e-learning through digital theatre : breaking down the tyranny of distance and limits of location

In this article, we report on a cross-disciplinary, cross-cultural digital exchange project between Australian Drama and Education students and Dutch English Language and Culture students, and examine the impact of the place-independent, technology-mediated communications and collaboration on their learning trajectories. The intensive, intercultural collaboration between the two groups of students resulted in a 50-minute group-devised, digital theatre play entitled Quarter Acre Dreaming. This play, performed through live interactive media by both Dutch and Australian students, traced the historical development of the Australian suburb, while integrating scenes of Dutch immigration into Australia. In the creative process, the students on either side of the globe interacted through Computer-Mediated Communication (CMC), and used videoconferencing and Skype for live rehearsals and discussions to advance their learning of English, their performance repertoire and cross-cultural understanding.

Re-positioning Australia's international education in global knowledge economies : implications of shifts in skilled migration policies for universities

In recent times, many key host nations have made it easier for foreign graduates to migrate after graduation. These students are often considered ideal migrants, possessing local qualifications along with a degree of acculturation, language skills and, in many cases, relevant local work experience. For the student, the opportunity to obtain international work experience adds to the appeal of the overseas study experience and enhances the graduate skills necessary to compete in the global labour market. This paper examines recent changes to migration policy in Australia affecting the post-study work entitlements of international students studying at Australian universities and explores the underlying rationale and consequences of the recent changes in policy direction. An examination of migration policies in the United States, United Kingdom, New Zealand and Canada indicates that recent changes to skilled migration policy in Australia, along with bleak economic conditions in a number of key host countries, has opened up opportunities for Australia to re-position itself favourably.

Professional legal education reviews : too many 'what's, too few 'how's

Former colonies of the British Empire, Hong Kong and Australia inherited the common law system and the basic structure of legal education and training from England and Wales and remain the closest siblings in terms of proximity in distance and the high degree of similarity between their respective frameworks for legal education and training. This article first summarizes the major reviews of legal education and training in these three jurisdictions: England and Wales, Australia and Hong Kong over the last four decades and argues that while these reviews are keen on investigating ‘what’ is lacking in the curriculum and ‘what’ needs to be changed to equip graduates for the challenges of the day, they do not seem to have shown the same level of enthusiasm in identifying ‘how’ the intended outcomes prescribed can be achieved. Nevertheless, law schools in these jurisdictions recently began to tap on, and combine with the improved classroom pedagogy, clinical legal education and internship, innovative teaching tools and solutions in an attempt to deliver more enhanced learning experience to students. The article examines the role ascribed to technology in legal education and training with a particular reference to SimPLE, a e-learning platform developed in England and Wales which has been put to use in Australia as well, and the reform initiatives taken, and planned to be taken, by the Department of Professional Legal Education at the University of Hong Kong in its Postgraduate Certificate in Laws programme. This article concludes by pointing out the importance of collaboration among stakeholders including teachers, university administration and the legal profession in effecting a more active role of technology in legal education and training of today.

The task of designing tasks for teacher education and development

Posing, adapting, and creating worthwhile tasks that support student learning are significant pedagogical practices of teachers. However in mathematics education, task design and curriculum development are not often the responsibility of practicing teachers. Textbooks can become the main source of mathematics problems and teachers often follow the text and its sequence of problems. Although mathematics teachers can benefit from access to research-based curriculum resources, limited opportunities to adapt and design tasks can make it challenging to meet the diverse needs and interests of their students. More opportunities for learning to create problems are needed for both practicing and beginning mathematics teachers. What then is involved in learning to pose, adapt and create worthwhile mathematics tasks? More specifically, how can teacher educators design tasks that support teacher candidates in learning to create mathematical tasks? As teacher educators we have, over the past few years, used our own courses as sites in Australia and Canada for investigating various contexts to support preservice teachers in their learning to adapt and create mathematical tasks. Our research includes both large scale and small qualitative studies to explore the perspectives of teacher candidates on learning to create and pose mathematical problems, the kinds of problems they pose, and the opportunities and challenges this offers us as teacher educators. Our work is inspired by Variation Theory that focuses on learning as the act of awareness and discernment of variation. We are exploring both how variation theory can be useful for preservice teachers in their designing, posing and adapting of mathematical tasks and for teacher educators in their design of such pedagogical tasks. The results of our work support the argument that tasks to design, adapt and pose mathematical problems enhance their pedagogical understanding and should be a feature of teacher education courses. This is a new area for research and practice; further exploration of the suitability of particular tasks in elementary mathematics teacher education is recommended.

