Spending time on primary science in integrated units

Examines the amount of time spent on science education in primary schools in Australia. Quality of teaching; Profile of science in the school; Presence of science in the curriculum.

Mathematical thinking: a screening profile for 'operations'

This paper comments on and adapts the screening profile developed from 'ACER Mathematics Profile Series (MAPS): Operations' (1977). A sample screening profile worksheet for 'Operations' is provided. This adaptation of the ACER MAPS Operations test may help teachers identify students who are able to use more advanced levels of mathematical thinking. Survey results may help form ability groups, deliver special needs curriculum materials, and guide students tackling the algebra curriculum.

A diagnostic 'profile' for chance (probability)

This article presents a profiling tools for identifying students knowledge in chance.

Profile of a fully online unit in an Australian arts and education faculty

Australia's leading distance education provider, Deakin University, has a policy to ensure all graduates in most courses must successfully complete at least one wholly online unit. Historically, all distance education at Deakin University has been undertaken solely in print. Off-campus students normally receive a Set Text, a series of additional photocopied readings and a Study Guide providing assistance on how to navigate through each weekly topic. Some fully online units currently offered by the University replicate this approach, ever though a distinct pedagogy is needed to ensure wholly online units truly enhance student learning.

This paper outlines the approach we adopted in developing AIX 391 - Work Transitions in the 2Ist Century, a wholly online unit designed to improve the capacity of Arts and Education students to identify viable career paths after they have graduated, The paper outlines the unit's rationale and development over a two-year period in adopting a student-centred approach to enhance teaming outcomes, while exposing students to new and often challenging online technologies. The paper also highlights results from the Student Evaluation of Teaching and Learning surveys, which ranked the unit in the top 5% of all Arts and Education faculty units offered in Semester 2, 2008.

An Australian/UK comparison of contemporary teaching and learning technologies

The last decade has delivered substantial changes in construction and property education in Australia and the UK. There has been an increase in the number of courses offered in built environment education and the profile of a typical student has changed. In both countries students are under pressure to balance study and work due to the higher costs of living and education. This has placed demands on providers to deliver teaching and learning which meets student, industry and professional needs. Simultaneously there has been an increase in the application of technology in the business and corporate world which has resulted in increased efficiencies and new challenges. This paper evaluates changes in construction and property education courses to embrace new technology. The focus is on the delivery of innovative teaching and learning materials and the interaction between students, staff and the community. Results from questionnaires from new and existing students at Deakin University and Nottingham Trent University were used alongside examples of teaching and learning as illustrative case studies, the emphasis is placed on pushing the boundaries of the conventional built environment education process. The findings show that by embracing technology there can be a „win-win‟ scenario for students, staff and industry stakeholders. Whilst courses adopt varying levels of technology, it seems inevitable that educators must evolve the delivery of education to become efficient and effective as the century progresses.

Immersive interfaces for art education teaching and learning in mixed reality virtual and real world environments

Selected ubiquitous technologies encourage collaborative participation between higher education students and educators within a virtual socially networked e-learning landscape. Multiple modes of teaching and learning, ranging from real world experiences, to text and digital images accessed within the Deakin Studies Online learning management system and a constructed virtual world in which the user’s creative imagination transports them to the “other side” of their computer screens is discussed in this paper. These constructed environments support interaction between communities of learners and enable multiple simultaneous participants to access graphically built 3D environments, interact with digital artifacts and various functional tools and represent themselves through avatars, to communicate with other participants and engage in collaborative art learning. A narrative interpretative research approach was used to profile the 21st century higher education student learner, to investigate the lived experience and multiple art learning perspectives documented in student visual journal entries and art educator observations to ascertain if an e-technology rich augmented learning environment resulted in the establishment of more effective e-learning communities of practice.

Immersive interfaces for art education teaching and learning in virtual and real world learning environments

Immersive interfaces for art education teaching and learning in virtual and real world learning environments

Selected ubiquitous technologies encourage collaborative participation between higher education students and educators within a virtual socially networked e-learning landscape. Multiple modes of teaching and learning, ranging from real world experiences, to text and digital images accessed within the Deakin Studies Online learning management system and a constructed virtual world in which the user's creative imagination transports them to the “other side” of their computer screens is discussed in this paper. These constructed environments support interaction between communities of learners and enable multiple simultaneous participants to access graphically built 3D environments, interact with digital artifacts and various functional tools and represent themselves through avatars, to communicate with other participants and engage in collaborative art learning. A narrative interpretative research approach was used to profile the 21st century higher education student learner, to investigate the lived experience and multiple art learning perspectives documented in student visual journal entries and art educator observations to ascertain if an e-technology rich augmented learning environment resulted in the establishment of more effective e-learning communities of practice.