Designing online role plays with a focus on story development to support engagement and critical learning for higher education students

Online role plays, as they are designed for use in higher education in Australia and internationally, are active and authentic learning activities (Wills, Leigh & Ip, 2011). In online role plays, students take a character role in developing a story that serves as a metaphor for real-life experience in order to develop a potentially wide range of subject-related and generic learning outcomes. The characteristics of these stories are rarely considered as factors in the design―and success―of these activities. The unspoken cultural assumptions, norms and rules in the stories that impact on the meanings students make from their experiences are also rarely scrutinised in the online role play literature. This paper presents findings from a case study of an asynchronous text-based online role play involving politics and journalism students from three Australian universities. The findings highlight the centrality of students’ collaborative story-building activity to their engagement and learning, including their development of critical perspectives. The study underlines the importance of certain aspects of the role play's design to support students' story-building activity.

Chronic disease and impairment among Alaska native elders : the Alaska Education and Research Towards Health (EARTH) study

Background: Chronic diseases and impairments are prevalent among older Americans. However, prevalence data for Alaska Native (AN) elders are limited, with estimates usually extrapolated from national studies in which AN elders may not be well-represented. The aim of this study was to describe the prevalence of selected chronic diseases, impairments, and measured medical risk factors among a large community sample of AN elders.

Methods: Design, setting, and participants. A community-based cross-sectional study of baseline information from 656 AN elders aged 55 years or over who participated in the Alaska Education and Research Towards Health (EARTH) Study, March 2004 to August 2006. Measurements. Self-reported lifetime prevalence of 17 doctor-diagnosed chronic diseases, and point prevalence of vision, hearing, oral, and general health impairment were estimated from data collected using audio computer-assisted self-administered questionnaires. In addition, height, weight, blood pressure, fasting blood lipids, and fasting blood glucose levels were measured.

Results: The four most prevalent chronic diseases among AN elders were high blood pressure (55%), arthritis (49%), high cholesterol (42%), and adult bone fracture/break (35%). The median number of chronic diseases reported was three (inter-quartile range, 2 to 5). The prevalence of self-reported vision impairment was 15%, hearing impairment 18%, and having had all natural teeth removed 25%. Almost 50% were obese. High blood pressure (systolic ≥ 140 mm Hg and/or diastolic ≥ 90 mm Hg) was measured in 23%, high low density lipoprotein (LDL) cholesterol (≥ 130 mg/dL) in 39%, and high fasting plasma glucose (> 125 mg/dL) in 9%. Obesity was more prevalent among women than men. There were also significant regional differences in rates of obesity and high LDL cholesterol.

Conclusion: These data may be useful in public health programs and health services planning.

Finding common ground: enhancing interaction between domestic and international students in higher education

A feature of Australian Higher Education over the last 10 years has been the increased numbers of international students. This feature has been perceived to have great potential for enhanced learning for all students – both international and domestic. Yet, student surveys and research clearly indicate that there is very little interaction occurring between domestic and international students. This article reports on a study that investigated the extent to which university teaching can promote interaction between students from diverse cultural and linguistic background. Using an innovative video-analysis methodology, the research found that academics engage in a variety of activities to encourage interaction between student groups. In order to assist academics in planning interaction, one of the main findings of the study was the development of ‘The Interaction for Learning Framework (ILF)’, that identifies key dimensions for curriculum design that can be used by academics to inform ways that they can enhance interaction between diverse student groups within teaching and learning contexts.

Service quality in a higher education context : an integrated model

Purpose – The aim of this study is to develop and empirically test an integrated model incorporating the antecedents and consequences of service quality in a higher education context.

Design/methodology/approach – This research employed both qualitative and quantitative research methods. The data from three focus groups, conducted at the Central Queensland University (CQU), Rockhampton, Australia, generated key themes and their interrelationships. The theoretical model was then tested using structural equation modelling technique on a sample of 528 university students.

Findings – The findings show that information (marketing communications) is more statistically significant than past experience as the antecedents of service quality. The consequences of service quality are composed of trust, satisfaction, and image. Overall, the results suggest a good validity of the theoretical model and the key paths in the model are found statistically significant, except past experience affecting service quality.