Promoting health and well-being in social work education

This book contains contributions from social work educators from Australia, America, Canada, New Zealand and the UK. They reflect on how best to prepare students to put health and well-being to the forefront of practice, drawing on research on quality of life, subjective well-being, student well-being, community participation and social connectedness, religion and spirituality, mindful practices, trauma and health inequalities.

Marine educators: Linking personal commitment, education and public policy

This thesis reports on a study of the experiences and beliefs of a sample of marine educators from both Canada and Australia. It investigates the educators’ narratives in order to explore their role in regards to their interactions and relationships between and with policy, community and education within the marine education context.

Global forms and local forces : PhD enrollments and graduations in Australia, Canada, the Czech Republic, the United Kingdom, and the United States

 This chapter presents and discusses data from five different nations—Australia, Canada, the Czech Republic, the United Kingdom, and the United States—on doctoral candidates and graduates. These data are from governmental and institutional sources for the years 1998–2004, a sample that enables changes across a five-year span to be identified. They span important basic characteristics, such as gender, age, discipline, and study load (that is, full-time or part-time study). Therefore, readers can see national as well as international trends and differences in such characteristics and can match these to equivalent and/or contemporary data in their own nations. The five countries considered here are among those whose data were discussed at the 2007 CIRGE research synthesis meeting in Australia. Although these countries are not universally representative of doctoral education, their practices do offer a vivid sense of how vastly the enterprise of doctoral education differs in its scope and dimensions around the world

Is there an app for that? Looking at possibilities and challenges of digital tools for literacy education

 Portable electronic devices such as the iPad are increasingly taking a place in contemporary childhood experiences including those of schooling (O'Mara & Laidlaw, 2011). As digital media theorists suggest, such new tools invite both "hope and fear" (Gee and Hayes, 2011, p.4), consistent with literacy innovations across history. In both Canada and Australia, educational stakeholders are looking to touch screen devices as having much promise, particularly within literacy education. This paper presentation examines the possibilities as well as the challenges and imagines the future of such digital tools within literacy education, looking at experiences and perspectives in Canada and Australia.
We take a qualitative ecological mode of inquiry approach to our data collection and analysis, drawing on complexity thinking (Davis & Sumara, 2006) to bring our multiple points of view together as diversely positioned educators. Within our individual sites, each author has collected data as a part of longer-term research projects. In this paper presentation we compare and contrast these data sets, attending to significant intersections and juxtaposing issues of culture and globalization. Within this mode of inquiry we value the particularity of the individual contexts, and locate them alongside one another in a larger bricolage (Johnson, 2010).
We examined observational data, documents and artifacts using Freebody and Luke's (1990) four resources model and the further adaptions of this model (see e.g. Luke & Freebody, 1999) to understand how touch screen devices are being used and positioned as literacy tools. We have engaged in collaborative data analysis, often working 'together' using digital tools ourselves to enable collective conversations. For example, we have used Facetime on iPads and laptops, Skype and email to facilitate collective analyses. We applied iterative and recursive analyses to uncover reoccurring themes both within and across sites and artifacts.
As our paper will elaborate, mobile touch screen devices such as iPads are widely being taken up in educational settings, and regarded as having the possibility to shift teaching and learning in new directions, as "paradigm breakers" (p. 4, Gov't of AB, 2011). As personal, mobile devices, these tools present challenges that require educators to think differently about learning and teaching. Our paper also addresses the opportunities and affordances that iPads might offer to learners, as having the potential for students to engage in playful exploration, and in the role of designers, creators, and producers, rather than as passive recipients.

