The big picture : an integrated approach to fashion design education

This paper examines current teaching practice within the context of the Bachelor of Design (Fashion) programme at AUT University and compares it to the approach adopted in previous years. In recent years, staff on the Bachelor of Design (Fashion) adopted a holistic approach to the assessment of design projects similar to the successful ideas and methods put forward by Stella Lange at the FINZ conference, 2005. Prior to adopting this holistic approach, the teaching culture at AUT University was modular and divorced the development of conceptual design ideas from the technical processes of patternmaking and garment construction, thus limiting the creative potential of integrated project work. Fashion Design is not just about drawing pretty pictures but is rather an entire process that encapsulates conceptual design ideas and technical processes within the context of a target market. Fashion design at AUT being under the umbrella of a wider Bachelor of Design must encourage a more serious view of Fashion and Fashion Design as a whole. In the development of the Bachelor of Design degree at AUT, the university recognised that design education would be best serviced by an inclusive approach. At inception, Core Studio and Core Theory papers formed the first semester of the programme across the discipline areas of Fashion, Spatial Design, Graphic Design and Digital Design. These core papers reinforce the reality that there is a common skill set that transcends all design disciplines with the differentiation between disciplines being determined by the techniques and processes they adopt. Studio based teaching within the scope of a major design project was recognised and introduced some time ago for students in their graduating year, however it was also expected that by year 3 the student had amassed the basic skills required to be able to work in this way. The opinion concerning teaching these basic skills was that they were best serviced by a modular approach. Prior attempts to manage design project delivery leant towards deconstructing the newly formed integrated papers in order to ensure key technical skills were covered in enough depth. So, whilst design projects have played an integral part in the delivery of fashion design over the year levels, the earlier projects were timetabled by discipline and unconvincingly connected. This paper discusses how the holistic approach to assessment must be coupled with an integrated approach to delivery. The methods and processes used are demonstrated and some recently trialled developments are shown to have resulted in achieving the integrated approach in both delivery and assessment.

Experiencing higher degree research supervision as teaching

This article describes research higher degree supervisors’ experiences of supervision as a teaching and learning practice. While research education is considered central to the HDR experience, comparatively little is known to date of the pedagogical lenses adopted by supervisors as they go about their supervision. We worked with 35 supervisors engaged in discipline-specific and interdisciplinary research across architectural design, science, engineering, computer science, information systems and librarianship. Several of these supervisors conducted projects which interfaced with the social sciences and humanities. The pedagogies, constructed through the discussions and phenomenographic analysis, offer a picture of supervisors’ collective awareness of supervision as a teaching and learning practice. Supervision as a teaching and learning practice was experienced as: Promoting the supervisor’s development, Imparting academic expertise, Upholding academic standards, Promoting learning to research, Drawing upon student expertise, Enabling student development, Venturing into unexplored territory, Forming productive communities, and Contributing to society.

Policing lesbian, gay, bisexual and transgender young people : a gap in the research literature

This article argues for exploring lesbian, gay, bisexual, and transgender (LGBT) young people’s experiences with police. While research examines how factors such as indigeneity influence young peoples’ experiences with police, how sexuality and/or gender identity mediates these relationships remains largely unexplored. Key bodies of research suggest a need to explore this area further, including: literature documenting links between homophobic violence against LGBT young people and outcomes such as homelessness that fall within the gambit of policing work; research showing reluctance of LGBT communities to report crime to police; international research documenting homophobic police attitudes and Australian research demonstrating arguably homophobic court outcomes; and research outlining increasing police support of LGBT communities. Drawing on these bodies of literature, this article argues that LGBT young people experience policing warrants further research.

Procurement strategies : a relationship-based approach

Construction has been an industry characterised by disputes, fierce competitiveness and fragmentation - all major obstacles to development. Now, however, a relationship-based approach to project procurement, through partnering and alliancing, aims to bring about a fundamental change. ----- ----- ----- This book addresses the critical relationship issues for a more collaborative and sustainable construction industry. It looks at how project procurement and project alliancing partner selection works, and how risk and crisis resolution are managed. It provides readers with guidance and models on how to put a relationship-based approach to procurement into practice, drawing on specific prototypes from an actual, successful project that can be adapted.

Getting lost in the field : the unpredictable nature of fieldwork with young people

This chapter focuses on the unpredictable nature of fieldwork with young offenders, specifically with those in a marginalised context. We begin by recounting our experiences working with young people who have had contact with criminal justice processes, particularly those who are the subject of extreme levels of official social control. We then turn to a discussion of the challenges associated with the unpredictable nature of fieldwork, specifically the difficulties associated with negotiating access with gatekeepers and negotiating with young people. We also discuss specific challenges with the research ethics governance of ethically sensitive research in this context (e.g. interviewing young people about offending behaviour). Finally, we recount our experiences in working these young people, with a focus on ‘the grunt’: that is, drawing out young peoples’ stories in interviews. We conclude with some reflections on the need to develop systematic instruction in qualitative work in this specific context.

