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2. Proceedings of the International Association for Development of the Information Society (IADIS) International Conference on e-Learning (Prague, Czech Republic, July 23-26, 2013)
- Author
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International Association for Development of the Information Society (IADIS), Nunes, Miguel Baptista, and McPherson, Maggie
- Abstract
These proceedings contain the papers of the International Conference e-Learning 2013, which was organised by the International Association for Development of the Information Society and is part of the Multi Conference on Computer Science and Information Systems (Prague, Czech Republic, July 23-26, 2013). The e-Learning 2013 conference aims to address the main issues of concern within e-Learning. This conference covers both technical as well as the non-technical aspects of e-Learning. The conference accepts submissions in the following seven main areas: Organisational Strategy and Management Issues; Technological Issues; e-Learning Curriculum Development Issues; Instructional Design Issues; e-Learning Delivery Issues; e-Learning Research Methods and Approaches; e-Skills and Information Literacy for Learning. Keynote papers in these proceedings include: (1) Thoughts on the Quality of Learning in MOOCs (Thomas C. Reeves); and (2) Social Networks as the support of the e-Learning (Jan Lojda). Full papers in these proceedings include: (1) Evaluation of Visual Computer Simulator for Computer Architecture Education (Yoshiro Imai, Masatoshi Imai and Yoshio Moritoh); (2) Understanding Children's Museum Learning from Multimedia Instruction (Asmidah Alwi and Elspeth McKay ); (3) How Does the "Digital Generation" Get Help on Their Mathematics Homework? (Carla van de Sande, May Boggess and Catherine Hart-Weber); (4) Productization and Commercialization of IT-Enabled Higher Education in Computer Science: A Systematic Literature Review (Irja Kankaanpää and Hannakaisa Isomäki); (5) Motivating an Action Design Research Approach to Implementing Online Training in an Organizational Context (Christine Rogerson and Elsje Scott ); (6) Social e-Learning in Topolor: A Case Study (Lei Shi, Dana Al Qudah and Alexandra I. Cristea); (7) Training Educators: Plan for Replicating the Experience (Ulanbek Mambetakunov and Marina Ribaudo); (8) Choosing Learning Methods Suitable for Teaching and Learning in Computer Science (Estelle Taylor, Marnus Breed, Ilette Hauman and Armando Homann); (9) Teaching AI Search Algorithms in a Web-Based Educational System (Foteini Grivokostopoulou and Ioannis Hatzilygeroudis ); (10) Digital Histories for the Digital Age: Collaborative Writing in Large Lecture Courses (Leen-Kiat Soh, Nobel Khandaker and William G. Thomas); (11) Promoting Scientific Literacy through the Online Argumentation System (Chun-Yen Tsai); (12) Using a Techno-Skepticism Framework to Evaluate the Perception and Acceptance of a New Online Reading List (Ajmal Sultany and Samantha Halford); (13) SMS-Based Learning in Tertiary Education: Achievement and Attitudinal Outcomes (Yaacov J Katz); (14) e-Portfolios @ Teacher Training: An Evaluation of Technological and Motivational Factors (Alfred Klampfer and Thomas Köhler ); (15) Effects of Facebook Tutoring on Learning English as a Second Language (Chang-hwa Wang and Cheng-ping Chen); (16) An Italian Experience of Social Learning at High School (Michelle Pieri, Davide Diamantini and Germano Paini); (17) Distance Education: Educational Trajectory Control (Andrey Isaev, Alla Kravets, Ludmila Isaeva and Sergey Fomenkov); (18) Leadership for Sustaining Pedagogical Innovations in ICT Implementation: A Case Study of Taiwanese Vocational High School (Yih-Shyuan Chen, Yu-Horng Chen, Shun-Jyh Wu and Fang-Kai Tang); (19) Towards to a Versatile Tele-Education Platform for Computer Science Educators Based on the Greek School Network (Michael Paraskevas, Thomas Zarouchas, Panagiotis Angelopoulos and Isidoros Perikos); (20) Adaptive Feedback Improving Learningful Conversations at Workplace (Matteo Gaeta, Giuseppina Rita Mangione, Sergio Miranda and Francesco Orciuoli); (21) Teachers Little Helper: Multi-Math-Coach (Martin Ebner, Martin Schön, Behnam Taraghi and Michael Steyrer); (22) Youflow Microblog: Encouraging Discussions for Learning (Rafael Krejci and Sean W. M. Siqueira); (23) Interaction Problems Accessing e-Learning Environments in Multi-Touch Mobile Devices: A Case Study in Teleduc (André Constantino da Silva, Fernanda Maria Pereira Freire, Alan Victor Pereira de Arruda and Heloísa Vieira da Rocha); (24) Integrating a Learning Management System with a Student Assignments Digital Repository. A Case Study (Javier Díaz, Alejandra Schiavoni, María Alejandra Osorio, Ana Paola Amadeo and María Emilia Charnelli); (25) On the Recommender System for University Library (Shunkai Fu, Yao Zhang and Seinminn); (26) Developing and Implementing a New Online Bachelor Program: Formal Adoption of Videoconferencing and Social Networking as a Step towards M-Learning (Roland van Oostveen and François Desjardins); (27) Developing