Will it work? an initial examination of the processes and outcomes of converting course materials to CD-ROMs

The Faculty of Business and Law at Deakin University (Victoria, Australia) decided to dispense of all printed post-graduate learning materials and replace them with CD-ROMs from the commencement of the 2006 academic year. In addition, CD-ROMs were developed for a limited
number of undergraduate units as part of a future delivery plan for this cohort of students. The following paper describes this project, the reasons underpinning it, and the processes the Faculty adopted to implement the project. The project is ongoing and part of a broader agenda for change
that will see an even greater application of electronic technology to teaching and learning within the Faculty. Although only initial findings and observations are possible at this stage, the project provides a basis for longitudinal reporting and, potentially, a guide for other institutions who may
be considering such a move. The paper reports on these observations and on those in the educational development arena and suggests that the Faculty will need to learn from these initial experiences and evaluate the project in greater depth to guarantee a smooth transition for all stakeholders.

Managing change without sacrificing quality: music teaching and learning at South African tertiary institutions

After the jubilation of the first democratic election in 1994, South African educational settings were faced with the challenge to rethink curriculum, content and delivery as part of its nation building process. Education continues to be a major player in stimulating wider change in society and is one arena where change may be readily facilitated. Changing the style and practice of teacher education programs remains a key feature in the transformation process. Twelve years on, curriculum, has undergone reform in terms of Outcomes Based Education (OBE)? Revised National Curriculum Statement (RNCS) of 2002, accordingly, universities continue to prepare teachers for multicultural classrooms. Universities are now challenged to manage increased student intake (quantity) for teacher education programs without having to sacrifice quality for teacher education. This article focuses only on The University of Pretoria, a city university previously known as a traditional Afrikaans university situated in the greater Johannesburg area in South Africa. Through interview data with two music educators at this university, I present some of the current trends and challenges that tertiary music educators face in preparing music teachers in South Africa. This article also outlines a paradigm shift in the curriculum and argues for a holistic music education, one that endorses most of the major cultures and musics in South Africa. The question I pose is how then do we effectively manage change at tertiary level without sacrificing quality when preparing future music teachers to meet the needs and challenges of the curriculum and society.

Usability and learning in online environments : a case of interactive encounters

This paper proposes a set of strategies to maximise learner-content and learner-learner interactions in on-line learning environments. Extrapolating the outcomes of a research study that investigated the ways in which users responded to the interactive constructs embedded within interactive multimedia applications, the concept of encounter theory is introduced. Using observation and interview techniques, participants in the study identified a range of options by which learnercomputer interactions might be enhanced. The implications of these findings for online and desktop environments are considered, specifically in terms of the independent learner's encounter with content material and other learners. Developing a comprehensive understanding of the interactive phenomenon will not only lead to more effective useability and learning in on-line environments, but also to their working better for the learner.

Creating and sustaining quality e-learning environments of enduring value for teachers and learners

Australian universities continue staking a claim on the future of e-learning, acquiring Learning Management Systems (LMS) as rapidly as universities overseas. Much is published on processes and criteria for selecting the best LMS for an organisation's needs and attempts to establish training and support mechanisms for deploying these systems. Beyond initial efforts to commission these technologies, particularly in the hands of teachers and students, what should happen to ensure these commitments yield real educational value in the long term? The search for and realisation of systemic and substantial new value requires a more profound reconceptualisation of what it means to design and work within contemporary learning environments, incorporating e-learning, in support of excellence in educational outcomes. This demands the foregrounding of the role of the academic teacher in the system in relation to other parties who can make important educational contributions in support of student learning. Central to new strategies is a transformation of the role of academic teacher, but on terms understood by them and supportive of their educational values. Six areas of value creation for teachers and learners are considered in relation to this transformation.

Casing out teaching and learning online: enhancing fidelity into the mainstream

In this paper we present the rationale and outcome of a University strategically funded project aimed at developing a broad range of cases illuminating good practices in the development and use of digital media and online technologies at Deakin University. The project is aimed at supporting the ongoing implementation of the University’s suite of e-learning technologies, Deakin Studies Online (DSO). It was seen as a significant strategic academic professional development initiative by the University in bringing together perspectives on effective teaching and learning in the context of various disciplines and professional fields of practice, with DSO possibilities for enhanced teaching/learning quality, efficiency, accessibility and satisfaction. The ‘case’ as a useful means of developing practice is outlined, along with the various project processes involving case selection, development, production and promotion. Finally, reflections on the outcomes of the project are considered. A number of positive though largely unintended consequences are identified

Student perspectives of online learning

The advent of online learning in tertiary education has changed the way students interact with institutions and undertake their studies. All students at Deakin University interact with their courses through an online learning environment. While online learning environments can be evaluated in a number of ways, the perceptions of the key users and their levels of satisfaction with the online learning environment are important measures.
This paper presents results of a survey of students studying at Deakin University in 2005. The survey explored their perceptions of learning in the online environment. The results indicate that overall students were enthusiastic about learning in such an environment. The main advantages are the flexibility that it provides and the ability to study when it suits students. The disadvantages include technical issues such as speed of access, and the need to participate regularly. The size and spread of the responses suggest that these outcomes can be generalized for all students studying online.

