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.

Adopting business practices at Deakin University

This thesis examined the adoption of business practices at Deakin University and their impact on academic staff. The investigation used interpretative, qualitative research to investigate what academic staff believe to be the effect of business practice adoption on their teaching, research and service/administration roles.

Quality in flexible, online and distance education at Deakin University, Australia

This chapter presents an overview of the management of quality for flexible, online and distance education (off-campus education) at Deakin University in Australia. In 1974, Deakin University was established as a dual-mode institution educating large numbers of both on- and off-campus students. From its foundation it has increasingly sought to provide the same learning resources, equivalent learning experiences and parity of outcomes to students studying in all modes (Hay, Lowe, Gibb & Anderson, 2002). While this was the ideal on which Deakin was founded, in practice approaches differed across various schools and courses where in some areas integration was achieved through an open-campus model, while in others the tendency was towards separation of the modes of delivery by course. Deakin’s history can be characterised as moving from dual-mode approaches to educating its student cohorts, to a now well articulated, integrated and institution-wide approach to assuring and improving the quality of all modes of educational delivery for an extremely diverse and complex set of student cohorts. In this regard, it makes no particular distinction between these student groups in its policies, procedures and processes relating to educational matters.

Deakin's e-book device loan trial

Powerpoint presentation presenting an overview of e-books and e-content at Deakin University, revolving around the e-readers trials that were done in 2010 at Deakin University Library.

Warrock collection: original line drawings by fourth year Deakin University architecture students of the Warrock Homestead, a local heritage listed property in Victoria

This collection includes the original line drawings by fourth year Deakin University architecture students of a well known local heritage listed property, the Warrock homestead. The Warrock homestead consisted of detailed original timber structures of the 19th century. The drawings are the result of a conservation project funded by the Commonwealth Government of Australia National Estate Grants program. In 1999 a further deposit of original reports relating to individual buildings on the property was received. The collection consists of monographs, photographs and photograph negatives, architectural drawings, VHS tapes and ephemera.

The postgraduate mentoring program at Deakin University and international student transition

This study adds to the literature as it examines the experiences that international postgraduate (IP) students have with a peer-mentoring program at an Australian University. To analyse transition and peer mentoring thirty-four (34) semi-structured interviews with IP students from Indian, Chinese and other national cohorts were conducted. The study found that transitioning IP students who had a mentor, benefitted as it provided a variety of support mechanisms so that IP students could transition to the next stage. Transition was important for mentors who were able to develop greater self-confidence, graduate attributes and other employability skills.

Mirjana Lozanovska. Deakin University

Creativity can be related to the human capacity to make, but with more emphasis on the process of making and the way the thing made reveals this. Creativity can also be related to production or objects that involve beauty, innovation, pleasure and ideas beyond the functional, rational and economic. Creativity can thus be associated with the human subject and/ or the object produced. The subject and object of creativity are sometimes entwined, and often represented as symbiotic in relation to artists and artistic production. In the seminal text Keywords, Raymond Williams (1976: 76) explains the historical associations between the words 'create' and 'creation' and the 'divine'; and later associations with the poet's and the artist's productions, leading eventually to the 'creative arts: However, the subject and object of creativity are not the same, as illustrated in the study of archaeological artefacts, where often the human subject (maker) is unknown. It is important they are not merged, and in this text I will try to respond to each part.

Des Smith. Deakin University

Creativity might be described as that intellectual and intuitive area where one senses the connections between the requirements and the possibilities of a situation. With this, one is able to embody the positive qualities of these connections within a production whereby a new clarity is given to the situations touched by these requirements.

Richard Tucker. Deakin University

Creativity has been defined 'as the production of novel and useful ideas in any domain'. I would question the words 'novel' and 'useful' because, if the idea is 'useless' but new to the creator, the creator has still given birth to an idea via some form of creative process. I suggest, therefore, that 'creativity' is simply the production of ideas. But it is not quite that straightforward. Innovation is often distinguished from creativity as the successful implementation of ideas. Yet there is a creative process between the birth of an idea and its implementation—that is evolving/ developing/ operating on an idea. This development of an idea is also creativity. I would therefore say that creativity is a two-stage process: it is, firstly, the production and, secondly, the development of ideas; where 'production' is understood as the initiating activities a designer undertakes to inform or inspire ideas.