The new law of Torts

An essential text for tort law students, this is the first to comprehensively cover recent tort reform legislation as enacted in each Australian jurisdiction, and to deal with the impact these reforms have had on the common law. Both authors from Deakin University, Victoria.

Teaching and learning: flexible modes and technology applications

Australian universities face many challenges In providing postgraduate midwifery education opportunities for registered nurses, particularly for those residing in rural areas. This paper will describe the measures implemented by a team of midwifery academics of Deakin university, Melbourne campus, specifically for units of study within the Graduate Diploma of Midwifery. As a consequence of these measures, student travel to a campus of the university and separation from their families and communities have been reduced. These innovative measures include a blended teaching approach incorporating face-to-face and online teaching consisting of Deakin Studies Online based in Web CT Vista, and Elluminate Live, an interactive online synchronous communication tool. Over the past 20 years in Australia, Deakin university has led the way in computer mediated learning methods and the challenge was to provide appropriate teaching strategies for course content to meet the requirements of the regulatory authority, the Nurses Board of Victoria (NBV), while promoting pedagogical methods of teaching and learning.

Simulation to practice: developing nursing skills in mental health: an Australian perspective

A variety of developments in nursing education in Australia including some innovative and exciting models, educational enterprises between education and industry, and evidence of developing strengths in research and professional alliances on a national level have been discussed recently. This paper presents Simulation to Practice as an example of an educational program that can maximise skill mastery for nurses in mental health fields as practised by Deakin University in Victoria, Australia. The program is multimodal and is under-pinned by a problem-solving approach and has an online presentation. The extension of nursing skills through this approach encourages nurses to take theoretical skills to practice during these scenarios which help student nurses to gain experience through simulated real life characters. These sessions, while challenging at the time, were highly valued by students and seen as a beneficial part of their learning as a beginning nurse and often instrumental in moving comprehensively trained students into mental health careers.

"Desperately mortal": exclusion in Shakespeare's legal plays

Shakespeare's most explicitly 'legal' plays are The Merchant of Venice and Measure for Measure. Both examine the interaction between human desire on one hand and the law on the other. In both plays laws cuts through the social hierarchies, either neutralising or exaggerating them. Key characters find their exclusion nullified by the law, and then discover inclusion is far worse than exclusion.

Wholly online learning in environmental science

In recent years there has been a significant shift in the way courses and subjects are delivered to students in tertiary institutions. Advances in technology have resulted in a change to the traditional face-to-face lecture and tutorial teaching format, with many subjects in tertiary education now available online. Although research has explored the advantages and disadvantages of online learning, there has been little attention paid to this teaching format in the field of environmental science. In particular, there is little evidence in the literature to suggest that this method of teaching is appropriate for studies in environmental science or for environmental science students. This study examined the outcomes from a wholly online subject in environmental science at Deakin University, Australia. More specifically, the study aimed to investigate student views about online learning in environmental science as well as online group work. Questionnaires were distributed to all students who completed the core second year subject Society and Environment in semester 1, 2005. Although many of the responding students (n = 48) recognised the benefits of wholly online learning, the findings suggest that most prefer to learn in a face-to-face environment. This paper examines the implications of these findings for future online teaching methods in this discipline.

New directions for research on SME-eBusiness :insights from an analysis of journal articles from 2003-2006

Previous research which consolidates the growing body of academic literature on small and medium enterprises (SMEs) and electronic business (eBusiness) has taken the form of meta-analyses which focus on analysing adoption factors, pre-2000 articles and a small number of journals. This paper makes a valuable contribution to the analysis of SME-eBusiness research by addressing the limitations of past literature analyses because it presents an extensive literature review of 120 SME-eBusiness journal articles published between 2003 and 2006 in 53 journals. This paper is unique, when compared to meta-analyses of adoption factors, because it analyses the SME-eBusiness literature broadly on the basis of the data collection approaches used, countries and eBusiness technologies studied, and the primary research objective of each article. This approach to the analysis revealed a number of limitations in the existing research such as the tendency: to treat SMEs and eBusiness applications homogeneously rather than as highly diverse, complex entities; to repeat adoption factor studies which have now reached saturation point; and to focus on SMEs themselves without considering the complexity of relationships which many SMEs have with family, friends, other businesses and eBusiness solution providers. These limitations highlight the need for new research directions which move beyond identifying and evaluating adoption factors. The paper concludes by outlining a number of broad research directions which might help overcome the limitations with the existing body of SME-eBusiness research.

