Integrating errors into developmental assessment: 'time' for ages 8-13

It is widely agreed that measurement is of paramount importance to students’ overall development in mathematics. This paper describes a developmental ‘map’ of students’ understanding and skills in measurement, focussed on the topic of Time, that integrates correct and incorrect student ideas. The map is based on a Rasch analysis of data from a large-scale UK national survey for standardising assessment for children from 5 to 14 years of age. It is demonstrated how a partial credit strategy enables a developmental map to be constructed to show students’ strengths and weaknesses in a meaningful and useful summative and formative manner. This map provides evidence, of both a summative and a formative nature, which may enable teachers to craft appropriate and successful learning experiences for children.

Not just for romance: applications of speed dating in social work education

In this article we address how a contemporary adaptation of the 'speed dating' model was used for educational purposes with two cohorts of social work students. We outline the dimensions of 'speed dating' as a contemporary social phenomenon, then address how this model relates specifically to groupwork process, and can be used to facilitate social work student learning. The curriculum for two classroom group activities using the 'speed dating' model are outlined, the first to develop university level study skills, the second for debriefing field placement learning experiences. Finally we examine why the 'speed dating' metaphor was successful in provoking a playful yet constructively creative space for students to engage in groupwork process.

Strategies for the marketing of higher education with comparative contextual references between Australia and Turkey

Education is now a global product with institutions worldwide competing for students and finding ever more creative ways to satisfy student needs and preferences. With the continuing rise in the preference for flexible distance learning, educational institutions are finding that when students and faculty have significantly different cultural backgrounds and learning styles that the expectations of the learning experience can be unfulfilled. In Australia, international students have made education Australia’s third largest service export, earning $5.8 billion. This means that student populations have moved from being homogenous and captive to domestic constraints and expectations, to being multi-cultural, dispersed and subject to a plethora of constraints and expectations. Today in Turkey, education is the responsibility of government however, in recent years, the private sector has entered the market providing educational services at all levels. In particular, after the 1990s, private higher education institutions (HEIs) with a commercial focus have mushroomed.

In 2007, there are 25 private universities in Turkey with more than 2.000.000 students enrolled in these universities. Of these students, more than 1.000.000 are registered in distance education faculties. With such large student numbers competition between private universities for students has intensified particularly over the last 15 years. As a consequence the need to develop strategies for attracting students has become more important. Marketing strategies in Turkey have tended to concentrate on three distinct categories: strategies between governmental HEIs, private HEIs and distance education HEIs. The contribution of technologies to education processes has been immense with students and faculty each learning to adapt to an environment of continuous change and opportunities. This paper seeks to explore the notion that a competitive advantage in marketing of higher education can be attained by customizing learning experiences for particular student cohorts in a pro-active and constructive way.

Closing the loop on student evaluations

It is generally agreed that good teaching is dependent on the nature of the learning goals and the quality of the environment in which learning takes place1,2. If this is the case, then planned as opposed to unplanned variations in learning experiences are the hallmark of good teaching. This raises a complex set of relations between assuring and improving teaching within an institution. The essential question for a University is: how do we assure that learning is maximised in all given contexts?

Benchmarking the use of student feedback was identified as a priority project at the ATN annual conference in February 2002. This paper presents a number of issues arising from a study of practices across the ATN in relation to collecting, analysing and using student feedback. The project involved working with those responsible for teaching and learning improvements at the operational level to identify strategies for a systematic approach to the use of student feedback for improving communication of actions arising from results.

The framework for the inquiry involved an exploration of student feedback systems as they operate for different cohorts of students, differing measures (or constructs), and at different levels within institutional structures. The framework also explored the various tracking and reporting systems by which results generated from student feedback systems at each level were utilised to develop strategies for improving teaching and learning. Findings from the study were used to inform recommendations in relation to internal practices within each University, as well as initiatives for benchmarking student evaluation results across universities within the ATN network.

Homework : a situated practice

This paper will present a speculative account of homework as a situated and embodied practice, uniquely shaped by the pedagogical spaces created within homes by families as homework is completed. The paper will argue that these domestic spaces generate 'lines of flight' which are less readily captured than those of the classroom. Brief case studies of interactions between parents and children around homework will be presented and used to explore parallels between the situated, embodied learning experiences of 'doing homework' and participation in the multiple forms of pedagogical exchange possible through an internationalised doctoral program.

Crossing cultural boundaries, flexible approaches and nurse education : a case study

Computer-mediated conferencing commonly is used to promote collaborative learning, including student learning across distance. This article presents the outcomes and experiences of Master of Nursing students in three countries using flexible learning approaches facilitated by the use of computer-mediated conferencing. It examines issues relating to support for global nursing education, presents an evaluation of one particular unit, and presents themes in the feedback from students about their experience. The authors report the findings in three categories: broadened perspectives, tackling the technology, and adaptive learning. Furthermore, the article offers suggestions for enhancing student-learning experiences when computer-mediated conferencing facilities are used.

