Through the looking glass : immersive interfaces for participant engagement in blended e-learning environments

This chapter outlines current research profiling students and educators participating in and constructing immersive interfaces in blended e-learning settings. Multi User Virtual Environments (MUVEs) and real world settings augmented with virtual information can generate problem-solving communities where participants gain greater technical knowledge and skills through meaningful and frequent interaction. MUVEs can also generate technical innovation amongst students from diverse disciplinary backgrounds provided students are encouraged to help each other and learn together. After detailing some false assumptions about computer literacy that can stifle meaningful exploration with new technologies in contemporary education, this chapter documents an exemplar involving extensive collaboration between students from different educational backgrounds with diverse technical competencies. The success of this initiative hinges on the willingness of educators to provide a shared learning experience where technology is used to facilitate increased student communication and offers a site for invention, informed critique, industry participation, and a sense of community.

Problematic placement : pathways pre-service teachers’ perspectives on their infant/toddler placement

The inclusion of an infant/toddler placement in a ‘pathways’ early childhood teaching degree, where students already have qualifications and experience in working with young children, can be problematic. This pilot study investigated student teachers’ views on their infant/toddler (birth-to-two-years) placement. Sixty-six students completing their early childhood education degree at an Australian university responded to a survey seeking their perspectives on the effectiveness of the placement in developing teacher confidence, knowledge and skills, and the quality of the supervision they received. The participants had entered their degree with a two-year Diploma of Children’s Services. Responses indicated significant dissatisfaction with the quality of supervision, the absence of teacher-mentors, and the lack of opportunities to practise new approaches. Participants commented that they ‘already knew’ how to work with this age group, and that they aspired to work with older children. The results align with other findings on factors associated with positive placements, and raise questions about the effectiveness of the infant/toddler placement in its current form.

Learning to manage : transformative outcomes of competency-based training

Transformative learning theory is a dominant approach to understanding adult learning. The theory addresses the way our perspectives on the world, others and ourselves can be challenged and transformed in our ongoing efforts to make sense of the world. It is a conception of learning that does not focus on the measurable acquisition of knowledge and skills, but looks rather to the dynamics of self-questioning and upheaval as the key to adult learning. In this article, transformative learning theory is used as a lens for studying learning in a competency-based, entry-level management course. Instead of asking which knowledge and skills were developed and how effectively, the research enquired into deeper changes wrought by the learning experiences. The research found that for some learners the course contributed to significant discontent as they discovered that management practices they took to represent the norm fell dramatically short of the model promoted in the training.

Using vignettes to evaluate the outcomes of student learning : data from the evaluation of the new social work degree in England

This paper reports the use of vignettes as a methodology to analyse the extent to which the new social work degree programmes enabled students to develop their analytical and reflective capabilities. Two vignettes, which focused on children and families and adult social care respectively, were developed for the study. Students were asked to respond in writing, from the perspective of a social worker, to a standard set of questions at the beginning (T1) and end of their degree programme (T2). Considering the responses to all questions across the two vignettes, a series of scales was developed to measure the key themes which had been identified by qualitative analysis. These included ‘Attention to process of relationships’ and ‘Social/structural/political awareness’. Responses were also rated as ‘descriptive’, ‘analytic’ or ‘reflective’.

Students from six universities in England participated. From an original sample of 222 students, it was possible to match 79 T1 and T2 responses. Analysis of variance demonstrated statistically significant increases in nine of the 11 themes and increases in ratings for analysis and reflection.

In conclusion, vignettes can be used to produce both qualitative and quantitative data in respect of changes in students’ acquisition of knowledge and skills over time.