Second life first hand: a teacher perspective

The professional landscape in public relations is changing as new communication and social networking technologies are integrated into day-to-day professional practice. Whilst adoption of such technologies by public relations practitioners is certainly on the increase, their use can still be regarded as limited and application experimental to some degree. However, few could argue that these technologies will be increasingly important to public relations practice in coming years.
In this context, public relations educators must strive to deliver a contemporary curriculum reflective of industry expectations and best practice principles but which also provides students with exposure to new communication contexts and technologies.

The advent of persistent virtual worlds generated by Massively Multiplayer Online Role Playing Games (MMORPGs) and Collaborative Virtual Environments (CVEs) offer new realms for public relations practitioners and educators alike. Virtual worlds potentially provide public relations educators with novel but relevant training grounds for their students. These 3D worlds offer dynamic and authentic learning environments which have the capability to foster deep learning and engender a sense of community within a student cohort in a way that many computer-mediated classrooms sadly lack.

This paper will present the experiences of two tertiary educators’ journey towards a conceptual understanding of the persistent virtual world, Second Life, from a teacher perspective. The paper argues that the successful adoption of new online technologies like Second Life need not be inhibited by preferences for technology or prior ICT skills as long as teaching staff are given the necessary support and training by their institutions coupled with opportunity for familiarisation and experimentation.

Assessment in experiential learning : the case of a public policy internship

Assessment is a significant issue for learning in the workplace. In some professions there are key indicators of success shared by workplace and academic supervisors alike. Beyond specific professions, however, assessment becomes more diffuse in workplaces that do not have explicit criteria established to judge performance of students in experiential learning. Assessing learning in these workplaces may be associated with methods that rely more upon student self appraisal and workplace supervisor reports. This article reports on the approach used for assessment in a public policy internship program in one Australian university - Deakin University in Victoria. The article argues that assessment, rather than being an add-on or a test of pre-ordained information, is central to the process of learning itself. This means that before students embark upon a policy internship they need to build their critical thinking abilities; i.e. a process of purposeful, self- regulatory judgment. Secondly they need to discuss how to negotiate their tasks in different workplaces and how to produce the criteria to be used in their evaluation.

Delivery and assessment strategies to improve on- and off-campus student performance in structural mechanics

This paper considers the delivery and assessment strategies used in two structural mechanics units at Deakin University, a leader in distance education in Australia. The two units have had unacceptably high rates of student failure. Student perceptions of the delivery method were analysed and an investigation was carried out of the performance of 329 (173 on- and 156 off-campus) students enrolled in the two units. An analysis of the assignment, laboratory and examination marks is presented. Consideration is also given to the total marks. The results show that on-campus students performed better in structural mechanics than their off-campus counterparts. Plots of the distributions of student performance for the three assessment methods are provided (for each unit) and high failure rates are linked to low examination marks. Students tended to perform best in assignments and worst in examinations. Parametric statistical tests show a correlation between the marks obtained in continuous assessment and in examinations, and it is therefore proposed that, in order to improve performance, the students must be encouraged to participate fully in all aspects of the course. Many students were unenthusiastic about laboratory practical sessions and did not think they aided their understanding of the theoretical material. Motivation to participate is often dependent on the perceived relevance of a given task and its contribution to the total mark and, thus, to help motivate students to participate fully in the continuous assessment tasks, the authors propose several changes to the delivery methods, as well as to assessment criteria and marking schemes.

