Associations of children's perceived neighborhood environments with walking and physical activity

Purpose. To examine associations between children's perceptions of the neighborhood environment and walking and physical activity.
Design. Cross-sectional study of a school-based sample.
Setting. Elementary schools in Melbourne, Australia.
Subjects. 280 children aged 10 years (response rate 78%).
Measures. A self-report survey assessed children's perceptions of the neighborhood physical and social environments and their weekly walking frequency. Physical activity was also objectively measured using accelerometers.
Results. Multiple linear regression analyses showed a positive association between walking frequency and the number of accessible destinations in the neighborhood among boys; having a neighborhood that was easy to walk/cycle around and perceiving lots of graffiti were positively associated with walking frequency among girls. Perceiving lots of litter and rubbish was positively associated with boys' overall physical activity, but no environmental variables were associated with girls' overall physical activity.
Conclusion. Several different environmental factors were associated with walking and physical activity. Perceptions of the neighborhood environment were more strongly associated with girls' walking than with objectively-measured physical activity. Future studies should confirm these findings using objective measures and prospective study designs.

Tipping points in online-mediated learning environments

Teacher/Student engagement enriches learning experiences beyond the specifics of communicated information by encouraging connectivity and the fostering of learning communities. This paper is an analysis of student engagement in a postgraduate online-mediated learning environment, and considers how engagement may be an important factor in building communities of learning in conjunction with improved learning outcomes. This paper is informed by the conceptual framework for effective e-learning outlined by Garrison and Anderson (2003) as necessary for higher order knowledge building by students as part of skills development for participation in knowledge economies. Data collected through a pilot study infers that a correlation exists between the development of small groups of significantly contributing students within wider online student cohorts and the learning outcomes of all students within the cohort. The findings indicate that a number of small events have increased student engagement and motivation, and resulted in improved learning outcomes.

Towards a digital representation of physical phenomena to assess comfort in future environments

This paper presents the concept and a test implementation of a digital representation of the physical world designed to assess comfort quality in
future environments. An integrated set of physical phenomena is modeled three-dimensionally to investigate the dynamic behavior of design objects
holistically.

The formulation supports the integration of computational simulation in the performance-based design process. It employs the principles of
geometrical and physical selfcontainedness to avoid that complex geometrical and physical circumstances have to be specified at design time. The concepts of congeneric cells and congeneric conjunctions are
introduced to simulate various physical phenomena simultaneously with a uniformly structured set of equations.

The concept, the prototype implementation and selected test cases are presented. Although it was not possible to implement all features and model parts completely, the research and the discussion of its achievements make valuable contributions towards more effective integration of computational simulation in the performance-based design process.

Accommodating learner diversity in web-based learning environments: imperatives for future developments

In this article, we focus on the use of Web-based learning environments for university students. We draw on an evaluation of an online environment that was developed to supplement face-to-face components of an undergraduate education unit in an Australian university. We explore learners' affective responses to this environment, finding that students' responses were often related to their familiarity with the learning environment, their skills and confidence with computer technology, and their preferred learning styles. It is not surprising to us that different students experienced the environment differently as this is the foundation of constructivist and socio-cultural understandings of learning. Yet, the models that currently predominate in the provision of online learning environments in universities offer very little in terms of responding and adapting to students' individual needs and preferences. Instead, online Web-based learning environments are most often designed to anticipate an average, or sometimes ideal, learner. We argue that designing for an imagined average or ideal learner does not adequately respond to the challenge of accommodating learner difference. If hopes for student-centred education are to be realised, future technological and pedagogical developments in online course provision need to be sophisticated enough to respond and adapt to individual students' needs and preferences across a wide range of variables.

Challenges of web-based learning environments: are we student-centred enuf?

The last decade has seen a phenomenal growth in the use of the Web in university education, with various factors influencing the adoption of Web-based technology. The reduction of government funding in the higher education sector has forced universities to seek technological solutions to provide courses for a growing and increasingly diverse and distributed student population [13,14]. Another impetus has been a shift in focus from teacher-centred to learner-centred education, encouraging educators to provide courses which enable students to manage their own learning [6]. In this paper we discuss challenges associated with the design and provision of Web-based learning environments that are truly student-centred. We draw on interview and questionnaire data from an evaluation study to raise issues surrounding the provision of online environments that meet learners' needs. We discuss the challenges of catering for the needs of different learners and the challenges associated with helping students to make the transition into new online learning environments.

Project quality management in virtual environments : a primer

The rise of geographically dispersed project teams enabled by technology has made project quality management a significant challenge for organizations. This paper uses findings from a project on geographically dispersed, cooperating SMEs in the building trade, to explore whether concepts and artefacts from the Rational Unified Process® (RUP®) software development approach could be adapted and used to better manage quality in virtual projects. Our future research aims to explore the use of RUP artefacts in a virtual environment and their impact on
project management and quality.

Evaluation of the environments for health framework

Environments for Health, Five Years On…
Since its release in 2001, Victoria’s Environments for Health Municipal Public Heath Planning Framework, has represented a leading edge approach to supporting quality public health planning at the local government level.

In 2006 the Department of Human Services appointed an external evaluation team from Deakin and Melbourne Universities to assess the introduction of the Environments for Health framework to municipal public health planning and to make recommendations for its future direction.

The evaluation aimed to determine the extent to which Environments for Health and related implementation activities had:

* been incorporated by local governments in their policies and practices
* created greater opportunities for health gain, and
* been supported effectively by the Department of Human Services and other stakeholders

The evaluation project involved participation from a broad range of key stakeholders, including all local Councils within Victoria. Data collection covered four distinct stages - document analysis, key informant interviews, state-wide survey of practitioners, and council and stakeholder forums, all with opportunities for input to the evaluation.