a User Oriented Design Methodology for Learning Activities Using Boundary Objects (?lga Fragou and Achilles Kameas); (28) User Acceptance of a Haptic Interface for Learning Anatomy (Soonja Yeom, Derek Choi-Lundberg, Andrew Fluck and Arthur Sale); (29) e-Learning Software for Improving Students Music Performance Using Comparisons (M. Delgado, W. Fajardo and M. Molina-Solana); (30) A Digital Game for International Students Adjustments (Maryam Bisadi, Alton Y.K Chua and Lee Chu Keong); (31) Developing an ICT-Literacy Task-Based Assessment Instrument: The Findings on the Final Testing Phase (Jessnor Elmy Mat-jizat); (32) Peer Tutoring in the CIS Sandbox: Does it Work? (Mark Frydenberg); (33) e-Competent Teacher and Principal as the Foundation of e-Competent School e-Education, the Largest School Informatization Project in Slovenia 2008-2013 (Magdalena Šverc, Andrej Flogie, Maja Vicic Krabonja and Kristjan Percic); (34) Collaborative Tools in Upper Secondary School--Why? (Helle Mathiasen, Hans-Peter Degn, Christian Dalsgaard, Christian W Bech and Claus Gregersen); (35) Adaptation of Educational Text to an Open Interactive Learning System: A Case Study for RETUDIS (M. Samarakou, E.D. Fylladitakis, G. Tsaganou, J. Gelegenis, D. Karolidis, P. Prentakis and A. Papadakis); and (36) Using Podcasts in Distance Education (Herman Koppelman). Short papers in these proceedings include: (1) Big Data & Learning Analytics: A Potential Way to Optimize eLearning Technological Tools (Olga Arranz García and Vidal Alonso Secades); (2) Critical Factors in Mobile eLearning: A Quasi-Systematic Review (Sergio Assis Rodrigues, Rodrigo Pereira dos Santos, Lucas Arnaud and Jano Moreira de Souza); (3) Analysis of Instruction Models in Smart Education (JaeHyeong Park, JeongWon Choi and YoungJun Lee); (4) The History Harvest: An Experiment in Democratizing the Past through Experiential Learning (William G. Thomas and Patrick D. Jones); (5) Challenges of Mongolian e-Learning and An Improvement Method of Implementation (S.Baigaltugs, B. Munkhchimeg and J.Alimaa); (6) Towards a Trust Model in e-Learning: Antecedents of a Student's Trust (Woraluck Wongse-ek, Gary B Wills and Lester Gilbert); (7) Elemental Learning as a Framework for e-Learning (John V. Dempsey and Brenda C. Litchfield); (8) An Interactive Training Game Using 3D Sound for Visually Impaired People (Hsiao Ping Lee, Yen-Hsuan Huang and Tzu-Fang Sheu); (9) e-Learning Practice-Oriented Training in Physics: The Competence Information (Alla G. Kravets, Oxana V. Titova and Olga A. Shabalina); (10) Student Experiences on Interaction in an Online Learning Environment as Part of a Blended Learning Implementation: What is Essential? (Laura Salmi); (11) Usability Assessment of e-Cafe Operational Management Simulation Game (Chiung-sui Chang and Ya-Ping Huang); (12) System for Automatic Generation of Examination Papers in Discrete Mathematics (Mikael Fridenfalk); (13) Direction of Contents Development for Smart Education (YoungSun Park, SangJin An and YoungJun Lee); (14) Online Training in Australia (Joze Kuzic); (15) Using Facebook as a Virtual Classroom in a Public University in Mexico City (Miguel Angel Herrera Batista); (16) Exploring Competency Development with Mobile Devices (Maurice DiGiuseppe, Elita Partosoedarso, Roland Van Oostveen and Francois Desjardins); (17) A Study of the Metacognition Performance in Online Learning (Ya-Ping Huang and Chiung-Sui Chang); (18) Educational Company and e-Learning (František Manlig, Eva Šlaichová, Vera Pelantová, Michala Šimúnová, František Koblasa and Jan Vavruška ); (19) Structural Constructivism as an Epistemology for Professional e-Learning: Implications & Recommendations for the Design of ECPD Pedagogical Models (Gurmit Singh and Maggie McPherson); (20) e-Learning System for Experiments Involving Construction of Practical Electric Circuits (Atsushi Takemura); (21) Component-Based Approach in Learning Management System Development (Larisa Zaitseva, Jekaterina Bule and Sergey Makarov); (22) Learning Portfolio as a Service--A Restful Style (Shueh-Cheng Hu, I-Ching Chen and Yaw-Ling Lin); (23) Context Aware Recommendations in the Course Enrollment Process Based on Curriculum Guidelines (Vangel V. Ajanovski); and (24) A Model of e-Learning Uptake and Continued Use in Higher Education Institutions (Nakarin Pinpathomrat, Lester Gilbert and Gary B Wills). Reflections papers in these proceedings include: (1) The Development of Logical Structures for e-Learning Evaluation (Uranchimeg Tudevdagva, Wolfram Hardt and Jargalmaa Dolgor); (2) Ethics in e-Learning (Alena Bušíková and Zuzana Melicheríková); (3) A Comparative Study of e-Learning System for Smart Education (SangJin An, Eunkyoung Lee and YoungJun Lee); (4) Alternative Assessment Techniques for Blended and Online Courses (Brenda C. Litchfield and John V. Dempsey); (5) Assessing the Structure of a Concept Map (Thanasis Giouvanakis, Haido Samaras, Evangelos Kehris and Asterios Mpakavos); (6) Implementations for Assessing Web 2.0 on Education (Gabriel Valerio and Ricardo Valenzuela); (7) Storytelling: Discourse Analysis for Understanding