Bounded and unbounded knowledge : teaching and learning in a web 2 world

beginning of serious problems for the business models of publishers. The ease with which content can be accessed, copied and distributed disrupts the control of those whose role has been to manage and profit from the intellectual property rights of content producers. In effect, the number of “publishers” increased many fold as the Web and other Internet-based technologies became the dominant mode of content distribution. In education, and in other fields, matters of intellectual property, copyright and quality control came to the fore. More recently, with the advent of web based software that makes publishing online available to anyone with access to the Internet the number of “publishers” and modes of publication have increased massively. The shift from a Web which was, for many a read only environment to a read/write Web poses not only ongoing problems for the traditional distributors of content but also now, for the traditional producers of content and knowledge. In this respect, the role of universities as designers and producers of learning materials for credentialed learning is also under challenge. Just as publishers explore alternative business models to adapt to the new digital environment, now universities have begun to explore new ways of working with so-called Web2 software to support teaching and learning online. In particular, some Web2 software affords new opportunities for and different modes of collaboration, which in the view of some points to student participation in knowledge production. While these developments represent important and significant shifts for universities, this paper draws attention to the lack of empirical data and situated contextual knowledge concerning intellectual property rights for knowledge constructed in a collaborative context. In addition, we explore issues in relation to the maintenance of academic integrity and quality where knowledge building takes place in a collaborative, online environment.

A review of the scope of scientific studies relating indoor environment and student performance

In 2006-7 the Australian government will invest $9.3 billion in state government and nongovernment educational facilities (DEST 20061). One area of particular interest to both government and school designers is maximising this investment through providing students with healthy and
productive indoor learning environments. The lack of post-occupancy evaluations carried out in schools (Lackney 2001) means that designers are reliant on “best practice” indoor environment quality guidelines developed primarily from scientific studies. The problem with scientific evaluation is that often the complexity of the influences upon student performance is simplified in order to gather information, rather than necessarily providing a more holistic and realistic explanation of any improved outcomes. This paper examines the scope of various studies of classroom indoor environment qualities that have thus far contributed to current understanding of their impact on student learning outcomes. The review demonstrates the lack of comprehensive research into the full range of influences on student performance and offers a better understanding of the limitations of knowledge about indoor environment qualities. This information provides valuable input to research development and post-occupancy evaluation that can better integrate the full range of influences upon students of school facilities and test the assumptions made about “best practice”.

OzBot TM - Haptic augmentation of a teleoperated robotic platform for search and rescue operations

A continued increase in computing power, sensor capability, software functionality, immersive interfaces and hardware modularity has given robot designers seemingly endless potential in the area of mobile robotics.  While some mobile robotic system designers are focusing on expensive, full-featured platforms, developers are realising the advantages of emerging technology in providing small, low-cost mobile reconnaissance vehicles as expendable teleoperated robotic systems.  The OzBot^TM mobile reconnaissance platform presents one such system.  The design objectives of the OzBot^TM platform focus on the development of inexpensive, lightweight carry-case sized robots for search and rescue operations, law enforcement scenarios and hazardous environment inspection.  The incorporation of Haptic augmentation provides the teleoperator with improved task immersion for an outdoor search and rescue scenario.  Achieved in cooperation with law enforcement agencies within Australia, this paper discusses the performance of the first four revisions of the OzBot^TM platform.

Designing the temporal aspects of the user interface: Views from the coal face

We aim to support user interface designers in capturing, representing and reasoning about temporal information. We have developed a method to support user interface designers in considering how the temporal aspects of software impact the user. Importantly the method is based on a detailed analysis of data from a set of situated interviews that capture the views of practicing user interface designers. This paper discusses the background research and the motivation for the method.

Can web design methodologies (actually) help practitioners?

There exist many web design methodologies and the new ones are constantly being added to the pool of those offered to practitioners. However as previous research shows, practitioners either do not know, do not use or even do not care for these development approaches. This paper examines web design practice, and the design of visual aspects in particular, in order to establish whether any of the existing methodologies would actually address the practitioners concerns. Through grounded theory analysis, it transpires that from amongst several examined approaches, IS-based web design methods are dealing with great many practical issues which designers perceive as most pressing.

