Using mixed-methods to investigate student teacher learning outcomes

The Deakin University Faculty of Arts and Education’s Global Experience Program (GEP) aims to “develop the knowledge, cultural sensitivity and skills needed to address diversity within the educational environment” among student teachers (Deakin, 2009). This research aims to investigate the short term student teacher learning outcomes from their participation in the program through their perceptions and real-life international teaching experiences. The data are collected using mixed-methods to get breadth and in-depth insights on learning outcomes. The survey was conducted to investigate student teacher perceptions on their professional and cultural learning using a Likert scale, while an ethnographic case study was intended to reveal the real-life student teachers learning outcomes from their participation in the GEP in Vanuatu.

Wikis as individual student learning tools : the limitations of technology

This paper presents research into the attitudes and behaviours of students using wikis for individual writing tasks. The wiki-based assignment differs from the use of wikis normally researched because it was an individual task, not involving collaborative writing. This activity provides an excellent opportunity to learn more about how wikis are actually used by students in higher education. The research finds there is no compelling evidence that the wiki on its own improves performance over and above the general aptitude of students. It also finds that students generally did not utilise the wikis for high-intensity editing and revision. However, students did report that the wiki was valuable as a way of aiding them to review and develop their ideas. We conclude that using wikis for individual writing tasks can, where appropriate active instructions are given to support development of cognitive abilities, lead to improved outcomes for students.

Quality management of online learning environments : final report of the project : Building distributed leadership in designing and implementing a quality management framework for online learning environments

 The project developed and disseminated, through a distributed leadership approach, an overall framework for the quality management of online learning environments (OLEs) in Australian higher education. The Six Elements of the Online Learning Environment (6EOLE) Quality Management Framework and its guidelines was constructed based on various data collection methods deployed in the project.

The 6EOLE Quality Management Framework, displayed on page six, and accompanying guidelines (i.e. An evidence-based approach to implementation, and A condensed guide) can be used to guide management action to assure and continuously improve the quality of an organisation’s OLE where environmental factors are relatively stable, at least for a period....

Towards a framework for aligning learning outcomes, academic literacies and assessment criteria

Although Australian students spend three or more years studying they can seem quite unaware of any of the expected learning outcomes of their course. They are often single unit focused, paying most attention to individual assessment items thus not developing a holistic view of their course. This paper presents a theoretical framework to support staff and students to recognise, scaffold and achieve learning outcomes and academic skills at unit level and to recognise how these contribute to course and graduate learning outcomes, within the boundaries of Australian university and professional accreditation requirements. A case study is described that demonstrates the manual implementation of the framework. The complex nature of the implementation suggests that a software solution is required to ease the process and ensure the resulting mapping will have some longevity by being maintainable.

Evidencing learning outcomes: a multi-level, multi-dimensional course alignment model

This conceptual framework proposes a multi-level, multi-dimensional course alignment model to implement a contextualised constructive alignment of rubric design that authentically evidences and assesses learning outcomes. By embedding quality control mechanisms at each level for each dimension, this model facilitates the development of an aligned curriculum. The use of rubrics is a crucial theme for many higher education institutions owing to the binding requirement by universities to provide evidence to quality assurance agencies. The success of evidencing learning outcomes through rubrics, however, is only one piece of the puzzle. The other is the contextualised constructive alignment of intertwined factors. Despite the significance of embedding these factors, there has been little, if any, systematic framework in this area. The two key instrumental forces underpinning the conception of this model are: seeking external accreditation and the implementation of programme enhancement thus realising the strategic agenda for an Australian university.

Online professional learning for rural teachers of mathematics and science

Professional learning is crucial for the ongoing development of teachers and the improvement of student outcomes. Professional learning in mathematics and science education has the potential to address concerns about shortages in these areas and their impact on economic growth. However, attendance at face-to-face professional learning is problematic for many teachers located in rural areas. This study explores the utilisation of online professional learning in mathematics and science education by teachers in rural areas, and canvasses teachers’ requirements for this form of professional learning. An activity system, using cultural-historical activity theory, is developed for online professional learning for teachers of mathematics and/or science. Qualitative interpretive analysis of transcripts of 14 semi-structured individual interviews with three different groups of people suggests that teachers of mathematics/science require professional learning programs which are not only flexibly delivered but also provide professional learning content that has high utility value. By better understanding how teachers respond to the notion and practice of online professional learning, informed decisions can be made about how best to support teachers and thus build capacity in schools for success in mathematics and science.

