Library learning spaces in the digital age

Students describe the Library as being central to their learning, offering focus and inspiration, enabling access to information and technologies, and collaboration with peers. Deakin University Library&rsquo;s building redevelopment program has been integral to the Library&rsquo;s re-imagined value proposition for students learning in the digital age. The introduction of new generation library and learning spaces strengthens the University&rsquo;s offer to students for a brilliant education where you are and where you want to go through premium cloud and located learning experiences that are personal, engaging and relevant.<br /><br />The Library&rsquo;s building projects are distinctive in terms of location and the built environment, as well as the characteristics of the university campus communities. Each progressive project has brought new aspirations and challenges. Through joint research with Deakin University&rsquo;s School of Architecture and Built Environment, the Library has developed a quality framework for planning and assessing library and learning spaces.<br /><br />This paper will discuss the research findings to date on the quality framework and the need to continually review and assess indicators of quality in a highly dynamic digital environment. The Library&rsquo;s experiences in introducing high-end multimedia provide some insights into planning for and delivering enduring value.<br /><br />The next steps in exploring the question of how library spaces assist students in achieving their learning goals are introduced.

The social network learning cloud: architectural education for the 21 century

In less than a decade, architectural education has, in some ways, significantly evolved. The advent of computation has not so much triggered the change, but Social Networks (SN) have ignited a novel way of learning, interaction and knowledge construction. SN enable learners to engage with friends, tutors, professionals and peers, form the base for learning resources, allow students to make their voices heard, to listen to other views and much more. They offer a more authentic, inter-professional and integrated problem based, Just-in-Time (JIT), Just-in-Place (JIP) learning. Online SN work in close association with offline SN to form a blended social learning realm-the Social Network Learning Cloud (SNLC)-that greatly enables and enhances students' learning in a far more influential way than any other learning means, resources or methods do. This paper presents a SNLC for architectural education that provides opportunities for linking the academic Learning Management Systems (LMS) with private or professional SN such that it enhances the learning experience and deepens the knowledge of the students. The paper proposes ways of utilising SNLC in other learning and teaching areas of the curriculum and concludes with directions of how SNLC then may be employed in professional settings.

The nature of imagination in Education for Sustainability

&nbsp;This research investigated the nature and role of imagination in Education for Sustainability. Through participation, observation and interview, the research examined the ways in which understanding sustainability requires imagination. From a New Materialist standpoint, imagination is re-conceptualised and re-positioned as central and constitutive to learning and knowing.

Impact of Assurance of Learning (AOL) in programming course for novices

One of the aims of any higher education institution is to align its curriculum with program learning goals. Programs which ensure proper learning have positive effects on students, instructors, departments and also on the higher education institution itself. This paper discusses the implementation and effects of Assurance Of Learning (AOL) processes on introductory programming (IP) courses. It elaborates five stages of AOL to align program learning goals with IP curriculum. Then, it discusses how the AOL process identifies shortcomings in the assessment methods of IP courses. Furthermore, it enlightens how the assessment findings, as a result of the AOL process, provide mechanisms to address the drawbacks during the delivery of such courses. Feedback on

Social presence – connecting pre-service teachers as learners using a blended learning model

The national reform agenda for early childhood education and care across Australia has led to an increased demand for qualified early childhood teachers. In response, universities have developed innovative approaches in delivering early childhood teacher educa tion courses designed to support existing diploma qualified educators to gain their teaching qualifications. One such course at a major Australian University incorporated a flexible multi-modal option of study which included community -based, on line e-learning and face -to- face intensive tutorials. This paper reports on a study examining the outcomes for students undertaking their studies using this course delivery mode. The study sought to examine the students&rsquo; perceptions of the efficacy of the teaching and learning approach in meeting their learning needs, and the factors that were most influential in informing these perceptions. The findings indicated that it was the inclusion of contact and a social presence in the online learning environment which was most influential.

