Mobile phone-based audience response system and student engagement in large-group teaching

Engaging students in large classes is a challenge at the best of times. Teachers are increasingly seeking the help of new technology to keep the attention of their technologically savvy students. VotApedia, a free cell phone-based audience response system, is one such technology. This research aims to assess economics students' perceptions of use of VotApedia in helping to achieve deeper learning; to map importance of use of audience response technology for students in promoting engagement and to assess the promotion of a positive and active environment in lectures by use of VotApedia in an Australian University. Using the framework of activity theory, it argues that technologies such as VotApedia use positive feedback loops to facilitate improved student engagement and learning.

Enriching interdisciplinary connections : student engagement in theory and practice in higher education programs in Australia and the UK

This paper provides insight into how postgraduate students in two pre-service disciplines, namely medicine and education, identify and make meaning of their circumstances in the globalised era of tertiary education.
Drawing on elements of Giddens’ theory of structuration, we discuss some of the tensions students have reported encountering in an era which is characterised by greater internationalisation of the student body and more globalised curricula.

Does student engagement in self-assessment calibrate their judgement over time?

One of the implicit aims of higher education is to enable students to become better judges of their own work. This paper examines whether students who voluntarily engage in self-assessment improve in their capacity to make those judgements. The study utilises data from a web-based marking system that provides students with the opportunity to assess themselves on each criterion for each assessment task throughout a programme of study. Student marks were compared with those from tutors to plot changes over time. The findings suggest that overall students’ judgements do converge with those of tutors, but that there is considerable variation across achievement levels, with weaker students showing little improvement. Whilst the study is limited by the exigencies of voluntary participation and thus consequential gaps in the data set, it shows how judgement over time can be demonstrated and points to the potential for more systematic interventions to improve students’ judgements. It also illustrates the use of the web-based marking and feedback software (ReView) that has considerable utility in aiding self-assessment research.

Collaboration and student engagement in design education

One of the great paradoxes in design education is that undergraduate students are encouraged to study and model the behaviors and attitudes of famous designers, but without being aware that such esteemed individuals rarely work in isolation. The vast majority of designers work in teams, as part of both the conceptualization and production processes. Even 'design-auteurs' or 'artist-designers' must still interact with, respectively, clients, consultants and contractors, or patrons, curators and publishers. As a result of this, collaboration is widely considered an essential part of the design process and a critical skill for developing a career in the design industries. However, while design practitioners and the professional bodies that represent them acknowledge the importance of groups and teams, there has been a general reluctance (either an unwillingness or inability) to emphasize the importance or team processes, or em­bed the development of team skills, in undergraduate design curricula. There are many reasons for this situation existing, but we cannot underestimate the general attitude, implicit in much design education and promulgated through the design media, that creativity is an individual trait.

Virtual worlds for student engagement

In this paper, we study the scope of virtual worlds for student engagement in higher education. The motivation for the study is the gap in opportunities for interactivity that exist for off-campus students compared with on-campus students. A student taking a course at a university, while located in a different geographic location, has limited opportunity for student-student and student-teacher interaction; this effects student engagement significantly. We conduct a feasibility analysis for engaging students in a virtual world; Second Life is used as the test-bed to create the virtual world environment. We present preliminary findings, the promises and the limitations of Second Life as an immersive environment for engaging students.

Does student engagement improve when 1:1 device technologies are used and adapted to cater for individual learning styles during online delivery of engineering courses?

