Web 2.0 virtual design studio : social networking as facilitator of design education

In 2009, Deakin University and the Chinese University of Hong Kong trailed the use of Web 2.0 technologies to enhance learning outcomes in a third-year architectural design studio that was modelled on the virtual design studios (VDSs) of the past decades. The studio developed the VDS further by integrating a social learning environment into the blended learning experience. The Web 2.0 VDS utilized the social networking site Ning.com, YouTube, Skype and various three-dimensional modelling, video and image processing, and chat software to deliver lectures, communicate learning goals, disseminate learning resources, submitting, providing feedback and comments to various design works, and assessing of students’ outcomes. This research centres on issues of learning and teaching associated with the development of a social network VDS.

Stereotypes and self-perceptions of physical education pre-service teachers

Stereotypes and self-perceptions are important in understanding how people develop their self-knowledge and social identity, become members of groups, and view groups and their members. While we have some understanding of the stereotypical view of the physical education teacher, we currently have little knowledge of how physical education pre-service teachers (students studying a physical education degree) are stereotyped, and also if there is any relationship between these stereotypes and how physical education pre-service teachers perceive themselves. The purpose of this study was to examine the stereotypes and self-perceptions of physical education pre-service teachers. The aims were to describe how physical education pre-service teachers stereotype and perceive themselves, examine if there are differences in the stereotypes and self-perceptions between males and females, and to explore if there were relationships between what the physical education pre-service teachers believed stereotyped them and how they perceived themselves. Participants were 250 students (n=120 males, n=130 female) studying a 4-year Bachelor of Education (Physical Education) degree at a university who completed a questionnaire which contained 10 items about how they viewed physical education pre-service teachers (stereotypes), and 26 items on how they viewed male physical education pre-service teachers and female pre-service teachers (stereotypes) and 26 items on how they view themselves (self-perceptions). Factor analysis revealed 2 stereotype factors, which were labelled as Sociable (e.g., socialise, partying, drinking, loud and outgoing) and Health and Lifestyle (e.g., fit, playing sport and not smoking). The stereotype of the male physical education pre-service teacher, comprised two factors: physical, assertive and aggressive behaviour (e.g., aggressive, dominant, self-confident, and competitive) and physical and self-presentation factors (muscular, athletic, physically fit, physically coordinated, and attractive). The stereotype of female physical education pre-service teachers comprised three factors: physical appearance and ability (e.g., physically fit, athletic, able-bodied, attractive, thin, and physically coordinated), aggressive and assertive behavioural style (e.g., intimidating, unapproachable, and aggressive), and masculine behavioural style (e.g., aggressive, masculine, feminine, muscular and dominant). The self-perception of male physical education pre-service teachers comprised three factors: perceived appearance and ability (e.g., athletic, physical fit, thin, attractive, muscular and pleased with their body), aggressive and confident behaviour (e.g., intimidating, dominant, show off and aggressive) and independence and intellect (e.g., independent, ambitious, self confident and intelligent). The self-perception of female physical education pre-service teachers comprised three factors: strong willed behaviour (e.g., ambitious, and dominant), presentation and appearance (e.g., pleased with their body, attractive, thin and self confident), and aggressive and dominant behaviour (e.g., aggressive, intimidating, masculine and show off). There were significant relationships between the male physical and self-presentation stereotype factor stereotype and perceived appearance and ability self-perception factor and between the male physical, assertive and aggressive behaviour stereotype factor and the male aggressive and confident behaviours self-perception factor. For females, the aggressive and dominant behaviour stereotype was related to both the aggressive and assertive behavioural style self-perception factor and the masculine behavioural style self-perception factor. It is suggested that future studies investigate the stereotypes and self-perceptions of students in schools during the recruitment phase of socialisation, and the possible influence of the physical education teacher education programme, faculty leaders, and significant others on the physical education pre-service teachers’ self-perceptions, stereotypes and socialisation into physical education.

Georg Simmel, the stranger and the sociology of knowledge

The Simmelian stranger has been extensively studied and critiqued. This paper suggests that although this body of literature has contributed to a conceptual refinement of the category, its analysis confines itself to Simmel’s seminal essay on the stranger. A broader and deeper analysis of Simmel’s stranger is possible when we contextualise it within Simmel’s broader intellectual project and link it to his conception of historical knowledge, 10 his reflections on the third element, the cosmopolitan aesthetic sensibility and the genius. It is suggested that the affinities between the stranger and other ideas within his work allow us to ponder the contribution that Simmel can make to the debate on standpoint epistemologies.

