Keeping connected: a review of the research relationship

In this paper, some key findings of the Keeping Connected project are discussed in light of the methodological challenges of developing an analytical approach in a large-scale study, particularly in starting with open-ended, participant-selected, digital still visual images as part of 31 longitudinal case studies. The paper works to clarify the methodological and epistemological discussions of the visual data, an issue of great interest in qualitative research and visuality for researchers intent on developing understandings of participatory research methods in the field of youth studies.

Embedding learning in a paediatric hospital: changing practice and keeping connected

This paper, the final paper in the Keeping Connected special issue, presents the key findings of the overall study and focuses on the challenging process of re-imagining a hospital setting as a community of learning for young people in light of these findings. The paper focuses on young people as learners within the overarching themes emanating from the Keeping Connected research such as normalcy, diversity and communication. Taking up Slee's notion of ‘the irregular school’, we describe how one setting in a large urban paediatric hospital in Victoria, Australia, is transforming the way in which children and young people are supported to maintain their connectedness to learning. We reflect on the evidence of the Keeping Connected project to inform the ways in which a hospital can respond to young people's needs as learners and offer a model of inclusion as a form of cultural change in this important out-of-school setting. Directions for future research are also offered.

Conserving the heritage spaces of Kuala Lumpur : a case study of the old Market Square (Medan Pasar)

Being one of the new Asian mega-cities today, the origins of Kuala Lumpur started as early as 1850s at the confluence between two rivers; Gombak and Klang. The history of Kuala Lumpur changed when tin was discovered in Ampang in I 857. To cater for the need of residents and miners, a small trading post was constructed at the confluence between these two rivers. This business activity expanded eastwards to the Klang River resulting in one of the busiest business centres in Kuala Lumpur. Shophouses were erected and streets formed. These rows of shophouses and streets, with the river located to the west, created a rectangular space, known as the Old Market Square (Medan Pasar) which later became the main focal point of Kuala Lumpur. Today, even though the native senlements, chaotic sheds and huts have totally disappeared, some of the original shophouses, streets and even spaces still exist. However, they are struggling to survive and to maintain their authenticity due to pressures of nearby developments. This article considers the status of the Old Market Square in regard to its historical evolution and its position in contemporary heritage legislation and policy.

Creating spaces in higher education for marginalised Australians : principles for socially inclusive pedagogies

The Bradley Review of Australian Higher Education provided a timely reminder of the dismal performance of the nation and its higher education system in terms of the proportional representation of certain groups of Australians within the university student population. While the Australian Government has taken on the challenge of creating more university places for people from low socioeconomic status backgrounds, this article makes the case for creating spaces in higher education for marginalised Australians. Specifically, we argue that the most strategic place to begin this is with the pedagogic work of higher education, because of its positioning as a central message system in education. And it is from the centre that the greatest pedagogic authority is derived. In this paper we conceive of the pedagogic work involved in terms of belief, design and action. From these constitutive elements are derived three principles on which to build a socially inclusive pedagogy and to open up spaces for currently marginalised groups.  

Contact zones, third spaces, and the act of interpretation

The conceptual understanding of museums as ‘contact zones’ has been widely appropriated in the museum literature and beyond. But the discussion lacks empirical insights into actual experiences: What does ‘contact’ mean for the person experiencing it? How is it lived, negotiated and contested? Drawing on a long-term narrative study of global visitors to the Museum of New Zealand Te Papa Tongarewa (Te Papa), this paper offers an empirical interrogation and theoretical refinement of the ‘contact zone’. It moves beyond the more usual focus on museological production by shedding light on the meanings made by museum visitors. This paper augments current normative and theoretical approaches with an ethnographic study of processes of intercultural mediation during cross-cultural encounters, translation and dialogue. This is done through a hermeneutic analysis of visitors’ acts of interpretation that facilitates an understanding of ‘cultural action’ in ‘contact zones’ as an interpretive ontological endeavour of the shifting Self within a pluralist cosmopolitan space.

Trust evaluation for indirectly connected nodes using link community information

Inspired by recent empirical research on link communities, we borrow some important ideas and concepts for our own research to provide a more reasonable computation model of transitive trust. The key advantages of using link community methodology is to reflect on the nature of the social network features of Hierarchy and Overlap. Our research mainly resolves the computation of trust transitivity in which two nodes do not have any direct links to any link community. In this research, we discover a new direction analyzing trust transitivity. By using a social network game, we found that the link community methodology is a natural way to analyze trust in social networks. We also discovered, even in a small social network, trust has certain community features.

Doing without school! Spaces becomes places? Adolescent identity and engagement

This thesis highlights the failure of mainstream education to meet the diverse needs of some adolescent students. The interwoveness of identity, engagement and learning are significant, as it discusses the underlying assumptions that operate in many educational institutions, and that serve only a portion of adolescent populations.

Pedagogical principles for the design of virtual learning spaces in higher education

This paper focuses on effective learning spaces in contemporary higher education. Drawing on empirical data from a qualitative study of international students’ experience of blended learning programs conducted in three computing courses in two Australian universities, a range of issues and challenges are reported. Three pedagogical principles are then presented that respond to these challenges: 1. Enabling learners – learning how to learn in virtual learning spaces; 2. Programming for flexible learning – learning how to manage virtual learning environments; and, 3. Transforming learning – learning how to capitalise on the affordances of new technologies. The pedagogical principles are presented together with examples of types of practices that they support.

Collaboration in 3D shared spaces using X3D and VRML

We propose a framework for visual and haptic collaboration in 3D shared virtual spaces. Virtual objects can de declared as shared objects which visual and physical properties are rendered synchronously on each client computer. We introduce virtual tools which are shared objects associated with interactive and haptic devices. We implement the proposed ideas as new pilot versions of BS Collaborate server and BS Contact VRML/X3D viewer. In our collaborative framework, two pipelines-visual and haptic-complement each other to provide a simple and efficient solution to problem requiring collaboration in shared virtual spaces on the Web. We discuss two implementation frameworks based on the strong and thin server concepts.

A framework for visual and haptic collaboration in shared virtual spaces

We propose a framework for visual and haptic collaboration in X3D/VRML shared virtual spaces. In this collaborative framework, two pipelines— visual and haptic—complement each other to provide a simple and efficient solution to problem requiring collaboration in shared virtual spaces on the web. We consider shared objects defined as virtual object with their visual and physical properties rendered synchronously on each client computer. We introduce virtual tools which are shared objects associated with interactive and haptic devices. We implemented the proposed ideas as a server-client framework with a dedicated viewer. We discuss two implementation frameworks based on the strong and thin server concepts.