Autoconceito e bem estar dos docentes no exercício da função educativa na escola pública

Enquadramento - O professor desempenha um papel fundamental na transferência da informação e é um mediador entre o estudante e o objeto de conhecimentos, orientando e organizando o ensino para que a aprendizagem se efectue. Um dos grandes desafios da Educação Municipal está em manter os professores motivados para o desempenho contribuindo assim para o sucesso escolar dos seus alunos. Propomo-nos analisar que variaveis contribuiram para o auto conceito e bem estar dos docentes diante das mudanças e tecnologias inseridas no dia a dia da sala de aula. Método: Optamos pelo método de pesquisa com abordagem quantitativa numa primeira fase. Foi utilizado como técnica de coleta de dados, questionário de Vaz Serra 1986) e, numa 2ª fase o focus groupo com discussão e interpretação dos resultados obtidos em cada dimensão do questionário de autoconceito. A amostra foi constituida por 42 professores, do ensino fundamental publico Brasileiro. Resultados: Os professores eram casados, tinham idades compreendidas entre os 20 e os 40 anos, maioritáriamente de raça negra e 66% trabalham em mais do que uma escola. 80% dos professores apresentam valores de autoconceito abaixo da média. As incongruências, dificuldades e clima organizacional da escola faziam aflorar as discrepâncias emocionais e comportamentais. Mesmo situações descritas como derrotistas ou mesmo limitadoras do raio de ação do sujeito como o trabalho em organismo público, nos sujeitos que se posicionavam nas respostas do inventário com atitudes proativas as dificuldades não representaram um estancamento da ação. Conclusão: O Autoconceito e auto estima do professor são projetados no ambiente como fruto da interação humana atual com os constructos internos do sujeito. É necessário intervir ao nível do autoconceito e autoestima do professor para uma melhor qualidade de ensino e de vivencia escolar mais gratificante. Palavras-Chave: educação; personalidade; autoconceito; autoestima; docente.

Exploring the potential role of allostatic load biomarkers in risk assessment of patients presenting with depressive symptoms

