E-governance as digital ecosystem : a new way to think about citizen engagement and the internet?

There has been a long history of attempting to deploy networked information and communications – mostly in the form of the Internet – to support the broad goals of effective, efficient and responsible democratic government. While there has been considerable talk about the way such technologies might promote better governance – through increased citizen participation in debates and discussions about future outcomes – there has been, in contrast, much action that actually uses the Internet for more efficient government, by creating online and networked interfaces by which citizens can transact business with government. There has been only limited success in using the Internet and similar communications channels to allow citizens to participate in their own governance. Undoubtedly, the Internet does facilitate public consultation. For example, the European Commission used an Interactive Policy Making web tool for public consultation on legislation for regulation of chemicals. Over 6,500 contributions were received over a period of 2 months and the consultation process led to the identification of key flaws in proposals, saving billions of Euros (Timmers,2008). However, consultation of this kind tends to be a mechanism for gathering opinion and gaining citizen approval for change that is not different except in transmission form than previous approaches based on meetings and written submissions. While the European Commission example can be seen as successful, Internet-based consultation can too easily become promotional or marketing oriented, as in recent efforts in Australian by the Federal Communications Minister to use a blog to discuss proposed changes to Internet censorship regulations: in this case, discussion and debate from participants appears largely to have been ignored in favour of a pre-existing position. This paper aims to provide a solution to some of these problems by drawing on the idea of how the Internet can host and support a digital eco-system.

Can a media annotation tool enhance online engagement with learning? A multi-case work-in-progress report

The paper explores preliminary data of four cases in a larger study investigating the effects on learning of a new educational technology called Media Annotation Tool (MAT). In particular, the paper focuses on learning engagement with MAT and begins to raise questions about what factors promote or enhance engagement. Drawing on the work of Kirkwood (2009), the authors analyse the type of educational technology functions that were expressed through the ways teachers integrated the use of MAT into their curriculum. Another factor explored in the paper is student engagement. Barkley's (2010) theorising on the complexity of student engagement for learning argues that engagement is where motivation and active learning synergistically interact. Examining students reflections on their use of MAT, the authors identify that while MAT offers active learning, motivation for the use of MAT may be a missing factor for some disengaged students. This insight provides further themes to explore in further analysis of the projects data.

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.

Using human rights-based approaches to support the engagement and empowerment of young people

This paper explores questions about the value of human rights-based approaches in supporting the engagement and empowerment of young people. It will examine how rights-based approaches allow education about human rights to take on the characteristics of transformative learning, with consequences for increased possibilities of engagement of young people in positive social action both inside and outside the school setting. Key characteristics of rights-based approaches are introduced and their connection to skills supporting empowerment examined. Case studies of rights-based approaches from around the globe drawn from a wide spectrum of countries (including both north and south) are used to illustrate both positive effects and explore challenges and limitations. The work discussed in this paper sits at the intersection of education, public health and health promotion, and is underpinned by values of social justice, equity and participation.

Characterising secondary school teacher imperatives as subject (signature) pedagogies : a pedagogy of support in maths and a pedagogy of engagement in science

The ideas of Lee Shulman have played a major role in reconceptualising pedagogical description. In 2005, Shulman described a construct called “signature pedagogies” in order to describe recognisable and distinctive pedagogies used to prepare future practitioners for their profession. As a broader application of Shulman’s ideas, this paper asks, what is the efficacy of describing pedagogies that have become entrenched in secondary school subjects as signature pedagogies? Approached from a cultural perspective these questions are examined by comparing the subject cultures of junior school maths and science as experienced by, and represented in the classrooms of, a small number of teachers from two secondary schools in Victoria, Australia. In this research, subject culture is underpinned by shared basic assumptions that govern the dominance of certain “subject paradigms” (what should be taught) and “subject pedagogies” (how this should be taught) (Ball & Lacey, 1980). In this secondary school setting, the term signature pedagogies can be equated to the term subject pedagogies on the basis that both aim to characterise practice across the subject, or discipline, based on what was perceived as central to the task of teaching and learning. The paper draws on classroom observation and teacher interview data to show how six teachers positioned two aspects of their teaching in relation to what they believed was central in shaping their maths and science teaching: the effect of the arrangement of curriculum content on teachers’ conceptualisations of the teaching task; and a pedagogical imperative to engage students through activity-based learning experiences. The cultural expectations surrounding these two aspects of teaching appear to have a strong influence on practice, and in some senses teachers’ pedagogical responses were clear. These common responses are what I am calling “subject pedagogies” (see Ball & Lacey, 1980) because there was general agreement about what was central to the teaching task. Two subject pedagogies were seen to represent strong discourses occurring in both subjects: a “Pedagogy of Support” in maths, and “Pedagogy of Engagement” in science. Their established and shared character resembled Shulman’s posited “signature pedagogies” (Shulman, 2005). The data shows that by evaluating cultural practices that teachers have in common, and assumptions underpinning these, there is potential for highlighting imbalances, strengths and weaknesses, and connections and disconnections, associated with prevailing subject pedagogies.

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.

Evidence based guidelines to improve engagement and participation for people experiencing depression

Background:
Depression can have a strongly negative impact on a person’s ability to engage with and participate in activities of daily living. Clinicians currently seeking guidance on best practice in this area currently need to access and critique a wide range of evidence from a number of disciplines. While some clinical practice guidelines are available, this form of evidence presentation presents several barriers to implementation.

Procedures:
This article proposes a new procedure for developing guidance for clinicians, known as evidence based guidelines. The purpose of the guidelines presented here is to provide guidance on appropriate assessment and intervention strategies with people experiencing depression, who wish to improve their engagement and participation in daily activities. They were constructed using a multiple methods procedure, with five phases.

Results:
Evidence based guidelines for the general population, older adults and people with co-morbid physical conditions are presented at the conclusion of this article.

Conclusion:
The procedure described here produces evidence based guidelines with built in measures to promote implementation into practice. The resulting guidelines for depression will enable clinicians from all disciplines to engage in best practice, and assist people with depression participate more fully in their lives.