Less is more: development and evaluation of an interactive e-atlas to support anatomy learning

An Interactive electronic Atlas (IeA) was developed to assist first-year nursing students with interpretation of laboratory-based prosected cadaveric material. It was designed, using pedagogically sound principles, as a student-centered resource accessible to students from a wide range of learning backgrounds. It consisted of a highly simplified interactive interface limited to essential anatomical structures and was intended for use in a blended learning situation. The IeA's nine modules mirrored the body systems covered in a Nursing Biosciences course, with each module comprising a maximum of 10 pages using the same template: an image displaying a cadaveric specimen and, in most cases, a corresponding anatomical model with navigation panes (menus) on one side. Cursor movement over the image or clicking the menu highlighted the structure with a transparent overlay and revealed a succinct functional description. The atlas was complemented by a multiple-choice database of nearly 1,000 questions using IeA images. Students' perceptions of usability and utility were measured by survey (n = 115; 57% of the class) revealing mean access of 2.3 times per week during the 12-week semester and a median time of three hours of use. Ratings for usability and utility were high, with means ranging between 4.24 and 4.54 (five-point Likert scale; 5 = strongly agree). Written responses told a similar story for both usability and utility. The role of providing basic computer-assisted learning support for a large first-year class is discussed in the context of current research into student-centered resources and blended learning in human anatomy.

Relationships between civil engineering students’ learning approaches and their perception of curriculum and teaching quality

BACKGROUND: Deakin University graduated its first cohort from four-year undergraduate civil engineering course/program in 2012. The internal annual Course Experience Survey, which has been running annually since 2012, targets to identify the graduating students’ learning approaches and students’ perceptions of the curriculum and teaching quality. Literature suggests that students’ learning outcomes can be achieved more efficiently when the students’ perceptions of curriculum and teaching quality are closely aligned with their learning approaches. Where the students’ approaches to learning and their perception of curriculum and teaching quality are mismatched, a series of frustrations can result for the students that may not only negatively impact their learning achievement but also their learning experience.
PURPOSE OR GOAL: This study explores the relationships between students’ learning approaches and their perception of curriculum and teaching quality in an undergraduate civil engineering program/course. This will help understand whether the curriculum and teaching quality provided by the university have actually accommodated ‘all’ enrolled students in the similar way.
APPROACH: To uncover these relationships, this study adopts questionnaire survey approach to collect response data over a two year period by asking students about their perception through a series of statements. 5-point Likert-scale questionnaire survey (strongly disagree, disagree, neutral, agree, strongly agree) is developed and responses are collected. The responses are then statistically analysed in order to uncover the relationships between students’ learning approaches and their perception of curriculum and teaching quality provided by the university.
DISCUSSION: Deep learners and surface learners had a statistically different perception of curriculum and teaching quality. These results contradict the assumption that learners will have uniform preferences on the curriculum, teaching quality and the way they deal with the demands of specific learning situations. Anecdotal belief that ‘good course/program curriculum and good teaching approaches are good for all students and vice-versa’ may not be strictly true for contemporary heterogeneous student cohorts.
RECOMMENDATIONS/IMPLICATIONS/CONCLUSION: This finding highlights the challenge for curriculum designer to design appropriate course curriculum and teaching staff to implement efficient teaching strategies that benefit both surface and deep learners, who are usually enrolled together. It may be beneficial to provide diversity and flexibility in the curriculum and teaching approaches (rather than a uniform approach). However, this may demand additional resources and may also be questioned for equity and consistency of education. It is also important to note that due to relatively a small dataset, these results may not be generalised.

Australasian partnership in a first-year engineering course: Deakin University and Wuhan University of Science and Technology

This paper presents the results of domestic Chinese undergraduate engineering course taught by international Australasian teaching staff. The project is a part of a teaching collaboration between Deakin University and Wuhan University of Science and Technology. The cohort of students from Wuhan was a freshman undergraduate engineering course in mechanical engineering. The particular subject was a freshman engineering-materials course taught in English. The course covered an introduction to material-science principles and practices. A survey was used for evaluating student perceptions. It is aimed that this study will help academics from Deakin University to better understand student experiences, and to identify the current challenges and barriers faced in student learning. Analysis of the survey has shown that 90% of students agreed that they were motivated to learn and achieve the learning goals through this collaborative program. Around 90% of students found that group-based practical activities were helpful in achieving learning goals. Overall, 90% of students strongly agreed they were satisfied with the method of teaching.

Longitudinal study of computer usage in flexible engineering education

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.

Learning in virtual teams: exploring the student experience

In 2005 an existing undergraduate course in project management was converted from face-to-face mode to wholly online mode. Wholly online mode means that there are no face-to-face classes at all, and all teaching and learning is facilitated through an online environment.

The revised project management course was designed with an underlying problem-based learning (PBL) pedagogy and used a simulated, fictitious telecommunications company, United Enterprises (UE), as a case study learning resource. The students worked in virtual teams to complete online learning activities and to solve authentic project management tasks for UE. Employees of UE were available online to provide direction and answer further questions about the tasks.