Working and learning in vocational education and training in the knowledge era : final report of the professional development for the future project

This Report summarises the outcomes of the phases of the Professional
Development for the Future Project and presents the implications of this research for professional development of staff in Vocational Education and Training (VET), as they become knowledge workers.

These shifts are occurring within the knowledge era. Distinguishing features of this era are summarised into four broad areas:
- the importance and value placed on knowledge in organisations
- the time span of discretion
- the complexity of relationships, and
- the ubiquitous nature of information and communication technology.

It is within this context that work is currently performed, and understanding this context provides the foundation for considering new capabilities required in the knowledge era.
Key capabilities required of knowledge workers to work effectively in the
knowledge era were drawn together from an analysis of the theoretical literature and the results of interviews with knowledge workers. The core capabilities identified include:
- adaptive problem solving – becoming designers as well as problem -
solvers
- rapid knowledge gathering and sharing with others
- discriminating between relevant and irrelevant information, and
- understanding and working effectively with the organisation’s culture.

Knowledge era characteristics and knowledge worker capabilities have been mapped to each other illustrating conceptual linkages between these two areas.

Professional development themes drawn from interviews with knowledge
workers are presented. While global trends in knowledge work have been well documented, the impact of these trends on the capabilities of workers, and the ways in which knowledge workers develop these capabilities is less well understood. Their learning methods challenge our current thinking in relation to the ways in which workers acquire skills and knowledge. Some of the professional development methods include seeking exposure to new ideas from a wide variety of sources, embracing intense learning opportunities, and using relationships to increase knowledge.

‘Thought pieces’ (see p17 ff) commissioned for this Project, as well as
subsequent interviews with the authors, provided further insights into the
professional development of knowledge workers. The implications of these insights are an extension of earlier themes and emphasise:
- the emergent nature of knowledge work
- the importance of relationships that facilitate knowledge sharing
- coherent conversations and dialogue
- collaborative work and generosity.

A key insight is the shift from thinking about knowledge work in terms of
borrowed knowledge to an emphasis on generated knowledge within a context.

Data from focus groups of the Project provide further insights for knowledge worker professional development. These augment the perspectives of the earlier data analysis but also add greater emphasis to:
- the clear and direct relationship between professional development and
work and career aspirations of knowledge workers,
- the relationship of professional development to the organisational
mission, and
- the issues of managing and leading knowledge workers and their
development.

As part of this analysis the defining features of organisational life in VET were reviewed in relation to effective professional development of knowledge workers.

The final section of the Report revisits the core dimensions of the Project.
Concise commentaries on working and learning in the knowledge era,
professional development in the knowledge era, and leadership and
management in the knowledge era are presented.

The Report concludes with a discussion of the enablers of professional
development for knowledge workers in VET. This discussion is introduced by a re-statement of the VET sector’s positioning in the knowledge era and the consequences of this for VET managers an d staff in terms of complexity, uncertainty and diminished prospects for accurate predictiveness. The enablers comprised:
- integration of information technology into socio -technical systems
- greater understanding of the organisation from within
- connecting staff to the organisation’s fundamental identity
- connecting to the work and career trajectories of workers
- establishing work structures which integrate the use of professional
development resources with knowledge work
- providing workers with the autonomy to design their own professional
development activities
- building professional development into the iterative nature of knowledge
work, and
- creating organisational contexts that value intuitive thinking and working.

Professional development needs to be thou ght of in a much broader context in the knowledge era. What each VET staff member knows and shares will become increasingly central to their work, and in that sense all VET workers require capabilities for knowledge work. This report accurately describes t he VET context, the capabilities required, and the organisational enablers that will promote ‘knowing’ and thus embed a new style of professional development within VET.

How residential environments impact on health

This article describes the findings of a research study that investigated the factors (including access to nature such as parks, gardens and bodies of water) impacting on inner city high-rise residents’ health and wellbeing. The findings revealed that a range of factors impact on residents’ health and wellbeing, either directly or indirectly and suggest implications for health and community service professionals, housing management officials, park and open space managers and urban designers/planners.

