Bridging the gap : from simulation to clinical practice

There has been a shift from the initial learning of skills on patients in the clinical setting to initial learning in a simulated environment, using part-task models, with the risk of a task focus to the learning. We contend that quality learning in both the simulated and the clinical environment is crucial to enhance the transferability of skills to the clinical setting.

vPELS : An e-learning social environment for VLSI design with content security using DRM

This article provides a proposal for personal e-learning system (vPELS [where 'v' stands for VLSI: very large scale integrated circuit])) architecture in the context of social network environment for VLSI Design. The main objective of vPELS is to develop individual skills on a specific subject - say, VLSI - and share resources with peers. The authors' system architecture defines the organisation and management of the personal learning environment in such a way as to aid in creating, verifying and sharing learning artefacts and making money at the same time. The authors also focus in their research on one of the most interesting arenas in digital content or document management - Digital Rights Management (DRM) - and its application to e-learning.

Organisational learning as an emerging process: the generative role of digital tools in informal learning practices

 Increasing attention is paid to organisational learning, with the success of contemporary organisations strongly contingent on their ability to learn and grow. Importantly, informal learning is argued to be even more significant than formal learning initiatives. Given the widespread use of digital technologies in the workplace, what requires further attention is how digital technologies (eg, massive open online courses—MOOC) enable informal learning processes. Drawing from Complex Adaptive Systems (CAS) theory, in this paper we advance a conceptual model for examining this important topic. The two dimensional matrix and the micro-level description of informal learning activities presented provide a framework for both further research on technology-mediated practices for informal learning, as well as the design of formative contexts for learning to occur.

Localized learning by emerging multinational enterprises in developed host countries: a fuzzy-set analysis of Chinese foreign direct investment in Australia

Firms learn general international management and foreign market specific knowledge in their internationalization process. Firms' strategic emphasis on generalized vs. localized learning is an important yet underexplored issue in the extant literature. Drawing on the theoretical framework of dynamic capability, and in the context of emerging multinational enterprises' FDI into developed host countries, this study examines the equifinal process-position-path configurations of firms that will motivate them to engage in localized learning (as opposed to generalized learning). Utilizing primary and secondary data of eleven Chinese foreign direct investments in Australia, collected at both headquarters and subsidiary levels, we conducted fuzzy-set qualitative comparative analysis (fsQCA) that provided substantial support to our propositions. This study contributes to the internationalization process model by identifying equifinal process-position-path configurations, as well as their core and peripheral conditions that motivate localized learning at both the headquarters and the subsidiary levels.

Enhancing and assessing group and team learning in architecture and related design contexts

