Narrative structure analysis with education and training videos for e-learning

This paper deals with the problem ofstructuralizing education and training videos for high-level semantics extraction and nonlinear media presentation in e-learning applications. Drawing guidance from production knowledge in instructional media, we propose six main narrative structures employed in education and training videos for both motivation and demonstration during learning and practical training. We devise a powerful audiovisual feature set, accompanied by a hierarchical decision tree-based classification system to determine and discriminate between these structures. Based on a two-liered hierarchical model, we demonstrate that we can achieve an accuracy of 84.7% on a comprehensive set of education and training video data.

Learning science through engaging with its epistemic representational practices

This group of papers explores the development of student understanding and application of the discursive tools of science to reason in this subject, as the basis for classroom practices that parallel scientists’ knowledge production practices. We explore how this account of the disciplinary literacies of science can be enabled through effective pedagogies. The papers draw on research from Australia and Sweden that have overlapping agendas and theoretical perspectives including pragmatism (Peirce 1931-58; Dewey 1938/1997), social semiotics (Kress et al. 2001) and socio-cultural perspectives on language and learning (Lemke, 2004). The papers examine the role of language/multimodal representations in generating knowledge claims in science classrooms, the classroom epistemologies that support learning, and assessment practices from this perspective. A large body of conceptual change research has identified trenchant problems in conceptual learning in science, spawning long-standing and ongoing programs to identify pedagogies to address this. By redefining the problem in terms of language and representation, we aim to offer a way forward to support student engagement and learning in science.

Multi-theoretic approaches to understanding the science classroom

Multi-camera on-site video technology and post-lesson video stimulated interviews were used in a purposefully inclusive research design to generate a complex data set amenable to parallel analyses from several complementary theoretical perspectives. The symposium reports the results of parallel analyses employing positioning theory, systemic functional linguistics, distributed cognition and representational analysis of the same nine-lesson sequence in a single science classroom during the teaching of a single topic: States of Matter. Without contesting the coherence and value of a well-constructed mono-theoretic research study, the argument is made that all such studies present an inevitably partial account of a setting as complex as the science classroom: privileging some aspects and ignoring others. In this symposium, the first presentation examined the rationale for multi-theoretic research designs, highlighting the dangers of the circular amplification of those constructs predetermined by the choice of theory and outlining the intended benefits of multi-theoretic designs that offer less partial accounts of classroom practice. The second and third presentations reported the results of analyses of the same lesson sequence on the topic “states of matter” using the analytical perspectives of positioning theory and systemic functional linguistics. The final presentation reported the comparative analysis of student learning of density over the same three lessons from distributed cognition and representational perspectives. The research design promoted a form of reciprocal interrogation, where the analyses provided insights into classroom practice and the comparison of the analyses facilitated the reflexive interrogation of the selected theories, while also optimally anticipating the subsequent synthesis of the interpretive accounts generated by each analysis of the same setting for the purpose of informing instructional advocacy.

Learning science through representational generation/negotiation

This paper will describe the key features and theoretical underpinnings of a representation-intensive pedagogy developed in a six-year research program, and its relationship to the epistemic practices of science. The pedagogy draws on socio cultural, pragmatist perspectives on learning and cognition that view knowledge as grounded in multi modal representations that are discursively generated, negotiated and coordinated in science classrooms. From this perspective, the learning challenges identified by research in the conceptual change tradition are seen as inherently representational in nature, and the central feature of the pedagogy involves students generating representations in response to structured challenges. The paper will interrogate the key aspects of the pedagogy and the way it supports learning, using evidence from a range of units designed by the researchers working in partnership with a small group of teachers. The role of representations in supporting learning will be explored in terms of the way they afford and productively constrain knowledge generation, mirroring the epistemic practices of science. Lesson transcripts, and examples of student artefacts will be presented to demonstrate significant reasoning and learning outcomes.

Understanding the policy implications of ICT for development

Information and communication technologies are thought by some to offer a new solution to world poverty.
It is argued that information and communication technologies (ICT) allow poor countries to ‘leap-frog’
traditional stages of development and become immediately engaged with the ‘new economy’. Such an
optimistic view requires appropriate government policies to facilitate this shift. Interventions required
would include improving access levels and quality of telecommunication and electricity infrastructure,
improved quality of education and numbers of those accessing education, and providing both direct
and indirect support to encourage local firms to become engaged with the global economy. Ironically,
these policies are consistent with current orthodox development policies currently pursued within the
‘traditional’ economy. This chapter therefore considers what exactly is new about ICT in terms of its
potential impact on the poor.