Background: Depression is a major health problem worldwide and the majority of patients presenting with depressive symptoms are managed in primary care. Current approaches for assessing depressive symptoms in primary care are not accurate in predicting future clinical outcomes, which may potentially lead to over or under treatment. The Allostatic Load (AL) theory suggests that by measuring multi-system biomarker levels as a proxy of measuring multi-system physiological dysregulation, it is possible to identify individuals at risk of having adverse health outcomes at a prodromal stage. Allostatic Index (AI) score, calculated by applying statistical formulations to different multi-system biomarkers, have been associated with depressive symptoms. Aims and Objectives: To test the hypothesis, that a combination of allostatic load (AL) biomarkers will form a predictive algorithm in defining clinically meaningful outcomes in a population of patients presenting with depressive symptoms. The key objectives were: 1. To explore the relationship between various allostatic load biomarkers and prevalence of depressive symptoms in patients, especially in patients diagnosed with three common cardiometabolic diseases (Coronary Heart Disease (CHD), Diabetes and Stroke). 2 To explore whether allostatic load biomarkers predict clinical outcomes in patients with depressive symptoms, especially in patients with three common cardiometabolic diseases (CHD, Diabetes and Stroke). 3 To develop a predictive tool to identify individuals with depressive symptoms at highest risk of adverse clinical outcomes. Methods: Datasets used: ‘DepChron’ was a dataset of 35,537 patients with existing cardiometabolic disease collected as a part of routine clinical practice. ‘Psobid’ was a research data source containing health related information from 666 participants recruited from the general population. The clinical outcomes for 3 both datasets were studied using electronic data linkage to hospital and mortality health records, undertaken by Information Services Division, Scotland. Cross-sectional associations between allostatic load biomarkers calculated at baseline, with clinical severity of depression assessed by a symptom score, were assessed using logistic and linear regression models in both datasets. Cox’s proportional hazards survival analysis models were used to assess the relationship of allostatic load biomarkers at baseline and the risk of adverse physical health outcomes at follow-up, in patients with depressive symptoms. The possibility of interaction between depressive symptoms and allostatic load biomarkers in risk prediction of adverse clinical outcomes was studied using the analysis of variance (ANOVA) test. Finally, the value of constructing a risk scoring scale using patient demographics and allostatic load biomarkers for predicting adverse outcomes in depressed patients was investigated using clinical risk prediction modelling and Area Under Curve (AUC) statistics. Key Results: Literature Review Findings. The literature review showed that twelve blood based peripheral biomarkers were statistically significant in predicting six different clinical outcomes in participants with depressive symptoms. Outcomes related to both mental health (depressive symptoms) and physical health were statistically associated with pre-treatment levels of peripheral biomarkers; however only two studies investigated outcomes related to physical health. Cross-sectional Analysis Findings: In DepChron, dysregulation of individual allostatic biomarkers (mainly cardiometabolic) were found to have a non-linear association with increased probability of co-morbid depressive symptoms (as assessed by Hospital Anxiety and Depression Score HADS-D≥8). A composite AI score constructed using five biomarkers did not lead to any improvement in the observed strength of the association. In Psobid, BMI was found to have a significant cross-sectional association with the probability of depressive symptoms (assessed by General Health Questionnaire GHQ-28≥5). BMI, triglycerides, highly sensitive C - reactive 4 protein (CRP) and High Density Lipoprotein-HDL cholesterol were found to have a significant cross-sectional relationship with the continuous measure of GHQ-28. A composite AI score constructed using 12 biomarkers did not show a significant association with depressive symptoms among Psobid participants. Longitudinal Analysis Findings: In DepChron, three clinical outcomes were studied over four years: all-cause death, all-cause hospital admissions and composite major adverse cardiovascular outcome-MACE (cardiovascular death or admission due to MI/stroke/HF). Presence of depressive symptoms and composite AI score calculated using mainly peripheral cardiometabolic biomarkers was found to have a significant association with all three clinical outcomes over the following four years in DepChron patients. There was no evidence of an interaction between AI score and presence of depressive symptoms in risk prediction of any of the three clinical outcomes. There was a statistically significant interaction noted between SBP and depressive symptoms in risk prediction of major adverse cardiovascular outcome, and also between HbA1c and depressive symptoms in risk prediction of all-cause mortality for patients with diabetes. In Psobid, depressive symptoms (assessed by GHQ-28≥5) did not have a statistically significant association with any of the four outcomes under study at seven years: all cause death, all cause hospital admission, MACE and incidence of new cancer. A composite AI score at baseline had a significant association with the risk of MACE at seven years, after adjusting for confounders. A continuous measure of IL-6 observed at baseline had a significant association with the risk of three clinical outcomes- all-cause mortality, all-cause hospital admissions and major adverse cardiovascular event. Raised total cholesterol at baseline was associated with lower risk of all-cause death at seven years while raised waist hip ratio- WHR at baseline was associated with higher risk of MACE at seven years among Psobid participants. There was no significant interaction between depressive symptoms and peripheral biomarkers (individual or combined) in risk prediction of any of the four clinical outcomes under consideration. Risk Scoring System Development: In the DepChron cohort, a scoring system was constructed based on eight baseline demographic and clinical variables to predict the risk of MACE over four years. The AUC value for the risk scoring system was modest at 56.7% (95% CI 55.6 to 57.5%). In Psobid, it was not possible to perform this analysis due to the low event rate observed for the clinical outcomes. Conclusion: Individual peripheral biomarkers were found to have a cross-sectional association with depressive symptoms both in patients with cardiometabolic disease and middle-aged participants recruited from the general population. AI score calculated with different statistical formulations was of no greater benefit in predicting concurrent depressive symptoms or clinical outcomes at follow-up, over and above its individual constituent biomarkers, in either patient cohort. SBP had a significant interaction with depressive symptoms in predicting cardiovascular events in patients with cardiometabolic disease; HbA1c had a significant interaction with depressive symptoms in predicting all-cause mortality in patients with diabetes. Peripheral biomarkers may have a role in predicting clinical outcomes in patients with depressive symptoms, especially for those with existing cardiometabolic disease, and this merits further investigation.

