Productive on-line student support : developing a system for primary mathematics trainee teachers

This paper outlines the development project for the 'Productive on-line student support system', a student "self-help" system, at Deakin University. The aim of this project was to provide Deakin primary teacher education students with a web-based learning tool that allowed them to assess and diagnose their strengths and weaknesses in mathematics, and supports students in their mathematics learning, and in so doing produce mathematically competent graduates. This project was, like similar programs, a development of peer or cross-age tutoring common in primary and secondary schools. A grant under the Deakin University Strategic Teaching and Learning Grant Scheme enabled a staff team from the mathematics education group, to develop a sophisticated and well-designed system that catered for a wide range of student needs, provided useful feedback, and was engaging and easy to use. The under-pinning software for the system was WebCT, available to staff through the Deakin Studies On-line system, to which students are connected also. The 'Productive on-line student support system' enabled students to determine their own mathematical needs, and have these addressed whenever they wished, as often as they wished, and allowed self-monitoring of progress. An outline of the system and examples of the assessment materials will be presented.

Optimising the impact of education for community pharmacy in Australia

Aims & rationale/Objectives : This paper examines the extent to which different models of community pharmacist continuing education (CE) are evidence-based. It also describes the impact of varying education models on attendance and attitudes within the profession.

Methods : A literature review was conducted to establish principles that should be applied to health professional education, and pharmacy in particular. Interviews were conducted with representatives from four organisations involved in the education of pharmacists to understand their current models. Four focus groups were held with community pharmacists to understand their educational experiences and attitudes.

Principal findings : The purpose of CE is to improve the clinical performance of health practitioners. Literature examining outcomes from CE underlines the importance of adult learning principles. Focus groups supported the view that consideration of these principles is beneficial. These principles, including problem-based learning, clinical applicability, relevance, and active involvement in the learning process, are currently incorporated into educational models to varying extents. Access problems such as cost, distance, insufficient flexibility in delivery, and poor promotion of educational opportunities prevent many pharmacists from taking responsibility for their own learning. A lack of appropriate assessment by some registering authorities is counterproductive to achieving CE outcomes in clinical practice. Participants already engaged in continuing professional development (CPD) agreed with the principles of its introduction.

Discussion : Optimising outcomes from CE requires considerable input from numerous stakeholders. The recent introduction of mandatory pharmacist CPD across Australia should encourage an individual focus on learning outcomes. Focus group participants are likely to be education enthusiasts and may not represent the views of the entire profession.

Implications : This study identifies the need for a system-wide approach for achieving outcomes from CE. It is therefore advisable that a coordinated strategy be developed by all stakeholders for education delivery so as to optimise the impact of CE.

Creative arts research : a pedagogical perspective

This paper emerges from current work related to a number of research projects across several creative arts disciplines. It poses the following questions: What implication does creative arts research have for extending our understandings of the role of experiential, problem-based learning and multiple intelligences in the production of knowledge? How can the application of such understandings influence policy and enhance opportunities for support of creative arts research in the university and the broader arena? In a previous paper examining the function of the exegesis (Barrett, 2004), I referred to the suggestion made by Lauchlan Chipman that: in a knowledge economy, it is necessary for a large number of people to comprehend the creative output of others in order for such output to be sufficiently taken up for the enhancement of society. This paper is an extension of the previous one in its attempt to promote wider understanding of the value of creative arts research. I will focus on the dialogic relationship between the exegesis and studio practice in painting, creative writing, performance and dance, in order to demonstrate that creative arts enquiry can promote a more profound understanding of how knowledge is revealed, acquired and expressed. Four successful research projects will be examined as 'case studies' to show how creative arts research methodologies may be applied in the development of more critical and innovative pedagogies and to argue that the role of creative arts research is still to be fully realized and acknowledged in the knowledge economy.

Implementing elements of Schon's reflective practitioner in an undergraduate public relations program

While the internship unit in a public relations degree is often viewed as the foremost area of experiential learning it can fail to deliver significant learning outcomes for student and teacher. This paper explores the use of other activity-based learning (ABL) methods as implemented in the Deakin University public relations undergraduate degree. The paper applies Donald Schon's concept of the reflective practitioner to learning undertaken in an internship unit and compares this application to two other units where ABL is used and the focus is on creating a client-professional relationship. For the purpose of this paper information was analysed using the 2006 on-campus cohort only. The cohort was further refined to include those students who successfully completed the degree of BA in public relations. Student internship evaluation forms and unit records were viewed to gain statistical information.

