Barriers to learning in ADI (Australian Defence Industries) Limited, Benalla facility

Barriers to learning inhibit organisational learning directed at improving the quality of working life for employees and increasing productivity. They exist at all levels of organisation and in some way, explain the discrepancies that exist between the rhetoric of the Learning Organisation and the reality of the workplace. This research investigates such barriers to learning in ADI Benalla.

Toward new models of flexible education to enhance quality in Australian higher education

In this chapter we focus on models of flexible education as related to Australian higher education (with an argument that this is typical of developments worldwide). Moreover, Deakin University’s longstanding experience in flexible, online and distance education, as a case study of changes in Australian higher education, will be highlighted, with a particular emphasis on developments in teaching engineering and technology flexibly. To begin, we provide coverage of contemporary developments in quality enhancements in teaching and learning in Australian higher education arguing that flexible education is a key institutional response to external demands. The meanings of flexible education and blended learning are then considered and a contingency-based framework for designing flexible education outlined. The framework will consider models of flexible education design in the light of goals, the roles, needs and circumstances of teaching staff and learners, the changing technological environment, and the requirements of various external stakeholders. The focus will then move to course and unit concerns relating to flexible educational models of course design and operation as illustrated through the case of engineering and technology at Deakin. The final section will give some consideration to future directions in flexible education.

A case study exploring the sociocultural characteristics of adult Japanese ESL learners in Australian EAP programs

Research findings show that the poor level of English accomplishment amongst Japanese students in English as Second Language (ESL) settings continues to be an issue of concern. This interpretative study adopted an ethnographic case method to explore and advance reader’s understanding of Japanese learner’s sociocultural characteristics and, also, to investigate how cross-cultural similarities/ differences between the sociocultural heritage of Japanese learners and the contextual factors of Australian English for Academic Purposes (EAP) study abroad programs interact. This study aims to interpret the problems surrounding the poor performance of Japanese students in Australian ESL contexts and identify issues not present in the literature that warrant further investigation. Interviews, structured by a thematic reporting framework, were used as the interpretive instrument for data collection. Data, supported by the reporting framework, was analysed using a constant comparative method. The exploratory nature of this report led to the following conclusions. Firstly, Japanese students’ past educational experience interferes with Second Language Acquisition (SLA) in Australian EAP study abroad programs. Secondly, Japanese students have a predisposition towards integrative motivation. Thirdly, significant others influence Japanese learners’ ability to cope with transition issues, such as managing academic and social problems. Finally, contextual factors of Australian EAP programs (e.g. course materials, teaching and learning methodology and assessment) negatively impact English language learning. This study raises questions about the difficulties experienced by Japanese learners in Australian EAP study aboard programs.

Professional experience in new times: issues and responses to a changing education landscape

This paper discusses policy and practice relevant to teacher education and professional experience programs in Australia, aiming to assist not only reading our past and present, but also offering strategic direction with respect to the challenges and opportunities that are emerging within the Australian context. A meta-analysis of current major trends in Australian educational reform and the implications of an 'education revolution' for professional experience are discussed. The paper maps and examines broadly key education agendas of 'productivity, participation and quality'. In relation to these agendas, significant policy trends are identified under the headings of partnerships, preparation and professional learning, and the implications of each for the field of teacher education and professional experience are explored. Some comparisons with similar reforms that have occurred in Scotland and England are offered to provide insights and alternative directions for those working in the field. Finally, a range of possibilities and suggestions, along with cautionary tales of locally based professional experience practices, are provided.

Using MediaWiki as an efficient data repository and ubiquitous learning tool : an Australian example

The functionality of MediaWiki ensures it is a valuable learning repository for sharing and storing information. Constructivist learning can be promoted alongside a wiki repository and various wireless u-learning tools such as mobile phones and digital cameras, to encourage students to gather and share a range of primary and secondary information in a variety of subject areas. This paper outlines one initiative adopted at an Australian University specialising in distance education, which uses a MediaWiki as the primary method for content delivery. Over a period of three-years, the Drugs, Crime and Society wiki has evolved into an organic information repository for storing and accessing current research, press and drug agency material that supplements core themes examined in each topic of the curriculum. A constructivist approach has been employed to encourage students to engage in a range of assessable and non-assessable information sharing activities. The paper also demonstrates how the Drugs, Crime and Society wiki can be accessed through various wireless u-learning technologies, which enables students undertaking field placements to add and share primary information with other students and practitioners working in the drugs field.

Australian higher education institutions transforming the future of teaching and learning through 3D virtual worlds

What are educators‟ motivations for using virtual worlds with their students? Are they using them to support the teaching of professions and if this is the case, do they introduce virtual worlds into the curriculum to develop and/or expand students' professional learning networks? Are they using virtual worlds to transform their teaching and learning? In  recognition of the exciting opportunities that virtual worlds present for higher education, the DEHub Virtual Worlds Working Group was formed. It is made up of Australian university academics who are investigating the role that virtual worlds will play in the future of education and actively implementing the technology within their own teaching practice and  curricula. This paper presents a typology for teaching and learning in 3D virtual worlds and applies the typology to a series of case studies based on the ways in which academics and their institutions are exploiting the power of virtual worlds for diverse purposes ranging from business scenarios and virtual excursions to role-play, experimentation and language development. The case studies offer insight into the ways in which institutions are transforming their teaching for an unknown future through innovative teaching and learning in virtual worlds. The paper demonstrates how virtual worlds enable low cost alternatives to existing pedagogies as well as creating opportunities for rich, immersive and authentic activities that would otherwise not be feasible or maybe not even be possible. Through the use of virtual worlds, teaching and learning can be transformed to cater for an unknown future.