Prediciton of emergency events: a multi-task multi-label learning approach

Prediction of patient outcomes is critical to plan resources in an hospital emergency department. We present a method to exploit longitudinal data from Electronic Medical Records (EMR), whilst exploiting multiple patient outcomes. We divide the EMR data into segments where each segment is a task, and all tasks are associated with multiple patient outcomes over a 3, 6 and 12 month period. We propose a model that learns a prediction function for each task-label pair, interacting through two subspaces: the first subspace is used to impose sharing across all tasks for a given label. The second subspace captures the task-specific variations and is shared across all the labels for a given task. The proposed model is formulated as an iterative optimization problems and solved using a scalable and efficient Block co-ordinate descent (BCD) method. We apply the proposed model on two hospital cohorts - Cancer and Acute Myocardial Infarction (AMI) patients collected over a two year period from a large hospital emergency department. We show that the predictive performance of our proposed models is significantly better than those of several state-of-the-art multi-task and multi-label learning methods.

Examining the effect of time constraint on the online mastery learning approach towards improving postgraduate students' achievement

Time control plays a critical role within the online mastery learning (OML) approach. This paper examines the two commonly implemented mastery learning strategies &ndash; personalised system of instructions and learning for mastery (LFM) &ndash; by focusing on what occurs when there is an instructional time constraint. Using a large data set from a postgraduate finance course offered at an Australian university, we explore students' online quiz-completion patterns, then empirically investigate whether the imposition of an instructional time constraint in the OML approach has an impact on their final-examination performance. Our results suggest that the LFM strategy with an instructional time constraint has a positive impact on students' learning behaviour and contributes to better overall academic performance. Further, our findings suggest that facilitators should be encouraged to implement an instructional time constraint when adopting an OML approach.

The struggle to technicise in education policy

In contemporary education policy, simplified technical accounts of policy problems and solutions are being produced with the use of numeric calculations. These calculations are seen as clear and unbiased, capable of revealing &lsquo;&lsquo;what works&rsquo;&rsquo; and identifying &lsquo;&lsquo;best practices.&rsquo;&rsquo; In this piece, the authors use resources from the materialsemiotic approach of actor-network theory to discuss how calculations have begun to serve as a subtle infrastructure underpinning the way we understand and organise our world. They demonstrate the usefulness of the approach in tracing the technicisation of policy by deploying it to qualitative studies of like-school comparisons in the two unexpectedly linked locations&mdash;New York City and Australia. The authors reveal how technical accounts are precarious and need constant maintenance to endure, even as they increasingly becoming routine, curtailing the policy imagination and limiting the spaces of contestation. It is for this reason, they argue, that a deeper understanding and sustained critique of such accounts is of pressing importance.

Bourdieu and doing policy sociology in education

Despite Bourdieu having written nothing explicitly about education policy, the chapter argues the usefulness of his social theory to doing policy analysis in education within a policy sociology frame. The chapter draws on Bourdieu's 'thinking tools', including the concepts of habitus, capitals, fields and practice, which sit in a synergistic relationship with each other, and applies them to an approach for doing education policy analysis. It then considers the education policy field, logics of practice of different fields in relation to the policy cycle, policy habitus, and the emergent global education policy field.

Developement and evidencing achievement of graduate learning outcomes in Deakin University's enhanced mooc

There is now a plethora of Massive Open On-line courses (MOOCs) offered worldwide. Whilst many MOOCs focus on discipline-specific content, little attention has been paid to how MOOCs can explicitly help participants develop generic employability skills such as communication, digital literacy, global citizenship and the like. Similarly little attention been paid to explicitly assuring the quality of MOOCs with respect to alignment with regulatory body standards. Deakin University's first MOOC, DeakinPrimer, is an introduction to humanitarian responses to 21st century disasters. It has been designed to assist participants to explicitly evidence generic or employability skills, some of Deakin's eight Graduate Learning Outcomes (GLOs) including communication, digital literacy, critical thinking and global citizenship. Other key features of DeakinPrimer include opportunities for networking with fellow participants and experts within the humanitarian field, and the opportunity to apply for credit towards the Graduate Certificate in International Community Development (level 8 in the Australian Qualifications Framework [AQF]) and for those with a prior Bachelor degree, the Masters in Humanitarian Assistance or the Masters of International Community Development (level 9 in the AQF). DeakinPrimer is designed as a test bed for a learning innovation, particularly micro-credentialing GLOs using digital badges to enable self and peer endorsement of evidence of learning. Badging is integrated in two ways. Firstly, DeakinPrimer participants build portfolios of learning artefacts associated with learning activities, then assess their work against a set of holistic, generic learning outcomes standards rubrics. If they judge their evidence as meeting the required standard, they can claim a badge (self endorsement) associated with particular GLOs. Secondly, participants can request and provide peer feedback and endorsement (using peer badges). The integration of self and peer review in the assessment tasks helps participants develop important employability skills, the ability to critically self-reflect on their own work and critically analyse the work of others and provide evidence-based feedback. DeakinPrimer is scheduled to commence in July 2013. This paper explains the way in which the course curricula has been designed to use technologies to enable participants to curate evidence of learning, and self and peer endorse such learning against defined standards.