Teaching IT professional practice with virtual teams

The ability to communicate effectively as part of a virtual team working in the online environment is a valuable skill to have in the modern e-workplace. Such skills can be difficult to develop in undergraduate students. This paper reports on a professional practice unit situated in a web 2.0 environment that aims to develop students' teamwork skills. The paper also reports on research that sought to gain understanding of the student experience of interacting online in virtual teams. The results showed that students value the virtual teamwork experience, finding it useful and relevant for their future careers. The student perceptions of various aspects of virtual teamwork have improved with each subsequent offering of the unit.

Using social software to support the teaching of IT professional practice

Social software has been used to support problem-based learning activities in a wholly online information technology (IT) professional practice course at Deakin University since 2006. When the course was first delivered, the authentic learning environment was a website, with an intranet and team forums created in Drupal, the open source content management system (CMS). Although this environment was suitable, feedback from students and teaching staff highlighted areas where improvements could be made. In the second year of the course, Joomla!, the open source CMS, in combination with Simple Machines Forum (SMF), the open source online discussion community software, was used to provide the website, as well as the intranet and team forums respectively. Feedback in 2007 was more positive, suggesting that the Joomla!-SMF social software combination and the features implemented, improved the learning and teaching experience in comparison to the 2006 version of the course.

Swapping roles or swapping desks? When experienced practitioners become students on placement

The social work education literature on the preparation of students for their first practice learning placement, and the support needs of such students once in placement, tend to include implicit assumptions that the students being placed are novice practitioners, with little experience of working in social welfare agencies. Although there are some students for whom these assumptions are undoubtedly correct, another common phenomenon is that practice experience often leads to practitioners enrolling in professional degrees to qualify as a social worker. As credit for prior work experience in social welfare settings has only recently become possible for Australian social work students, we routinely work with aggrieved students who believe they should be exempted from placements, some of whom subsequently find the transition from experienced practitioner to student on placement somewhat difficult. This paper reports on a study which sought to explore the specific needs of experienced practitioners who become social work students on practice learning placements, with the aim of developing procedural recommendations for the placement and support of such students in the future. One of our findings was that several of the students continued to identify as practitioners, albeit in a different agency or programme from their normal place of employment, rather than take on the student identity. The implications of this for the development of practice learning opportunities for students who are experienced practitioners will be discussed.

Technology adoption : voices of teaching academics, educational designers and students

This folio presents three studies (a dissertation and two electives) which use qualitative case study methodologies to investigate technology adoption from three perspectives. Central to all three studies is the study context of Monash University. The Dissertation explores adoption of web-based learning and teaching approaches from the perspective of teaching academics as they incorporate these to facilitate their students’ learning. The study investigates teaching academics’ reasons for adopting these new technologies, the factors that influenced their adoption decisions, and the challenges they were confronted with, including the contributing factors that impacted on their adoption decisions. The study shows that while contextual factors such as power and politics of the school, department, faculty and the institution impact on adoption, supportive organisational infrastructures and policy frameworks are necessary to encourage adoption, including wider adoption. In turn, on going staff development, adoption of new work practices and being adaptive to changing work environments are key demands made on teaching academics as a result of adopting web-based teaching approaches. Elective 1, a smaller study, leads on from the dissertation and examines the impact of technology adoption on the evolving role of educational designers. The study identifies the educational designers’ role change in assisting teaching academics to move from more conventional forms of teaching to more technology based learner-centred collaborative models. An important aspect of the study is the managers’ perspectives of this role in a university that has adopted a strong flexible learning and technology policy. The findings show that educational designers now work as project managers in larger teams consisting of a wider range of professionals, their expanded role in introducing technology into learning designs, providing staff development in the area, and giving technical help including advice on copyright and intellectual property issues. Elective 2 explores student readiness to adopt these technologies for learning. The study is designed to achieve an understanding of three broad categories of learners from a first year design unit: (1) South East Asian and East Asian students, (2) all other international students, and (3) local Australian students are studied to examine their readiness for modes of learning that are flexible; their approaches to study in a creative discipline area; and their openness to using technology. Findings of the study are discussed under the key themes – dependence on the teacher and classroom environment, flexible learning and working alone, structure, communication and work patterns. The study concludes by discussing the possible cultural attributes that have an impact on the learning. The three studies found that the institution, its people, structures and processes must all adapt, evolve and grow in order to provide effective, engaging, student-centred web-based learning environments. Students in turn must be enabled to manage their study, make use of the technologies and maximise their learning experience. The findings revealed the stage of technology use reached at Monash University at the time of the study through the voices of the teaching academics, educational designers and students.