The overall research study used an action research methodology in which feedback was elicited from two groups of stakeholders involved in the project management course - students and teaching staff. The feedback was used to plan, develop and implement the new Information Technology (IT) Professional Practice course.

This paper reports on the findings of three anonymous student surveys that were conducted after each of the main project management topics and tasks were completed. The surveys sought feedback in a number of areas. However, the feedback reported here relates specifically to student opinions about their experiences of working in virtual teams within the learning environment. Other aspects of the research, including student perceptions of UE and feedback from the teaching staff, are not reported here.

Across the three surveys, most students indicated that they valued the opportunity to discuss various aspects of the course with peers and teaching staff online, and to interact with real-life employees of UE. Although discussion forums were the prescribed method for communication other forms of communication such as email, chat and face-to-face meetings were also used. According to the students, the best things about online group work were that it provides the flexibility of time and place; it allows communication and participation to be recorded; and is an ‘efficient’ way of working. The worst things about online group work were that communication is more difficult and that team members leave participation and submission to
the last minute. While up to 15 percent of students did not like the experience of online group work at all, overall students were generally satisfied with this style of learning and enjoyed the experience of working collaboratively within a virtual team.

The research has highlighted a number of areas where improvements can be made to the student experience of working in virtual teams. These improvements will be adopted in the development and delivery of the new course as part of the action research study.

Enhancing email text production for users with motor impairments

People with motor impairments who use a switch device to interface with computers have poor access to affordable software for email communication. The MultiMail email package was developed with government support to provide email access solutions for these users and for others with a range of disabilities. In this paper, the development of accessible on-screen keyboards and a word prediction program which facilitates email text production is discussed. Technology solutions were informed by people with disabilities through focus group and survey data. The resulting cross-disability design of MultiMail provides innovative and cost-free solutions to email text production.

The impact of social phobia on quality of life: the advantages of anxiety support groups

Social phobia is the least well known of the anxiety disorders and it is perhaps also the least well understood. The lifetime prevalence rates for social phobia, which range from 3% to 13%, clearly indicate that social phobia is a widespread mental health problem. Those affected by social phobia often live their lives around the limitations of the disorder including avoidance of social situations, depression and loneliness. Thus for these individuals, social phobia becomes an impairing disorder which can have long-term negative impacts on work performance and social relationships. Anxiety support groups offer an important resource to sufferers of social phobia. Support groups provide a potentially safe and confidential environment in which to interact with others. Support groups also have the potential to help to de-stigmatize the disorders for sufferers as all members share similar concerns that are often not well understood by others. The practical benefits to be derived from anxiety support groups are presented through the discussion of two case studies.

Integrating IT : look, no wires!

Over the past decade the push for student teachers to develop competencies in using information and communication technologies (ICTs) in teaching and learning has increased. This paper examines the implementation of the Mobile Teaching Facility (MTF) project (wireless notebook computers in trolleys) in the Faculty of Education at Deakin University. The use of these resources has enabled us to be more responsive to the needs of staff and students to effectively incorporate technology into teaching and learning in ways that are contextualised and authentic. The implementation of the MTFs has supported the professional development of staff and students and led to exciting possibilities in using technology to support practice. Not all staff and students are keen to adopt technology that often leads to new thinking about pedagogy and methods to overcome this issue are discussed.

Our experience shows that the integration of ICTs into the classroom with a focus on teaching and learning rather then computers themselves, helps support users other than early adopters to participate in the project using these tools.

Employer requirements of economics graduates and the implications for undergraduate economics programs

In recent years there has been considerable debate about the general decline in the number of students undertaking bachelor degrees and majors in economics. The discussion has stemmed mainly from a supply-side perspective of the economics education market. The goal of this paper is to add another dimension to the debate and report the results of a survey of employers of economics graduates. Drawing on the extensive customer services literature it is argued that a market oriented, or demand-side analysis is also an important component in redressing low student enrolments and retention. A first step in adopting a market oriented approach is to determine the skills required of the economics graduates entering the jobs market. With the support of The Economics Society of Au~tralia, twenty-nine public and private sector employers were surveyed in 2002. The aim of the survey was to establish the demand for economics graduates with bachelor and honours degrees, the skills and knowledge required of these graduates, and the performance of such graduates. The study found that economic knowledge and skill were important to employers. However, the skills rated most important by employers were the more general or 'generic' skills of clear writing, data analysis, interpersonal skills and a practical problem-solving orientation. While graduates generally performed satisfactorily in relation to the economic skills required by employers, this was not the case for generic skills. The result of the survey findings have some significant implications for the content and teaching of undergraduate economics programs. This paper outlines these implications and also discusses areas for future research It is argued that such research should aim to utilize both the demand and supplyside perspectives with the development of more precise definitions and measurement of the economic skills required by the various stakeholders in the economics education market.

Individual characteristics associated with community intergration of adults with intellectual disability

Background The purpose of this study was to identify individual characteristics associated with community integration of adults with an intellectual disability.

Method A group of 37 males with high support needs, and who had previously lived in a large institution, participated in the study. Using proxy respondents, data were collected on three measures of community integration, and on the participants' adaptive and maladaptive functioning. Chronological age and years of institutionalisation were also examined for their associations with community integration.