A critical pedagogy of embodied education : learning to become an activist

Unlike any current publication on social purpose education, this book explores the differences and similarities between two groups of activists: lifelong activists who have been engaged in campaigns and socials movements over many years and circumstantial activists, those protestors who come to activism due to a series of life circumstances. Using empirical research conducted in Australia, Tracey Ollis outlines the pedagogy of activism and the process of learning to become an activist.

Classroom teacher effectiveness research and inquiry, and its relevance to the development of public education policy: an Australian context

This paper has as its focus an analysis of the question and problem of classroom teacher effectiveness research and inquiry. It presents an examination of what counts as valid and worthwhile research in classroom teacher effectiveness studies for the development of education policy within an Australian context, the State of Victoria. The Government’s Blueprint, the major education policy document of the Victorian State Labour Government, outlines its educational approach. Important and core features of government direction for education policy include a focus on social and economic disadvantage. A priority for the Victorian State Labour Government is tangible and measurable improvement in the performance of the public education system. A particular concern is the problem of academic underperformance within public schools, particularly those designated as low-performing and situated in socially and economically disadvantaged communities. Building the capacity of the State’s teacher workforce forms a key component of the Blueprint, and State Government direction in public education. The paper utilises a qualitative theoretical framework. Eight education policy actor/participants were interviewed and their responses analysed using a critical discourse approach. The main findings indicate that education policy actors advocate a strong belief in particular forms of evidence-based research for the development of education policy in the area of classroom teacher effectiveness.

The business of sexuality education : changing practice : the need for professional development

This paper reports on data collected from practicing sexuality education teachers following their participation in professional learning intervention in sexuality education. It explores whether the provision of effective professional development and classroom resources enables teachers to effectively address the sensitive issues of sexual diversity, gender and power.

Increasing professionalism of higher education managers and administrators : Focusing on research managers and administrators

The aim of this paper is to discuss the increasing professionalism of research managers and administrators. The paper firstly discusses recent changes to the research environment and follows with changes to research administration. Then follows with the discussion of the research method and research findings. Data was collected through semi-structured interviews with research managers and administrators working in various Higher Education Institutions in the North West of England during the period from June to August 2005. Four interviewees were research managers and administrators working in research support and another four working in research students support areas. Two research support officers and two research student administrators have research backgrounds while the other two have administration background. The interview questions aim to seek the interviewees comments on the development of knowledge and skills that facilitate them to perform their role and the preference modes for delivering the professional development events. The interviewees working on different areas have different requirement on their knowledge requirement. The interviewees working in research student support area think it is important to develop their knowledge on their understanding of students needs. While, the interviewees working in research support suggested that it is important to be kept updated on changes to the research environment and relevant policies. The interviewees with different backgrounds have different skills training needs. Interviewees with research background suggested it is important to provide research skills training for colleagues who do not have research background. On the other hand, interviewees with administration background think their administration skills should be further enhanced. All interviewees prefer that professional development events be delivered in informal mode, such as conference and workshops.

Internationalisation of vocational education and training: an adapting curve for teachers and learners

Competency-based training and training packages are mandatory for Australian vocational education and training (VET). VET qualifications are designed to provide learners with skills, knowledge, and attributes required for Australian workplaces. Yet, toward the end of December 2011, there were 171,237 international student enrolments in the Australian vocational education sector.

VET currently ranks second behind the university sector by volume of international student enrolments in Australia. The flow of international students into Australian vocational education, their diverse learning characteristics, and their different acquired values have created new challenges as well as possibilities for teachers to transform their pedagogic practices and contribute to reshaping the pedagogy landscape in vocational education.

Drawing on interviews with 50 teachers from VET institutes in three states of Australia, this article discusses the emergence of international vocational education pedagogy that enables international students and indeed all learners to develop necessary skills, knowledge, and attributes in response to the new demands of the changing workplace context and global skills and knowledge mobility.

This article addresses a number of important issues concerning the interrelationship of international pedagogy and learner-centered education, notions of productive and inclusive pedagogies, transnational skills mobility, cultural diversity, and internationalization within the context of the Australian VET sector. Finally, the significance of these issues to educational providers and teachers across different educational levels and national contexts is discussed.