Preparing for flexible delivery in industry : learners and their workplaces

This thesis examines the learning preferences and learning strategies of apprentices, and the contexts within which they learn in their workplaces. Since the end of the 1980s Australian vocational education and training (VET) structures and processes have undergone radical change in attempts to develop skills in the workforce that will ensure enterprise, national, and international competitiveness. A major strategy in the national reforms has been the encouragement of flexible delivery as a means through which workplace-based learning can be accessed by a larger number of workers in ways that are cost-efficient, and that reduce the amount of time that workers spend away from their jobs. Although flexible delivery has been championed by governments and industry alike, there has been little attempt to identify the preparedness of either learners or their workplaces for the demands of flexible learning. The thesis examines the economic context for these changes to VET, and also examines the literature available on workplace learning. Additionally, the thesis examines the conceptualisations of flexible delivery that are available in the literature, pointing to the possibility that the wide range of meanings associated with the term ‘flexible delivery’ may result in quite different practices and expectations. The thesis also examines the literature on independent learning and self-directed learning, and explores the concept of ‘client-focused’ flexible delivery. The study of learner preferences uses data collected from apprentices over a period of some years, in the four occupational areas commanding the highest number of apprentices in Australia. These occupational areas are Metals and Machining, Building, Electrical, and Hairdressing. These data on learning preferences are collected using the commercially available Canfield Learning Styles Inventory (CLSI). The data from the sample of 389 apprentices are analysed statistically through analyses of variance, and indicate that variables such as age, gender, and occupational area are related to learning preferences. Apprentices are shown by this analysis to prefer structured programs of instruction that are instructor-led, and to not have a high preference for independent learning or the development of their own learning goals. Additionally, they are shown to have very low preferences for learning through reading, preferring instead to learn through direct hands-on experience. While these characteristics are largely common among the four occupational groups, the Hairdressing apprentices are shown to have a slightly higher preference for independent learning and goal setting. Females are shown to have a higher preference than males for learning qualitative material through reading. Interestingly, the younger apprentices are shown to have a higher preference than the older ones for self-directed learning. Some possibilities for that finding are discussed. The research also shows that the learning preferences displayed by different groups of apprentices in any one program are much the same over time, providing some confidence that data generated from one group of apprentices can be used to make instructional decisions for future groups in the same program. The data are also factor analysed to indicate three major factors underlying apprentice learning preferences. The first factor indicates a Verbal–Non-verbal preference factor, with apprentices clearly preferring to learn through non-verbal means. A second factor is described as Structure–Content, with apprentices showing a preference for learning from structured programs in a structured environment. A third factor, Self-directed–Social preference, indicates apprentices preferring to learn through socially mediated presentations and contexts rather than through more independent forms of learning. Qualitative data are also generated through interviewing eight apprentices, and focusing on the learning strategies they employ while constructing knowledge in the workplace. That component of the research uses a modification of the Marland, Patching and Putt (1992a, 1992b) stimulated recall technique, and a set of learning strategies derived from the work of O’Malley and Chamot (1990) and Billett (1996a). The eight apprentices are drawn from the Metals and Machining, Electrical, and Hairdressing trades. The findings indicate that the learning strategies most often used by apprentices in the workplace are those associated with the construction of knowledge that is structured and provided by the instructor or learning program, and those that include social mediation of learning. Additionally, the strategies associated with demonstration and hands-on practice are most favoured. The qualitative data are confirmatory of the quantitative data. The research also indicates, through the apprentice interviews, that support for apprentice’s learning in their workplace is typically unplanned and haphazard. Their experience was sometimes characterised by a reluctance on the part of the workplace to acknowledge learning needs such as trialling and practice of new knowledge, or pro-actively seeking understanding from other more skilled workers. The learning preferences and learning strategies findings for apprentices, coupled with the findings of typically poor or unplanned support in the workplace, indicate that effective flexible delivery of training to apprentices in the workplace provides a number of challenges. These challenges, it is argued, demand strategies to be developed and implemented to prepare both learners and workplaces for effective engagement with flexible delivery. Using as a theoretical framework Kember’s (1995) two-dimensional model of open learning for adults, the thesis integrates the findings into a proposed two-dimensional model of learner and workplace preparedness for flexible delivery. The model provides for a Learner Development Space, a Workplace Development Space, and a Strategy Space. Within the Learner Development Space, focuses for the development of learner preparedness are identified in terms of self-directed learning, skills developments, and effective participation in a community of practice. Focuses for workplace development identified in the Workplace Development Space are those associated with development of training policies, training structures, and trainer skills and abilities. The Strategy Space then provides detail of seventy-nine specific strategies developed to enhance learner and workplace preparedness within each of the focuses identified.