The interaction factor as a challenge for foreign language learning in the technology based education: a pedagogical reflection

The author carries out a pedagogical reflection on how the technology driven distance learning repeatedly neglects the scientific achievements of Second Language Acquisition and Language Pedagogy. Seeing communicative competence as a major goal of a language classroom, she presents the main challenges that the communicative approach poses to distance learning. To this end, a general distance learning theory by Moore is adapted to the needs of language education, through a distinction between three aspects of learner interaction – with the teacher, with other learners and with content. In this three-dimensional paradigm the learner is seen as the main actor of the process, the teacher as a facilitator, the text as a main source of communicative data and the learner autonomy as the fundament of the process.

Usefulness of the Hepatocyte Growth Factor as a Predictor of Mortality in Patients Hospitalized With Acute Heart Failure Regardless of Ejection Fraction

Hepatocyte growth factor (HGF) plays a role in the improvement of cardiac function and remodeling. Their serum levels are strongly related with mortality in chronic systolic heart failure (HF). The aim of this study was to study prognostic value of HGF in acute HF, interaction with ejection fraction, renal function, and natriuretic peptides. We included 373 patients (age 76 ± 10 years, left ventricular ejection fraction [LVEF] 46 ± 14%, 48% men) consecutively admitted for acute HF. Blood samples were obtained at admission. All patients were followed up until death or close of study (>1 year, median 371 days). HGF concentrations were determined using a commercial enzyme-linked immunosorbent assay (human HGF immunoassay). The predictive power of HGF was estimated by Cox regression with calculation of Harrell C-statistic. HGF had a median of 1,942 pg/ml (interquartile rank 1,354). According to HGF quartiles, mortality rates (per 1,000 patients/year) were 98, 183, 375, and 393, respectively (p <0.001). In Cox regression analysis, HGF (hazard ratio1SD = 1.5, 95% confidence interval 1.1 to 2.1, p = 0.002) and N-terminal pro b-type natriuretic peptide (NT-proBNP; hazard ratio1SD = 1.8, 95% confidence interval 1.2 to 2.6, p = 0.002) were independent predictors of mortality. Interaction between HGF and LVEF, origin, and renal function was nonsignificant. The addition of HGF improved the predictive ability of the models (C-statistic 0.768 vs 0.741, p = 0.016). HGF showed a complementary value over NT-proBNP (p = 0.001): mortality rate was 490 with both above the median versus 72 with both below. In conclusion, in patients with acute HF, serum HGF concentrations are elevated and identify patients at higher risk of mortality, regardless of LVEF, ischemic origin, or renal function. HGF had independent and additive information over NT-proBNP.

Innate immune humoral factors, C1q and factor H, with differential pattern recognition properties, alter macrophage response to carbon nanotubes

Interaction between the complement system and carbon nanotubes (CNTs) can modify their intended biomedical applications. Pristine and derivatised CNTs can activate complement primarily via the classical pathway which enhances uptake of CNTs and suppresses pro-inflammatory response by immune cells. Here, we report that the interaction of C1q, the classical pathway recognition molecule, with CNTs involves charge pattern and classical pathway activation that is partly inhibited by factor H, a complement regulator. C1q and its globular modules, but not factor H, enhanced uptake of CNTs by macrophages and modulated the pro-inflammatory immune response. Thus, soluble complement factors can interact differentially with CNTs and alter the immune response even without complement activation. Coating CNTs with recombinant C1q globular heads offers a novel way of controlling classical pathway activation in nanotherapeutics. Surprisingly, the globular heads also enhance clearance by phagocytes and down-regulate inflammation, suggesting unexpected complexity in receptor interaction. From the Clinical Editor: Carbon nanotubes (CNTs) maybe useful in the clinical setting as targeting drug carriers. However, it is also well known that they can interact and activate the complement system, which may have a negative impact on the applicability of CNTs. In this study, the authors functionalized multi-walled CNT (MWNT), and investigated the interaction with the complement pathway. These studies are important so as to gain further understanding of the underlying mechanism in preparation for future use of CNTs in the clinical setting.