Evaluation of student learning outcomes in fourth year engineering mechatronics through design based learning curriculum

This paper focuses on evaluation of student learning outcomes in fourth year engineering mechatronics through design based learning curriculum. The purpose of all engineering degrees is to provide strong grounding with principles of engineering science and technology. By learning engineering methods and approaches in an academic environment, graduates can enter the world of work and tackle real world problems with innovation and creativity. In many cases, academic staff are responsible for driving and setting high expectations in their classrooms. Sometimes staff are expected to teach subjects outside their expertise. This research paper is concerned with evaluating student learning outcomes through feedback sought from students on design-based learning approach.<br />

Beyond curriculum, technology and transformation for an unknown future: towards a holistic model for understanding student resilience in education

Many views of fostering student resilience come from the perspective of a set of individual student traits, skill sets, or the lack of ability to &quot;tough it out&quot;, rather than viewing resilience as a holistic entity which involves relationships, community and context. This belief, in turn, disconnects learners from the socio-cultural context in which their learning experience is embedded. These factors can play an equally pivotal role on participation and learning outcomes. This poster proposes a holistic model for understanding student resilience in a time of rapid change in education.

Multi-task transfer learning for in hospital-death prediction for ICU patients

Multi-Task Transfer Learning (MTTL) is an efficient approach for learning from inter-related tasks with small sample size and imbalanced class distribution. Since the intensive care unit (ICU) data set (publicly available in Physionet) has subjects from four different ICU types, we hypothesizethat there is an underlying relatedness amongst various ICU types. Therefore, this study aims to explore MTTL model for in-hospital mortality prediction of ICU patients. We used singletask learning (STL) approach on the augmented data as well as individual ICU data and compared the performance with the proposed MTTL model. As a performance measurement metrics, we used sensitivity (Sens), positive predictivity (+Pred), and Score. MTTL with class balancing showed the best performance with score of 0.78, 0.73, o.52 and 0.63 for ICU type 1(Coronary care unit), 2 (Cardiac surgery unit), 3 (Medical ICU) and 4 (Surgical ICU) respectively. In contrast the maximum score obtained using STL approach was 0.40 for ICU type 1 &amp; 2. These results indicates that the performance of in-hospital mortality can be improved using ICU type information and by balancing the &rsquo;non-survivor&rsquo; class. The findings of the study may be useful for quantifying the quality of ICU care, managing ICU resources and selecting appropriate interventions.

Social media bodies : revealing the entanglement of sexual well-being, mental health, and social media in education

While media and youth research reveal the intersectionality of young people&rsquo;s sexual well-being, mental health, and social media practices, little attention has been paid to how this entanglement is addressed in education. Pedagogy that is not informed by a nuanced and interconnected understanding of young people&rsquo;s everyday experiences of sexual well-being, mental health, and social media is likely to be ineffective and inadequate. I describe a workshop activity with young people experiencing mental ill health that uses bodies as a metaphor for social media, allowing participants to reveal and discuss their experiences, attitudes, and values through dressing up and illustrating &ldquo;social media bodies.&rdquo; I outline three themes that arose from the workshops: revealing and destabilising affordances, the spatial and temporal affordances of social media, and young people&rsquo;s affective relationships through and with social media, and advocate for an intersectional approach to sexuality education, one that is necessarily complex and ambivalent.