BACKGROUND OR CONTEXT: A developing international engineering industry is dependent on competition and innovation, creating a market for highly skilled graduates from respected overseas and Australian Engineering universities. The delivery of engineering teaching and learning via blended faceto-face, problem based, research focused and online collaborative learning will continue to be the foundation of future engineering education, however, it will be those institutions who can reshape its learning spaces within a culture of innovation using 1:1 devices that will continue to attract the brightest minds. Investing in educational research that explores the preferred learning styles of learners and matching this to specifically designed 1:1 personalized web applications may be the ‘value add’ to improve student engagement. In this paper, a survey of Australian engineering education is presented and contrasted against a backdrop of internationally recognised educational pedagogy to demonstrate how engineering teaching and learning has changed over time. This paper draws on research and identifies a gap where a necessity to question the validity of 1:1 devices as the next step in the evolution of engineering education needs to be undertaken. How will teaching and learning look using 1:1 devices and will it drive student demand into engineering higher
education courses. Will this lead to improving professional standards within a dynamic engineering education context? How will current and future teaching and learning be influenced by constructivism using 1:1 device technologies? How will the engineering industry benefit from higher education investment in individualised engineering education
using 1:1 devices for teaching and learning?
PURPOSE OR GOAL: To review the current academic thinking around the topic of 1:1 devices within higher education engineering teaching and learning context in Australia. To identify any gaps in the current understandings and use of 1:1 devices within engineering courses in Australia. To generate discussion and better understanding about how the use of 1:1 devices may hinder and/or improve teaching and learning and student engagement.
APPROACH: A review covering the development of engineering education in Australia and a broader international review of engineering teaching methodology. To identify the extent of research into the use and effectiveness of online strategies within engineering education utilising 1:1 devices for teaching and learning. i.e. “Students must feel that they are part of a learning community and derive motivation to engage in the study material from the lecturer.’ (Lloyd et al., 2001) It is proposed to add to the current body of understandings and explore the effectiveness of a constructiveness teaching approach using course material specifically designed to cater for individual learning styles and delivered via the use of 1:1 devices in the classroom. It is anticipated the research will contrast current engineering teaching and learning practices and identify factors that will facilitate a greater understanding about student connectedness and engagement with the teaching and learning experience; where a constructiveness environment is supported with the use of 1:1 devices. Also, it is anticipated that the constructed learning environment will foster a culture of innovation and students will be empowered to take control of their own learning and be encouraged to contribute back to the discussion initiated by the lecture and/or course material with the aid of 1:1 device technologies. A gap has been identified in the academic literature that show there is a need to understand the relationship between engineering teaching, learning, students engagement and the use of 1:1 devices.
DISCUSSION: A review covering the development of engineering education in Australia and a broader international review of engineering teaching methodology. To identify the extent of research into the use and effectiveness of online strategies within engineering education utilising 1:1 devices for teaching and learning. i.e. “Students must feel that they are part of a learning community and derive motivation to engage in the study material from the lecturer.’ (Lloyd et al., 2001) It is proposed to add to the current body of understandings and explore the effectiveness of a constructiveness teaching approach using course material specifically designed to cater for individual learning styles and delivered via the use of 1:1 devices in the classroom.
ANTICIPATED OUTCOMES: It is anticipated the research will contrast current engineering teaching and learning practices and identify factors that will facilitate a greater understanding about student connectedness and engagement with the teaching and learning experience; where a constructiveness environment is supported with the use of 1:1 devices. Also, it is anticipated that the constructed learning environment will foster a culture of innovation and students will be empowered to take control of their own learning and be encouraged to contribute back to the discussion initiated by the lecture and/or course material with the aid of 1:1 device technologies. A gap has been identified in the academic literature that show there is a need to understand the relationship between engineering teaching, learning, students engagement and the use of 1:1 devices.
RECOMMENDATIONS/IMPLICATIONS/CONCLUSION: A gap exists in the current research about the effectiveness and use of 1:1 devices in engineering education; therefore, it is necessary to undertake further research in the area. It is proposed to hypothesize and conduct field research to identify any shortcomings and possible benefits for engineering educators and learners within a constructivist-teaching
context that explores the relationship between the use of personalized 1:1 devices for teaching and learning, adapting for individual learning styles, and identification and application of appropriate teaching and learning strategies within a constructiveness engineering course approach. Research is required to clarify the following research questions;
• What education teaching and learning strategies best facilitate the use of 1:1 devices for online teaching and learning?
• Does student engagement improve when 1:1 device technologies are used and adapted to cater for individual learning styles during online delivery of engineering courses?
• What are the factors within a university engineering faculty that may hinder and/or support the use of 1:1 devices for online teaching and learning?
• To what extent do 1:1 devices assist engineering educators and students to foster a culture of innovation? The study results will offer engineering educators and students an opportunity to reflect on
their current teaching and learning practice, and contextualise the use of 1:1 devices as a tool to improve student engagement. It is expected the learning benefits will outweigh the implementation costs and derive a unique learning experience that will empower engineering educators and students to inspire a culture of innovation.

Factors affecting the engagement of experienced teachers in schools

With the changing age profile of teachers in Australian schools, considerable numbers of experienced teachers need to feature as educational leaders, before their workplace knowledge and expertise will be lost to schools with retirement. Stereotypes of veteran teachers depict individuals, wearied by decades of work experiences, entering professional decline when educational systems need these experienced practitioners to remain connected, communicative and motivated in their work. This thesis explores the careers and contemporary professional lives of experienced practitioners — predominantly classroom teachers — currently working in a school with a long standing commitment to student-centred education. The research identified the factors that influenced their career pathways and affected their engagement with their work. Critical incidents in the teachers’ careers and professional lives are discussed in relation to the theories of motivation and the nature of Professional Learning Communities. The study showed that necessary factors for engagement were: mutual alignment with a well-articulated and practised ethos; supportive leadership; experiencing professional influence; opportunities for learning; and variety in work. Disillusion resulted if school actions were contrary to the espoused ethos. Severely negative experiences of performance management were survived by withdrawing, and enduring management tenures but these remain very poignant memories. The teachers had few career regrets yet reflection revealed the arbitrary nature of their career progression. The research identified a need to recognise the global and societal factors influencing the nature of teachers’ work. It is argued that schools and systems need to have a greater alignment between these external forces and their internal goals whilst recapturing the moral purpose of education. Furthermore, it is asserted that educational systems need to provide better human resource management for the teaching workforce through emphasising life-balance and well-being. Additionally, professional appraisal and staff management would benefit from strong recognition and deployment of the workplace knowledge and expertise of experienced teachers. A serendipitous outcome of the research was the benefit participants gained from reflecting on their careers which proved extremely affirming, and contributed to enhanced professional identities and changed career plans.

