Mobile technology platforms for flexible access to information resources : considerations in the use of ebook readers, smart phones, netbooks and iPads

Smart phones are everywhere, people are taking eBook readers on holiday, the iPad has queues of people wanting to buy one, and some netbooks can fit in a pocket. The technology is attractive and increasingly affordable – how can it help an individual in their access to and use of texts, journals, databases, clinical sources, the web and day-to-day information? The Library has been investigating and trialling mobile devices during 2010, and has received interesting feedback from staff and students on the effectiveness of the technology in the University and personal environments. Each device has its strengths and weaknesses depending on the needs of the individual or activity it is supporting – productivity, research, study, clinical or recreational. The presentation will explore these issues along with some of the practical implications at Deakin, and international experiences in academic environments.

Race, ethnicity and education in globalized times

"This book broaches what has become a noisy silence whereby conversations about race and ethnic relationships are understood as unbalanced, irrelevant or as too dangerous to speak about. It is concerned with the ways that race and ethnic relationships are spoken about in contemporary western societies such as Australia and the changed and confused debates that underpin those discussions. Parents and teachers at one State secondary school in Melbourne, Australia speak about race and ethnic relationships as their school community is increasingly altered by globalising, technological and population change. Newspapers and public policy debates avoid discussions about race relationships even as discussions about national identity and direction are crucial themes. This book argues that race and ethnic relationships must be understood in new ways; that the analytical frameworks provided by constructivist thought and post-colonial writing must be interrogated to provide more comprehensive methodological resources to examine these relationships."

Toward new models of flexible education to enhance quality in Australian higher education

In this chapter we focus on models of flexible education as related to Australian higher education (with an argument that this is typical of developments worldwide). Moreover, Deakin University’s longstanding experience in flexible, online and distance education, as a case study of changes in Australian higher education, will be highlighted, with a particular emphasis on developments in teaching engineering and technology flexibly. To begin, we provide coverage of contemporary developments in quality enhancements in teaching and learning in Australian higher education arguing that flexible education is a key institutional response to external demands. The meanings of flexible education and blended learning are then considered and a contingency-based framework for designing flexible education outlined. The framework will consider models of flexible education design in the light of goals, the roles, needs and circumstances of teaching staff and learners, the changing technological environment, and the requirements of various external stakeholders. The focus will then move to course and unit concerns relating to flexible educational models of course design and operation as illustrated through the case of engineering and technology at Deakin. The final section will give some consideration to future directions in flexible education.

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.

Emerging technologies : Deakin's experience with mobile devices

Powerpoint presentation presenting an overview of the ebook readers trial based at Deakin University.

Seabird and marine mammal management options in the face of climate change

Climate change is already impacting Australia’s oceans. Responses by marine life to both climate variability and change have been documented for low trophic levels, however, responses for Australia’s iconic higher trophic level marine taxa are poorly understood, including for many conservation-dependent seabirds and marine mammals. We report initial results from a national study evaluating impacts an adaptation options. Individual time series and combined analyses show consistent responses to historical climate signals, however, improved monitoring protocols are needed to maximize detection of any climate-related demographic signals. Despite difference in sampling , the development of regional multi-species-indices of environmental change provides robust climate indicators over large regions.

Space-for-time substitution to assess likely response of aquatic ecosystems to future climate-related change

Predicting and managing ecological response to a changing climate is often limited by an incomplete understanding of response thresholds and biogeographic differences. For example, step changes in rainfall and runoff, and threshold dynamics and hysteresis in ecological response make projection of future conditions difficult. To combat these constraints we propose that biophysical data across exiting climatic gradients can be used in a space-for-time substitution to predict climate-related ecological response elsewhere. This method builds on previous attempts at space-for-time substitution by using patterns in physical and physicochemical data to explain biological differences across the spatial gradient, then using those patterns to formulate hypotheses of temporal ecological response and finally testing those hypotheses on temporal data available in a second, similar region of interest. 

