Traversing theory and transgressing academic discourses : arts-based research in teacher education

Pre-service teacher education is marked by linear and sequential programming which offers a plethora of strategies and methods (Cochran-Smith & Zeichner, 2005; Darling Hammond & Bransford, 2005; Grant & Zeichner, 1997). This paper emerges from a three year study within a core education subject in preservice teacher education in Australia. This ‘practitioner’ research (Zeichner, 1999) engaged the problematics of authentic and meaningful learner-centred teaching and learning through an arts-based curriculum. Over the period of the study, two hundred and eighty pre-service teachers participated in a ‘dialogical performance’ (Conquergood, 2003) of pedagogy about curriculum and assessment through the construction of art about curriculum and assessment. The possibilities of an arts-based pedagogy in pre-service education were affirmed by the research. An enacted epistemological move by the teacher educators led to similar shifts by the students. This opened a space for the reappearance of learner through engagements with identities, positionings and agency. This was an act of ‘putting theory to work’ (Lather, 2006, 2007) and invoked transgressive practices of academic discourses.

On- and off-campus computer usage in engineering education

Computers and information technology play an important role in engineering education at the School of Engineering and Technology, Deakin University, Australia. Experience has shown that there are significant demographic differences between on- and off-campus engineering student groups. It was thought that the differences in the student groups might also lead to differences in computer usage patterns between the groups. A survey on computer usage was undertaken to determine the computer usage patterns of students at the commencement of their studies. The survey revealed differences between on- and off-campus students in whether students indicated they were regular computer users (on-campus = 77.2%, off-campus = 94.7%), the average reported hours per week usage of computers (on-campus = 6.0 h, off-campus = 23.3 h), the reported source of computer access, whether students indicated they were regular users of e-mail (on-campus = 29.8%, off-campus = 73.7%), whether students indicated they were regular users of the World Wide Web (on-campus = 38.6%, off-campus = 68.4%), and the reported source of World Wide Web access. It is proposed that the differing personal circumstances of the two student groups may contribute to the difference in survey responses.

Engineering management studies as part of continuing engineering education

Engineering management is an important area of undergraduate preparation. With the introduction of engineering and technology degrees via flexible delivery, there are a growing number of mature age engineering students returning to study to upgrade their qualifications. These students offer a new and unique perspective on engineering management - they may have had significant practical experience as a manager/supervisor in an engineering environment. This paper reports on a survey undertaken to better understand the perceptions of mature age engineering students relating to engineering management. The engineering management competencies identified as most important by mature age engineering students are those that are practically orientated, most clearly associated with engineering and generic professional skills. Management competencies identified as less important by mature age students are those that are more theoretical and most clearly associated with other business functions or professional occupations.

Simulation-based learning for control of complex conveyor networks

This research investigated the problem of path planning in complex conveyor networks. A reinforcement learning approach was applied to derive a control strategy for routing traffic. The derived strategy was verified in real world systems and was found to improve network performance by prioritising traffic flows and balancing network load.

An assessment of game based learning

‬This thesis uses the principles arising from both the literature review and surveys and experiements to further the understanding of game design that supports quality learning. These principles have been used to build two exemplar platforms that on a number of criteria and measures, represent generic principles concerning game-based learning.

Life in PBL : two PBL teams

Problem-based learning (PBL) continues to challenge educational institutions in terms of demonstrating its effectiveness. Prior studies have offered insight into the methods, application, and experiences of teaching using PBL. However, student behaviours and the learning cultures that develop in PBL settings are also important. In this paper, we present the ways students of a first year engineering course at an Australian university approach PBL. A number of PBL teams in the same subject were observed throughout two semesters with their consent. This paper reports on two of these teams. Some observations were video taped to aid analysis. The purpose of this study was to analyse and compare learning approaches that help or hinder successful group outcomes. It is evident from the data that individuals in the groups have a strong influence on what is learnt. Some students also focus more on exploiting the assessment system than on maximising their learning.

The social network virtual design studio : integrated design learning using blended learning environments

Online communications, multimedia, mobile computing and face-to-face learning create blended learning environments to which some Virtual Design Studios (VDS) have reacted to. Social Networks (SN), as instruments for communication, have provided a potentially fruitful operative base for VDS. These technologies transfer communication, leadership, democratic interaction, teamwork, social engagement and responsibility away from the design tutors to the participants. The implementation of Social Network VDS (SNVDS) moved the VDS beyond its conventional realm and enabled students to develop architectural design that is embedded into a community of learners and expertise both online and offline. Problem-based learning (PBL) becomes an iterative and reflexive process facilitating deep learning. The paper discusses details of the SNVDS, its pedagogical implications to PBL, and presents how the SNVDS is successful in enabling architectural students to collaborate and communicate design proposals that integrate a variety of skills, deep learning, knowledge and construction with a rich learning experience.

