Doing without school! Spaces becomes places? Adolescent identity and engagement

This thesis highlights the failure of mainstream education to meet the diverse needs of some adolescent students. The interwoveness of identity, engagement and learning are significant, as it discusses the underlying assumptions that operate in many educational institutions, and that serve only a portion of adolescent populations.

Pedagogical principles for the design of virtual learning spaces in higher education

This paper focuses on effective learning spaces in contemporary higher education. Drawing on empirical data from a qualitative study of international students’ experience of blended learning programs conducted in three computing courses in two Australian universities, a range of issues and challenges are reported. Three pedagogical principles are then presented that respond to these challenges: 1. Enabling learners – learning how to learn in virtual learning spaces; 2. Programming for flexible learning – learning how to manage virtual learning environments; and, 3. Transforming learning – learning how to capitalise on the affordances of new technologies. The pedagogical principles are presented together with examples of types of practices that they support.

Collaboration in 3D shared spaces using X3D and VRML

We propose a framework for visual and haptic collaboration in 3D shared virtual spaces. Virtual objects can de declared as shared objects which visual and physical properties are rendered synchronously on each client computer. We introduce virtual tools which are shared objects associated with interactive and haptic devices. We implement the proposed ideas as new pilot versions of BS Collaborate server and BS Contact VRML/X3D viewer. In our collaborative framework, two pipelines-visual and haptic-complement each other to provide a simple and efficient solution to problem requiring collaboration in shared virtual spaces on the Web. We discuss two implementation frameworks based on the strong and thin server concepts.

A framework for visual and haptic collaboration in shared virtual spaces

We propose a framework for visual and haptic collaboration in X3D/VRML shared virtual spaces. In this collaborative framework, two pipelines— visual and haptic—complement each other to provide a simple and efficient solution to problem requiring collaboration in shared virtual spaces on the web. We consider shared objects defined as virtual object with their visual and physical properties rendered synchronously on each client computer. We introduce virtual tools which are shared objects associated with interactive and haptic devices. We implemented the proposed ideas as a server-client framework with a dedicated viewer. We discuss two implementation frameworks based on the strong and thin server concepts.

Students' imaginings of spaces of learning in outdoor and environmental education

In this article, the author interrogates students’ stories about the spaces and places in a tertiary Outdoor and Environmental Education course that support and shape their environmental ethics. Drawing on a longitudinal qualitative study, she explore the ways in which particular sites of learning (outdoor, practical learning) are privileged and how particular stories of outdoor spaces get reproduced. The author employs the work of poststructuralist geography scholar Doreen Massey in her analysis to highlight the intersections between space, relations of power and identity. This analysis also underscores the simultaneity of multiple and conflicting stories around Outdoor Education’s outdoor (practical) and indoor (theoretical) learning spaces. The article concludes by drawing on Elizabeth Ellsworth’s work on anomalous places of learning to explore some of the spaces in-between the indoor/outdoor binary as a way of interrupting and re-imagining places and spaces of learning in Outdoor Education.

Multiple-object tracking in cluttered and crowded public spaces

This paper addresses the problem of tracking moving objects of variable appearance in challenging scenes rich with features and texture. Reliable tracking is of pivotal importance in surveillance applications. It is made particularly difficult by the nature of objects encountered in such scenes: these too change in appearance and scale, and are often articulated (e.g. humans). We propose a method which uses fast motion detection and segmentation as a constraint for both building appearance models and their robust propagation (matching) in time. The appearance model is based on sets of local appearances automatically clustered using spatio-kinetic similarity, and is updated with each new appearance seen. This integration of all seen appearances of a tracked object makes it extremely resilient to errors caused by occlusion and the lack of permanence of due to low data quality, appearance change or background clutter. These theoretical strengths of our algorithm are empirically demonstrated on two hour long video footage of a busy city marketplace.

Contextually Learnt Detection of Unusual Motion-Based Behaviour in Crowded Public Spaces

In this paper we are interested in analyzing behaviour in crowded publicplaces at the level of holistic motion. Our aim is to learn, without user input, strong scene priors or labelled data, the scope of ‘‘normal behaviour’’ for a particular scene and thus alert to novelty in unseen footage. The first contribution is a low-level motion model based on what we term tracklet primitives, which are scenespecific elementary motions. We propose a clustering-based algorithm for tracklet estimation from local approximations to tracks of appearance features. This is followed by two methods for motion novelty inference from tracklet primitives: (a) an approach based on a non-hierarchial ensemble of Markov chains as a means of capturing behavioural characteristics at different scales, and (b) a more flexible alternative which exhibits a higher generalizing power by accounting for constraints introduced by intentionality and goal-oriented planning of human motion in a particular scene. Evaluated on a 2 h long video of a busy city marketplace, both algorithms are shown to be successful at inferring unusual behaviour, the latter model achieving better performance for novelties at a larger spatial scale.

Arts education partnerships in Australia: spaces and places for teaching and learning

The arts over the centuries have continued to pervade, direct and define our societies. In Australia, they are seen as an important and influential mechanism of pedagogies. In arts education students explore and express their identity and build understanding of their worlds through learning by doing and social interaction. This long-established position is endorsed by contemporary arts education pedagogies that encourage students to look, listen, learn, think, and work as artists in new places and spaces. The forthcoming Australian Curriculum: The Arts (dance, drama, media arts, music, and visual arts) will require consideration of the students’ own cultures and the cultures of their communities, region, and the wider world. Interaction between the students and the wider arts community are central to this approach. Using narrative inquiry, reflective practice, and document analysis as our methodologies, we describe ways of seeing, knowing, and learning between artists, students, schools, education authorities, and universities in the Australian state of Victoria. The authors contend that collaborative partnerships take many forms and provide opportunities for exploration of pedagogies that foster strong relationships between arts education and the arts industry.