The evolution of online teaching and learning in engineering at Deakin University

This paper presents a brief history of the use of online technologies in the support of teaching and learning in the School of Engineering and Technology at Deakin University, Victoria, Australia. It addresses the following topics: flexible engineering programs at Deakin University; computer-based learning in the School of Engineering and Technology; progression from individual efforts to formal, centralized control of the World Wide Web (Web); the costs of information technology; experiences with grant funded development projects; managing the development of online material; student access and equity; and staff development and cultural change. A sustainable online content development model is proposed to carry the School’s online initiatives in support of teaching and learning activities into the future.

A review of strategic issues in using the internet for teaching and learning

In 1998 the author published a paper entitled ‘Current Issues and limitations in using the Internet for Teaching and Learning’ [1] that acknowledged the new educational possibilities provided by the Internet, while at the same time sought to identify the limitations and related issues of going on-line in education. As predicted, the passage of time and the advancement of technology have ameliorated many of the identified limitations, and, have brought new issues to the fore. This paper re-visits the area of important strategic issues in using the Internet for education, giving an overview of equity and access, infrastructure and costs, copyright and plagiarism, content development, libraries and on-line information access, and other strategic issues. As in the earlier paper, this paper draws on the experiences of the author in conventional and off-campus university teaching in engineering.

Development of an internet supportive platform for online teaching and learning of construction planning and scheduling

Construction Planning and Scheduling is taught for the fIrst time ill Semester 2, 2004 in the School of Architecture and Building, Deakin University. During the unit development process and the implementation of teaching activities, several issues arose in relation to implementing computer-aided construction scheduling and unit delivery in a unitary environment. Although various types of construction planning and scheduling software have been developed and applied, none of them can be run inside an online teaching software package, which provides powerful functions in administration. This research aims to explore the strategies to connect a project planning and scheduling software package and an online ~aching and learning software package by a Web-based support platform so that both the lecturer and students can draw up and communicate a construction plan or schedule with tables and fIgures. The key techniques of this supportive platfonn are idt;nlifies and they include a web-based graphically user-interfaced, dynamic and distributed multimedia data acquisition mechanism, which accepts users' drawings and retrieval information from canvas and stores the multimedia data ona server for further usage. This paper demonstrates the techniques and principals needed to construct such a multimedia data acquisition tool. This. research will fill the gap.in the literature in respect to an online pedagogical solution to an existing problem.

Designing contemporary e-supported professional development environments to enhance tertiary teaching and learning

National and organsational imperatives in Australian higher education are demanding systematic and cost-effective approaches to the professional development of staff in their teaching in order to enhance the quality of student learning. Many universities are geographically distributed, multi- campus, multi-city and multi-modal in nature, and highly dependent for their effective operation on information and communications technologies (ICT). Deakin University is one such university operating in Australian higher education. Consistent with the progressive principles and practices of the learning organisation, new approaches and environments are required to support the professional development of staff for enhanced teaching and learning in higher education. These environments now require substantial use of e-learning for both learning about teaching online and the development of teaching capacities in the world of the modern-day, technologically-supported physical classroom. This article outlines the imperatives to establish and operate cost-effective e-supported environments for professional development for excellence in teaching and learning. The key principles underlying these emergent environments are outlined, along with the major tools, resources and features of such environments. A contemporary online teaching case site is highlighted as indicative of new approaches to supporting professional development of staff for excellence in online teaching and learning.

Working and learning in vocational education and training in the knowledge era : final report of the professional development for the future project

This Report summarises the outcomes of the phases of the Professional
Development for the Future Project and presents the implications of this research for professional development of staff in Vocational Education and Training (VET), as they become knowledge workers.

These shifts are occurring within the knowledge era. Distinguishing features of this era are summarised into four broad areas:
- the importance and value placed on knowledge in organisations
- the time span of discretion
- the complexity of relationships, and
- the ubiquitous nature of information and communication technology.

It is within this context that work is currently performed, and understanding this context provides the foundation for considering new capabilities required in the knowledge era.
Key capabilities required of knowledge workers to work effectively in the
knowledge era were drawn together from an analysis of the theoretical literature and the results of interviews with knowledge workers. The core capabilities identified include:
- adaptive problem solving – becoming designers as well as problem -
solvers
- rapid knowledge gathering and sharing with others
- discriminating between relevant and irrelevant information, and
- understanding and working effectively with the organisation’s culture.