EXECUTIVE SUMMARYTeamwork skills are essential in the design industry where practitioners negotiate often-conflicting design options in multi-disciplinary teams. Indeed, many of the bodies that accredit design courses explicitly list teamwork skills as essential attributes of design graduates e.g., the Australian Institute of Architects (AIA), Royal Institute of British Architects (RIBA), the National Council of Architectural Registration Boards (NCARB) of the United States and the Institution of Engineers, Australia (IEAust). In addition to the need to meet the demands of the accrediting bodies, there are many reasons for the ubiquitous use of teamwork assignments in design schools. For instance, teamwork learning is seen as being representative of work in practice where design is nearly always a collaborative activity. Learning and teaching in teamwork contexts in design education are not without particular challenges. In particular, two broad issues have been identified: first, many students leave academia without having been taught the knowledge and skills of how to design in teams; second, teaching, assessment and assignment design need to be better informed by a clear understanding of what leads to effective teamwork and the learning of teamwork skills. In recognition of the lack of a structured approach to integrating teamwork learning into the curricula of design programs, this project set out to answer three primary research questions: • How do we teach teamwork skills in the context of design? • How do we assess teamwork skills?• How do design students best learn teamwork skills?In addition, four more specific questions were investigated:1. Is there a common range of learning objectives for group-and-team-work in architecture and related design disciplines that will enable the teaching of consistent and measurable outcomes?2. Do group and team formation methods, learning styles and team-role preferences impact students’ academic and course satisfaction outcomes?3. What combinations of group-and-team formation methods, teaching and assessment models significantly improve learning outcomes?4. For design students across different disciplines with different learning styles and cultural origins, are there significant differences in performance, student satisfaction (as measured through questionnaires and unit evaluations), group-and-team working abilities and student participation?To elucidate these questions, a design-based research methodology was followed comprising an iterative series of enquiries: (a) A literature review was completed to investigate: what constitutes effective teamwork, what contributes to effectiveness in teams, what leads to positive design outcomes for teams, and what leads to effective learning in teams. The review encompassed a range of contexts: from work-teams in corporate settings, to professional design teams, to education outside of and within the design disciplines. The review informed a theoretical framework for understanding what factors impact the effectiveness of student design teams. (b) The validity of this multi-factorial Framework of Effectiveness in Student Design Teams was tested via surveys of educators’ teaching practices and attitudes, and of students’ learning experiences. 638 students and 68 teachers completed surveys: two pilot surveys for participants at the four partner institutions, which then informed two national surveys completed by participants from the majority of design schools across Australia. (c) The data collected provided evidence for 22 teamwork factors impacting team effectiveness in student design teams. Pedagogic responses and strategies to these 22 teamwork factors were devised, tested and refined via case studies, focus groups and workshops. (d) In addition, 35 educators from a wide range of design schools and disciplines across Australia attended two National Teaching Symposiums. The first symposium investigated the wider conceptualisation of teamwork within the design disciplines, and the second focused on curriculum level approaches to structuring the teaching of teamwork skills identified in the Framework.The Framework of Effectiveness in Student Design Teams identifies 22 factors impacting effective teamwork, along with teaching responses and strategies that design educators might use to better support student learning. The teamwork factors and teaching strategies are categorised according to three groups of input (Task Characteristics, Individual Level Factors and Team Level Factors), two groups of processes (Teaching Practice & Support Structures and Team Processes), and three categories of output (Task Performance, Teamwork Skills, and Attitudinal Outcomes). Eight of the 22 teamwork factors directly relate to the skills that need to be developed in students, one factor relates to design outputs, and the other thirteen factors inform pedagogies that can be designed for better learning outcomes. In Table 10 of Section 4, we outline which of the 22 teamwork factors pertain to each of five stakeholder groups (curriculum leaders, teachers, students, employers and the professional bodies); thus establishing who will make best use the information and recommendations we make. In the body of this report we summarise the 22 teamwork factors and teaching strategies informed by the Framework of Effectiveness in Student Design Teams, and give succinct recommendations arising from them. This material is covered in depth by the project outputs. For instance, the teaching and assessment strategies will be expanded upon in a projected book on Teaching Teamwork in Design. The strategies are also elucidated by examples of good practice presented in our case studies, and by Manuals on Teamwork for Teachers and Students. Moreover, the project website ( visited by representatives of stakeholder groups in Australia and Canada), is seeding a burgeoning community of practice that promises dissemination, critical evaluation and the subsequent refinement of our materials, tools, strategies and recommendations. The following three primary outputs have been produced by the project in answer to the primary research questions:1. A theoretical Framework of Effectiveness in Student Design Teams;2. Manuals on Teamwork for Teachers and Students (available from the website);3. Case studies of good/innovative practices in teaching and assessing teamwork in design;In addition, five secondary outputs/outcomes have been produced that provide more nuanced responses:4. Detailed recommendations for the professional accrediting bodies and curriculum leaders;5. Online survey data (from over 700 participants), plus Team Effectiveness Scale to determine the factors influencing effective learning and successful outputs for student design teams;6. A community of practice in policy, programs, practice and dialogue;7. A detailed book proposal (with sample chapter), submitted to prospective publishers, on Teaching Teamwork in Design; 8. An annotated bibliography (accessed via the project website) on learning, teaching and assessing teamwork.The project has already had an international impact. As well as papers presented in Canada and New Zealand, the surveys were participated in by six Canadian schools of architecture, whose teaching leaders also provided early feedback on the project aims and objectives during visits made to them by the project leader. In addition, design schools in Vancouver, Canada, and San Diego in the USA have already utilised the Teacher’s Manual, and in February 2014 the project findings were discussed at Tel Aviv University in a forum focusing on the challenges for sustainability in architectural education.