Understanding coastal urban and peri‐urban indigenous people’s vulnerability and adaptive capacity to climate change

This brief presentation will commence to address a number of emerging questions that are underpinned by the current NCCARF research project: Understanding Urban and Peri‐urban Indigenous People’s vulnerability and adaptive capacity to Climate Change. In terms of climate change adaptation barriers, options and priorities, what are the major considerations for indigenous communities residing in coastal peri-urban and urban places that may differ from those of their non-indigenous counterparts and possibly from Indigenous communities living away from the coasts? It will speculate on whether these considerations can be addressed through existing planning and management frameworks.

Indigenous climate change adaptation perspectives : understanding urban and peri‐urban indigenous people’s vulnerability and adaptive capacity to climate change

The National Climate change Adaptation Research Plan: Indigenous Communities (2011) highlighted that research on Indigenous communities and climate change, including the variables of impacts, vulnerability and adaptive capacity and adaptation has been limited. While most research has focused on identifying the biophysical impacts of climate change, a minority of studies have considered the Indigenous knowledge and peoples whom continue to reside in Australia and care for; ‘country’;. The report concluded that “there is a need for research that expands knowledge about these and other dimensions of Indigenous adaptation to climate change.“ This paper reviews work in progress on a NCCARF funded research project that is seeking to investigate select coastal urban and per-urban Indigenous community vulnerability to, and capacity for climate change adaptation. Working collaboratively with Indigenous communities resident in Adelaide, Heywood/Portland, Mornington Peninsula, Stradbroke Island and Brisbane, it seeks to explore and articulate strategies that enhance Indigenous capacity to climate change including possible protocols, frameworks, processes and procedures that may lead directly to a more informed appreciation of what is transpiring around Australia’s coastal per-urban regions for their Indigenous communities who still hold strong bonds and responsibilities to their ‘country’.

Indigenous climate change adaption in the Port Philip Bay region : a longitudinal investigation into the physical and cultural transformation of the bay from an indigenous and landscape architectural perspective

Currently there is a dearth of research into Australian Indigenous knowledge and their understanding of climate change especially in regard to how it fits into their world view. Recent discussions by the National Climate Change Adaptation Research facility (NCCARF) have highlighted this deficiency but also the need to source relevant research projects that may address this knowledge and perspective, and enable the incorporation of Traditional ecological Knowledge into the planning climate change adaptions strategies in the Port Phillip Bay region thereby increasing their engagement in this discussion. Within this context, this paper examines the use and understanding of landscape, both urban and regional, surrounding Port Phillip Bay and the risks and opportunities climate change adaptation brings to the local Indigenous communities. It synthesises focused interviews with the (Wurundjeri (Yarra Valley), Wathaurong Geelong-Bellarine Peninsular) & Boon Wurrung (Mornington Peninsula)) to elicit a contemporary and local response to issues raised by NCCARF but importantly to articulate a possible Indigenous position about the formation, change and direction that Port Phillip Bay and its environs should take from their perspectives. Research draws upon how these communities have adapted to climate change physically, mentally and spiritually over their long habitation of a shared geological asset and their perceptions of climate change in respect to forecasting and adapting to climate change for this century. The project looks to uncover a longitudinal perspective of change and adaptation focused upon Indigenous views of ‘country’ and traditional custodial obligations to ‘country’ including accumulated cultural and environmental histories.

An Eyre Peninsula report card : adaptation practice and research in the far west of South Australia

The formation of Natural Resource Management Boards in South Australia provided a robust and integrated, and well resourced, regional landscape planning quasi-­‐authority in South Australia that has had major beneficial outcomes to several SA regions in being able to better co-­‐ordinate long term and creative public and private land management strategies, as well as enable several unique research projects to be tackled that would not otherwise under traditional fragmented state government agency configurations and relationships.

The interaction and collaboration of experienced teachers deploying social technologies

In this paper authors have discussed about creative approaches in building confidence of experienced teachers in using social networking technologies. Working in the collaborative ebook chapter authoring and editing gave an insight into the advantages of using social learning platforms. Authors of this paper argue that if experienced teachers are given such opportunities to work with international colleagues, it becomes less complicated for them to handle modern day tools in teaching and learning context.