Knowledge era characteristics and knowledge worker capabilities have been mapped to each other illustrating conceptual linkages between these two areas.

Professional development themes drawn from interviews with knowledge
workers are presented. While global trends in knowledge work have been well documented, the impact of these trends on the capabilities of workers, and the ways in which knowledge workers develop these capabilities is less well understood. Their learning methods challenge our current thinking in relation to the ways in which workers acquire skills and knowledge. Some of the professional development methods include seeking exposure to new ideas from a wide variety of sources, embracing intense learning opportunities, and using relationships to increase knowledge.

‘Thought pieces’ (see p17 ff) commissioned for this Project, as well as
subsequent interviews with the authors, provided further insights into the
professional development of knowledge workers. The implications of these insights are an extension of earlier themes and emphasise:
- the emergent nature of knowledge work
- the importance of relationships that facilitate knowledge sharing
- coherent conversations and dialogue
- collaborative work and generosity.

A key insight is the shift from thinking about knowledge work in terms of
borrowed knowledge to an emphasis on generated knowledge within a context.

Data from focus groups of the Project provide further insights for knowledge worker professional development. These augment the perspectives of the earlier data analysis but also add greater emphasis to:
- the clear and direct relationship between professional development and
work and career aspirations of knowledge workers,
- the relationship of professional development to the organisational
mission, and
- the issues of managing and leading knowledge workers and their
development.

As part of this analysis the defining features of organisational life in VET were reviewed in relation to effective professional development of knowledge workers.

The final section of the Report revisits the core dimensions of the Project.
Concise commentaries on working and learning in the knowledge era,
professional development in the knowledge era, and leadership and
management in the knowledge era are presented.

The Report concludes with a discussion of the enablers of professional
development for knowledge workers in VET. This discussion is introduced by a re-statement of the VET sector’s positioning in the knowledge era and the consequences of this for VET managers an d staff in terms of complexity, uncertainty and diminished prospects for accurate predictiveness. The enablers comprised:
- integration of information technology into socio -technical systems
- greater understanding of the organisation from within
- connecting staff to the organisation’s fundamental identity
- connecting to the work and career trajectories of workers
- establishing work structures which integrate the use of professional
development resources with knowledge work
- providing workers with the autonomy to design their own professional
development activities
- building professional development into the iterative nature of knowledge
work, and
- creating organisational contexts that value intuitive thinking and working.

Professional development needs to be thou ght of in a much broader context in the knowledge era. What each VET staff member knows and shares will become increasingly central to their work, and in that sense all VET workers require capabilities for knowledge work. This report accurately describes t he VET context, the capabilities required, and the organisational enablers that will promote ‘knowing’ and thus embed a new style of professional development within VET.

The impact of information and communications technology on teaching and design of flexible, online and distance education courses at Deakin University

This paper describes the use of an online learning environment which has been established for postgraduate students studying at Master’s level in Professional Education and Training Deakin University. A detailed evaluation of the use of computer conferences in an Open and Distance Education specialism was undertaken during 2000 as part of a CUTSD funded project, Learner Centred Evaluation of Computer Facilitated Learning Projects in Higher Education. As the Open and Distance Education specialism is being revised and new units are written, the information gathered in this evaluation is being integrated into the pedagogical planning and the technological decisions being made about the design of the new master’s program.

Analysing online teaching and learning systems using MEAD

The review of literature pertaining to systems analysis and design and the design of systems for online teaching and learning has identified some “gaps” and has shown the need for a more specialised and specific method for the design of such systems. This paper presents research that was conducted to collect information to assist in the filling of the gaps of the systems analysis and design knowledge within Australia and also presents a method for the development of online teaching and learning systems. Currently design is done in an ad-hoc fashion with little formal input from the student users; this research aims to rectify this. The paper puts forwards an educational design approach based upon Soft Systems Methodology (SSM). The outcome of the research is a practical method – the Method for Educational Analysis and Design (MEAD).