PELS: a noble architecture and framework for a personal E-learning system (PELS)

This article presents a personal e-learning system architecture in the context of a social network environment. The main objective of a personal e-learning system is to develop individual skills on a specific subject and share resources with peers. The authors' system architecture defines the organisation and management of a personal learning environment that aids in creating, verifying and sharing learning artefacts, and making money at the same time. In their research, they also focus on one of the most interesting arenas in digital content or document management - digital rights management - and its application to e-learning.

Making learning visible – parents perceptions of children's learning outdoors

Parents as partners in their children's learning is predicated by a notion of a mutual understanding of the learning as shared by educators. Documenting learning in early childhood education and care (ECE & C) settings has evolved from more traditional developmental approaches to include photographs, artefacts and social stories to make learning visible for parents. However, while educators are using these approaches to document learning in ECE & C settings, the shared understanding of the learning for parents is not always mutually understood. The paper presents a small-scale case study, which examined the way parents in one long day ECE & C service which had recently redeveloped an outdoor play area to bring in more natural affordances to support the children's learning and development. The paper reports on the perceptions of two parents with children attending this centre in how the educators were making visible the learning and development afforded the children through engaging in this newly designed space. The study found that while educators were using a range of documentation approaches, the parents had little shared understanding of their children as engaging in this space.

Formalising industry feedback in assessment practice for work integrated learning

Work Integrated Learning (WIL) programs, such as co-operative education programs, offer students a learning environment which exists outside the traditional classroom and specific discipline boundaries. This necessitates assessment practices that go beyond traditional practices and relationships. Work placement supervisors are best located to observe the students' learning and development and offer feedback on performance and improvement. An investigation was carried out in order to articulate the role of supervisors and work colleagues in facilitating learning in the workplace environment and their involvement in assessment practices. Interviews were conducted with academics and industry representatives on their perceptions of assessment task validity in terms of professional and generic skill development. A synthesis of the findings formed the basis of the research described in this paper. Key findings highlighted the need for better preparation of industry supervisors as to their role in providing feedback and assessment; better preparation of students for transition from the classroom to the workplace; and the importance of ongoing involvement of the three stakeholders (academic, supervisor and student) to maximise learning and professional development. Recommendations for assessment practices include suggestions on how to involve employers in appraising workplace performance; how to measure the real life application of learning; and the development of generic employability skills. © Common Ground, Kathy Henschke, Joan Richardson.

‘Get foot in the door’: International students' perceptions of work integrated learning

Work-integrated learning (WIL) is regarded as an important vehicle to assist students’ development of relevant professional skills, knowledge and attributes that can enhance their employability. WIL arrangement for international students is a challenging issue for institutions, international students themselves as well as other related stakeholders. While there is an emerging body of literature that examines WIL for international students, how the value of WIL is perceived by this cohort is little known. This paper responds to this dearth of the literature by exploring the different meanings that international students in the vocational education and training sector attach to WIL. Using Bourdieu’s thinking tools of capitals and habitus to interpret interview data from 105 international students, this paper shows that WIL is seen to not only add value to student learning, career aspiration and employability but also transform and enhance their symbolic and social capitals. The paper underscores the instrumental, symbolic and developmental meanings that international students associate with WIL. In particular, it highlights the reciprocal relationship between students’ development of vocational ‘being’ and personal ‘being’ through WIL.

The role of the facilitator in a project/design based learning environment

The Project Oriented Design Based Learning (PODBL) is a teaching and learning approach (TLA) that is based on engineering design activities undertaken during a project. PODBL encourages independent learning and a deep approach to student learning outcomes. The Centre for Advanced Design in Engineering Training (CADET) is a new engineering building with cutting edge technology facilities at Deakin University. It acts as a catalyst for a pedagogical change in the way that Engineering is delivered. This paper is focused on the role of the facilitator in a project/design based learning environment and it also looks in to appropriate staff development training for a project/design based learning environment.

ePortfolios in business education: a national study of ePortfolio implementation 2013 to 2015

To be launched in March 2016, this study explores the transformative potential of ePortfolios in business education. Educators and higher education institutions are increasingly looking for innovative ways to enhance learning outcomes through technology. Given their potential to aid in the development of engaged, reflective lifelong learners, and develop and showcase employability skills, ePortfolios are increasingly being used around the globe.