Collective Perceptions of Medical Education (Yianna Vovides and Sarah Inman); (8) Perception and Practice of Taiwanese EFL Learners' Making Vocabulary Flashcards on Quizlet (Chin-Wen Chien); (9) A Study of Perceptions of Online Education among Professionals (Parviz Ghandforoush); and (10) The Design of the Test Format for Tablet Computers in Blended Learning Environments: A Study of the Test Approach-Avoidance Tendency of University Students (Takeshi Kitazawa). Posters in these proceedings include: (1) Blended Lessons of Teaching Method for Information Studies in Which Students Produce a Learning Guidance Plan (Isao Miyaji); (2) Factors Affecting Teenager Cyber Delinquency (Young Ju Joo, Kyu Yon Lim, Sun Yoo Cho, Bo Kyung Jung and Se Bin Choi); (3) Personalized Virtual Learning Environment from the Detection of Learning Styles (M. L. Martínez Cartas, N. Cruz Pérez, D. Deliche Quesada, and S. Mateo Quero); (4) Distance Online Course for Librarian in Mongolia, Reflection and Learned Lesson (Uranchimeg Tudevdagva and Garamkhand Surendeleg); (5) The Design and Development of a Computerized Attention-Training Game System for School-Aged Children (Tsui-Ying Wang and Ho-Chuan Huang); (6) Discovering Visual Scanning Patterns in a Computerized Cancellation Test (Ho-Chuan Huang and Tsui-Ying Wang); and (7) The Effects of Self-Determination on Learning Outcomes in a Blended Learning (Young Ju Joo, Kyu Yon Lim, Sang Yoon Han, Yoo Kyoung Ham and Aran Kang). Luís Rodrigues is an associate editor of the proceedings. Individual papers contain references. An author index is included.
- Published
- 2013
3. Distance Open Learning in the Developing Asian Countries: Problems and Possible Solutions. ZIFF Papiere 117.
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Fern Univ., Hagen (Germany). Inst. for Research into Distance Education. and Ramanujam, P. R.
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Problems facing distance open learning in the developing Asian countries were examined, and possible solutions were proposed. The prominent features of distance and open learning in 10 developed nations were identified. Existing distance education (DE) systems in developing nations in Asia, Africa, and Latin America were reviewed and found to share the following features: inadequate finances; poor communication and infrastructural facilities; the absence of clear governmental policies; limited use of audiovisual media; a shortage of experts to develop multimedia courses; a lack of financial and academic autonomy for distance teaching institutions; and distance education's low social and academic status because of quality issues. The review indicated that blindly copying Western models of DE is more dangerous than evolving indigenous models for developing countries. The future of DE in developing countries was shown to depend primarily on the ability of DE institutions to respond to the specific needs of learners at different levels. The following actions were recommended for improving DE in developing Asian countries: (1) review existing institutional structures and governance; (2) evaluate existing methods of teaching and learning and existing support systems; and (3) recognize the potential of information communication technologies and evolve appropriate policies for distance open learning. (Contains 30 references.) (MN)
- Published
- 2001
4. COVID-19 Crisis, Impacts on Catholic Schools, and Potential Responses. Part I: Developed Countries with Focus on the United States
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Wodon, Quentin
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The COVID-19 crisis has led to widespread temporary school closures and a deep economic recession. School closures have threatened children's ability to learn and later return to school well prepared. The impact of the economic recession is going to be even more devastating: first for students, but also for the ability of some Catholic schools to maintain their enrollment and remain sustainable financially in countries where they do not benefit from government support. This paper, the first in a set of two, looks at some of the likely impacts of the COVID-19 crisis on Catholic Schools in developed countries with a particular focus on the United States, a country not only hard hit by the crisis but also where Catholic schools are especially vulnerable to downturns. While Catholic schools may be able to respond to the immediate challenge of school closures among others through distance learning options, their ability to maintain enrollment during the economic downturn is less clear. How schools will respond to the twin challenges of ensuring learning during school closures and beyond, and remaining affordable for families at a time of economic stress, may affect whether they are able to maintain their comparative advantage. A key aim of the paper is to make Catholic school teachers and leaders aware of some of the discussions on how to respond to the crisis, and provide links to online resources that may be useful. [For Part II of the series, see EJ1278501.]