Dentists’ actions about oral health of individuals with Down Syndrome

Aim: To investigate the knowledge and actions of dentists for treatment of individuals with Down syndrome. Methods: A questionnaire was applied to all the dentists (n=90) working at the FHS (Family Health Strategy) modules in the urban limits of Parnaíba, PI, Brazil. Four of the questions in the questionnaire were written according to the Theory of Planned Behavior Table and Likert scale (questions 6,7,9 and 15), in order to analyze the professionals’ intentions. Sixteen objective questions were elaborated with the purpose of collecting information about the degree of the dentists’ knowledge as regards the intention of attending courses in the patients with special needs area including DS, and interaction with other professionals and families. The option was to use a questionnaire applied to the dentists of the region, from August to November 2014. Results: It was found that most professionals were women and they considered themselves able to identify these patients. Among the professionals, 70% showed they had no difficulty in identifying the patient with DS, and 5.2% had no opinion about the subject. Only 6.6% of the professionals showed to be certain about their aptitude to attend to these patients; 70% were partially apt, that is, they were not absolutely sure about their aptness. There was a statistical relationship between the variables understanding and difficulty in the treatment. There was no statistical relationship between the variable capacity to identify, understanding of the needs and fitness variable in attendance. Conclusions: Patients with Down syndrome need more attention and care of dentists, they must also be involved in a multidisciplinary approach. Most of the professionals do not follow the procedures laid down by the Ministry of Health, but showed interest in attending a course in this area and there is a low number of SD patients being cared in Parnaíba, PI.

Optimization of quantum states for signaling across an arbitrary qubit noise channel with minimum-error detection

International audience

O conhecimento profissional do professor e as investigações matemáticas na sala de aula: Um estudo nos 1º e 2º ciclos do ensino básico

