Guardian: game of editions

In 2013 The Guardian launched its third online iteration as 'Guardian Australia' - complementing "Guardian US' and Guardian UK'. Via these three digital editions the Guardian has expanded its global readership, which is one of its strategies to strengthen its future viability in the digital and mobile news sphere. The Guardian's journalists, while gathering news from around the world, now report in to the different news hubs. In the three main newsrooms, the journalists also create particular stories for their niche audiences in Australia, the USA and the UK. This paper examines the editorial content the Guardian has created on the back of digital disruption. Two months' worth of 'Editor's Picks' from across the three platforms are analysed to reveal how much the Guardian is promoting new, distinctive, locally created content versus how much it draws on material written by journalists from the other editions. This content is compared to data derived from interviewing those in charge of the three editions (Editor in chief Kath Viner, Guardian Australia Editor Emily Wilson and Guardian US Editor Lee Glendinning) plus interviews with other senior managers of the news organisation. In mid-2015 a fourth online edition of the Guardian began rolling out - Guardian International. This edition is not geo-specific and will instead promote and aggregate international news gathered from the other editions on its digital 'front page'. In January 2016 the Guardian announced it planned to cut annual costs by £53.6m due to rising losses: a move that will almost certainly involve staff redundancies. Later in the same month, Guardian Australia's editor, Emily Wilson, said in a public forum that the operations in Sydney and New York would be 'completely insulated' from these cuts. This paper explores the Guardian's global digital strategy during this difficult era for media that straddle the legacy and digital worlds.

Towards a sustainable assessment strategy for digital forensic education and training

In this paper, we show the development and application of a sustainable assessment strategy as an implementation of effective learning for a computer crime and digital forensics unit. The unit is undertaken by undergraduate students as part of an Information Technology Security course at Deakin University. Over a five year period the teaching team has made continuous improvements to the delivery of material and content taking informal student feedback and Faculty review into careful consideration. In addition formal student evaluation of the unit has been extremely positive. As part of reflective teaching practice the teaching team derived a map of the relationship between learning objectives, learning activities, the assessment and the unit outcomes to verify what has led to the favorable student experience and its impact on learning process in order to repeat this strategy for other tertiary courses.

Multiplatform innovation and participatory citizenship : the Australian Broadcasting Corporation’s digital children’s television projects

This paper examines children’s multiplatform commissioning at the Australian Broadcasting Corporation (ABC) in the context of the digitalisation of Australian television. A pursuit of audience share and reach to legitimise its recurrent funding engenders a strategy that prioritises the entertainment values of the ABC’s children’s offerings. Nevertheless, these multiplatform texts (comprising complementary ‘on-air’ and ‘online’ textualities) evidence a continuing commitment to a youth-focussed, public service remit, and reflect the ABC’s Charter obligations to foster innovation, creativity, participation, citizenship, and the values of social inclusiveness. The analysis focuses on two recent ‘marquee’ drama projects, Dance Academy (a contemporary teen series) and My Place (a historical series for a middle childhood audience). The research draws on a series of research interviews, analysis of policy documents and textual analysis of the television and multiplatform content. The authors argue that a mixed diet of programming, together with an educative or social developmental agenda, features in the design of both program and online participation for the public broadcaster.

The ABC, the Australian Children’s Television Foundation, and the emergence of digital children’s television in Australia

 This paper analyses the campaign to establish terrestrial digital children’s public service broadcasting in Australia. It finds that the development of the Australian Broadcasting Corporation’s digital children’s channel (ABC3), an initiative initially embraced somewhat opportunistically, enabled an expansion strategy for the public service broadcaster that ultimately helped determine the shape of its current digital channel portfolio. Contrasting the collective and divergent interpretations of future audience behaviours and needs developed by the Australian Children’s Television Foundation (ACTF) and the ABC, it argues that both organisations developed strategies and made policy decisions that were influential in conditioning the current digital television ecology.

Innovating from the inside: teacher influence and the 'promisingness' of digital learning environments

In line with global trends, Australian educational policy emphatically recognises the need for contemporary learners to be digitally literate, with provision of 'one-to-one' devices to individual learners in schools a major implementation strategy. However, without teacher commitment, the benefits of such investment in one-to-one programs are undermined and the devices themselves are under-utilised. Too often, the focus on hardware is not accompanied by insight into the organisational learning and change required in pedagogical practices. In the knowledge that curriculum and pedagogical renewal rests squarely with teachers and leaders rather than with technological hardware and software per se, this article draws on outcomes/findings from a school/university ethnographic collaboration which closely explored the introduction of a school-funded, one-to-one netbook program in a school excluded from a state-wide initiative. It seeks to make visible the often overlooked work of teachers as members of learning organisations through a narrative of change. The narrative focuses on teacher agency and capacity to mobilise a school community to commit to a vision of; no-blame risk taking; collective professional learning; the power of purpose and passion; leadership in the face of government practice which disempowered teachers and disadvantaged students; and the development of an innovation 'from the inside'.

Red-green-blue electrogenerated chemiluminescence utilizing a digital camera as detector

Exploiting the distinct excitation and emission properties of concomitant electrochemiluminophores in conjunction with the inherent color selectivity of a conventional digital camera, we create a new strategy for multiplexed electrogenerated chemiluminescence detection, suitable for the development of low-cost, portable clinical diagnostic devices. Red, green and blue emitters can be efficiently resolved over the three-dimensional space of ECL intensity versus applied potential and emission wavelength. As the relative contribution ratio of each emitter to the photographic RGB channels is constant, the RGB ECL intensity versus applied-potential curves could be effectively isolated to a single emitter at each potential.

Organisational learning as an emerging process: the generative role of digital tools in informal learning practices

 Increasing attention is paid to organisational learning, with the success of contemporary organisations strongly contingent on their ability to learn and grow. Importantly, informal learning is argued to be even more significant than formal learning initiatives. Given the widespread use of digital technologies in the workplace, what requires further attention is how digital technologies (eg, massive open online courses—MOOC) enable informal learning processes. Drawing from Complex Adaptive Systems (CAS) theory, in this paper we advance a conceptual model for examining this important topic. The two dimensional matrix and the micro-level description of informal learning activities presented provide a framework for both further research on technology-mediated practices for informal learning, as well as the design of formative contexts for learning to occur.