Analysing online teaching and learning systems using MEAD

The review of literature pertaining to systems analysis and design and the design of systems for online teaching and learning has identified some “gaps” and has shown the need for a more specialised and specific method for the design of such systems. This paper presents research that was conducted to collect information to assist in the filling of the gaps of the systems analysis and design knowledge within Australia and also presents a method for the development of online teaching and learning systems. Currently design is done in an ad-hoc fashion with little formal input from the student users; this research aims to rectify this. The paper puts forwards an educational design approach based upon Soft Systems Methodology (SSM). The outcome of the research is a practical method – the Method for Educational Analysis and Design (MEAD).

Developing effective learning programs : what extension can learn from the fields of adult education and learning communities

Learning is an investment in capacity building that has and will continue to reap rewards for primary producers and government in terms of increased sustainable production, profitability, exports, jobs and sustainable rural communities. Primary production operates in a context of continual change and requires up to date, complex and varied skills of primary producers and land managers.

A recent national research project funded by the Department of Agriculture, Forestry and Fisheries Australia confirmed that application of best practice from the theory of adult education in designing and developing learning programs in primary industry results in learning activities that provide information that is relevant to farmers’ needs, delivered in an entertaining way, and that draws on examples directly relevant to the participants. As a result, the training often exceeds the expectations of the participants.

The project produced a self-assessment checklist to identify ways of improving the development and delivery of training for extension practitioners and training providers. The key issues include continuous monitoring of client’s needs, and actively seeking opportunities to meet and work with industry organisations, other training providers and funding bodies.

There appear to be two drivers for the development of learning programs. One is problems or opportunities identified by people and organisations that could be termed ‘scanners’ and who tend not to be potential participants, the other is learning needs expressed by individuals or enterprises who want to participate in learning activities (participants). Scanners are typically industry organisations, government agencies and researchers, but may include providers and participants. Extension practitioners are well-placed to act as scanners.

It is very important that farmers and farmer organisations contribute to the development of new learning programs. Without industry input and support, extension practitioners and training providers cannot be expected to ensure they meet client needs. In other words, to develop effective learning programs, there must an industry learning community of producers, industry organisations, extension practitioners and training providers and other stakeholders such as supply chain enterprises, government and researchers.

Learning from large data : bias, variance, sampling, and learning curves

One of the fundamental machine learning tasks is that of predictive classification. Given that organisations collect an ever increasing amount of data, predictive classification methods must be able to effectively and efficiently handle large amounts of data. However, it is understood that present requirements push existing algorithms to, and sometimes beyond, their limits since many classification prediction algorithms were designed when currently common data set sizes were beyond imagination. This has led to a significant amount of research into ways of making classification learning algorithms more effective and efficient. Although substantial progress has been made, a number of key questions have not been answered. This dissertation investigates two of these key questions. The first is whether different types of algorithms to those currently employed are required when using large data sets. This is answered by analysis of the way in which the bias plus variance decomposition of predictive classification error changes as training set size is increased. Experiments find that larger training sets require different types of algorithms to those currently used. Some insight into the characteristics of suitable algorithms is provided, and this may provide some direction for the development of future classification prediction algorithms which are specifically designed for use with large data sets. The second question investigated is that of the role of sampling in machine learning with large data sets. Sampling has long been used as a means of avoiding the need to scale up algorithms to suit the size of the data set by scaling down the size of the data sets to suit the algorithm. However, the costs of performing sampling have not been widely explored. Two popular sampling methods are compared with learning from all available data in terms of predictive accuracy, model complexity, and execution time. The comparison shows that sub-sampling generally products models with accuracy close to, and sometimes greater than, that obtainable from learning with all available data. This result suggests that it may be possible to develop algorithms that take advantage of the sub-sampling methodology to reduce the time required to infer a model while sacrificing little if any accuracy. Methods of improving effective and efficient learning via sampling are also investigated, and now sampling methodologies proposed. These methodologies include using a varying-proportion of instances to determine the next inference step and using a statistical calculation at each inference step to determine sufficient sample size. Experiments show that using a statistical calculation of sample size can not only substantially reduce execution time but can do so with only a small loss, and occasional gain, in accuracy. One of the common uses of sampling is in the construction of learning curves. Learning curves are often used to attempt to determine the optimal training size which will maximally reduce execution time while nut being detrimental to accuracy. An analysis of the performance of methods for detection of convergence of learning curves is performed, with the focus of the analysis on methods that calculate the gradient, of the tangent to the curve. Given that such methods can be susceptible to local accuracy plateaus, an investigation into the frequency of local plateaus is also performed. It is shown that local accuracy plateaus are a common occurrence, and that ensuring a small loss of accuracy often results in greater computational cost than learning from all available data. These results cast doubt over the applicability of gradient of tangent methods for detecting convergence, and of the viability of learning curves for reducing execution time in general.

