Re-engaging young people through applied learning pedagogy

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 contentdriven 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 understanding is also critical to avoid many of such students being incorrectly labelled ‘at risk’.

Exploring the challenge of applied learning reform

Post compulsory education in Australia has changed significantly since the early 1990s. For many young people in their later years of schooling, learning now involves a blending of experiences derived from education and training institutions once historically separated and defined by distinctly different approaches to pedagogy and assessment. It is also increasingly common for students to include formalised workbased learning arrangements in their learning program, adding further to the students’ experiences of learning and exposure to different learning contexts. Added to this new mosaic of learning experiences, increased participation rates in schooling have contributed to greater diversity in post compulsory students’ learning temperaments. This paper draws on five case studies to explore the new pedagogical challenges presented by these students’ exposure to different systems of learning and examines the emergence of applied learning in Victoria as a pedagogical response to these challenges. It proposes that effective pedagogical change aiming to address these challenges must overcome the tendency to be marginalised in schools and labelled as an alternative approach to learning. The paper concludes by exploring the possible future of applied learning emerging from the current context of pedagogical change.

What is applied learning? : exploring understandings of applied learning amongst beginning teachers

Deakin University, Geelong initiated a Graduate Diploma of Applied Learning in 2005. At the end of this year we interviewed selected students in order to gather data on their experience of the new course. The concept of Applied Learning is often not well theorised and one result of this is that gaining consensus about what this might mean is often difficult. The students we interviewed came from quite diverse backgrounds and workplace experiences but nevertheless had similar views about what this concept means in practice and were able to clearly articulate examples of Applied Learning in a range of settings. This paper examines their insights in the light of some theoretical perspectives on Applied Learning and also discusses some of the difficulties experienced by these students when they try to apply new ways of teaching and learning in school settings.

Grounded theory as foundations for methods in applied ontology

Research into domain specific ontologies is difficult to treat empirically. This is because it is difficult to ground domain ontology while simultaneously being true to its guiding philosophy or theory. Further, ontology generation is often introspective and reflective or relies on experts for ontology generation. Even those relying on expert generation lack rigour and tend to be more ad-hoc. We ask how Grounded Theory can be used to generate domain specific ontologies where appropriate high level theory and suitable textual data sources are available. We are undertaking generation of a domain ontology for the discipline of information systems by applying the Grounded Theory method. Specifically we are using Roman Ingarden’s theory of scientific works to seed a coding family and adapting the method to ask relevant questions when analysing rich textual data. We have found that a guiding ontological theory, such as Ingarden’s, can be used to seed a coding family giving rise to a viable method for generating ontologies for research. This is significant because Grounded Theory may be one of the key methods for generating ontologies where substantial uniform quality text is available to the ontologist. We also present our partial analysis of information systems research.

The effect of osteoporotic vertebral fracture of predicted spinal loads in vivo

he aetiology of osteoporotic vertebral fractures is multi-factorial, and cannot be explained solely by low bone mass. After sustaining an initial vertebral fracture, the risk of subsequent fracture increases greatly. Examination of physiologic loads imposed on vertebral bodies may help to explain a mechanism underlying this fracture cascade. This study tested the hypothesis that model-derived segmental vertebral loading is greater in individuals who have sustained an osteoporotic vertebral fracture compared to those with osteoporosis and no history of fracture. Flexion moments, and compression and shear loads were calculated from T2 to L5 in 12 participants with fractures (66.4 ± 6.4 years, 162.2 ± 5.1 cm, 69.1 ± 11.2 kg) and 19 without fractures (62.9 ± 7.9 years, 158.3 ± 4.4 cm, 59.3 ± 8.9 kg) while standing. Static analysis was used to solve gravitational loads while muscle-derived forces were calculated using a detailed trunk muscle model driven by optimization with a cost function set to minimise muscle fatigue. Least squares regression was used to derive polynomial functions to describe normalised load profiles. Regression co-efficients were compared between groups to examine differences in loading profiles. Loading at the fractured level, and at one level above and below, were also compared between groups. The fracture group had significantly greater normalised compression (p = 0.0008) and shear force (p < 0.0001) profiles and a trend for a greater flexion moment profile. At the level of fracture, a significantly greater flexion moment (p = 0.001) and shear force (p < 0.001) was observed in the fracture group. A greater flexion moment (p = 0.003) and compression force (p = 0.007) one level below the fracture, and a greater flexion moment (p = 0.002) and shear force (p = 0.002) one level above the fracture was observed in the fracture group. The differences observed in multi-level spinal loading between the groups may explain a mechanism for increased risk of subsequent vertebral fractures. Interventions aimed at restoring vertebral morphology or reduce thoracic curvature may assist in normalising spine load profiles.