Framing and enhancing distributed leadership in the quality management of online learning environments in higher education

This article reports on the findings of senior leadership interviews in a nationally funded project on distributed leadership in the quality management of online learning environments (OLEs) in higher education. Questions were framed around the development of an OLE quality management framework and the situation of the characteristics of distributed leadership at the core of the framework. The project’s premise is that distributed leadership is a descriptive reality of managing OLEs given the various leadership parties involved and the complexities of the contemporary technological landscape. Leaders’ understandings of distributed leadership were examined—its nature, value and potential for advancing the quality management of OLEs. There was confirmatory evidence of its reality, but its meaning and value were not uncritically accepted. It can be concluded that building distributed leadership must start through deliberative formal leadership commitment and action starting at the highest levels of the institution.

Enhancing learning for distance students in an Undergraduate engineering course through real-time web-conferencing

On-line education in engineering has attracted a great deal of interest in recent years. One of the difficulties faced in an on-line engineering program is how to ensure effective communication between lecturers and students, and among the students themselves.Techniques common ten years ago such as email, lecture notes posted to websites, and telephone conversations, are now seen as archaic when compared with opportunities offered by more modern communication technologies, such as real-time web-conferencing.We present our efforts to use the web-conferencing software Elluminate-Live! for delivering tutorials, discussion classes, and even laboratory practicals to groups of students studying engineering off-campus, including students posted overseas. Examples are given from two disciplines. We then compare student feedback across all engineering subjects over the years 2012-2013. Our results show that students welcome web-conferencing as a very effectivemeans to deliver classes to distance students and improve their learning experience.

The rigour of IFRS education in the USA: analysis, reflection and innovativeness

International Financial Reporting Standards (IFRS) are accepted throughout the world, particularly in the European Union, Australia, New Zealand and Canada. Emerging economies are also are aligning their practices with IFRS. Historically, the USA has been cautious about accepting IFRS. However, following acceptance of IFRS worldwide, the US Securities and Exchange Commission has recently allowed the filing of IFRS-based financial statements from foreign issuers and is presently considering the same from domestic issuers. Owing to lack of IFRS education and training in the country, concerns have been expressed about such moves of the USA towards IFRS. Following such concerns, the aim of the present study is to review previous literature on IFRS education to reflect on the present status of IFRS education in the USA. The research method includes a review of past literature on IFRS education in the Business Source Complete database from 2001 to 2012. In line with the review, this study reports that active learning approaches that stimulate critical thinking and judgement skills of students are the best methods to teach IFRS. The studies reviewed also report the lack of teaching materials, including software and technologies, to effectively teach IFRS. The only active learning strategies advocated in previous studies were the use of case studies and real life examples. Additionally, this study advocates the use of problem-based learning strategies. This study also reports the lack of research investigating students’ and educators' perceptions of available resources and approaches. Future studies are suggested in this direction, employing surveys and interviews.

Txeemsim and a journey of transformation— decolonizing post-secondary education

Colleges are the product of colonial government policies that established and support mainstream educational models. Eurocentric perspective dominates all aspects of these institutions and is frequently un-yielding to Indigenous perspectives, values and educational approaches. This thesis outlines the transformation change of one College to incorporate and honour the Indigenous paradigm.