Exploring creativity support systems for the NE"X"T generation

This paper explores the implementation of a creativity support system for tertiary students studying games design and development at Deakin University, Victoria, Australia. The students at the centre of this study are the ‘next’ generation of learners and are often called the net generation because of their pre-imposed affinity for all things ‘online’. The creativity support system for the games students is designed within a ‘whole’ systems context. Focusing on only one tool to augment a person’s creativity does not take into consideration social factors that are pertinent on a person ability to grow their creative behaviours. This study will present a set of factors that each creativity support system should employ to facilitate creative abilities within people, with particular focus on how social activities help to enhance creativity.

Preparing construction project managers to document professional growth

Deakin University’s School of Architecture and Building is renowned for producing graduates who possess relevant attributes that make them job ready for the building and construction industry. Graduate destination surveys indicate that in the last eight (8) years, 100% of all Infrastructure Logistics (Construction and Facility Management) course graduates found relevant employment. This success is a direct result of a curriculum that is responsive to industry needs alongside educational methodology that focuses on excellent teaching and research while seeking new ways of developing and delivering courses.

The Infrastructure Logistics course prepares graduates to successfully compete in today’s global job market, and allows them to showcase relevant knowledge and skills that are critical in seeking and sustaining employment. Traditionally, tailored resumes served this purpose; however, in many professional fields, professional portfolios are now becoming a more desirable way of providing a summary of relevant attributes alongside evidence of professional abilities.

Sustaining employment, appraisals, and applying for a promotion are often subject to adequate evidence of professional standards and growth. Professional bodies require records of contribution to Continuing Professional Development (CPD) schemes; and accrediting organisations require professionals applying for professional registration to provide documented evidence of their relevant experience and abilities. The Australian Institute of Project Management (AIPM 2007) requires candidates wanting to become Registered Project Managers (RegPM) to demonstrate their current work-based experience and competencies.

This paper reports on a teaching strategy adopted in the Project Management (PM) stream, offered as part of Infrastructure Logistic courses. The teaching strategy is based on a combination of constructivism theory of learning, problem and project based learning, and active learning. The strategy requires systematic reflection and conscious creation of documented evidence of PM attributes and competences in the form of a portfolio.

Preliminary results of action research monitoring the effectiveness of systematic reflection indicate that students respond very positively to the idea of professional journals and professional portfolios. Preliminary results also indicate that students accept reflection and conscious documentation of their achievements as an integral part of their study and future practice.

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.

How practice size impacts on the implementation and dissemination of post occupancy evaluation

There has been much research on the subject of environmentally sustainable design (ESD), with emerging techniques and technologies improving rapidly and informing sustainability higher education teaching to architects and prospective architects. By examining the success of sustainable designs using post occupancy evaluations, architectural practices might also increase their knowledge of sustainable building practice. Post occupancy evaluations could be useful for improving the designs of future buildings and the design processes that generated them. This paper aims to evaluate these claims by asking: "Do sustainable design practices use the feedback gained from post occupancy evaluations?," "How does the feedback refine the design process?," "How is the information gained in these evaluations absorbed within the firm's design practices?," and, "Does the size of a practice impact on its implementation and
dissemination of POE?" This paper investigates the questions posed above through the questioning of architectural practices that have gained a reputation for environmentally sustainable design by having a strong sustainable design philosophy and/or by being recognised for this by winning a sustainability design award. The interviewed practices will have provided some form of post occupancy evaluation as a service or employed them to add to their own knowledge.

Online self-and-peer-assessment for teamwork in architecture and business communications

There is considerable evidence of general student scepticism regarding the purpose of team assignments and high levels of concern for the fairness of assessment procedures when all members of a team receive the same grade. Some educators are similarly anxious about not only the validity of team grades, but also the need to assess ongoing team processes in addition to the final assignment product. This paper offers self-andpeer-assessment (SAPA) as a fair, valid and reliable method of producing information about ongoing team processes. The paper examines a pilot study investigating an online SAPA tool originally developed for a small class of architecture students. This tool is adapted for use for by students completing team assignment in two further architecture design units and for a very large class of 800 business communication students. The sample students studied on four campuses, as well as in off campus and offshore modes. The paper focuses on the initial stages of the study to demonstrate how researchers from very different backgrounds collaborated to adapt the online tool and implement a pilot study whilst maintaining both comparability of assessment and integrity of research design.