Originality/value – The model provides a good explanation of a university brand image, and perceived service quality was found playing an important role in this model. Universities intending to enhance their image are encouraged to consider focusing their efforts on marketing communication information, service quality, student satisfaction and trust.

Academics,think tanks and journalists : the trouble with expert opinion, empirical evidence and bilingual education

This book reports the findings of the Australian News media and Indigenous policymaking 1988-2008 ARC Discovery Project

Antecedents and consequences of service quality in a higher education context : A qualitative research approach

Purpose – The purpose of the paper is to report on the perception of students in regard to critical antecedents, dimensions and consequences of service quality with an aim to develop a theoretical model in the context of a university in Australia.

Design/methodology/approach – This research used focus group discussions with 19 students who had been studying in undergraduate and postgraduate level programs at an Australian university.

Findings – The findings show that the critical antecedents to perceived service quality are information and past experience. There are three aspects of perceived service quality, namely, academic, administrative and facilities. Student satisfaction and student trust are found to have direct and positive relationships with perceived service quality as consequences; and brand performance and behavioural intention are found to have indirect relationships with perceived service quality mediated through satisfaction and trust.

Originality/value – This paper found three separate themes and their relationships with service quality in the context of a university. These themes are: information, past experience and brand performance. Perceived service quality was found playing an important role in this theoretical model. The model provides a good explanation of university brand performance and students' behavioural intentions.

An education in Facebook

For some years academics have debated the role in higher education of Facebook, the world’s most extensive social networking site. At first there was enthusiasm—it was a new tool that could be ‘repurposed’ for education; then, as Facebook became more widespread, its use seemed less than opportune. But now, with so many students already engaged before they even come to a university, perhaps it is impossible to avoid the conclusion that Facebook is as natural to education as the commute, the computer, and everything else which students ‘bring’. This paper first presents a summary of what Facebook affords, by way of its design and use, for online communication and networking, demonstrating the central role of reciprocal acts of attention exchange in this system. It then analyses, through a critical reading of research into Facebook and education, the way Facebook challenges traditional understandings of university education and the relationships between teachers and students. It concludes that, however we might seek to use Facebook in higher education (and there are many reasons we might), its use will always be shaped by—and indeed give rise to—a blurring of the traditional boundaries between formal and informal education.

Keeping connected: the design and overview of the research

The special issue Keeping Connected: Identity, Social Connection and Education for Young People opens with a paper that discusses the research design and overview of a three-year project by a Melbourne (Australia)-based multi-disciplinary team. Over 2007–2009, the Keeping Connected team of 10 researchers investigated the lives of adolescents with ongoing health conditions. The project centrally is developed by the young people's perspectives, their identity and wellbeing, relationships with others and engagement within changing contexts and their altered opportunities in the world. The research design includes image production underpinned by visual methods and a narrative-informed approach to interview and interpretation of images. The study, which crosses the health and education interface, set out to highlight differences of perspectives adopted by 31 young people, their families and the professional groups, such as teachers and health professionals. The special issue discusses key project findings and contributes a body of scholarship that expands our knowledge of evidence-based research across the education and health interface. The longitudinal study highlighted two themes of importance for education, and poorly catered for in current policies and guidelines: that the situation of these young people needs to be addressed by schools as a process over time (including prospectively); and that the young people's identity is strongly marked by a desire to be seen and treated as ‘normal’ combined with an awareness of being vulnerable.

Building awareness of mathematical modelling at teacher education: a case study in Indonesia

A growing interest to teach mathematics closely connected to its use in daily life has taken place in Indonesia for over a decade (Sembiring, Hadi, and Dolk 2008). This chapter  reports an exploratory case study of  the building of an awareness of mathematical modelling in teacher education in Indonesia. A modelling task, re-designing a parking lot (Ang 2009), was assigned to groups of pre-service secondary mathematics teachers. All groups undertook the stages of collecting data on a parking lot, identifying limitations in the current design of the parking lot, and proposing a new design based on their observations and analyses. The nature of the mathematical models elicited by pre-service teachers during various stages of completing the modelling task will be examined. Implications of this study suggest the need to encourage pre-service teachers to state the assumptions and real-world considerations and link them to the mathematical model in order to validate their models.