I would like to change the world, but they wouldn't let me have the source code

In this paper we present the findings of a group problem-solving task involving eight randomly selected students. The focus of this study was to identify and explore students' application of generic skills, cross-disciplinary knowledge and skills, innovative thinking and engineering disciplinary knowledge. While this was the main aim of this study, we also used the findings of this study to triangulate the findings of a broader study which aims to identify and explore students' perceptions of problem based learning (PBL) in first year electrical engineering. The broader qualitative study of learners in a problem based engineering context will identify, explore and report on the factors that influence student learning behaviours and their attitudes as future engineers. Studying the learning cultures from the students' view point in a diverse student group should provide evidence to further theorize about the models of self-regulation in autonomous learners. For this group problem solving activity, we designed a problem (advanced lift controller system) and allowed students one hour to work on a solution for this problem. The eight students from a number of actual PBL groups were divided into two groups depending upon their availability. Both groups were given the same problem. The researcher played the role of a facilitator and collected the data simultaneously. Students were given access to books relevant to the problem, computer access and access to the Internet. They were also provided with links to sample websites such as the University's electronic library and other technology related websites on the World Wide Web. The activity was designed such that students were not required to arrive at a definite outcome. However, they were asked to brainstorm ideas, and as a group, to decide on ways that they would obtain and share information and to formulate and suggest possible innovative solutions to the problem. Data for this activity was collected by means of observation. The activity was audio and video recorded in order to help revisit the data at any stage. At the time this study was conducted, students had completed two PBL units in their first year of an electronic and electrical engineering undergraduate degree course. This study also provided insight into students' attitudes and their behaviours towards learning in a group setting, learning approaches and outcomes, different responses to the heterogeneity of the students in the group, and their responsibility and accountability in an autonomous learning setting such as PBL.

Teaching the scientific method in the curriculum

 In chemistry education, students not only learn chemical knowledge and skills, but about the culture of chemistry – how scientists think about, and practise, chemistry. Students often learn that science is practised according to the “scientific method”, which is a model of scientific discovery, expounded by science historians and philosophers. The idealised “scientific method” has a number of steps: the collection of information about a phenomenon; the development of a hypothesis to explain those observations; an experiment to test a prediction that arises from the hypothesis, perhaps including more observations and collection of more information; improvement of the hypothesis; and so on.

The problem is that students (and even some science professionals) often do not understand the philosophy behind the scientific method and paradoxically, the scientific method does not seem to apply to most careers in science. The true nature of science is that concepts have been developed though variants of the “scientific method”, and that a process of testing the predictive value of these concepts has lead to advances in that conceptual knowledge. Hence the “scientific method” applies to the development of scientific ideas, not necessarily to the work of all scientists. It is not whether we personally use the scientific method in our day-today work, but how we use, apply, think about and communicate scientific knowledge and skills that makes us chemists.

The roses of success

Sometimes success can be detrimental to learning while failure can be good. What appears as a disaster can often lay the foundations for future success.

Usually, educators and students focus on building confidence through successful completion of learning tasks, summarised by Vygotsky’s zone of proximal development. A positive feedback loop is established if learners are successful in mastering new ideas and skills. The problem is if teachers, trainers and instructors never challenge students to the fullest extent of their abilities, as this might also ensure overconfidence, slow progress and boredom.

We should not avoid the risk of failure; science is all about the possible risk of failure. Testable hypotheses have the potential to fail an experimental or computational test; ideas that are not testable are considered to be outside the realm of science. The occasional failure shows the limits and scope of an idea’s validity and enables us to advance scientific ideas.

There is a need to find the balance between challenge that extends students, and over-extension. The former results in greater and true confidence and ability, while the latter leads to catastrophic failure and crises of confidence. Education, like life and like all scientific endeavour is about taking responsible risks safely. When we cultivate the roses of success that grow from the ashes of disaster, we must not forget that roses have thorns, or that the occasional setback or failure is just as important for learning as a succession of successes.

How social is the virtual design studio? A case study of a third year design studio

With the advent of social networks, it became apparent that the social aspect of designing and learning plays a crucial role in students’ education. Technologies and skills are the base on which learners interact. The ease of communication, leadership opportunity, democratic interaction, teamwork, and the sense of community are some of the aspects that are now in the centre of design interaction. The paper examines Virtual Design Studios (VDS) that used media-rich platforms and analyses the influence the social aspect plays in solving all problems on the sample of a design studio at Deakin University. It studies the effectiveness of the generated social intelligence and explores the facilitation of students’ self-directed learning. Hereby the paper studies the construction of knowledge via social interaction and how blended learning environments foster motivation and information exchange. It presents its finding based on VDS that were held over the past three years.