Helping teachers surf the information and communication technology tsunami

A range of factors, both internal and external, is creating changes in teaching and teachers’ professional lives. Information and Communication Technology (ICT) is just one of the major changes impacting on the teaching profession. As teachers face intense pressure to adapt to this tsunami, this study aims to investigate ways in which teachers can be helped. In South Australia, where this study is set, all teachers in Government schools are expected to be "ICT Smart", i.e. able to use appropriate forms of ICT to enhance the teaching and learning environment of their classrooms. From the researcher’s involvement for over a decade in professional development for teachers, and from visits to many schools, it appears that numerous teachers have not reached this standard. The greatest need is in Reception to Year 7 schools where the average age of teachers is nearly 50. Because no state-wide data exists, this study is intended to establish if there is a problem and if there is, to identify specific needs and offer possible solutions. The study is comprised of four parts: Part A, the Introduction gives an overview of the inter-relationships between these parts and the overall Folio. It establishes the setting and provides a rationale for the study and its focus on Professional Development in Information and Communication Technology. Part B, the Elective Research Studies, follows the writer’s involvement in this field since the 1980s. It establishes the theme of "Moving best practice in ICT from the few to the many" which underlies the whole study. Part C, the Dissertation, traces the steps taken to investigate the need for professional development in ICT. This is achieved by analysing and commenting on data collected from a state-wide survey and a series of interviews with leading figures, and by providing a review of the relevant literature and past and existing models of professional development. Part D, Final Comments, provides an overview of the whole Folio and a reflection on the research that has been conducted. The findings are that there is widespread dissatisfaction with existing models and that there is an urgent need for professional development in this area, because nearly 20% of teachers either do not use computers or are considered to be novice users. Another 25% are considered to be below not yet "ICT Smart". Less than 10% of ICT co-ordinators have a formal qualification in the field but more than 85% of them are interested in a Masters program. The study offers solutions in Part B where there is a discussion of a range of strategies to provide on-going professional development for teachers. Chapter 9 provides an outline of a proposed Masters level program and offers suggestions on how it could be best delivered. This program would meet the identified needs of ICT co-ordinators. The study concludes with a series of recommendations and suggestions for further research. The Education Department must address these urgent professional development needs of teachers, particularly those in the more remote country regions. There needs to be a follow-up survey to establish to what extent teachers in South Australia are now "ICT Smart ".

Enhancing Knowledge Sharing with Information and Communication Technology (ICT)

The acceleration of technological change and trade liberalization in the 1990s have significantly intensified market competition and transformed the world economic infrastructure from a resource- and manufacturing-based economy to one in which knowledge and services are the key drivers of economic growth. In order for an organization to capitalize on its knowledge and truly become a learning organization, it must begin to systematically manage and leverage knowledge existing internally and externally to create and sustain its competitive advantage. Numerous empirical studies on knowledge management have examined the relative effectiveness of various enablers, such as organizational structure, technology, culture, managerial system and strategy on knowledge creation and sharing in organizations. The enablers examined earlier are mostly related to organizational infrastructure that promotes knowledge sharing in organizations. This paper examines specifically the critical role of information and communication technology (ICT) in facilitating and enhancing knowledge sharing and organizational performance. This study adopted a process oriented approach by using Nonaka’s (1994) knowledge sharing model. The results indicate that significant positive effects of ICT support on knowledge sharing and all dimensions of knowledge sharing are significant predictors of organizational performance.

Using information and communications technology in higher education

A folio-based doctoral study comprising a dissertation, a major literature review, and a website. The dissertation identified key dimensions of blended learning environments created by the teachers in the study. These environments were characterised by different media blends and learning activities underpinned by resource-based learning approaches to teaching and learning.

A systems analysis method for online teaching and learning systems

A Method for Educational Analysis and Design (MEAD) was developed to analyse and design online teaching and learning systems. The method is based upon a participational design approach focused on the requirements of the users (students)