Developing wikis to foster web-based learning communities : an iterative approach

This paper discusses ongoing research at Deakin University, which focuses on developing wikis to foster web-based learning communities. Research to date has used wikis to facilitate collaborative icebreaker exercises, discussions, and to create knowledge repositories. Student feedback has contributed to the iterative revision of the wiki interface, the icebreaker exercise and the development of new tasks for students to complete using the wiki. The analysis and discussion of the experiments presented in this paper focuses on usage trends such as the signature, viewing and editing patterns exhibited by the student cohort. The community building potential of wikis is discussed, highlighting the specific wiki features that can be used to foster a sense of community in a web-based learning environment. Finally, issues surrounding the development of web-based learning communities, which have emerged through the wiki study, are discussed and future directions are outlined.

Time to make a difference: using action research to foster student engagement

This paper reports on a project, funded by the Victorian Department of Education and Training (Australia), undertaken to explore the capacity for teachers to develop innovative teaching and learning strategies aimed at improving the educational experiences of students in the middle years. Central to this charter was the need for local schools to form Clusters, share ideas and develop strategies designed to improve student engagement and connection. In forming the Buxton (pseudonym) Cluster, four schools came together to declare their shared interest in improving student connection through the teaching and learning of mathematics. The 22 teachers involved in the project shared a broad concern that the traditional pedagogies built up around the maths discipline were contributing to the wider level of student disconnection observed in the middle years. In thinking about change, the group were attracted to constructivist approaches to pedagogy in which learning opportunities and tasks are varied sufficiently to appeal to the various learning styles and aptitudes of learners. Favouring an action research framework teachers involved in the project embarked on the implementation of pedagogic reforms aimed at improving levels of student engagement.

Evaluation of weaning strategies for intensively reared Australian fish, Murray cod, Maccullochella peelii peelii

The Australian Murray cod supports a growing national industry. However, with regard to the process of weaning fry, there is a lack of information and optimal procedures need to be developed. The aim of the present investigation was to test the biological and economic efficacy of different weaning strategies for Murray cod. Three weaning strategies were tested on triplicate groups of fish: (1) only Artemia for 5 d, 7 d on Artemia plus starter diet, and 14 d on dry diet only; (2) 12 d on Artemia plus starter diet and 14 d on dry diet only; and (3) directly to dry diet for the entire experimental period. No significant differences were recorded in the growth and feed efficiency, while significantly higher mortality (38.4 ± 0.35%) was recorded in fish weaned directly onto dry diet. Fish subjected to the first 5 d on Artemia only showed a growth reduction during this period, which was compensated by a phase of enhanced growth during the dry-diet phase. No significant differences were noted in the proximate composition of fish under the different treatments. The economic evaluation suggested that the treatment with the simultaneous supply of Artemia and starter diet is preferable.

Stephen Procter: reflections of a glass artist

Stephen Procter: Reflections of a Glass Artist, records the thoughts and philosophies of the artist and glassmaker who for a number of years headed the Glass Department of the Australian National University School of Art. It traces his career in glass working from his first interest developed through a pointillist technique while living on Dartmoor; through his British Council-funded grant that enabled him to learn glass blowing and cutting techniques in Austria; to the mature landscape paintings and glass sculptures created during his years living in Australia.

How systematic reviews can foster evidence-based clinical decisions : part II

In the prior issue, we spoke about what a systematic review is and where a clinician can find this important evidence for decision making (Fineout-Overholt et al. 2008). In this column, we will address what is involved in conducting a systematic review, and how critically appraising a systematic review informs clinicians of the best evidence available to make decisions that impact outcomes.

Thinking about thinking : innovative pedagogy designed to foster thinking skills in junior primary classrooms

This article reports on the collaborative initiative of two primary school teachers who created and implemented innovative pedagogy in order to foster a culture of thinking in their classrooms. The paper outlines teaching strategies that were used with the intent of making students mindful of themselves as learners and thinkers. A 'Toolbox', inspired by 'Habits of Mind' and the Visible Thinking approach to teaching and learning, is described in narrative form by one of the teachers. The Toolbox aims to equip students with the thinking tools to make their thinking visible to themselves, their peers and their teachers.

How community development programmes can foster re-engagement with learning in disadvantaged communities : leadership as process

Family and community capacity building projects in Tasmania are attempting to address the disadvantage of communities marginalised by socio-economic and other influences. Collaborations between the projects, community members and groups, and education and training organisations, have resulted in a leadership process which has fostered reengagement with learning in these disadvantaged communities. This study uses an ethnographic research methodology to examine the experiences of a number of new students or trainees, and the partnerships and collaborations which evolved between community development programmes, community members and groups, and educational and training organisations. Such collaborations may develop into dynamic leadership processes, enhancing social capital formation — thereby fostering genuine community development — while also facilitating re-engagement with learning.