How social is the virtual design studio? A case study of a third year design studio

With the advent of social networks, it became apparent that the social aspect of designing and learning plays a crucial role in students’ education. Technologies and skills are the base on which learners interact. The ease of communication, leadership opportunity, democratic interaction, teamwork, and the sense of community are some of the aspects that are now in the centre of design interaction. The paper examines Virtual Design Studios (VDS) that used media-rich platforms and analyses the influence the social aspect plays in solving all problems on the sample of a design studio at Deakin University. It studies the effectiveness of the generated social intelligence and explores the facilitation of students’ self-directed learning. Hereby the paper studies the construction of knowledge via social interaction and how blended learning environments foster motivation and information exchange. It presents its finding based on VDS that were held over the past three years.

Designing online role plays with a focus on story development to support engagement and critical learning for higher education students

Online role plays, as they are designed for use in higher education in Australia and internationally, are active and authentic learning activities (Wills, Leigh & Ip, 2011). In online role plays, students take a character role in developing a story that serves as a metaphor for real-life experience in order to develop a potentially wide range of subject-related and generic learning outcomes. The characteristics of these stories are rarely considered as factors in the design―and success―of these activities. The unspoken cultural assumptions, norms and rules in the stories that impact on the meanings students make from their experiences are also rarely scrutinised in the online role play literature. This paper presents findings from a case study of an asynchronous text-based online role play involving politics and journalism students from three Australian universities. The findings highlight the centrality of students’ collaborative story-building activity to their engagement and learning, including their development of critical perspectives. The study underlines the importance of certain aspects of the role play's design to support students' story-building activity.

Using inquiry-based learning to develop and assess statistical reasoning

When learning, teaching and assessments of statistical content are based on an inquiry cycle with contextual linkages, then this results in improved learner performances. If assessment questions in statistics are linked conceptually within an appropriate context, as opposed to being fragmented, then improved learner performances in statistical reasoning results.

Coastal planning, education and the Australian context

The Victorian Planning Minister’s response to the ‘Coastal Climate Change Advisor Report’, initiated by the Baillieu government in 2010, identified the need to “initiate ! a skills audit with the view to developing a range of professional development courses to meet the shortfall of professionals with the capability to assess coastal climate change impacts” (Victoria 2012). The following paper addresses this deficiency by examining how Australia’s higher education and further education sectors currently attend to the issue of coastal planning.

A detailed review of a large number of national and international planning programs was undertaken to highlight the subject matter contained in each program with a specific focus on any coastal planning courses. Working from a theoretical perspective, the first part of the paper addresses why a dedicated subject on Coastal Planning is required in the present Australian planning school syllabus, and how such a program would be positioned within the intent of PIA’s Education Policy.

Utilising the benefits of Problem Based learning and Student Centred Learning in relating to delivering a Coastal planning course, the second part of the paper provides a theoretical overview of the types of competencies which students may be expected to attain when undertaking such a course. The third part of the paper proposes a series of 12 lectures to underpin a unit titled “Coastal Planning: The Australian Context” which includes a draft lecture relating to the monitoring of Coastal Erosion in Adelaide.

Play-based learning

This chapter develops themes providing insights into the meaning of play-based learning and what it means to practitioners working in a range of contexts with early learners in the age range of birth to eight years. Play-based learning is defined as young learners constructing knowledge as they explore, experiment, discover and solve problems in playful and unique ways. Development is linked to play and viewed as a pattern of continuous, interrelated changes that begins at birth and continue through life span whilst learning is a change in behaviour. In the early years it is through experience in play that learning occurs. The definition of curriculum in this chapter presents a context for young learners demonstrating how play-based learning is fundamental to the well-being of young learners, be they infants, babies, toddlers, pre-schoolers or school aged children.

The diversity of backgrounds of young learners is recognised and provision has to be made in the curriculum for a rich diversity of learners. The Chapter also considers how a socio-constructivist theoretical orientation in the curriculum can be created with children and adults co-constructing knowledge with play-based learning as the framework.

Community-based learning (CBL) via facebook mobile “it is time to BYOD (bring your own device)

 The penetration of social networking platforms such as Facebook is becoming pervasive in education, along with mobile applications (apps) and mobile devices. Students are using these technologies and apps to organise their learning material. Social media via apps is the most popular activity among college students. In this paper we discuss how teachers could take advantage of Facebook social media platform to promote community-based-learning environment that is flexible, portable and challengeable. We describe how this could be achieved with no restriction to any particular mobile device brand or operating system and how student would simply bring their own device (BYOD).