Developing eco-agency through education : capacitating agency through learning

The paper is prompted by startling results from large scale international studies that show the dissonance between young people’s sustainability knowledge and the resistance of young people to put into practice. The studies suggest that while students are aware of what they should be doing, as a result of their education about sustainability, they are reluctant to change their behavior and action in their everyday life. These results raise important issues about current models of education and how sustainability is captured within education. The results suggest that no matter how powerful the ideas and how well intentioned the methods of education for sustainable development, translating those ideas into action, beyond classroom and beyond curriculum strategies remain elusive. In order to re-think some aspects of educational practice, the paper examines the notion of agency as a critical component in the understanding of how behavior and actions are organized and integrated by students. By developing a more refined understanding of agency, and incorporating this into educational practice around sustainability, it may be possible to better develop resonant sustainable actions, or eco-agency, supporting the maintenance our environment.

Nonnegative shared subspace learning and its application to social media retrieval

Although tagging has become increasingly popular in online image and video sharing systems, tags are known to be noisy, ambiguous, incomplete and subjective. These factors can seriously affect the precision of a social tag-based web retrieval system. Therefore improving the precision performance of these social tag-based web retrieval systems has become an increasingly important research topic. To this end, we propose a shared subspace learning framework to leverage a secondary source to improve retrieval performance from a primary dataset. This is achieved by learning a shared subspace between the two sources under a joint Nonnegative Matrix Factorization in which the level of subspace sharing can be explicitly controlled. We derive an efficient algorithm for learning the factorization, analyze its complexity, and provide proof of convergence. We validate the framework on image and video retrieval tasks in which tags from the LabelMe dataset are used to improve image retrieval performance from a Flickr dataset and video retrieval performance from a YouTube dataset. This has implications for how to exploit and transfer knowledge from readily available auxiliary tagging resources to improve another social web retrieval system. Our shared subspace learning framework is applicable to a range of problems where one needs to exploit the strengths existing among multiple and heterogeneous datasets.

The social network virtual design studio : integrated design learning using blended learning environments

Online communications, multimedia, mobile computing and face-to-face learning create blended learning environments to which some Virtual Design Studios (VDS) have reacted to. Social Networks (SN), as instruments for communication, have provided a potentially fruitful operative base for VDS. These technologies transfer communication, leadership, democratic interaction, teamwork, social engagement and responsibility away from the design tutors to the participants. The implementation of Social Network VDS (SNVDS) moved the VDS beyond its conventional realm and enabled students to develop architectural design that is embedded into a community of learners and expertise both online and offline. Problem-based learning (PBL) becomes an iterative and reflexive process facilitating deep learning. The paper discusses details of the SNVDS, its pedagogical implications to PBL, and presents how the SNVDS is successful in enabling architectural students to collaborate and communicate design proposals that integrate a variety of skills, deep learning, knowledge and construction with a rich learning experience.

A bayesian nonparametric joint factor model for learning shared and individual subspaces from multiple data sources

Joint analysis of multiple data sources is becoming increasingly popular in transfer learning, multi-task learning and cross-domain data mining. One promising approach to model the data jointly is through learning the shared and individual factor subspaces. However, performance of this approach depends on the subspace dimensionalities and the level of sharing needs to be specified a priori. To this end, we propose a nonparametric joint factor analysis framework for modeling multiple related data sources. Our model utilizes the hierarchical beta process as a nonparametric prior to automatically infer the number of shared and individual factors. For posterior inference, we provide a Gibbs sampling scheme using auxiliary variables. The effectiveness of the proposed framework is validated through its application on two real world problems - transfer learning in text and image retrieval.

A slice sampler for restricted hierarchical beta process with applications to shared subspace learning

Hierarchical beta process has found interesting applications in recent years. In this paper we present a modified hierarchical beta process prior with applications to hierarchical modeling of multiple data sources. The novel use of the prior over a hierarchical factor model allows factors to be shared across different sources. We derive a slice sampler for this model, enabling tractable inference even when the likelihood and the prior over parameters are non-conjugate. This allows the application of the model in much wider contexts without restrictions. We present two different data generative models – a linear Gaussian-Gaussian model for real valued data and a linear Poisson-gamma model for count data. Encouraging transfer learning results are shown for two real world applications – text modeling and content based image retrieval.