Este estudo tem como objetivo contribuir para a compreensão do conhecimento profissional do professor de Matemática envolvido no desenvolvimento de tarefas de investigação na sala de aula, focando-se em quatro questões orientadoras: (i) como é que os professores colocam em prática as tarefas de investigação, considerando a planificação e condução das aulas? (ii) que dificuldades sentem os professores no desenvolvimento de tarefas de investigação na sala de aula? (iii) como é que o conhecimento didático dos professores influencia o desenvolvimento de tarefas de investigação? (iv) como é que o conhecimento didático dos professores é influenciado pelo desenvolvimento de tarefas de investigação? A fundamentação teórica assenta sobre as duas grandes temáticas do estudo: o conhecimento profissional do professor, sendo discutida a sua natureza, estrutura e conteúdo, e as tarefas de investigação, das quais se aprofunda a natureza e a utilização em sala de aula. Apresenta-se ainda investigação empírica referente ao conhecimento profissional do professor envolvido no desenvolvimento de tarefas de investigação. O estudo assumiu uma abordagem interpretativa, concretizando-se através dois estudos de caso, um de uma professora de 1. ° Ciclo e outro de um professor de Matemática do 2. ° Ciclo do Ensino Básico. Estes professores trabalharam em colaboração com a investigadora sobre tarefas de investigação, que até aí não conheciam, planificando, lecionado e refletindo acerca de um conjunto de aulas com tarefas desta natureza. Foram recolhidos dados durante as sessões de trabalho referidas, bem como nas aulas e ainda em entrevistas realizadas a cada um dos professores. Uma leitura transversal dos casos permite retirar algumas conclusões. A possibilidade de enquadramento nos conteúdos programáticos parece ser o principal critério de seleção das tarefas por parte dos professores. Na planificação, é a inventariação dos conteúdos que a tarefa mobiliza a principal prioridade, na busca da redução do grau de incerteza relacionado com as eventuais reações dos alunos. Quanto à condução de tarefas de investigação, a fase de introdução foi a mais breve, tendo servido o objetivo de conduzir à compreensão do propósito da tarefa por parte dos alunos e também reforçar alguns aspetos metodológicos do trabalho investigativo. A fase de desenvolvimento da tarefa foi aquela a que o professor de 2. ° Ciclo atribuiu maior importância, embora também valorizada pela professora de 1. ° Ciclo. Aqui, os professores consideram que o seu papel é acompanhar e orientar o trabalho dos alunos, ajudando a ultrapassar possíveis obstáculos, mantendo uma atitude questionadora. Quanto à fase de discussão, a grande preocupação dos professores é garantir a compreensão das ideias apresentadas pelos alunos. No entanto, existem duas estratégias distintas: enquanto a professora de 1. ° Ciclo, que muito valorizou esta fase, estimula a interação aluno-aluno, atribuindo-lhes a responsabilidade de validar/rejeitar as conjeturas apresentadas, o professor de 2. ° Ciclo centra em si toda esta fase, assumindo a responsabilidade de corrigir as ideias apresentadas. O desenvolvimento de tarefas de investigação é influenciado pelo conhecimento didático, revelando-se determinantes o conhecimento dos alunos e da forma como aprendem e o conhecimento do processo instrucional. O desenvolvimento de tarefas de investigação influencia várias componentes do conhecimento didático do professor, permitindo-lhe fortalecer o seu conhecimento matemático, desenvolver um conhecimento mais completo dos alunos e da forma como aprendem. Por último, a prática letiva com tarefas de investigação fornece ao professor dados importantes de como planificar e conduzir tarefas de natureza aberta, de forma a tirar o máximo partido das suas potencialidades. ABSTRACT: This study’s aim is to contribute to the understanding of the professional knowledge of the Maths teacher, involved in the development of investigative tasks in the classroom, focusing four guiding questions: (i) how do teachers give practical way to the investigative tasks, having in mind the lesson plans and lesson execution? (ii) Which difficulties do the teachers face when developing the investigative tasks in the classroom? (iii) How does the teachers' didactical knowledge influence the development of the investigative tasks? (iv) How is the teachers' didactical knowledge influenced by the development of the investigative tasks? The theorical framework is based on two broad themes of the study: teacher's professional knowledge (discussing its nature, structure and contents) and the investigative tasks (whose nature and use in the classroom is deepened). Besides, empirical research in what concerns to the professional knowledge of the teacher involved in the development of investigative tasks is also added. The study assumed an interpretative approach, materialised through two case studies, one of a primary school teacher, the other of a preparatory school Maths teacher. The teachers worked in cooperation with the researcher on the investigative tasks, which, until then, they weren't familiar with, planning, teaching and thinking about a set of lessons with tasks of this kind. Data were collected during the work meetings, as well as in the lessons and also in interviews to each one of the teachers. A transversal appreciation of the cases allows us to draw some conclusions. The possibility of integrating the programmatic contents seems to be the main criteria for the selection of the tasks by the teachers. ln the planning, the main priority of the task is the inventory of contents, aiming to reduce the level of uncertainty in what concerns to eventual reactions of the students. ln what concerns to the conduction of the investigative tasks, the introduction phase was the shortest, fulfilling the aim of leading to the understanding of the proposal of the task by the students and also to reinforce some methodological aspects of the investigative work. The task's development phase was the one the preparatory school teacher dedicated more importance, though it was also valued by the primary school teacher. ln this aspect, the teachers consider that their role is to follow and lead the students’ work, helping them to overtake eventual obstacles, keeping the questioning attitude. ln what concerns the discussion phase, the big concern of the teachers is to reassure the understanding of the ideas presented by the students. However, there are two different strategies: while the primary school teacher, who really valued this phase, stimulates the student-student interaction, giving them the responsibility of validating/rejecting the presented conjectures; the preparatory school teacher centers around himself all this phase, assuming the responsibilities of correcting the presented ideas. The development of the investigative tasks is influenced by the didactical knowledge, and it is determinant the knowledge about the students and about the way they learn and the instructional knowledge. The development of the investigative tasks influences several components of the didactical knowledge of the teacher, allowing him/her to reinforce his mathematical knowledge, developing a more complete knowledge about the students and the way they learn. Finally, the lessons execution with investigative tasks provides the teacher with important data about how to plan and conduct open nature tasks, in order to take the biggest advantage of their potential.

