The advancing science by enhancing learning in the laboratory (ASELL) project : the first Australian multidisciplinary workshop

Most science educators and researchers will agree that the laboratory experience ranks as a major factor that influences students’ attitudes to their science courses. Consequently, good laboratory programs should play a major role in influencing student learning and performance. The laboratory program can be pivotal in defining a student's experience in the sciences, and if done poorly, can be a major contributing factor in causing disengagement from the subject area. The challenge remains to provide students with laboratory activities that are relevant, engaging and offer effective learning opportunities.

The Advancing Science by Enhancing Learning in the Laboratory (ASELL) project has developed over the last 10 years with the aim of improving the quality of learning in undergraduate laboratories, providing a validated means of evaluating the laboratory experience of students and effective professional development for academic staff. After successful development in chemistry and trials using the developed principles in physics and biology, the project has now expanded to include those disciplines. This paper will discuss the activities of ASELL and provide a report about the first ASELL science workshop held at the University of Adelaide in April 2010, present some views of academic and student delegates, and make comparisons with other workshops.
Introduction

Implementation of the nurse practitioner role within a Victorian healthcare network : an organisational perspective

Objective
This paper presents a discussion of the development of a framework to implement and sustain the nurse practitioner (NP) role within one health service designed to strengthen the capacity of the health system and which could be readily transferable to other health services.
Setting
Eastern Health (EH) is a multi‑campus tertiary health care organisation servicing a population of approximately 800,000 people in the east and outer eastern suburbs of Melbourne, Australia. EH is committed to advancing the nursing profession and exploring innovative, research based models of practice that are responsive to the needs of the community it serves.
Primary argument
The Framework documents the processes of providing a new career pathway for advanced practice nurses that incorporates education and training, and utilises current evidenced‑based practice guidelines to define and promote the scope of practice.
Conclusion
Strong organisational support to facilitate interdisciplinary and multidisciplinary learning opportunities assists integration of the NP role into the healthcare team. Role clarity will assist interprofessional teams to understand and value the role NPs provide.

Life in PBL : two PBL teams

Problem-based learning (PBL) continues to challenge educational institutions in terms of demonstrating its effectiveness. Prior studies have offered insight into the methods, application, and experiences of teaching using PBL. However, student behaviours and the learning cultures that develop in PBL settings are also important. In this paper, we present the ways students of a first year engineering course at an Australian university approach PBL. A number of PBL teams in the same subject were observed throughout two semesters with their consent. This paper reports on two of these teams. Some observations were video taped to aid analysis. The purpose of this study was to analyse and compare learning approaches that help or hinder successful group outcomes. It is evident from the data that individuals in the groups have a strong influence on what is learnt. Some students also focus more on exploiting the assessment system than on maximising their learning.

Making PBL teams successful : a study on student diversity in a first year electrical engineering programme

Problem based learning (PBL) is a group learning environment that involves a radical change in the way students learn and the role that academic staff play in facilitating learning. The PBL approach claims to build extended technological and social understandings as it offers a context for development of autonomous learners. It has an emphasis on collective and individual learning motivation and decision-making behaviours.

In this paper, we present the responses of students to the heterogeneous characteristic of PBL teams in a first year electrical engineering degree course at an Australian University. The learning cultures in PBL teams that emerge as a result of the diverse characteristics of teams are also presented in this paper.

A number of PBL teams were observed and interviewed throughout their first year course with their consent. Analysis of the data collected about students’ learning and outcomes in PBL teams informed the ways in which individual students approach their learning, the ways in which they control, regulate and direct their learning individually and as a group and the extent to which they participate, engage and thereby learn in the course.

It is evident that some students have a strong influence on the behaviour of other students in their team. These students also influenced what is learnt as a team, the ways in which they interrelated, worked as a team and problem solved in changing circumstances. Therefore, when designing student teams for PBL academics should not assume that a mono-cultural group or a mixed-ability group of students will work successfully together. We think that the results of this research inform both the design of PBL courses and the facilitation of PBL groups to accomplish successful group learning outcomes.

Learning cultures of problem-based learning teams

The learning experiences of first-year engineering students to a newly implemented engineering problem-based learning (PBL) curriculum is reported here, with an emphasis on student approaches to learning. Ethnographic approaches were used for data collection and analysis. This study found that student learning in a PBL team in this setting was mainly influenced by the attitudes, behaviour and learning approaches of the student members in that team. Three different learning cultures that emerged from the analysis of eight PBL teams are reported here. They are the finishing culture, the performing culture and the collaborative learning culture. It was found that the team that used a collaborative approach to learning benefited the most in this PBL setting. Students in this team approached learning at a deep level. The findings of this study imply that students in a problem-based, or project-based, learning setting may not automatically adopt a collaborative learning culture. Hence, it is important for institutions and teachers to identify and consider the factors that influence student learning in their particular setting, provide students with necessary tools and ongoing coaching to nurture deep learning approaches in PBL teams.

A framework for co-ordination and learning among teams of agents

We present a framework for team coordination under incomplete information based on the theory of incomplete information games. When the true distribution of the uncertainty involved is not known in advance, we consider a repeated interaction scenario and show that the agents can learn to estimate this distribution and share their estimations with one another. Over time, as the set of agents' estimations become more accurate, the utility they can achieve approaches the optimal utility when the true distribution is known, while the communication requirement for exchanging the estimations among the agents can be kept to a minimal level.

Professionals' perceptions of a new model of sexual assault investigation adopted by Victoria Police

This article presents a qualitative evaluation of a new method of operation for sexual assault investigation developed by Victoria Police. The model is characterised by two core components: the establishment of specialist teams of investigators responsible for investigation and victim support; and the establishment of service sites, referred to as 'Multidisciplinary Centres', where all key services are located in a single building separate from police stations. The research approach consisted of in-depth interviews with 90 stakeholders (police, counsellors, medical officers, child protection workers and prosecutors). Collectively, these interviews revealed strong, unanimous support for the ideologies that underpinned the new reforms. Reported outcomes included the following: improved collaboration; increased victim satisfaction, referrals between professionals and reporting rates; reduced response and investigation times; better quality briefs; and higher prosecution and conviction rates. These findings, along with the stakeholders' suggestions for further improvements, are discussed.

Victims' perceptions of a new model of sexual assault investigation adopted by Victoria Police

This paper evaluates a method of operation for sexual assault investigation recently developed by Victoria Police (Australia). The model (which is new to Victoria) is characterised by two core components: the establishment of specialist teams of investigators (responsible for investigation and victim support) and service sites referred to as ‘Multidisciplinary Centres’ where all key services are provided to victims in a single location separate from police stations. The approach consisted of in-depth interviews with 25 victims of sexual assault aged between 15 and 54 years. The overriding theme to arise from the interviews was the importance to victims of being treated with dignity and respect; six elements were highlighted by victims as assisting this. These elements are presented along with evidence to demonstrate that the police response to victims has become more victim-centred under the new model of service delivery.

Ghost muscle: stonewalling teams past and present

An imaginative arts project inspired by the Volcanic Plains region of Western Victoria will be showcased in Warrnambool this week where participants will also be able to experience the art of dry stone walling. The aim is to imagine the life of the stones and to re-perform and experience what it might have been like to work alongside a team of stonewallers from the late 1800's out in the fields producing about 30 meters of wall per day. This imaginary archaeology provides lesson in the doing of our ongoing relationship to the land and to place and place-making.