Continuous improvement through shared understanding : reconceptualising instructional design for online learning

Many Australian tertiary institutions provide support for academic staff in the design and development of online teaching and learning resources, often employing a centralised unit staffed with educational and instructional designers, multimedia and online developers, audio/video producers and graphic artists. It is not unusual for these units to have evolved from print-based distance education providers and consequently the design and development processes inherent within those units are often steeped in ‘traditional’ sequential instructional development models. We argue that these models are no longer valid for effectively working with academic staff given the dynamic nature of online learning environments and the diversity of skills to implement effective online learning. This paper therefore presents an extended instructional design model in which the development cycle for online teaching and learning materials uses a scaffolding strategy in order to cater for learner-centred activities and to maximise scarce developer and academic resources. The model also integrates accepted phases of the instructional development process to provide guidelines for the disposition of staff and to more accurately reflect the creation of resources as learning design rather than instructional design. It is a model that builds on instructional design processes and integrates concepts of team-based development, shared understanding and the development of relevant communities of practice.

Pedagogical templates : a comparative study of higher order reflective making

Schon’s notion of reflection-in-action implies a constructivist process of learning, especially valid in the teaching of professional disciplines such as architecture. Action becomes the instrument of conjecture and learning arises in the context of reflection upon the act. Such a process of interleaving action and reflection constitutes a “higher-order” process of reflective making. Research in design studies has shown that strategies for making differ markedly between professional and novitiate designers. Further, such studies have shown that skilled designers employ past experience and precedents to create context for new problem situations. To address the lack of context in novitiate learning situations, we propose the use of “pedagogical templates” for the promotion of “higher-order” strategies in design learning contexts for supporting beginning design students. We focus on the use of digital media, specifically for the design, implementation and delivery of constructive learning situations. This paper presents the use of a pedagogical template in the creation of constructivist contexts for two complementary courses, a traditional design studio and a computer modelling course at Deakin University. The resulting implications for design learning and the integration of physical and digital forms of making through the use of a pedagogical template are discussed.

Strategic design guidance on tall buildings in the Arab region

Globally, there has been enhanced media -and public interest in tall buildings following the terrorist attacks on the World Trade Centre in New York. In the Arab region, tall buildings have also become an important topic of debate. The Middle East is set to grow significantly over the next two decades. Soaring population and jobs growth will increase demands for the better use of residential and commercial office space. This is a vital issue for the growth in the economy of the region. The number of construction sites for tall buildings in the Arab world is staggering when compared to European developments. A statistical review of tall buildings has shown for example that the United Arab Emirates (UAE) by the year 2010 will outnumber UK and Germany together in the number of 30+ floors buildings by reaching (446 UAE) compared to [243 UK(130) + Germany(113)]. Today high buildings are considered flagship developments not only in the Arab World but also worldwide that play an important part in regeneration. Tall buildings are likely to continue to be relevant to the master planning of areas with good public transport access and capacity. A successful tall building must adhere to a set of clear urban design guidelines that affect the following areas: edges, use, public space, urban integration and environmental factors. This paper addresses this issue. The challenge for architects, urban designers, and planners in the Arab world is to provide the right type and quality of new space and new place that won't undermine the question of identity. The paper explores the nature of tall buildings in the Arab region and provides examples of the positive and negative transformation of the urban environments in a number of locales. The paper concludes by drawing some guidelines for future development of tall buildings in the Arab World.

Parametric modelling and the tessellation of architectural surfaces

Parametric modelling is gaining in popularity as both a fabrication and design tool, but its application in the architectural design industry has not been widely explored. This form of modelling has the ability to generate complex forms with intuitively reactive components, allowing designers to express and
fabricate structures previously too laborious and geometrically complex to realise. The key aim of the paper is to address the increasing need for seamless and bi-directional connectivity between the design, modelling and
fabrication ambit.

Poly-Articulate

Poly-Articulate was a series of meditations around the paradoxes of articulation, considered in the heterogeneity of its material, visual, aural and conceptual aspects. Taking form through a collaborative working group of four artists/ designers/writers, the project used different technologies from the most ancient (the voice-box) to the most current (real-time rendering engines). With the utilisation of laser sensors crossing the gallery spaces, 20 digital monitors accompanied by vocal syllables would respond to the viewers? movement. Another piece of technology?a theramin installed below the sculpture of a trachea (inner ear)?mutated the vocal sounds upon its engagement along with a microphone suspended in one of the galleries. The visual and sound aspects of this project made it a compelling spatial experience.