Identifying pedagogy and teaching strategies for achieving nationally prescribed learning outcomes

With the globalisation of university education, national frameworks are commonly used to prescribe standardised learning outcomes and achieve accountability. However, these frameworks are generally not accompanied by guiding pedagogy to support academics in adjusting their teaching practices to achieve the set outcomes. This paper reports the results of a scoping review of health science literature aimed at identifying pedagogy and teaching strategies relevant to achieve the learning outcomes specified by the Australian Qualifications Framework at a master's degree level. Eight practical teaching messages emerged from the review and three broad pedagogical trends were identified: the need to use authentic disciplinary-based learning activities; ensure that students are able to discover different perspectives about future practice and bring student reflection about their own knowledge into curricula. More critically, the review highlights that academics attempting to translate national learning outcome frameworks into their teaching practices face a complex and time-consuming task which may involve searching beyond their own disciplinary focus to identify practical teaching strategies to meet prescribed learning outcomes.

An objective function based on Bayesian likelihoods of necessity and sufficiency for concept learning in the absence of labeled counter-examples

Supervised machine learning techniques generally require that the training set on which learning is based contain sufficient examples representative of the target concept, as well as known counter-examples of the concept; however, in many application domains it is not possible to supply a set of labeled counter-examples. This paper proposes an objective function based on Bayesian likelihoods of necessity and sufficiency. This function can be used to guide search towards the discovery of a concept description given only a set of labeled positive examples of the target concept, and as a corpus of unlabeled examples. Results of experiments performed on several datasets from the VCI repository show that the technique achieves comparable accuracy to conventional supervised learning techniques, despite the fact that the latter require a set of labeled counter-examples to be supplied. The technique can be applied in many domains in which the provision of labeled counter-examples is problematic.

Students` performance and perception linked to the use of group and audience response systems (GARS) in large classes

This paper reports an investigation into the impact of Group and Audience Response Systems (GARS) on students’ learning outcomes, and perceptions of learning in large classes. Performance is compared between students who used the technology, and students who did not, based on progressive assignment and exam results. Perception is assessed based on an online survey questionnaire. The key findings of this study indicate that students who used the technology achieved, on average, 6.70% higher grades compared to those who did not. Further, use of the technology improved the overall achievement of students, on average, regardless of their perception of whether or not it would provide
an academic advantage. Key findings and future use of the technology are discussed.

New students, new learning, new environments in higher education : literacies in the digital age

Information literacy is developing new meanings and importance in the online age of teaching and learning in higher education. Information literacy, as a highly prized graduate attribute, is related to the development of lifelong learning capacities. Its strong re-emergence in the form of digital literacy in the context of major online developments at Deakin University is considered through four cases. In each case the reader is asked to consider how the teaching staff members have conceived critical discipline-based information and digital literacies, how these conceptions are related to desired learning outcomes, the types of digital and online environments designed to support the development of these literacies, and how each one contributes to the development of lifelong learning capacities. Information and digital literacy is enlivened through being situated in broader understandings of new generations of learners, new forms of learning and new e-supported learning environments. Educational design, evaluation, research and technology implications of these new types of digital and online-based teaching and learning environments are finally examined.

Reflective practice in teacher education : learning from case studies of environmental education

This book is focused on ten action research and evaluative case studies in environmental education carried out by teacher educators and teachers. The case studies range across five European countries: Austria, Hungary, Italy, Sweden and Switzerland. They are followed by cross-case comparisons which explore issues emerging from the documented reflective practice: aims of environmental education in the educational policy context of the countries, their relationship to the disciplines and the traditional knowledge transmission position, the role of action research approaches for innovation and reflection, and institutional conditions of collaboration in teacher education. This international case study project is research based in adopting professional development approaches that are informed by action research principles. It represents examples of innovation that challenge established practice in schools and teacher education institutions. It provides study material for all who attempt to describe, change and improve their own education practices and who want to adopt an action research approach to professional or program development.