Improving renal patient care without compromising safety: interactive simulated e-learning

The nephrology educators network [NEN] recognised in 2007 that inequities existed in the access and delivery of evidence based renal education programs particularly to nurses in regional and remote areas. To address this, a web-based approach to learning, through the development of peer reviewed, interactive nephrology e-learning programs was adopted. These programs aligned with the tenets of e-learning instructional design and afforded more effective and consistent clinical support and induction for nurses in the renal specialty. The e-learning programs promote a standardised evidence-based approach to nephrology education and were developed by content experts from across Australia and New Zealand. The design methodology avoided the duplication of resources while also encouraging knowledge transfer between participating health organisations.

This paper will discuss the development and successful implementation of these e-learning programs across renal healthcare units in Australasia. Implemented packages include: Introduction to Buttonhole Cannulation – featuring an interactive ultrasound and cannulation application; Introduction to Haemodialysis; Introduction to Peritoneal Dialysis [PD], featuring simulated PD machines, allowing for the teaching of troubleshooting without compromising patient safety. E-learning programs are further supported through interactive case scenarios that present unfolding real world simulations and enable learners to meet different patients and manage their care while learning about key messages relating to renal health. Modules currently in development include; Acute Kidney Injury; Fluid Assessment, Water Quality and Vascular Access. The implementation of these programs assist the facilitation of positive change in teaching and learning practices in nephrology nursing aimed at improving patient outcomes.

The influence of organisational commitment, job involvement and utility perceptions on trainees’ motivation to improve work through learning

Workplace training is a key strategy often used by organisations to optimise performance. Further, trainee motivation is a key determinant of the degree to which the material learned in a training programme will be transferred to the workplace, enhancing the performance of the trainee. This study investigates the relationship between several components of the Revised Human Resource Development (HRD) Evaluation and Research Model. This model provides a framework for diagnosing and understanding the causal influences of HRD intervention outcomes on training effectiveness. Data were obtained from an online questionnaire completed by 105 employees of various organisations. Findings revealed that affective organisational commitment, job involvement and utility perceptions are predictors of motivation to learn and transfer learning. An interaction effect was found, with increased affective organisational commitment predicting greater motivation to learn when training was of lower perceived utility. These findings suggest that the design and delivery of training should emphasise the relevance and utility of the programme in order to encourage greater trainee motivation and maximise return on investment. Additionally, implementing strategies aimed at promoting organisational commitment would appear beneficial.

Lifelong learning pathways : addressing participation and diversity in higher education, Final report 2013

Building effective pathways for students to transfer from and between education sectors and qualifications has been the subject of extensive research, policy development and practice over the last 20 years, both in Australia and internationally. Different researchers and policy-makers have examined this topic from various angles, but all from the perspective that improved pathways constitute an essential feature in a more flexible and integrated tertiary education system.

An ontology-driven topic mapping approach to multi-level management of e-learning resources

An appropriate use of various pedagogical strategies is fundamental for the effective transfer of knowledge in a flourishing e-learning environment. The resultant information superfluity, however, needs to be tackled for developing sustainable e-learning. This necessitates an effective representation and intelligent access to learning resources. Topic maps address these problems of representation and retrieval of information in a distributed environment. The former aspect is particularly relevant where the subject domain is complex and the later aspect is important where the amount of resources is abundant but not easily accessible. Conversely, effective presentation of learning resources based on various pedagogical strategies along with global capturing and authentication of learning resources are an intrinsic part of effective management of learning resources. Towards fulfilling this objective, this paper proposes a multi-level ontology-driven topic mapping approach to facilitate an effective visualization, classification and global authoring of learning resources in e-learning.

Evaluating the intertwined critical success factors for sustainable e-learning

Successfully leveraging knowledge transfer in distributed e-learning requires effective combination of pedagogies, technologies, and efficient management of learning resources. As a result, identifying and evaluating the critical success factors within each of these facets is vital for the success of e-learning. This paper explores the critical success factors intertwined within the learning ecosystem namely pedagogy, technology and management of learning resources in a higher education e-learning environment. Adopting a hybrid approach consisting of a systematic literature review and interviews with experts in e-learning, this paper shows that there is a discrepancy between theory and practice in e-learning in regard to the application of pedagogies, use of technology, and management of reusable learning objects. This implies that there is a need for tackling various issues regarding the adoption of appropriate e-learning strategies, knowledge sharing, quality, granularity and reusability of learning object for sustainable e-learning.