Towards the confirmation of the MOA model : an applied approach

The aim of this paper is to develop a grounded understanding of the role that the MOA constructs play in influencing environmentally responsible  behaviour. Data collected is used to qualitatively confirm the MOA Model (Rothschild, 1999) in an environmental management application and provide a basis to inform the development of a comprehensive quantitative causal investigation. This study will seek to determine the specific contributions of each MOA factor in the study context. The case study chosen for this investigation is representative of other social marketing applications for the MOA framework. The case study concerns the behaviour of agrarian land managers with respect to the rabbit pest problem affecting rural Australia. The paper concludes by confirming the appropriateness of the constructs within the MOA Model.

Essentials of marketing research : an applied orientation

A lively, practical and concise text suitable for a one-semester course course in marketing research this book presents marketing research concepts in a highly applied and managerial way. Two of the authors are from Australian universities.

Marketing research : an applied orientation

The content of this 3rd edition marketing research textbook is practical and up to date and is based on an applied and managerially focused approach. Australian an New Zealand research and examples have been thoroughly intergrated into every chapter.

Reducing position error of cantilevered loads in motion systems

The positioning error of a large cantilevered mass that is actuated at its supported end is minimized as this mass travels at challenging high speeds and accelerations. An integrated approach is adopted to realize the task. After selecting the appropriate actuator that would provide higher rigidity, the system is viewed as a multi-degree of freedom system, and hence the concept of system-generated disturbance is introduced. This allows the use of appropriate mechanical design considerations and a proper generation of the kinematics commands to minimize such disturbance. A disturbance observer is then designed to detect and compensate the remaining disturbance, hence minimizing the positioning error.

Prominent messages in education and applied linguistic abstracts : how do authors appeal to their prospective readers?

This study investigates the rhetorical structure of abstracts of papers published in Applied Linguistics and Education. It examines how abstract authors in these two fields emphasise the significance of their research, and how they appeal to their prospective readership. Although abstracts in both disciplinary groups are found to display a coordinate textual development they exhibit a utilization of different relational schemata to indicate the functional prominence of textual propositions. In particular, different relational patterns are seen to be employed to fulfil the two primary objectives of an abstract: to provide a synopsis of the accompanying article, and to promote it to relevant research and professional communities. The way authors demonstrate the value of their research and their professional credibility appears to be conditioned by disciplinary writing conventions. It is proposed that relational choices, which result in differences in the accentuation of communicative messages in Applied Linguistics and Education abstracts, depend on the perceived relationship between the author and the discourse community in terms of expectations of prior knowledge.

Tolling for the luckless, the abandoned and forsaked : therapeutic jurisprudence and international human rights law as applied to prisoners and detainees by forensic psychologists

Objectives. There has been an explosion of interest in therapeutic jurisprudence as both a filter and lens for viewing the extent to which the legal system serves therapeutic or anti-therapeutic consequences. However, little attention has been paid to the impact of therapeutic jurisprudence on questions of international human rights law and the role of forensic psychologists. The paper aims to provide an intersection between human rights, therapeutic jurisprudence, and forensic psychology.

Method. Human rights are based on legal, social, and moral rules. Human rights literature generally considers legal rights but such policy statements do not provide principles to guide forensic psychologists in addressing moral or social rights. Therefore, a framework to guide forensic psychologists is required.

Conclusion. As duty-bearers, forensic psychologists need to address the core values of freedom and well-being in rights holders (in this instance, prisoners and detainees with a mental illness). The paper proposes that human rights principles can add to the normative base of a therapeutic jurisprudence framework, and in-turn, therapeutic jurisprudence can assist forensic psychologists to actively address human rights.

Fit for intended use : a manufacturing metaphor applied to international business students and learning outcomes

It is no secret that contemporary tertiary education in Australia is significantly reliant on international student fee income in a competitive market. Accordingly, the need to attract fee paying students involves strategies for increasing competitive advantage, new course structures, flexible learning initiatives and marketing. However Jackling (1) has found that employers are reluctant to employ graduate international students in the accounting field as they consider them to lack the skills required to effectively meet employment needs. This paper seeks to focus the spotlight on the role of academics/universities in ensuring that graduates have the skills necessary for employment as part of the education process.