How do teachers investigate scientific concepts in an Early Childhood Environment?

Early Childhood Educators have an important role to fulfil in aiding children's development and understandings in the science curriculum. There are many different views and opinions on how science can be taught in an Early Childhood environment, it is therefore our aim to investigate how teachers feel about teaching science concepts and promoting science in the early childhood centre. We aim to discover how everyday activities relate to the nature of science within our everyday lives. The science curriculum is important in Early Childhood settings as it provides children with various opportunities to explore the natural world. We are hoping to gain a deeper understanding of how teachers are guiding and encouraging children to make sense of their experiences. It is also important that we explore how Early Childhood Educators understand their own practice in teaching science concepts in their curriculum.

Description of project: We will be completing a small inquiry based task which will require us to compile data collected from interviews, recordings from teachers in long day and kindergarten settings around the Geelong region.

Methodology: ln order to undertake this research we will be using a socio cultural framework, focusing on language in the social environment and play (basing our ideas on the theories of Vygotsky). We will be undertaking narrative accounts to obtain data which will be collated from three different sources.

Ethical implications of projects: We do not foresee any significant risks to any participant in this study. The topic of the research is uncontroversial, and we will be taking measures to ensure anonymity or confidentiality where appropriate.

Valuing practical experience

The nature, consequences and benefits of practice-based learning in architecture are explored nationally / transnationally from both student and practitioner perspectives. The findings suggest that the strengths of learning in practice contexts should be utilised and better integrated with formal learning at university for Australian architectural education in the 21st century.

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.

Comparison of two modes of delivery of first aid training including basic life support

Aims: Flexible-learning first aid courses are increasingly common due to reduced classroom contact time. This study compared retention of first aid knowledge and basic life support (BLS) skills three months after a two-day, classroom-based first aid course (STD) to one utilizing on-line theory learning at home followed by one day of classroom training (FLEX).
Methods: In this prospective randomized controlled trial, 256 participants with internet access and no first aid related training for at least five years were randomly allocated to a STD or FLEX course. Assessment was conducted immediately after training and again three months later. Each participant was allocated a theory and a BLS score, which were summed and averaged to create an equally-weighted ‘combined score’
of first aid knowledge and skills.
Results: There was no significant difference in theory scores between the STD and FLEX groups immediately after training and after three months. STD participants had significantly higher BLS scores immediately after training (p = 0.001) and three months later (p = 0.046). Males had significantly higher BLS scores after training (p < 0.001), but not three months later (p = 0.02). Participants older than 46 years had significantly lower BLS scores than younger participants (p < 0.001). There was no significant difference in combined scores between the STD and FLEX groups or between genders, education or age groups either immediately after training or three months later.
Conclusion: After replacing one day of classroom-based training with on-line theory training, there was no significant difference in the first aid competencies of the study population, as measured by an equallyweighted
combined score of basic life support and first aid theory.

Teaching journalism students and regional reporters how to work with cultural diversity

This paper examines the effectiveness of a set of curriculum materials developed for a Reporting Diversity and Integration Project tailored for Australian journalists and journalism students. The materials take a problem-based learning (PBL) approach to a hypothetical case study that involves Muslim netballers being banned from competition because they want to wear headscarves during play. Deferring to ideas developed by Russian psychologist, Leo Vygotsky, we proposed a few ‘scaffolding’ strategies to support student learning. The material was trialed with 30 first-year Deakin University journalism students and 30 regional journalists. The responses showed that both groups felt the materials we added to the curriculum resources, which provided information on Muslim women and the headscarf, affected how they would write the story. They also thought it was important to provide this kind of information for readers. This paper argues that providing cultural information in an accessible format for students and journalists in newsrooms should be integral to education and training materials designed to improve media coverage of cultural diversity issues.