From bricks to clicks : hybrid commercial spaces in the landscape of early literacy and learning

In their quest for resources to support children’s early literacy learning and development, parents encounter and traverse different spaces in which discourses and artifacts are produced and circulated. This paper uses conceptual tools from the field of geosemiotics to examine some commercial spaces designed for parents and children which foreground preschool learning and development. Drawing on data generated in a wider study I discuss some of the ways in which the material and virtual commercial spaces of a transnational shopping mall company and an educational toy company operate as sites of encounter between discourses and artifacts about children’s early learning and parents of preschoolers. I consider how companies connect with and ‘situate’ people as parents and customers, and then offer pathways designed for parents to follow as they attempt to meet their very young children’s learning and development needs. I argue that these pathways are both material and ideological, and that are increasingly tending to lead parents to the online commercial spaces of the world wide web. I show how companies are using the online environment and hybrid offline and online spaces and flows to reinforce an image of themselves as authoritative brokers of childhood resources for parents that is highly valuable in a policy climate which foregrounds lifelong learning and school readiness.

Reading places

In this chapter I explore how a critical approach to reading pedagogy has evolved over time in South Australia. I start with a brief review of the groundbreaking work of Jennifer O’Brien in the early 1990s in which she adapted feminist post-structuralist approaches for early childhood classrooms. O’Brien showed that young children can and do take an analytical position with respect to reading when tasks are framed in ways that draw their attention to representation and relationships in texts. Then, drawing from a range of empirical research projects, I discuss how a semiotic approach to reading can be productive for thinking about critical and inclusive literacies. I touch briefly upon how and why we incorporated children’s reading of environmental print into the 100 children go to school project. I then outline the ways in which we have capitalised on the notion of reading places in several projects to work with primary school children and their teachers.

Supporting informed learners in the 21st century

This paper elaborates the concept of informed learning and locates it in educational, workplace and community settings. Drawing from existing research into people's experience of information literacy, it identifies critical experiences of informed learners in each of these three settings. It also explores the support required in educational, community and workplace contexts which makes informed learning possible. Recognising strong implications for policy makers in different sectors, the paper presents a set of guiding principles for developing informed learning and learners. The idea of informed learning represents and advances understandings of information literacy that incorporate the broader concept of using information to learn: those understandings that go beyond the functional or generic information literacy paradigm and draw attention to the transformational, situated and critical aspects of information literacy. Using information to learn is a natural, but often implicit part of all formal and informal learning environments, and is a vital component of the lifelong learning agendas of many nations worldwide. Supporting informed learning requires conscious attention to the use of information in the learning process, by educators, managers, trainers, and policy makers in all sectors. It requires a far reaching response to policy directions involving a wide range of stakeholders.

Ethnography in the kindergarten:examining childrens'play experiences

This paper describes an ethnographic study completed within a kindergarten environment with the view of gaining insights into the development of new technology for young children. Ethnography within HCI has primarily focused on studies of work practices. This project explored the effectiveness of ethnography in supporting the design of playful technology for a constantly changing, creative, and (sometimes) messy environment. The study was effective in drawing out patterns in observations and as such provides useful suggestions for the development of technology for kindergarten settings.

Australian queer student activists' media representations of queer

Queer student activists are a visible aspect of Australian tertiary communities. Institutionally there are a number of organisations and tools representing and serving gay, lesbian, bisexual, transgender, intersex and ‘otherwise queer identifying’ (GLBTIQ) students. ‘Queer’ is a contentious term with meanings ranging from a complex deconstructive academic theory to a term for ‘gay’. Despite the institutional applications, the definition remains unclear and under debate. In this thesis I examine queer student activists’ production of print media, a previously under-researched area. In queer communities, print media provides crucial grounding for a model of queer. Central to identity formation and activism, this media is a site of textuality for the construction and circulation of discourses of queer student media. Thus, I investigate the various ways Australian queer student activists construct queer, queer identity, and queer activism in their print media. I use discourse analysis, participant observation and semi-structured interviews to enable a thorough investigation of both the process and the products of queer student media. My findings demonstrate that queer student activists’ politics are grounded in a range of ideologies drawing from Marxism, Feminism, Gay Liberation, Anti-assimilation and Queer Theory. Grounded in queer theoretical perspectives of performativity this research makes relatively new links between Queer Theory and Media Studies in its study of the production contexts of queer student media. In doing so, I show how the university context informs student articulations of queer, proving the necessity to locate research within its social-cultural setting. My research reveals that, much like Queer Theory, these representations of queer are rich with paradox. I argue that queer student activists are actually theorising queer. I call for a reconceptualisation of Queer Theory and question the current barriers between who is considered a ‘theorist’ of queer and who is an ‘activist’. If we can think about ‘theory’ as encompassing the work of activists, what implications might this have for politics and analysis?