Blended learning and the flipped classroom: The affordances of cloud based, located, and virtual world environments to support student learning

In this paper the author reports on the introduction of the flipped classroom integrating located, online and virtual world learning environments to support the collaborative lived experiences of a group of students and the educator participating in a higher education undergraduate art unit, Navigating the Visual World. A qualitative narrative methodology, A/r/tography, incorporating both image making and textual recording is used to explore and identify interwoven aspects of the artist/ researcher/ educator relationship in the creative artistic process of exploring concepts of identity within inquiry based art practice. Selected student examples, including a collaborative group assessment project demonstrate effective student engagement with experiential blended learning within the flipped classroom.

Residential schools in a first-year undergraduate engineering programme

BACKGROUND OR CONTEXT: For over 20 years, Deakin University has delivered an accredited undergraduate engineering course by means of distance education. Prior to 2004, off-campus students were not required to attend classes in person on campus. The course was designed so that the off campus students were able to undertake all study and assessment tasks remotely from the university campus. Offering accredited domestic undergraduate engineering courses via distance education has been seen as an important strategy for helping to provide graduate domestically educated engineers to meet Australia’s current and future needs. From 2000 the Australian accreditation management system for professional engineers, as managed by Engineers Australia, has increased its scrutiny of accredited domestic undergraduate engineering courses that were provided in distance-education mode. This led to a series of policies and recommendations for Australian universities that offer accredited engineering courses in distance-education mode: one of the recommendations was that off campus
enrolled engineering students should periodically attend some campus-based activities throughout the course. During the 2004 accreditation review of engineering courses at Deakin University, the
accreditation panel requested that mandatory campus-based activities be incorporated into the accredited undergraduate engineering course. Specifically the request was that Deakin mandate that all off-campus students enrolled in an accredited undergraduate engineering course provided by university attend in person a residential school at least once during every year of equivalent full-time study load. The accreditation panel suggested a program model for the residential school component of the course as developed by the University of Southern Queensland.
PURPOSE OR GOAL: This paper describes the development of the mandatory residential school component of accredited distance education undergraduate engineering courses at Deakin University with
a particular focus on how the residential school program is implemented at level 1 (first-year full-time equivalent level) of the courses.
APPROACH: To be compliant with accreditation requirements, since 2005 Deakin has conducted residential schools for off-campus students at its Geelong Waurn Ponds Campus. Initially the schools were conducted annually over two-weeks during the first semester, and have transitioned to the current mode where the residential school is conducted as a one week programme in each of the trimesters. During these schools, activities are organised around the respective engineering-course units undertaken by students during the trimester.
DISCUSSION: The minimum requirements for the on-campus components of distance-education-mode accredited engineering courses were developed by Engineers Australia in consultation with members of the Washington Accord (International Education Alliance) and at the time of development, generated considerable debate (Palmer, 2005, 2008). The intended purpose of residential schools was for off-campus enrolled students to have reasonable exposure to a typical “on-the-campus” student experience periodically throughout the course. Elements considered suitable and worthwhile for inclusion in residential school programs included:
• in person engagement with their academic lecturers,
• presentations and interaction with guest speakers from industry,
• industry-based site visits,
• engagement in sole and group-based learning and assessment activities on campus, and
• social interaction with other students.
RECOMMENDATIONS/IMPLICATIONS/CONCLUSION: We have found that advantages to the students who attends a residential school include completing real practical work without the need to assemble their own materials at home, and social engagement with staff and students. Off-campus students leave the residential school with a sense of belonging to a “community”, “one of many doing the same and not the only one”. They have the opportunity to share their often significant professional experience with the generally younger and less experienced on-campus student colleagues. Through this interaction between on-campus and off-campus students, the on-campus students benefit as much as the off-campus students. The disadvantages to the off-campus students is the requirement to travel to Geelong for an extended time, which costs the students both money and time away from work and family. From our experience, we recommend to other institutions starting residential schools of their own that they exploit the mandatory on-campus-presence requirement to enhance learning outcomes, well publicised timetables be available to students before trimester begins (certainly before census date), a standardised academic week during trimester be set for all residential schools, encourage student feedback on the program, and apply a practice of uniformity and consistency in how the programme is managed, especially mandated student attendance. Our residential schools for off-campus-mode students have been running for over 10 years. We have found that the educational and social advantages to the student outweigh the disadvantages.