Wholly online learning in environmental science

In recent years there has been a significant shift in the way courses and subjects are delivered to students in tertiary institutions. Advances in technology have resulted in a change to the traditional face-to-face lecture and tutorial teaching format, with many subjects in tertiary education now available online. Although research has explored the advantages and disadvantages of online learning, there has been little attention paid to this teaching format in the field of environmental science. In particular, there is little evidence in the literature to suggest that this method of teaching is appropriate for studies in environmental science or for environmental science students. This study examined the outcomes from a wholly online subject in environmental science at Deakin University, Australia. More specifically, the study aimed to investigate student views about online learning in environmental science as well as online group work. Questionnaires were distributed to all students who completed the core second year subject Society and Environment in semester 1, 2005. Although many of the responding students (n = 48) recognised the benefits of wholly online learning, the findings suggest that most prefer to learn in a face-to-face environment. This paper examines the implications of these findings for future online teaching methods in this discipline.

Shared learning: reflecting on practice using a collaborative approach

Independent learning and critical thought are developed when students are encouraged to express and review their own understandings and the ideas of others as part of their learning journey. This paper focuses on an innovation to engage and support pre-service teachers (students) in a collaborative approach to learning following a teaching practicum. Through the creation of a learning community, information and practice is shared and further challenged in a supportive environment. The opportunity for students to review their own work in relation to responses of peers enables them to become involved in the process of critiquing their own beliefs and practices as well as their peers, within a set framework. Favourable outcomes for both students and university staff augur well for the future development of the process.

Equity and access in an e-enhanced, international, university environment: learning style implications

Globalisation and technological development have simultaneously pressured universities to provide students with flexible and innovative learning options. Among the ways universities address these issues are by internationalising their curriculum and investing in educational technology. These changes have affected pedagogical and andragogical approaches and outcomes. Learning styles potentially affect the strategic approach of academics when utilising innovative technological tools in their teaching, which converges with internationalisation of the curriculum and a diverse student body to accentuate the issues of equity and access. The literature in this field is explored in context with the authors’ diverse experiences to provide policy makers, academics and other education stakeholders with a new perspective.

Differences in study approaches and the implications for student learning

Using the revised 42 item Study Process questionnaire SPQ-R (Zeegers 2002) and its underlying methodology developed by Biggs (1987), this study investigates student learning approaches and academic outcomes across units in their First Year of study. The study confirmed that there are differences in the study approaches of students and that it was possible to group students according to their learning orientations (profiles). Whilst there was not a large variation between profiles and academic results, low achieving approaches were clearly related to low achieving results.

Developing critical thinking skills through active teaching and learning strategies: a literatre review

Clinical decision-making is an integral part of nursing practice. Critical thinking skills are required by nurses to make effective clinical decisions that have positive outcomes. This paper is a review of literature related to critical thinking and decision making and identifies the teaching and learning strategies that are most likely to encourage these abilities in nurses.

Teacher researchers - sustaining professional learning

In this paper we argue for an approach to professional development which supports teachers to engage in sustained intellectual inquiry and to investigate the conditions in their classrooms that might make a difference for students at risk of not succeeding at school. We focus on the work of one primary school teacher involved in the research project Teachers investigate unequal outcomes in literacy: Cross generational perspectives and explore the effects that redesigning her literacy curriculum had on her professional identity and the literacy outcomes for one of the children in her class. We suggest that the principles of building theory and practice, positioning teachers as agentive, and making a space for teachers to bring new – and renewed – professional knowledge to their work are principles of practice that energise and sustain teachers and their day-to-day classroom work. Such principles deserve attention, particularly at a time when teacher quality and professional standards are in the minds of policy makers.

Professional development for professional developers: who's learning about e-learning from whom?

This paper examines the critically reflective approach of a group of academic support staff in the design, development and evaluation of an e-learning resource. The resource was a showcase of examples of electronic learning and teaching approaches developed at Monash University titled Designing Electronic Learning and Teaching Approaches (DELTA). This paper does not focus on the resource itself, but rather on the critically reflective approach used, which drew on the features of participatory action research and was extended to include a participatory component in the evaluation of the site so that the outcomes of this process could be formally accommodated in data collection. The paper explores this critically reflective approach as a model for e-learning developers to monitor and progress their own professional development, engaging in collaborative dialogue to enhance their professional practice.

