 'what works' Deakin University has access through electronic resources:
Taylor&Francis Online 01, Jan. 1986-
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Professional Development Collection (Latest issues unavailable) 01, Oct. 1998- 21, Sept. 2006 0267-1522 Research Papers in Education ? Bateman, D. 2005I What is the 'futures' they mention in VELS? Futures education at a glance 8-11 Ethos 13 2 Melbourne VASST4 Presents views on the job of educators to prepare students for the future which was mentioned in the Victorian Essential Learnings Standards. Suggestion of the Victorian Curriculum and Assembly Authority for the success of students; Status of curriculum documents and practices in Australia; Types of futures Deakin University has access through electronic resources:
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Also paper copies
Location: DU MELB PER 300.7129945 Eth
Issues held: Vol.11:1(2003)- 1448-1324 ~? Arber, R. 2006A Whispering in our hearts: speaking of another in changing schools 85-1018 Discourse: studies in the cultural politics of education 27 1 UK Routledge Beneath discussions about race and ethnic relations is an unease, 'a whispering in our hearts' these debates that need to be understood 'otherwise'. In more recent times, they seem increasingly complex and dangerous as the essential differences that underpin modern notions of identity appear negotiated, contingent, and disjunctive. In this paper, I examine the ways in which teachers and parents in one Melbourne secondary school spoke about these notions in 1988 and 1998. Taking up suggestions in the postcolonial and race literatures, the article argues that the normalised notions which make up these conversations need to be made explicit, and the near silences that negotiate the parameters of these discussions should also be the focus of analysis. While at one level teachers and parents discussed their unease and their excitement about the ways their school had changed, their conversations remained underpinned by taken-for-granted understandings about the ways people belong differently within the school community. Deakin University has access through electronic means and through hard copy at:
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Location: DU MELB PER 370.19 Dis
Issues held: Vol.1(1980)-15(1994), 24:1(2003)-25:4(2004), 0159-6306 ? Arber, R. 2003b The ambivalence of otherness: the manifestations of 'whiteness' in an Australian school--1988-1998 289-305 Journal of Intercultural Studies 24 3 London CarfaxG In recent times, and in times of insurgent globalisation, modern notions of identity and with them, conceptions of essential and primordially defined difference seem to have fallen apart. Identity is understood as postmodern, a 'moveable feast' of ever-in-process, negotiated differences. The examination of the material and conceptual terms and conditions that position these logics otherwise suggests that these arguments remain tied within conceptions of ourselves made through the ambivalent conceptions of others. In this paper, I trace these paradoxical relations as they are represented in a particular local Melbourne school at each end of a decade and at a time of increasing demographic change and global transformation. Teachers and parents understood and defined their identities and the identities of others in ways that were increasingly fragmented, changing and complex. Beneath these changing patterns, they continued to define others as different and as not us in ways that were ambivalent and extreme. These negotiations took place differently in recent years as the definitions of essential notions of identity changed and became more complex to define. Nevertheless, they continued as ambivalent stories of otherness that transversed the tortuous spectrum between orientalism and nativism speculated upon in post-colonial writings. Deakin University has access through electronic resources:
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Issues held: Vol.1:1(1980)-19:2(1998), 20:1(1999)-20:2(1999), 21:2(2000)-22:3(2001), 23:2(2002), 0725-6868 ? $ Williams, A.
Wellard, S.
Bethune, E. 20014 Assessing Australian Undergraduate Clinical Learning 9-13 Collegian 8 4 Australia" Royal College of Nursing Australia Determining the clinical preparedness of undergraduate nursing students is vital in developing graduates who are ready to assume the roles of registered nurses. This paper reports findings relating to clinical assessment in Australian undergraduate nursing programs. Using data collected in a national survey and selected case studies, current assessment practices are described. Although students were increasingly exposed to a narrower range of clinical experiences, claims to comprehensive preparation of nurses remain prominent. Issues in the congruity between assessment methods and purported outcomes of clinical learning programs are discussed. (author abstract)+ Deakin has electronic access through:
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Issues held: , Vol.8:1(2001)-
Latest received: July 2007 v.14 no.3
Location: DU W'BOOL PER 610.73099405 Roy/Col
Issues held: , Vol.8:1(2001)-13:4(2006), ISSN: 1322-7696 CollegianZ? Komesaroff, L.
White, S. 2002d Can student teachers take control of their own learning? A study of negotiated learning in the field 1-13{ Teacher Education 2010: ATEA Forum 2002, Proceedings of the 30th Annual Australian Teacher Education Association Conference M.G. Aniftos and A. Mander Brisbane Toowoomba Education Centre 12 - 14 July[ This paper reports the preliminary results of a study on the development of reflective practice in a group of student teachers while they engaged with teachers and teacher educators in the field. The study documents a pilot program in which two units in a postgraduate degree in education were integrated and conducted in schools. The approach attempted to ground knowledge and teaching practices in authentic workplace experiences (Ewing, 2002). Key principles of the approach taken were the active involvement of students in their own learning, reflection on this learning, and analysis and problem solving in the complex situation of working in the field. Interviews were conducted with teachers, student teachers and teacher educators involved in the program to describe their learning experiences and explore the degree of critical reflection undertaken.D http://www.atea.schools.net.au/papers02.html ( accessed 22/10/2007)3 Available from URL below, Deakin does not have copy
1-876245-89-1