An interactive CDRom accompanied with a text by Justin Clemens was published with this project.

Designing collaborative e-learning for the net generation

The designer of higher education programs is on the cusp of some very exciting resource development particularly in the area of postgraduate coursework. Part of this is because of the new learner, a millennial or net generation learner who is time-poor, a networker with strong inclinations towards social or community knowledge pooling and a multiple media literacy which is comfortable in virtual worlds and with visual emphasis. The other element is the perceived changing role of the university or higher education in the transfer of knowledge, moving from a transmission or narrative model to learner-centred and performative approaches. This has been highlighted by greater emphasis on experiential learning methodologies, and the development of action learning practices. The nexus of these two influences, the new learner and the higher education response to delivering learning, may be elaborated further from learning theory which seems to be moving beyond social constructivist approaches, or certainly encompassing what is referred to as connectivism.

This may be a new theoretical approach, or it could simply be an organic growth in meeting the needs of large numbers of higher education student participants who perceive a degree as a skills-based workplace preparation. Whatever the theoretical underpinning may be, the large numbers of learners moving to postgraduate coursework or more workplace oriented programs and subjects has thrown out the challenge to instructional designers to provide just-in-time, relevant and socially transferred learning with strong creative and imaginative engagement.

The case studies incorporated in this paper provide two separate approaches to these challenges - one is a workplace oriented postgraduate team project in a Masters in Communication, the other provides a virtual simulation for developing creative and professional writing skills at postgraduate levels. They both provide perspectives on the net generation learner and collaborative and connected learning models.

Towards the development of a conceptual design management model for remote sites

Remote and environmentally sensitive sites present unique challenges for participants involved in the design and construction process. Worldwide advances in information technology coupled with improved site accessibility and manageability has enabled the construction industry to undertake such projects with greater ease. Furthermore, research on information technology in construction has begun to focus our attentions on our increased ability to work virtually in distributed teams. These remote sites have a range of development potential as clients have varied interests including; tourism, scientific investigation and resource exploration and processing which impact upon the management of the design process. These sites pose unique challenges to the project teams and in particular for the management of project design. The conceptual design phase is often marked by an iterative and creative process, which tends to be a sociologically oriented world where designers respond to a range of functional, aesthetic, environmental and even spiritual concerns. Strategic decisions made during the briefing and conceptual design stage may impact upon construction logistics and sustainability. Detailed design for construction tends to be a production oriented world. There is a significant body of literature that addresses the application of lean thinking to improving the interface between detailed design and construction production. There is little literature that takes a holistic view of design management for remote sites. The lean design management field of research has much to contribute to the design management of these projects. The review of the literature indicated that much of the lean thinking has been primarily concerned with sequential production. However, lean thinking is based upon principles of flow and value, which is also conducive to the complex process involved in design management for remote sites. A conceptual model is developed that considers both the production and sociological approaches to design management, in response to the peculiar demands of the site and their project teams.

A comprehensive framework for assessing the life cycle energy of building construction assemblies

Environmental decision making during the building design process has typically focused on improvements to operational efficiencies. Improvements to thermal performance and efficiency of appliances and systems within buildings both aim to reduce resource consumption and environmental impacts associated with the operation of buildings. Significant reductions in building energy and water consumption are possible; however often the impacts occurring across the other stages of a building‘s life are not considered or are seen as insignificant in comparison.

Previous research shows that embodied impacts (raw material extraction, processing, manufacture, transportation and construction) can be as significant as those related to building operation. There is, however, limited consistent and comprehensive information available for building designers to make informed decisions in this area. Often the information that is available is from disparate sources, which makes comparison of alternative solutions unreliable and risky. lt is also important that decisions are made from a life cycle perspective, ensuring that strategies to reduce environmental impacts from one life cycle stage do not come at the expense of an increase in overall life cycle impacts

A consistent and comprehensive framework for assessing and specifying building assemblies for enhanced environmental outcomes does not currently exist. This paper presents the initial findings of a project that aims to establish a database of the life cycle energy requirements of a broad range of construction assemblies, based on a comprehensive assessment framework. Life cycle energy requirements have been calculated for eight standard residential construction assemblies integrating an innovative embodied energy assessment technique with thermal performance simulation modelling and ranked according to their performance.