Working and learning in vocational education and training in the knowledge era : final report of the professional development for the future project

This Report summarises the outcomes of the phases of the Professional
Development for the Future Project and presents the implications of this research for professional development of staff in Vocational Education and Training (VET), as they become knowledge workers.

These shifts are occurring within the knowledge era. Distinguishing features of this era are summarised into four broad areas:
- the importance and value placed on knowledge in organisations
- the time span of discretion
- the complexity of relationships, and
- the ubiquitous nature of information and communication technology.

It is within this context that work is currently performed, and understanding this context provides the foundation for considering new capabilities required in the knowledge era.
Key capabilities required of knowledge workers to work effectively in the
knowledge era were drawn together from an analysis of the theoretical literature and the results of interviews with knowledge workers. The core capabilities identified include:
- adaptive problem solving – becoming designers as well as problem -
solvers
- rapid knowledge gathering and sharing with others
- discriminating between relevant and irrelevant information, and
- understanding and working effectively with the organisation’s culture.

Knowledge era characteristics and knowledge worker capabilities have been mapped to each other illustrating conceptual linkages between these two areas.

Professional development themes drawn from interviews with knowledge
workers are presented. While global trends in knowledge work have been well documented, the impact of these trends on the capabilities of workers, and the ways in which knowledge workers develop these capabilities is less well understood. Their learning methods challenge our current thinking in relation to the ways in which workers acquire skills and knowledge. Some of the professional development methods include seeking exposure to new ideas from a wide variety of sources, embracing intense learning opportunities, and using relationships to increase knowledge.

‘Thought pieces’ (see p17 ff) commissioned for this Project, as well as
subsequent interviews with the authors, provided further insights into the
professional development of knowledge workers. The implications of these insights are an extension of earlier themes and emphasise:
- the emergent nature of knowledge work
- the importance of relationships that facilitate knowledge sharing
- coherent conversations and dialogue
- collaborative work and generosity.

A key insight is the shift from thinking about knowledge work in terms of
borrowed knowledge to an emphasis on generated knowledge within a context.

Data from focus groups of the Project provide further insights for knowledge worker professional development. These augment the perspectives of the earlier data analysis but also add greater emphasis to:
- the clear and direct relationship between professional development and
work and career aspirations of knowledge workers,
- the relationship of professional development to the organisational
mission, and
- the issues of managing and leading knowledge workers and their
development.

As part of this analysis the defining features of organisational life in VET were reviewed in relation to effective professional development of knowledge workers.

The final section of the Report revisits the core dimensions of the Project.
Concise commentaries on working and learning in the knowledge era,
professional development in the knowledge era, and leadership and
management in the knowledge era are presented.

The Report concludes with a discussion of the enablers of professional
development for knowledge workers in VET. This discussion is introduced by a re-statement of the VET sector’s positioning in the knowledge era and the consequences of this for VET managers an d staff in terms of complexity, uncertainty and diminished prospects for accurate predictiveness. The enablers comprised:
- integration of information technology into socio -technical systems
- greater understanding of the organisation from within
- connecting staff to the organisation’s fundamental identity
- connecting to the work and career trajectories of workers
- establishing work structures which integrate the use of professional
development resources with knowledge work
- providing workers with the autonomy to design their own professional
development activities
- building professional development into the iterative nature of knowledge
work, and
- creating organisational contexts that value intuitive thinking and working.

Professional development needs to be thou ght of in a much broader context in the knowledge era. What each VET staff member knows and shares will become increasingly central to their work, and in that sense all VET workers require capabilities for knowledge work. This report accurately describes t he VET context, the capabilities required, and the organisational enablers that will promote ‘knowing’ and thus embed a new style of professional development within VET.

Reflections of teacher education students learning of rhythm: Orff to an African beat

This article reports on students' reflections, gathered from questionnaire and interview data, on their learning of rhythm and on their attitudes and  motivation from having engaged with African music as non-music specialists using the Orff approach. The "traditional" Orff approach to classroom music was supplemented with African repertoire which builds on the nexus, identified by Amoaku (1 982), between the Orff method and the traditional way of music learning in African cultures. This article describes my experience as a South African working with Australian non-specialist primary teacher students of predominantly Anglo-Celtic background within the context of a music education unit at Deakin University's Melbourne (Burwood) Campus. As Nketia (1988) points out, I - like many expatriate music educators - have selected music from my own country of origin as the foundation to develop curriculum materials teaching rhythm through non-Western music. The results demonstrate worthwhile experiences and outcomes for both the students and myself.