African music : negotiating a space in contemporary society

This paper explores the notion of African music as a way forward to negotiate a 'space' in contemporary society. The word 'space' is used as a metaphor to explore and experiment with the dynamics of culture and hybridity. The authors view themselves as 'agents of change' and knowledgeable professionals in the teaching of African music, one based in South Africa (Johannesburg) and the other in Australia (Melbourne). They reflect on examples from their own teaching and learning experiences as they argue that the translation of 'traditional' African music can only be brought about by means of cultural dialogue, within cultures and between cultures. This paper also addresses the issues of cultural authenticity as a redefined and renegotiated space when teaching and learning African music. The authors also consider the difficulties of addressing 'difference' and 'otherness' when teaching African music, with South Africa and Australia both previously seen as outposts of the British Empire. They contend that such differences can prove to be productive and rewarding through subtle mediation and accommodation when crossing cultural borders.

Narratives and landscapes : their capacity to serve indigenous knowledge interests

The thesis is a culmination of my research which drew on tyangi wedi tjan Rak Mak Mak Marranunggu and Marrithiel knowledge systems. These awa mirr spiritual knowledge systems have guided our Pilu for millennium and have powerful spiritual affiliation to the land and our continued presences. The understandings of the spiritual connectedness and our practices of relatedness have drawn on Pulitj, our deep awa mirr spiritual philosophy that nourishes us on our country. This philosophy gave us our voice and our presence to act in our own ways of knowing and being on the landscapes created by the Western bureaucratic systems of higher education in Australia to bring forth our Tyikim knowledge systems to serve our own educational interests. From this spiritual ‘Puliyana kunun’ philosophical position the thesis examines colonising constructions of Tyikim peoples, Tyikim knowledge systems in education, Tyikim research and access to higher education for Tyikim students. From the research, it is argued that the paradigm, within which the enclave-derived approach to Indigenous higher education is located, is compatible with the normalising imperialistic ideology of higher education. The analysis of the Mirrwana/Wurrkama participatory action research project, central to the research, supported an argument for the Mirrwana/Wurrkama model of Indigenous higher education. Further analysis identified five key pedagogical principles embedded within this new model as metaphorically equivalent to wilan~bu of the pelangu. The thesis identifies the elements of the spirituality of the narrative exposed in the research-in-action through the “Marri kubin mi thit wa!”. This is a new paradigm for Tyikim participation in higher education within which the Mirrwana/Wurrkama model is located. Finally, the thesis identifies the scope for Tyikim knowledge use in the construction of contemporary ‘bureaucratic and institutionalised’ higher education ngun nimbil thit thit teaching and learning experiences of Tyikim for the advancement of Tyikim interests. Here the tyangi yigin tjan spiritual concepts of narrative and landscape are drawn upon both awa mirr metaphorically and in marri kubin mi thit wa Tyikim pedagogical practice.

Spatial thinking processes employed by primary school students engaged in mathematical problem solving

This thesis describes changes in the spatial thinking of Year 2 and Year 4 students who participated in a six-week long spatio-mathematical program. The main investigation, which contained quantitative and qualitative components, was designed to answer questions which were identified in a comprehensive review of pertinent literatures dealing with (a) young children's development of spatial concepts and skills, (b) how students solve problems and learn in different types of classrooms, and (c) the special roles of visual imagery, equipment, and classroom discourse in spatial problem solving. The quantitative investigation into the effects of a two-dimensional spatial program used a matched-group experimental design. Parallel forms of a specially developed spatio-mathematical group test were administered on three occasions—before, immediately after, and six to eight weeks after the spatial program. The test contained items requiring spatial thinking about two-dimensional space and other items requiring transfer to thinking about three-dimensional space. The results of the experimental group were compared with those of a ‘control’ group who were involved in number problem-solving activities. The investigation took into account gender and year at school. In addition, the effects of different classroom organisations on spatial thinking were investigated~one group worked mainly individually and the other group in small cooperative groups. The study found that improvements in scores on the delayed posttest of two-dimensional spatial thinking by students who were engaged in the spatial learning experiences were statistically significantly greater than those of the control group when pretest scores were used as covariates. Gender was the only variable to show an effect on the three-dimensional delayed posttest. The study also attempted to explain how improvements in, spatial thinking occurred. The qualitative component of the study involved students in different contexts. Students were video-taped as they worked, and much observational and interview data were obtained and analysed to develop categories which were described and inter-related in a model of children's responsiveness to spatial problem-solving experiences. The model and the details of children's thinking were related to literatures on visual imagery, selective attention, representation, and concept construction.

Caring for mentally ill relatives in rural Australia : a hermeneutic study

Ten people from an area of rural Australia recalled how they viewed caring for a mentally ill relative. Hermeneutic analysis of this material highlighted these carers' roles and learning experiences, interactions with health professionals, the stigma they experienced, their stories and language they used, and their perspectives on the future.

