Sustaining an online community of practice : a case study

The difficulties inherent in trying to pursue face to face professional development opportunities have traditionally made it difficult for teachers to access professional learning opportunities. Today, given the proper communication tools, teachers can become involved in meaningful professional learning without the restrictions imposed by time and place. This paper examines findings from the analysis of the involvement of a group of educators who were engaged in professional development through the use of an electronic network for over a decade. Findings from the study will be examined to unearth the challenges involved in developing and sustaining online communities of practice to support professional learning.

Academic staff take the lead : experimenting with social software at Deakin University

This paper reports on a two staged staff development exercise to help new academic staff to integrate Web 2.0 technologies including web-based communication and some digital technologies into their curricula. It involved professional development for the teaching staff in the first stage followed by these teachers providing professional development for the course participants. The teachers engaged in a blended community of inquiry with face-to-face sessions and online work while the professional development for the course participants included technical support, training and a peer group environment with formal allocation of time for the course, finally leading to an institutionally recognised qualification. Evaluations conducted through focus group interviews revealed that collegial networks and time were important for effective professional development. The paper reflects on the successes and limitations of the model and its potential for further development. It also highlights the importance of providing professional development in a safe environment for academics to adopt technologies for teaching and learning.

Success factors for blended learning

There is now a new landscape in educational technology where physical and virtual environments are blended to support learning in university courses. Blended learning has potential to improve learning but there are also challenges, especially in responding to the complexity of two environments and embedding it as a legitimate learning environment. Owing to the newness of the blended learning concept in higher education, little is known about what makes a successful blended learning experience and this paper provides an overview of success factors that are starting to emerge from the literature, research and our practice. It also offers some suggestions for future research.

Social value measurement and nonprofit organizations: preliminary views of nonprofit and foundation managers

This paper examines how managers of nonprofit organizations and foundations view the measurement of the social value of these organizations. In exploratory interviews, we found that the managers generally agree that objective measures are desired where and when possible, but recognise the difficulties in developing an assessment that enables comparisons across the nonprofit sector. These difficulties, as well as the implications for developing assessments of social value for nonprofit organizations, are discussed

The lifestyle of our kids (LOOK) project : outline of methods

This methods paper outlines the overall design of a community-based multidisciplinary longitudinal study with the intent to stimulate interest and communication from scientists and practitioners studying the role of physical activity in preventive medicine. In adults, lack of regular exercise is a major risk factor in the development of chronic degenerative diseases and is a major contributor to obesity, and now we have evidence that many of our children are not sufficiently active to prevent early symptoms of chronic disease. The lifestyle of our kids (LOOK) study investigates how early physical activity contributes to health and development, utilizing a longitudinal design and a cohort of eight hundred and thirty 7–8-year-old (grade 2) school children followed to age 11–12 years (grade 6), their average family income being very close to that of Australia. We will test two hypotheses, that (a) the quantity and quality of physical activity undertaken by primary school children will influence their psychological and physical health and development; (b) compared with existing practices in primary schools, a physical education program administered by visiting specialists will enhance health and development, and lead to a more positive perception of physical activity. To test the first hypothesis we will monitor all children longitudinally over the 4 years. To test the second we will involve an intervention group of 430 children who receive two 50 min physical education classes every week from visiting specialists and a control group of 400 who continue with their usual primary school physical education with their class-room teachers. At the end of grades 2, 4, and 6 we will measure several areas of health and development including blood risk factors for chronic disease, cardiovascular structure and function, physical fitness, psychological characteristics and perceptions of physical activity, bone structure and strength, motor control, body composition, nutritional intake, influence of teachers and family, and academic performance.

Research into cyberbullying : student perspectives on cybersafe learning environments

This paper reports a qualitative study designed to investigate the issues of cybersafety and cyberbullying and report how students are coping with them. Through discussion with 74 students, aged from 10 to 17, in focus groups divided into three age levels, data were gathered in three schools in Victoria, Australia, where few such studies had been set. Social networking sites and synchronous chat sites were found to be the places where cyberbullying most commonly occurred, with email and texting on mobile phones also used for bullying. Grades 8 and 9 most often reported cyberbullying and also reported behaviours and internet contacts that were cybersafety risks. Most groups preferred to handle these issues themselves or with their friends rather then alert parents and teachers who may limit their technology access. They supported education about these issues for both adults and school students and favoured a structured mediation group of their peers to counsel and advise victims.

Birds and beaches, dogs and leashes : dog owners' sense of obligation to leash dogs on beaches in Victoria, Australia

Domesticated dogs threaten the conservation of beach-nesting birds in Australia through disturbance, and destruction of eggs and chicks. Leashing of dogs can improve conservation outcomes, but few dogs are leashed on beaches. We surveyed dog owners to explore their sense of obligation to leash dogs on beaches. Dog owners were more likely to feel obliged to leash their dog when they believed other people expected dogs to be leashed, and when they believed their dog was a threat to wildlife or people. Dog owners were less likely to feel obliged to leash their dog if they considered unleashed dog recreation to be important. Improved compliance may be achieved through community-based approaches to foster social norms for dog control, tailoring information products to emphasize the risk that all unleashed dogs may pose to beach-nesting birds and raising awareness of designated off-leash exercise dog recreation areas.