Blended learning and art education: student participation in a collaborative, authentic assessment project

This paper reports on higher education student engagement with blended learning experiences incorporating located (on campus), cloud based (online e-learning ) and graphically built, socially networked 3D multi user virtual environments (MUVES). Immersion in this environment enabled collaboration between two groups of students enrolled in separate undergraduate art education and public relations units, to identify, develop and participate in an integrated, authentic assessment project. It is contended that immersive blended learning experiences support creative problem solving and encourages synchronous and asynchronous student participation in authentic problem solving and collaborative practice. Interacting with co-learners, students gain knowledge and skills through situated learning, defined as the application of knowledge, learned in one setting and transferred to another and where immersion in a virtual learning experience leads to higher level engagement on the transfer task in a real world setting. In this project, collaborative blended learning involved the creation of a collection of digital artworks by art education students using computer software located in a real world environment. These artworks were curated and exhibited by the students in a virtual gallery they designed and built on Deakin Arts Education island in Second Life. For public relations students, the virtual art exhibition was the focus of a virtual campaign, designed, researched and developed by them to promote the Deakin Virtual Art Gallery on Deakin island in Second Life. The final promotion for the Virtual Gallery was presented by the students at a symposium in both real world and virtual world environments.

Design of learning spaces for engineering education

BACKGROUND OR CONTEXT: With the re-imagining of engineering education at Deakin University an opportunity was presented with the ability to design purpose built spaces. With this development a review of leading practice educational spaces was undertaken specifically in a product development unit as well as a materials unit. Whilst both areas have different needs there were some common elements with the location of teaching aids, apparatus and experimental set-up and collaborative teaching spaces.
PURPOSE OR GOAL: This study examined what would a best practice learning environment look like in two different disciplines and what is the connection and similarities in a problem based learning environment. A benchmarking study and literature review on best practice was undertaken; this learning space was intrinsically linked to the educational model. Aspects of the educational model have started to be implemented in this long term project
APPROACH: Student perceptions were measured primarily through standard unit feedback for both units as well as student comments on the units. Engagement of students was the primary focus of the redesign of purpose built spaces as well as curriculum review. By placing students into specifically designed spaces to enhance learning outcomes it is anticipated that the knowledge and skills attainment will be higher for all students.
DISCUSSION: The redevelopment of learning spaces has forced staff to think hard about their units and how space impacts on student educations. With both the materials and product development units, student had the ability to move through spaces depending on what they were doing. This ability to move is a combination of the educational model, the facilities and staff/student interaction.
RECOMMENDATIONS/IMPLICATIONS/CONCLUSION: While part of a long term redevelopment of facilities and curriculum, it has been found that when the facilities match the educational model student engagement is higher. This has been support in both the literature and observation through student and staff evaluations of the unit. It is expected that as students adapt to the new educational model further they will make greater use of the purpose built facilities.