CADET - Centre for Advanced Design in Engineering Training

BACKGROUND : The Centre for Advanced Design in Engineering Training (CADET) is a partnership of Deakin University and the Gordon Institute of TAFE that will improve access and pathways into careers to address Australia’s critical engineering skills shortage (Walton, C). Local high schools, Belmont High and Matthew Flinders Girls Secondary College are included as strategic partners. CADET is proposed to be a teaching and learning facility providing a project focused modern engineering approach to students at regional schools and TAFE as well as Deakin’s degree programs. CADET will emphasize engineering design and development through virtual and physical modelling, simulation and prototyping – skills at the heart of the 21st century engineering challenges, and will serve as an attractor to engineering and related professions.

PURPOSE : The purpose of this paper is to present an argument toward the development of a Centre for advanced design in engineering training. CADET is proposed to increase the awareness and attractiveness of engineering as an education and career option, particularly for women, in regional schools, provide under one roof state-of-the-art engineering design, modelling and prototyping facilities, facilitate access and articulation pathways between school, VET and Higher Education, increase the physical capacity to serve student demand in western Victoria, and reinvigorate engineering as an essential component of a skilled regional economy.

DESIGN/METHOD : The evidenced based argument towards the proposed centre for advanced design in engineering training is based on a detailed literature review as well as a research study with industry representatives in engineering design. The learning principles of the model are also investigated and aligned to the proposed centre.

RESULTS : CADET is a change to the way engineering has traditionally been taught. The outcomes of CADET will be to provide a broad range of contemporary/relevant teaching programs, improve the social benefits gained from teaching programs, improve retention rates, advance partnerships that link with rural and regional victoria, and collaborate with local communities to encourage governments to support regional capacity building. Through focus group interviews and open discussions with industry and academia over the past 12 months on the integration of design skills in engineering education, results indicate that the following key skills are essential elements required for a successful project oriented design based learning curriculum are creative & innovative skills, successful industry engagement, and awareness of design skills in early years. Feedback also showed that 80% of the industry representatives are looking to recruit graduates who acquired design-equipped skill and 60% indicated that they want graduates who acquired knowledge through projects.

CONCLUSIONS : CADET projected benefits are significant at the strategic and operational levels. They include access for more women in engineering, facilitates articulation pathways between VET and HE, targeted recognised critical current engineering skills shortage in Australia, improvement of regional access, attractiveness and participation in tertiary education, achievement of a significant improvement in the teaching-research nexus.

Creating spaces in higher education for marginalised Australians : principles for socially inclusive pedagogies

The Bradley Review of Australian Higher Education provided a timely reminder of the dismal performance of the nation and its higher education system in terms of the proportional representation of certain groups of Australians within the university student population. While the Australian Government has taken on the challenge of creating more university places for people from low socioeconomic status backgrounds, this article makes the case for creating spaces in higher education for marginalised Australians. Specifically, we argue that the most strategic place to begin this is with the pedagogic work of higher education, because of its positioning as a central message system in education. And it is from the centre that the greatest pedagogic authority is derived. In this paper we conceive of the pedagogic work involved in terms of belief, design and action. From these constitutive elements are derived three principles on which to build a socially inclusive pedagogy and to open up spaces for currently marginalised groups.  

The impact of nurse-led education on haemodialysis patients' phosphate binder medication adherence

Background Phosphate binder medication adherence is required to maintain optimal phosphate levels and minimise bone disease in people with end stage kidney disease.

Objectives To examine the impact of a nurse-led education intervention on bone disorder markers, adherence to phosphate binder medication and medication knowledge.

Design Descriptive study with a paired pre–post intervention survey.

Participants Adults receiving haemodialysis.

Methods Twelve-week intervention where patients self-administered their phosphate binder medication at each dialysis treatment. Nurses provided individualised education. Patients completed a pre- and post-intervention survey designed to explore their knowledge of phosphate binders.

Results There were no statistically significant changes in clinical markers but a significant improvement in the proportion of patients who took their phosphate binder correctly, increasing from 44 to 72% (p = 0.016). There were moderate to large effect size changes for improved knowledge.

Conclusions A nurse-led intervention education programme can increase patients' phosphate binder adherence. However, this does not necessarily manifest into improved serum phosphate levels.