Cognitive load and assembly tasks : effect of instructional formats on learning assembly procedures

The study investigated the effect on learning of four different instructional formats used to teach assembly procedures. Cognitive load and spatial information processing theories were used to generate the instructional material. The first group received a physical model to study, the second an isometric drawing, the third an isometric drawing plus a model and the fourth an orthographic drawing. Forty secondary school students were presented with the four different instructional formats and subsequently tested on an assembly task. The findings indicated that there may be evidence to argue that the model format which only required encoding of an already constructed three dimensional representation, caused less extraneous cognitive load compared to the isometric and the orthographic formats. No significant difference was found between the model and the isometric-plus-model formats on all measures because 80% of the students in the isometric-plus-model format chose to use the model format only. The model format also did not differ significantly from other groups in total time taken to complete the assembly, in number of correctly assembled pieces and in time spent on studying the tasks. However, the model group had significantly more correctly completed models and required fewer extra looks than the other groups.

Public service broadcasting, creative industries and innovation infrastructure : the case of ABC's Pool

The proliferation of media services enabled by digital technologies poses a serious challenge to public service broadcasting rationales based on media scarcity. Looking to the past and future, we articulate an important role that the Australian Broadcasting Corporation (ABC) might play in the digital age. We argue that historically the ABC has acted beyond its institutional broadcasting remit to facilitate cultural development and, drawing on the example of Pool (an online community of creative practitioners established and maintained by the ABC), point to a key role it might play in fostering network innovation in what are now conceptualised as the creative industries.

Healthy children and a healthy planet : a role for education

Climate change is an urgent global public health issue with substantial predicted impacts in the coming decades. Concurrently, global burden of disease studies highlight problems such as obesity, mental health problems and a range of other chronic diseases, many of which have origins in childhood. There is a unique opportunity to engage children in both health promotion and education for sustainability during their school years to help ameliorate both environmental and health issues. Evidence exists for the most effective ways to do this, through education that is empowering, action orientated and relevant to children’s day to day interests and concerns, and by tailoring such education to different educational sectors. The aim of this chapter is to argue the case for sustainability education in schools that links with health promotion and that adopts a practical approach to engaging children in these important public health and environmental issues. We describe two internationally implemented whole-school reform movements, Health Promoting Schools (HPS) and Sustainable Schools (SS) which seek to operationalise transformative educational processes. Drawing on international evidence and Australian case examples, we contend that children’s active involvement in such processes is not only educationally engaging and rewarding, it also contributes to human and environmental resilience and health. Further, school settings can play an important ecological public health role, incubating and amplifying the socially transformative changes urgently required to create pathways to healthy, just and sustainable human futures, on a viable planet.

Critical literacy finds a "Place": Writing and social action in a low-income Australian grade 2/3 classroom

In a study of socioeconomically disadvantaged children's acquisition of school literacies, a university research team investigated how a group of teachers negotiated critical literacies and explored notions of social power with elementary children in a suburban school located in an area of high poverty. Here we focus on a grade 2/3 classroom where the teacher and children became involved in a local urban renewal project and on how in the process the children wrote about place and power. Using the students' concerns about their neighborhood, the teacher engaged her class in a critical literacy project that not only involved a complex set of literate practices but also taught the children about power and the possibilities for local civic action. In particular, we discuss examples of children's drawing and writing about their neighborhoods and their lives. We explore how children's writing and drawing might be key elements in developing "critical literacies" in elementary school settings. We consider how such classroom writing can be a mediator of emotions, intellectual and academic learning, social practice, and political activism.

Enhancing research productivity of TEFL academics in China

As research has become an important indicator of TEFL academics’ overall performance in Chinese higher education institutions, it is critical that TEFL academics are able to meet the expectation of conducting research. This mixedmethod study investigated research productivity of Chinese TEFL academics and associated influences, with the ultimate objective of constructing a framework to help build their research capacity in the future. Using an initial survey, the study provided a snapshot of research productivity of 182 TEFL academics from three Chinese higher education institutions, and individual and institutional characteristics that influenced their research productivity. Using interviews and documents as the data sources, the subsequent qualitative case study of two purposively-sampled Chinese TEFL departments provided insights into Chinese TEFL academics’ perceptions about research, and individual, institutional and departmental efforts in meeting the research expectation. The findings from this study revealed that the 182 Chinese TEFL academics’ research productivity during 2004-2008 was relatively low as a whole as was the quality of their research. This study identified four influences that impacted on Chinese TEFL academics’ research productivity: TEFL disciplinary influences, institutional and departmental research environments, individual characteristics desirable for research, and TEFL academics’ perceptions about research. Drawing upon the above findings from this study, a Framework towards Enhancing Chinese TEFL Academics’ Research Productivity (FECTARP) was constructed. The FECTARP synthesised the findings from the study, and presented a framework for Chinese institutions and TEFL departments to enhance their TEFL academics’ research capacity.