This study shares the experience of, and lessons learned from, the implementation of ePortfolios in one general business management course and three accounting related courses at three higher education institutions. The recommendations and principles proposed provide benchmarks for best practice and practical guidance for embedding ePortfolios into business curricula.

Pedagogy and ePortfolios: purpose aligned to design (or the why and how)

While research surrounding ePortfolios abounds, few studies make explicit the pedagogical underpinnings of their use. Some suggest that the decision to use new technologies, like ePortfolios, is often made in ignorance of pedagogic evidence. Developed over the course of a two-year national study on the implementation of ePortfolios, this paper argues the importance of a considered approach to ePortfolio use; one that is premised on carefully linking the purpose and context to the type of portfolio. The paper explores the potential of ePortfolios as they align with four specific pillars of learning: learning to know, learning to do, learning to live together and learning to be. It discusses the pedagogic underpinnings – that is, the why – of ePortfolios including: skills and competencies; transformative potential; reflection; identity; active learning; employability; and assessment. The succeeding section provides recommendations for practical ePortfolio use – that is, the how – and an original framework linking ePortfolio purpose to design is proposed.

Assessing team learning practices in project/ design based learning approach

Team learning is considered as a constructive way for enhancing students learning in collaborative environment. It involves interaction between students through peer-to-peer learning, which makes students to be problem solver, an excellent communicator, a good reviewer and a manager. The School of Engineering at Xxx University practices project/design based learning as one of its learning and teaching approach. The project/design based learning process helps students to be self directed leaners which enhances the student learning outcomes towards attaining graduate career expected skills. An Overarching goal of this study is assessing the team learning experiences of cohort of students from third year civil undergraduate engineering in a project/design based learning approach at Xxx University. From the students’ experiences and views, this study will investigate and visualize the students choice of a unique team learning practice which enhances their learning outcomes in project/design based curriculum.

Abstraction versus case based:A comparative study of two approaches to support Parametric Design

We describe an experimental study testing the reuse of design knowledge as a method to support learning and use of parametric design in architecture.The use of parametric design systems and programming environments offer architects new opportunities, providing a powerful means to create geometries and allowing dynamic design exploration, but it can also impose substantial challenges.The proposition tested in this study is that the reuse of design knowledge can improve architects’ ability to use parametric modelling, and reduce the barriers to using programming in a design context.The paper explores and compares two approaches as a means of accessing and reusing existing design solutions: the reuse of abstract parametric ‘Design Patterns’ [1]; and secondly the reuse of parametric solutions from specific design cases (Case- Based Design).This paper outlines the principles and methods of ‘abstract’ versus ‘case-based’ approaches to reuse parametric solutions; and focuses on the results of their practical implementation through the statistical analysis of a comparative study involving 126 designers. In conclusion, it is proposed the outcomes from this study can be applied to inform the methodology for introducing parametric design in architecture and design disciplines.

Collaborative problem based learning in distance and mobile education

Since the early 1970s, Problem based Learning (PBL) in small groups is a prominent and innovative didactic approach with multiple facets, good practices and demonstrated effectiveness in many countries, for many different subjects and education/training programs, and in various settings (primary, secondary and higher tertiary education) (see e. g. Edens, 2000, Savery, 2006; Ertmer, Hmelo-Silver, 2015). However, this concept is not so much perceived in distance learning programs even though new technologies allow for better real-time collaboration in virtual classrooms and workspaces, mobile access to electronic learning resources via smart phones, and digital learning content like videos, podcasts or simulation tools. One reason for this might be the lack of conceptual frameworks and appropriate models for PBL in distance education. In this article, one prominent concept for designing PBL learning settings will be presented and its application in practice discussed: the 3C3R-Model of Hung (2006) defines a framework for Content, Context, and Connection (3C), which are interlinked through learner activities such as Researching, Reasoning and Reflecting (3R).Practical implications and examples for the design of appropriate distance learning designs based on this model will be presented and discussed with the audience.