Developing creative citizens through experiential learning environments in applied drama

The Seoul Agenda (2010, p.8) recognizes the value of arts education in enhancing creative and innovative capacity in young people. It goes so far as to suggest that applying arts will “cultivate a new generation of creative citizens”. This paper documents a specific area of arts education in university level drama degrees. In a case study approach, it discusses the outcomes of a work-based learning approach for students of applied drama. It explores the drama student‟s experience and considers how engaging in the study of applied drama and applied performance and having the support and opportunity to transfer these skills in real contexts acts to develop creative capacity and to contribute to consolidating the students‟ identities as citizens

Engineers' professional learning: a practice-theory perspective

With the increasing challenges facing professional engineers working in more complex, global and interdisciplinary contexts, different approaches to understanding how engineers practice and learn are necessary. This paper draws on recent research in the social sciences from the field of workplace learning, to suggest that a practice-theory perspective on engineers' professional learning is fruitful. It shifts the focus from the attributes of the individual learner (knowledge, skills and attitudes) to the attributes of the practice (interactions, materiality, opportunities and challenges). Learning is thus more than the technical acquisition and transfer of knowledge, but a complex bundle of activities, that is, social, material, embodied and emerging. The paper is illustrated with examples from a research study of the learning of experienced engineers in the construction industry to demonstrate common practices – site walks and design review meetings – in which learning takes place.

The impact of an authentic, simulated learning activity on student preparedness for work-integrated learning

Student preparation for work-integrated learning using simulated learning experiences is an under researched field in occupational therapy. In 2013 the Deakin University occupational therapy degree introduced a simulated learning experience for students aimed at preparing them for work-integrated learning experiences. The session gave students an opportunity to practice fundamental skills of the discipline. A Likert scale survey was written and critically reviewed by the authors. Students rated the extent to which they felt that they could communicate effectively, build rapport, safely transfer clients, apply occupational health and safety principles and write case notes, prior to and after participation in the simulated learning experience. A statistically significant improvement was found for all outcomes measured. Students also reported improved confidence and valued opportunities to practice and receive feedback on skills. The results demonstrate that participation in a simulated learning activity improves confidence and skills in a range of areas that are relevant to work-integrated learning placement.

Lexical and syntactic transfer in writing: a pilot study of two Chilean learners of EFL

Transfer is crucial during the learning and acquisition of a Second Language (L2) and can affect learners' production and reception at all stages of learning. The ·process of transfer can be explained as the use of structures or lexical items which are concurrent with or deviant from the target language, but which are in fact copies of structures or lexical items from the learner's First Language (L1) (Larranaga, Treffers-Daller, Tidball & Ortega, 2011). Transfer is a common occurrence and as such, it' is crucial to acknowledge its use and utility by learners during the process of second language learning and acquisition. Transfer is not always negative; structures and lexical items from a learner's L1 may transfer into their L2 with accuracy and naturalness. This may be particularly the case where a learner is acquiring a language which is cognate with their L1 and as such has a high degree of reciprocity or overlap. However, even cognate languages contain distinctive structures and words which L2 learners must identify as reciprocal or non-reciprocal in order to improve their writing by avoiding negative transfer. Transfer often occurs via translation, particularly for lexical items. Adult L2 learners rely on L1 translation particularly for lexical processing and production; learners' knowledge of L1 informs their use of L2 vocabulary to varying degrees depending on their proficiency (Jiang, 2004).

Contextually responsive transfer: perceptions of NNES on an ESL/EFL teacher training programme

Post-training reflections from nine overseas NNES students were recorded in relation to the extent to which they perceived potential applications of what they had learned in a Contextually Responsive Teacher Training (CRTT) programme in the learning-teaching contexts into which they were returning as English as a Second or Foreign Language (ESL/EFL) teachers. Pragmatic issues in home contexts concerning resources generally and textbooks particularly were seen to threaten the viability of what was learned. Significantly, all participants projected disillusion with home country context rather than with foreign country training as a personal resolution of the mismatch. Implications are drawn for preventative redesign in relation to the Australian programmes.