The social side of social media : technology or collaboration?

This paper discusses how course design may draw upon social media in order to teach students appropriate skills for a network society in the context of team-work based learning. The emphasis is not upon web 2.0 and social media as inherently suited to providing educational solutions, but upon the ways in which they can be adapted by course designers within the framework of explicit learning objectives. More specifically, we provide a case study of how the use of social media in a blended or wholly-online learning environment provides affordances for team-based collaborative learning, especially when incorporated within a course design that encourages independent, self-directed and authentic learning. This paper argues we need to assess the social aspects of social media, rather than upon the technological, that is, avoid the fetishisation of 'apps,' through the creation of assessment that alternately foregrounds a critical appraisal of web 2.0 technologies and places onus upon the students to develop, with guidance, teamwork skills and processes. We provide an example of how it is possible to integrate web 2.0 technologies into their learning processes and assessment, in order to teach about the realities of collaborating with others in small teams in a work environment increasingly mediated by the Internet. In order to achieve these learning outcomes, course design needs to balance scaffolding with the need to place the imperative for learning specific content and skills upon the students, the latter through the provision of assessment outcomes and resources that the students need to work towards together.

Entrepreneurial training project in China : retraining laid-off workers

Despite the tremendous economic progress made by the Chinese economy, averaging a nine percent growth per year, one section of the community remains outside the economic boom. As state-owned enterprises (SOEs) restructure into more efficient organisations able to compete in the global economy, the plight of workers within these enterprises has become a pressing issue. No longer able to depend on a job for life, these workers present challenges for local governments. One initiative proposed by the International Labour Organisation called the Start Your Own Business (SYB) Program has been identified as a way to retrain laid-off workers, xiagang. By focussing on one city in China, this paper analyses some of the key issues associated with this program. Using anecdotal evidence from workers who have undergone the retraining, the paper has identified at least three areas of concern for workers participating in the SYB retraining program. Access to seed funding, the implementation of knowledge and skills into practice, and furthering support and guidance in market analysis remain issues for the continued success of this program.

Glassimations

Glassimations, an exhibition of contemporary Australian artworks that bridge the materials of glass and animation to produce works with qualities that are unique to these two mediums and yet create a dialogue between them. The exhibition includes the work of a variety of artists. Lee Whitmore paints on glass to achieve an animated image that metamorphs with its own unique movement; Tom Moore animates his blown glass creations into their own world; Deirdre Feeney animates onto her glass architectural forms to produce places of light that condense time and are full of intangible narrative; Mark Eliott and Jack McGrath collaborate to bring their understanding and skills of glass and animation together, creating works that are founded in the production processes of both materials; and Lienors Torre and Alastair Boell collaborate to create animated films that become objects of glass and furniture, able to occupy real spaces in our domestic lives.

Experiencing indigenous East African dance songs : reflections from North West University (South Africa)

After democracy (1994) the doors of teaching and learning in music opened widely to include local indigenous music and culture in South Africa. Since 2005, African music has been a vibrant aspect of the music curriculum within the School of Music, North West University, South Africa. Globally tertiary music educators are challenged to include informal pedagogy of indigenous musics within the formal context of university courses. University music courses in South Africa are still predisposed towards ‘western’ music pedagogies. In October 2012, the School of Music invited a visiting expert in African music and dance to offer onsite teaching and learning of Ugandan dance songs to tertiary students. The initiative to include Ugandan music as part of the teaching and learning workshops on African music at the School of Music was funded by the South African Music Rights Organization. The School of Music has an ongoing policy to invite and include culture bearers to share their skills and expertise with students and academics. Such sharing provides culture bearers the opportunity to transmit much needed skills, which are not often offered by academics. UNESCO (2012) identifies scarce knowledge and skills as intangible heritage.