The characteristics, responsibilities and future of chief information officers in the public sector

This chapter presents a model which depicts the critical factors and assists in understanding the demands and effectiveness of Chief Information Officers (CIO) in public sector organisations. The chapter explores the literature on public sector CIO addressing personal and professional characteristics. It also reviews the literature pertaining to the responsibilities and career advancement and future directions in Government departments. The authors adopt a qualitative methodology by which semi-structured interviews are conducted with CIO representatives from a State Government in Australia. From collation of the interview results, utilising a ‘mind mapping’ strategy, the chapter identifies a model that adequately reflects the critical factors required for a public sector CIO. The chapter concludes that there are certain unique characteristics and responsibilities that a public sector CIO must possess yet a private sector CIO does not require. The chapter also acknowledges the importance of outlining a future direction of the role; something which is neglected by the literature.

Making mathematics and science relevant through story

The article examines the relevance of mathematics and science to story. It aimed to explore how mathematics and science teachers experienced its subject cultures, to identify the pedagogies that appeared to be subject culture's representative, and to know the ways in which pedagogy was shaped. The result has identified four categories such as illustrations of relevance, explorations of contexts, humanising stories of historical and contemporary heroes, and representations of human endeavour.

Can art change minds where science can't?

How can art communicate to a sceptical public the current state of climate? Scientists agree human influence is paramount in explaining climate change, but the public at large is not drawn naturally to science education. With this in mind, art’s power to target the emotions of an audience could be particularly effective.

BHP Billiton science teacher awards

The prestigious BHP Billiton Science Teacher Awards are awarded annually to one teacher from each state of Australia. The awards recognise and value the time and effort that teachers give to the profession and to students conducting scientific research projects. This paper examines the Science Award scheme to identify the characteristics common to these innovative teachers in science. The data is drawn from interviews with seven award-winning teachers plus the judges of the scheme. The data indicated that quality teaching was evident in their practice - valuing students’ ownership of their work, doing authentic science investigations and showcasing their work.

Primary science specialist learning program – report of delivery

The Primary Science Specialist (PrimSS) Professional Learning Program consisted of a fifteen day program, of which Deakin delivered 5 days of pedagogy and content in science education, followed by 3 days of leading change in schools and developing other teachers' capacities. Delivered in several phases, it was possible to provide teachers with ideas and models for them to trial within their schools and to report back to the group, during the program.

The intentional teaching of science in early childhood settings

The introduction of the new “Early Years Learning Framework” (DEEWR, 2009) has shifted the focus in Early Childhood Centres (ECC) from incidental learning through play, to planning curriculum with play as the vehicle to achieve learning in science. Using student research, we identified instances of educator practice that fitted with the new framework, and videoed practitioners’ sessions to select vignettes to use as part of an Early Childhood Science Education Unit. This presentation will discuss the varied practitioners’ approaches we saw and students’ and teachers’ interpretations of forms of ‘intentional teaching, with particular reference to science. We formulated an ‘Intentional Teaching Spectrum’ for the purpose of locating along it early childhood educator practice that differed in the opportunities that practice provided for creative and innovative children’s activity. As this work is not yet complete, full analysis of the video material is yet to be completed, so descriptive aspects only will be discussed.

Antecedents and consequences of service quality in a higher education context : A qualitative research approach

Purpose – The purpose of the paper is to report on the perception of students in regard to critical antecedents, dimensions and consequences of service quality with an aim to develop a theoretical model in the context of a university in Australia.

Design/methodology/approach – This research used focus group discussions with 19 students who had been studying in undergraduate and postgraduate level programs at an Australian university.

Findings – The findings show that the critical antecedents to perceived service quality are information and past experience. There are three aspects of perceived service quality, namely, academic, administrative and facilities. Student satisfaction and student trust are found to have direct and positive relationships with perceived service quality as consequences; and brand performance and behavioural intention are found to have indirect relationships with perceived service quality mediated through satisfaction and trust.

Originality/value – This paper found three separate themes and their relationships with service quality in the context of a university. These themes are: information, past experience and brand performance. Perceived service quality was found playing an important role in this theoretical model. The model provides a good explanation of university brand performance and students' behavioural intentions.