Developing student agency through VET in schools: the role of structured work placements

Using a sample of 446 secondary students who had participated in a vocational education and training in school (VETiS) program, this study compares the experiences and perceptions of students who had undertaken a work placement with those who had not. The study shows that students who had participated in work placement enjoyed the VETiS experience more than those who had not, and that the work placement had assisted them in their decision whether to stay at school or not. A factor analysis of results showed a factor associated with self-confidence about employability, and a factor associated with assistance in achieving specific post-school employment. Students who had completed a work placement were significantly higher on both these factors than students who had not.

These results are consistent with other research in the field, and it is argued that the work placement experience plays a considerable part in developing student agency in the decisions and the journey that they make in their transition from school to work.

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.

Making it real : pre-service music teacher education students ideas about artists-in-schools

Globally teacher educators try to prepare culturally inclusive students in an ever-crowded curriculum It is difficult to give students in-depth experiences of other musics and their cultural contexts. In schools, teachers are also faced with the. same challenges. This shortfall may be met by artists-in-schools programs. This paper focuses on the perceptions of pre-service music educators concerning artists-in- schools programs. The study builds on ongoing research (2003-2008), Intercultural attitudes of preservice music education students, between Deakin and Monash universities. Australia only the 2008 interviews (analysed using interpretative Phenomenological Analysis) are discussed. The paper reports only on one aspect that underpins artists-in-schools programs — the importance of authentic practice. Although international studies have, provided insights into artists-in—schools programs little attention has been paid to pre-service specialist music teacher understandings of such programs. It is imperative to know the attitudes that our teachers carry with theta into their future professional engagement The findings of this study provide insight into the need br artists-in-schools programs and the ways in which teachers can link theory to practice, fill in omissions in their own knowledge, skills and understandings. and also heighten student understandings of multicultural musics.

Differences in student engagement : investigating the role of the dominant cognitive processes preferred by engineering and education students

This paper reports on a study of the differences in the dominant cognitive processes preferred by groups of engineering and education students and examines the implications of these differences for the assessment of student engagement with university courses. Concern is expressed that the items commonly used to capture student engagement data do not adequately cover the full range of the dominant cognitive processes preferred by tertiary students. The paper sets out a brief overview of student engagement along with the theory of dominant and auxiliary cognitive processes, as developed by Jung and later by Myers. Evidence is presented of the differing frequencies of the eight cognitive processes, as assessed by the Myers-Briggs Type Indicator, that are preferred by cohorts of students undertaking courses in engineering and education. The implications of these differences are discussed in the context of subject disciplines in university environments.

An analysis of student engagement when taught in classes of different sizes in rural, regional and metropolitan campuses of an Australian university

This study investigates the impact of class size on student engagement and student performance. It is based on an analysis of student university enter scores, student grades and student evaluations in metropolitan, regional and rural campuses of an Australian universityduring trimester 1 of years 2008, 9 & 10. Past literature appears to support the predominant influence of the class size effect on learning, though some findings are mixed and inconclusive. Contrary to the accepted view that higher entry level scores result in higher grades and, conversely, lower entry level scores result in lower grades, the findings suggest that factorsother than entry level scores, contribute to student outcomes and student engagement. The study reveals that student satisfaction of teaching quality is higher in the rural and regional campuses where the cohorts are smaller than at the metropolitan campus. This may be an indication that class size seems to have a predominant influence on student engagement and learning outcomes.

So much more than just the music : Australian pre-service music teacher education students’ attitudes to artists-in-schools

Contemporary Australia is a country of ongoing migration and increasing cultural diversity which is reflected in its arts practices. This article considers the views held by Australian pre-service music education student teachers and their tertiary music educators about their perceptions concerning artists-in-schools programs in school music. This discussion reports on data collected for a study undertaken in Melbourne, Victoria, Intercultural Understandings of Pre-Service Music Education Students (2005–2009). Fifty-three interviews were analyzed using interpretative phenomenological analysis. The findings provide insight into teachers’ recognition of the need for artists-in-schools programs. In particular the ways in which teachers can link theory to practice, fill in omissions in their own knowledge, skills and understandings, and heighten student understandings of multicultural musics. The promotion and provision of multicultural music education is essential at all levels of education. This can be achieved by the inclusion of diverse culture bearers, artists-in-schools, and community engagement to work with both teachers and their students.