Novel design of a renewable energy remote laboratory

BACKGROUND OR CONTEXT: Current work in remote laboratories focuses on student interaction in a setting that can be at times disconnected from real world systems. Laboratories have been developed that show models of a working system, focusing on a single aspect, but very few laboratories allow the user to see the outputs of a working system that interacts with the real world as would be expected outside of a laboratory setting. It was aimed with this paper to show a design of a novel approach to building a remote laboratory that would be able to interact with a fully functional renewable energy system, and to show the students the outputs of such a system in real time. It allows for the user to be presented with information in a new context.
PURPOSE OR GOAL: With this research it is hoped to achieve a remote laboratory that will be able to present students with the data from a renewable energy system live, as it is generated as well as all the logged date generated. It is aimed with this novel approach to building a remote laboratory to assist the students in learning about renewable energy systems while allowing the student to access real data, instead of simulated data. Links to increased motivation due to realism in data given as well as change in student perception on learning in remote laboratories mean that a system such as this could change the way students approach learning about renewable energy generation systems. This will require further research however.
APPROACH: This remote laboratory required gathering data from an already established system. The live results were not recorded, and a log file was generated daily, however this was not fast enough to give to students as it was generated, so a system that could maintain communication between all systems, while also polling for data itself was required. In addition to this, the system had to communicate to a server that would give students access to the live data. The server was set up in such a way that students were not required to install any programs on their computer, multiple students could access the data at any given time, and a wide range of devices, including mobile devices, could all access the remote laboratory.
DISCUSSION: Key outcomes include the design of the remote laboratory, including screenshots of data acquisition from the renewable energy system from different devices. The design is split into two sections, one covering the server side architecture while another covers the data acquisition architecture. A very brief discussion on students’ initial interaction is also undertaken.
RECOMMENDATIONS/IMPLICATIONS/CONCLUSION: Research has shown that the degree of realism in remote education can have an effect on students’ behaviors/motivation in a remote laboratory. By allowing students to knowingly access a real system that is currently being used to generate power from renewable energy sources, the methods and motivations that students use when approaching renewable energy systems may change.

EAP teachers' conceptions of and interactions with professional development: a phenomenographic investigation

This research explores the conceptions of professional development held by a group of teachers of English for academic purposes (EAP), the influence of their conceptions on their interaction with professional development activities and the learning outcomes resulting from this interaction.

Inequalities and agencies in workplace learning experiences: international student perspectives

National systems of vocational education and training around the globe are facing reform driven by quality, international mobility, and equity. Evidence suggests that there are qualitatively distinctive challenges in providing and sustaining workplace learning experiences to international students. However, despite growing conceptual and empirical work, there is little evidence of the experiences of these students undertaking workplace learning opportunities as part of vocational education courses. This paper draws on a four-year study funded by the Australian Research Council that involved 105 in depth interviews with international students undertaking work integrated learning placements as part of vocational education courses in Australia. The results indicate that international students can experience different forms of discrimination and deskilling, and that these were legitimised by students in relation to their understanding of themselves as being an ‘international student’ (with fewer rights). However, the results also demonstrated the ways in which international students exercised their agency towards navigating or even disrupting these circumstances, which often included developing their social and cultural capital. This study, therefore, calls for more proactively inclusive induction and support practices that promote reciprocal understandings and navigational capacities for all involved in the provision of work integrated learning. This, it is argued, would not only expand and enrich the learning opportunities for international students, their tutors, employers, and employees involved in the provision of workplace learning opportunities, but it could also be a catalyst to promote greater mutual appreciation of diversity in the workplace.