Understanding nutrition

A practical and engaging introduction to the core principles of nutrition. A thorough introductory guide, this text will equip students with the knowledge and skills required to optimise health and well-being. With its focus on Australasia, the text incorporates current nutrition recommendations and public health nutrition issues relevant to those studying and working in nutrition in this region of the world. The text begins with core nutrition topics, such as diet planning, macronutrients, vitamins and minerals, and follows with chapters on diet and health, fitness, life span nutrition and food safety. With a consistent level and readability, careful explanations of all key topics (including energy metabolism and other complex processes), this is a book that connects with students; engaging them as it teaches them the basic concepts and applications of nutrition.

Is the valuer the barrier to identifying the value of sustainability?

Purpose - Broad-scale investment in sustainability is limited due to the lack of evidence of the relationship between sustainability and the property’s market value. Although evidence is amassing and being analyzed through advanced modeling, this evidence is not being reflected in the valuation process. Valuers have a pivotal role in financial markets, in the reporting of asset values. Consequently, they are the current barrier in large-scale investment in sustainability, due to their lack of reporting or consideration of sustainability in the valuation process.

Design/methodology/approach - This research investigates, in the Australian context, whether valuers’ are incorporating sustainability as a consideration in the valuation process and their depth of reporting on it. Further, the research investigates whether valuers’ have the knowledge and skills to accurately report on sustainability in the valuation process. This research used an online survey to gather responses from valuers around Australia, using a combination of structured and semi-structured questions.

Findings - This paper has identified that valuers are identifying a value relationship between sustainability and market value, and clearly emphasizing that they are not the barrier to this relationship from a lack of inclusion in valuation practice. However, what this research has identified is that although valuers are acknowledging sustainability in their practice, they maybe inhibiting further investment in sustainability due to inaccurate or misjudged assessments of sustainability in valuations.

Practical implications - The research highlights the implications for the broader market and the valuation profession, as a result of the valuers’ current lack of knowledge, skills and ability to incorporate or consider sustainability in the valuation process. The potential for inaccurate knowledge regarding sustainability being incorporated in the valuation process is very high, and could potentially have litigious issues in the future.

Originality/value - The research has highlighted that although valuers are beginning to consider sustainability at some level in the valuation process, their current knowledge of sustainability and its implications to long term viability is limited and in some cases grossly inaccurate. Consequently, this research has identified there is an imperative requirement for investigation into appropriate, accurate knowledge development in the field of sustainability for the valuation profession.

Smart grid

All over the world, electrical power systems are encountering radical change stimulated by the urgent need to decarbonize electricity supply, to swap aging resources and to make effective application of swiftly evolving information and communication technologies (ICTs). All of these goals converge toward one direction; ‘Smart Grid.’ The Smart Grid can be described as the transparent, seamless, and instantaneous two-way delivery of energy information, enabling the electricity industry to better manage energy delivery and transmission and empowering consumers to have more control over energy decisions. Basically, the vision of Smart Grid is to provide much better visibility to lower-voltage networks as well as to permit the involvement of consumers in the function of the power system, mostly through smart meters and Smart Homes. A Smart Grid incorporates the features of advanced ICTs to convey real-time information and facilitate the almost instantaneous stability of supply and demand on the electrical grid. The operational data collected by Smart Grid and its sub-systems will allow system operators to quickly recognize the best line of attack to protect against attacks, susceptibility, and so on, sourced by a variety of incidents. However, Smart Grid initially depends upon knowing and researching key performance components and developing the proper education program to equip current and future workforce with the knowledge and skills for exploitation of this greatly advanced system. The aim of this chapter is to provide a basic discussion of the Smart Grid concept, evolution and components of Smart Grid, environmental impacts of Smart Grid and then in some detail, to describe the technologies that are required for its realization. Even though the Smart Grid concept is not yet fully defined, the chapter will be helpful in describing the key enabling technologies and thus allowing the reader to play a part in the debate over the future of the Smart Grid. The chapter concludes with the experimental description and results of developing a hybrid prediction method for solar power which is applicable to successfully implement the ‘Smart Grid.’