Evaluation methodology for work integrated learning - placements : a discussion paper

Background: This paper will address the evaluation of WIL (placements) in order to provide a strategy to improve performance in universities' WIL as benchmarked in the AUSSE, GDS and placement unit feedback.
Overview of issue: Although WIL placements are important and valuable for student engagement, learning, graduate employability and industry partnerships, there are few empirical studies or reviews that inform evaluation methodology for them. The assessment of placement outcomes and the student experience is typically more complex than evaluation of a standard university unit because of the wide variation that occurs with placements. Students are likely to be working in different organisations, and working on different projects within their various disciplines. Adding to this complexity, the organisation supervisor is an additional stakeholder critical to the placement experience, and who ultimately makes the judgment of student performance. Although an organisation supervisor may complete an individual feedback form for their students, generally this information is not strategically aligned within a broader university evaluation process. Initial examination of available literature revealed that the multi-dimensional perspective (organisational supervisor, placement co-ordinator and student) is not usually incorporated into evaluation of placements to inform continuous improvement for example. There are gaps in the evaluation process which could be addressed through more  comprehensive evaluation that could be utilised across Faculties and Institutions. In 2010, we will conduct an inter-faculty project to develop and trial an evaluation methodology for WIL placements. It will incorporate a triangulated approach including student, organisation and university supervisor feedback. Preliminary results gained from this project will be discussed.
Argument: An evaluation methodology that is inclusive of a triangulated approach, would provide university stakeholders with comprehensive feedback that could be used to strategically inform continuous improvement efforts in Institutions in the areas of WIL placements.
Implications: The importance of triangulated data gathering leading to a comprehensive evaluation and subsequent improvement strategies will be concluded. Suggested evaluation process and potential tools will be presented.

Leading professional learning in an Australian secondary school through school-university partnerships

As the limitations of one‐off and disconnected professional learning programs for teachers are recognised, there is widespread interest in building learning communities and professional learning teams within schools. When considering how to build local learning communities, school and university partnerships are seen as offering rich possibilities for transformative professional action. Set in the context of the international agenda of “Education For All” (UNESCO, 2005) a model of sustained on‐going professional learning, developed in one large secondary school in Australia, is analysed. The social practices that generate action and participation for partnership members are then scrutinised for the legitimacy of school‐university partnerships and the contribution to enhancing teacher learning.

Preparing pre-service physical education teachers for uncertain future(s) : a scenario-based learning case study from Australia

Background: A key aim of a physical education teacher education (PETE) program is to promote wide and deep knowledge, enabling students to establish connections and understand contexts within and beyond education, physical education and their life worlds. Most often PETE programs equip students with content knowledge and pedagogical strategies that help them address current challenges, but less attention is directed to helping the students anticipate future challenges and engage with opportunities they may face as teachers.
Purpose: This paper presents a case study of scenario-based learning as it was implemented in a final year PETE program in an Australian university, as a means of preparing students for their future teaching careers.
Participants and setting: Twenty-five final year pre-service physical education teachers enrolled in the culminating unit of their physical education degree.
Data collection: Scenario-based learning was introduced to the students via class discussion and assigned tasks. Examples of student-written scenarios and reflection on the experience from the lecturer and student perspectives are analysed.
Findings: Although the cohort found the process of scenario-based learning daunting the post-unit questionnaires revealed that it was a valued and valuable means of exploring professional issues they will face in the future. Scenario-based learning was a powerful tool of learning as well as modelling a pedagogy students could use in the upper levels of secondary school.
Conclusion: This paper argues that scenario-based learning should be a key component of forward-looking PETE programs that encourage their graduates to solve problems about issues they may face as beginning teachers.

Collaborative R&D project partner experience in the Australian CRC Program : a theoretical framework

The paper focuses on commercially-oriented cross-sector R&D collaborative projects carried out within Australian Cooperative Research Centres. A theoretical model is proposed to explain the participants’ experience of such collaborative projects, and the relationship between partner experience and project outcomes. It is hypothesized that collaborative projects that have both a strong relationship focus, in terms relational trust, and a strong task focus, in terms of project management capability, are more likely to be positively experienced by the participants. Four antecedent variables, derived from the literature and preliminary research, are proposed: credible commitments, previous collaboration experience, cross-sector management capability, and communication intensity. The model is to be empirically tested through a survey of CRC project leaders.

Suburb as site : virtual collaborative learning for undergraduate photography

This paper describes a learning and teaching approach implemented in an undergraduate photography unit that is designed around a virtual collaborative experience. The approach was adopted several years ago and the process of continually refining the approach to enhance the student experience is outlined as are the benefits and challenges that have been encountered to date. The primary aim of the learning and teaching approach is to allow students to develop graduate attributes and technical skills that will prepare them to work in a contemporary media context – working in the virtual so as to understand approaches to developing and presenting work in the modern photography workplace. The approach also aims to engage and support students in a self reflective process where they examine the self and others focusing on aspects of contemporary culture and lifestyle, architecture and concepts of the home. Central to the approach is a virtual collaborative project where students are matched with partners to develop and present a cohesive virtual photography portfolio that contrasts their local environment: Suburb as Site. Finally, the paper describes the research project that is underway to enhance the collaboration matching process and evaluate the student experience. The research aims to contribute to improved staff understanding of the student experience with a view to further enhancing the learning and teaching approach.