Cultural influence on global assessment of higher education service quality: The case of Central Queensland University, Australia

© 2014 by IGI Global. All rights reserved. This study compares students' cultural influence on global assessment of higher education service quality. In particular, this study surveyed the full-time students (that is at least 24 credit points of study in a semester) studying at the Central Queensland University (CQU), Australia. CQU has ten campuses and is one of the largest universities in Australia, with more than 14,000 students, in which 3,000 students are enrolled as full-time students and 11,000 as part-time students. An online survey was undertaken, and 227 responses from full-time students were returned for data analysis. Exploratory factor analysis and confirmatory factor analysis were performed to determine valid and reliable dimensions of perceived service quality. Tests of differences such as ANOVA and t-test were conducted to examine the differences of perceived service quality in terms of four cultural dimensions; namely, power distance, individualism, uncertainty avoidance, and masculinity. Findings show that different cultures perceive service quality differently; especially administrative service quality and physical facilities service quality.

Competition of sicklepod, cassia obtusifolia l., densities on soybean, glycine max (l.) merr., at variable row distance

Competition studies with soybeans, Glycine max (L.) Merr. "Bragg." and sicklepod, Cassia obtusifolia L., were conducted at the Agricultural Research and Education Center of the University of Florida in Quincy, Florida. Two field experiments were established, one on May 22, 1975. and the other four weeks later, on June 19, 1975, to determine the competitive effects of various sicklepod densities and the influences of soybean row distances on weed dry matter, soybear plant characteristics, yield components and seed yield, and on soil nutrient content. Control, low, medium, and high sicklepod densities in the first experiment were O, 25,000, 53,000, and 77,000 p1ants/ha, respectively; while the second experiment presented control, low, medium, and high sicklepod densities of O, 36,000, 68,000, and 122,000 plants/ha, respectively. Three soybean row distance treatments were tested using a constant pattern of 90-, 60-, and 45-cm widths throughout the growing season. Three other treatments, evaluated in a variable patern, were initially seeded in 30-cm row widths. Five weeks after planting, an appropriate number of soybean rows were harvested from the 30"cm pattern to establish row distances of 90, 60, and 30-60 cm for the remainder of the season. ln the greenhouse a test was conducted to evaluate the effects af those variables on seed germination and seedling vigor for the next soybean generation. As a result of full-season sicklepod competition, soybean plants were less branched, set fewer leaves, and presented thinner stems as compared to the control. However, height of soybean plants was not affected by the presence of sicklepod. ln one of the two experiments, number of nodes decreased for soybeans under weed campetition. The yield components--number of pods; number of seeds, and seed yield per soybean plant--were all similarly reduced due to weed competition. Seeds per pod were decreased to a lesser extent. Soybean seed yields per unit area were significantly diminished by increasing levels af sicklepod ínfestation. While the control produced 3120 kg/ha, the sicklepod densities of 25,000, 53,000, and 77,000 plants/ha reduced seed yíelds 47, 65, and 73%, respectively. As soybean row distances decreased, number of branches, number of leaves, and stem diameter of soybeans decreased. However, the height of soybean plants increased with narrwing of row width. The components of seed yield--number of pods, number of seeds, and seed yield per soybean plant--diminished as row spacing was reduced. Maximum difference between row distances for these attributes was attained for soybean plants under weed-free conditions. Generally, as row width decreased, soybean seed yield per unit area increased. Specifically, soybear.s in 90-cm rows, either in constant or variable row pattern, yielded less than soybeans in 60- and 30-60-cm rows in the variable pattern. Soil contents of phosphorus, potassium, calcium, and magnesium were not affected by the various levels of sicklepod and soybean populalions. Neither the sicklepod densities nor the soybean row distances influenced seed germination and seedling vigor in the next soybean generation. Sicklepod was a strong competitor with soybeans at all density ranges investigated. Because sicklepod grows taller than soybeans during the reproductive stages of the crop, limited success can be reached by varying row spacing alone. However, this practice is considered an integral measure to complement other methods of sicklepod control. Compared to constant rows, the soybean cropping system using variable row spacings presents the choice of planting soybeans at close row spacings to provide early competition with weeds and the possibility of obtaining a forage crop after the first month of growth, without any decreases on the final seed yields.