An 'emergent model' for rate of change

Does speed provide a ‘model for’ rate of change in other contexts? Does JavaMathWorlds (JMW), animated simulation software, assist in the development of the ‘model for’ rate of change? This project investigates the transference of understandings of rate gained in a motion context to a non-motion context. Students were 27 14–15 year old students at an Australian secondary school. The instructional sequence, utilising JMW, provided rich learning experiences of rate of change in the context of a moving elevator. This context connects to students’ prior knowledge. The data taken from pre- and post-tests and student interviews revealed a wide variation in students’ understanding of rate of change. The variation was mapped on a hypothetical learning trajectory and interpreted in the terms of the ‘emergent models’ theory (Gravemeijer, Math Think Learn 1(2):155–177, 1999) and illustrated by specific examples from the data. The results demonstrate that most students were able to use the ‘model of’ rate of change developed in a vertical motion context as a ‘model for’ rate of change in a horizontal motion context. A smaller majority of students were able to use their, often incomplete, ‘model of’ rate of change as a ‘model for’ reasoning about rate of change in a non-motion context.

Community resilience, climate change, sustainability & engagement : adventures in creative project-based education on the Eyre Peninsula

Teaching sustainability ethics and creative practical technological applications holistically, in a multi-disciplinary ethos, with real community engagement is fraught with pedagogical and logistical issues. This paper reviews a highly community-acclaimed tertiary course/project, offered at the School of Architecture, Landscape Architecture & Urban Design at the University of Adelaide, undertaken on the Eyre Peninsula in 1st semester 2009. The course successfully enhanced student appreciation of rural community capacity building and economic fragility issues while undertaking a project-based approach to interrogating and working with rural communities to devise and demonstrate potential micro-relevant design and planning initiatives that could strengthen community resilience, climate change adaptiveness, and validate natural resource management aims within townships. The project involved some 120 students in 6 host communities through 6 local municipalities with the full support of the Natural Resource Management (NRM) Board and Local Government Association (LGA).

The paper reviews the project, its historical evolution, aims, objectives, learning strategies, community aspirations and outcomes, and positions such against various professional education accreditation frameworks. The methodological learning process, including its philosophical, pedagogical and instruments outcomes are reviewed and interrogated. The student learning outcomes, University reputation impact, and community impact, professional practice knowledge and skill attributes, and instrumental outcomes are also reviewed drawing upon evidence derived from extensive meetings, questionnaire surveys, synergistic NRM-sponsored research projects, student evaluation of teachings (SELTS), and local media coverage of the project.

The project has received applause from the Australian Institute of Architects (AIA) and Australian Institute of Landscape Architects (AILA), and preliminary endorsement from the Planning Institute of Australia (PIA), as being integral to the School’s curriculum that achieves their professional accreditation expectations of key learning experiences relevant to climate change, master planning and design, and community engagement. The project offers a possible educational model that enriches student experience and learning and addresses recent generic university community engagement policy expectations.

Developing a graduate diploma to cater for career-change adults

A seven-month intensive graduate diploma of teaching course was developed in 2007 to cater for an increasing demand for qualified teachers. The course is developed to university standards and is accredited by teacher registration authorities, with graduates obtaining a qualification as a teacher at the end of the seven month period. The course is tailored to recognise and build on the existing academic attributes and capacifies expected of top tertiary graduates, and to be appropriate to academically-experienced adult learning styles. This paper will discuss the process involved in the course development. Aspects related to the student cohort demographics and leaming styles will be highlighted. A 'nested case study approach' involving both qualitative and quantitative data collection was used. Questionnaires, surveys, and interviews were used to gather the data from stakeholders (post-graduate students) involved in this aspect of the research. The analysis of the data will provide detail on the aspects of the course which enabled mature-aged students to succeed and highlight future challenges.

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.

Investigating Ways of Enhancing Online Research

We live in an era characterized as ‘the Digital Age’ and the ways in which we engage in teaching, learning and research are evolving with the increased use of digital technologies. This paper describes a study that investigated the ways in which a cohort of Education students in Victoria, Australia engaged in online research projects using Information Communication Technologies (ICT) as the main form of communication during the research process. When an array of technologies, related resources and training are made available to staff and University students, what are the key influences that effect their adoption and application of the selected mediums? Understanding the answer to this question is important in informing instruction and technological pedagogies for distance education and research. Data was gathered from students and their research supervisors via the use of online surveys. The research identified a number of key factors that influenced people’s preferences for using certain digital technologies. The study revealed that there was a tendency for people to prefer the use of asynchronous forms of digital communication. It is argued that more research is needed in this area in order to improve the application of online modes of communication and ensure that those researching via distance/technological modes are not disadvantaged in their research and learning experiences.