Results Level of daily living skills predicted life circumstances. There were no significant associations among the measures of community integration.

Conclusions The examination of the relationships between participant characteristics and community integration produced similar conclusions to previous research. Only daily living skills scores were uniquely associated with variations in life circumstances. Further research is required to determine whether these findings will be replicated with other cohorts of participants.

An insight into implementing person-centred active support

This paper provides reflections on the implementation of an active support staff training programme for staff working in community residential facilities for adults with an intellectual disability. Outcomes for the people with an intellectual disability were consistent with recent research findings indicating that active support can lead to improved opportunities for participation in everyday activities within the home. We propose that the success of the training programme was largely influenced by three key elements: ensuring that there is expertise in, and support for, this approach to service provision among key service managers, provision of in vivo one-to-one practical staff training in addition to classroom-based theoretical input, and inclusion of elements of person-centred planning approaches in combination with active support. Future research should focus on how best to maximise the effectiveness of active support staff training.

Teaching research and epidemiology to undergraduate students in the health sciences

Objective: To identify and address particular challenges in the teaching of epidemiological concepts to undergraduate students in non-clinical health disciplines. Methods and Results: Relevant pedagogical literature was reviewed to identify a range of evidence-based teaching approaches. The authors also drew on their experience in curriculum development and teaching in this field to provide guidelines for teaching epidemiology in a way that is engaging to students and likely to promote deep, rather than surface, learning. Discussion of a range of practical strategies is included along with applied examples of teaching epidemiological content. Conclusions and Implications: Increasingly, there is a greater emphasis on improved learning outcomes in higher education. Graduates from non-clinical health courses are required to have a core understanding of epidemiology and teachers of epidemiology need to be able to access resources that are relevant and useful for these students. A theoretically grounded framework for effective teaching of epidemiological principles to non-clinical undergraduates is provided, together with a range of useful teaching resources (both paper and web-based). Implementation of the strategies discussed will help ensure graduates are able to appropriately apply epidemiological skills in their professional practice.

Renal transplantation in patients with primary immunoglobulin A nephropathy

Background. Opinions on the clinical course and outcome of renal transplantation in patients with primary immunoglobulin A nephropathy (IgAN) have been controversial.
Methods. We conducted a retrospective single-centre study on 542 kidney transplant recipients over the period 1984–2001. Long-term outcome and factors affecting recurrence in recipients with primary IgAN were analysed.
Results. Seventy-five patients (13.8%) had biopsy-proven IgAN as the cause of renal failure, and their mean duration of follow-up after transplantation was 100 ± 5.8 months. Fourteen (18.7%) of the 75 patients had biopsy-proven recurrent IgAN, diagnosed at 67.7 ± 11 months after transplantation. The risk of recurrence was not associated with HLA DR4 or B35. Graft failure occurred in five (35.7%) of the 14 patients: three due to IgAN and two due to chronic rejection. Three (4.9%) of the 61 patients without recurrent IgAN had graft failure, all due to chronic rejection. Graft survival was similar between living-related and cadaveric/living-unrelated patients (12-year graft survival, 88 and 72%, respectively, P = 0.616). Renal allograft survival within the first 12 years was better in patients with primary IgAN compared with those with other primary diseases (80 vs 51%, P = 0.001). Thereafter, IgAN patients showed an inferior graft survival (74 vs 97% in non-IgAN patients, P = 0.001).
Conclusions. Our data suggested that around one-fifth of patients with primary IgAN developed recurrence by 5 years after transplantation. Recurrent IgA nephropathy in allografts runs an indolent course with favourable outcome in the first 12 years. However, the contribution of recurrent disease to graft loss becomes more significant on long-term follow up.

Emerging futures : innovation in teaching and learning in VET

This report on Innovation in Teaching and Learning in the vocational education and training (VET) sector demonstrates that pressures for change are flowing with increasing force into teaching and learning practice within VET. As a consequence of this ongoing change, wider, deeper and more frequent innovation is now needed in VET teaching and learning practices. However, this report shows that there are good grounds for optimism about the quality and scope of current innovation in teaching and learning practices in VET. The particular and local instances of practitioner innovation found in the research for this project serve as a reminder of the many different ways in which VET practitioners are knowledgeable and innovative. Positive futures for VET are emerging, as a result of this practitioner innovation. A literature review, interviews, focus groups and case study research inform the key findings.

Managing design knowledge with mixed-initiative dialogue

This paper is based on ongoing work in developing interactive interfaces to formal methods for encoding design knowledge. It reports on the development of a shared graphical notation to support user interaction with design knowledge based on mixed-initiative. Mixed-initiative provides a model of interaction where both the designer and the knowledge formalism may share responsibility over decisions. The paper discusses how a formal visual notation can support the mixed-initiative mode for developing and managing formal design knowledge. The notation addresses on the dialogue problem between the user and a knowledge based formalism and illustrates a model of interaction in which the user and the formalism can share and input data through a common shared resource, on a common shared task. The paper demonstrates the use of this notation in common decision tasks and the implications for seamless interaction with design support systems.