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- 2020
5. Education System Alignment for 21st Century Skills: Focus on Assessment
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Brookings Institution, Center for Universal Education, Care, Esther, Kim, Helyn, Vista, Alvin, and Anderson, Kate
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There has been a major shift in educational learning goals--as seen most recently by Goal 4.7 of the Sustainable Development Goals--focused on global citizenship education and education for sustainable development. The shift concerns recognition of the need for education systems to equip learners with competencies such as problem solving, collaboration, critical thinking, and communication. The focus on these "21st century goals" is visible in education and curricular reform, and has been promoted by global discussion of changing work and societal needs. This paper describes global, regional, and national examples of this shift, and then focuses on implementation challenges. The paper focuses most explicitly on the issue of assessment but asserts that any major reform in an educational philosophy shift must ensure alignment across the areas of curriculum, pedagogy, and assessment. The paper identifies several challenges to implementation of this educational shift. These include the need for clear understanding of the necessary skills and the need for clear descriptions of what different levels of competencies in skills might look like. The paper identifies possible assessment approaches, using examples to highlight effective strategies for assessment of the skills, while acknowledging the technical difficulties associated with "capture" of behaviors in scoring and reporting them. Following a discussion of the cross-cultural issues relevant to assessment of 21CS, the paper looks at three countries--Australia, Kenya, and the Philippines--to identify how they are approaching the assessment and teaching of 21CS in their basic education sectors. The countries' varied emphases on curriculum, pedagogy, and assessment are of particular interest as a majority of countries around the world explore how to approach these challenges. These examples lead to the conclusion that learning progression models are key to ensuring alignment through the education delivery system. [Support was provided to Brookings by Porticus.]
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- 2018
6. Mapping Inclusive Education 1980 to 2019: A Bibliometric Analysis of Thematic Clusters and Research Directions
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Methlagl, Michael
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The importance of inclusive education receives global acceptance. The current paper presents a bibliometric analysis of 8398 papers dealing with inclusive education between 1980 and 2019. The research aim is to gain information on scientific productivity, international collaboration activities, and the conceptual structure of this research field. Descriptive analyses, co-authorship collaboration analysis and co-word analysis were conducted to obtain a comprehensive knowledge map of inclusive education research. The results show a fast growing body of research in inclusive education over the years with intensive international collaboration patterns. Six research clusters could be identified. Major and intensively studied research themes are disability issues, teacher professionalisation, teacher practices, attitudes towards inclusive education, social processes, support, curricular issues, student perspective, parent perspective, intercultural education, policy, etc. Research addressing inclusive education from a queer perspective, bullying, stigmatisation, digital education and emerging technologies in inclusive settings are under-represented and should be intensified in future studies.
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- 2022
7. The Culture of Administration and the Administration of Culture: Educational Administration in the New World Order.
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Bates, Richard
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A "regional order," let alone a "world order," will be very difficult to achieve. In fact, global disorder has persisted throughout the last century. This paper describes concerns about the existing world order and delineates some of the apparent alternatives. Problems involved in revitalizing civil society in order to counteract the market-dominated structures of global capitalism are outlined. Educational organizations and educational administration achieve their ends through the trafficking of culture and knowledge through three main message systems--curriculum, pedagogy, and assessment. Nation-states are obligated to: (1) exercise a proper care for their citizens; (2) guarantee the integrity of civil society; and (3) guarantee the integrity and operation of markets. The paper suggests that a more modest aim is needed--the negotiation of difference--rather than the construction of a new world order or even a new regional order. In this sense, educational administration is a social, political, and above all, a cultural act through which some of the operations and defenses of the nation-state are achieved. The role of the administrator is to provide circumstances under which the negotiation of difference can occur and to support the professional development of teachers upon which such negotiation depends. (Contains six references.) (LMI)
- Published
- 1997
8. Fostering Values through Authentic Storytelling
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Gunawardena, Maya and Brown, Bernard
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Stories are used for diverse pedagogical purposes. Storytelling is a culturally inclusive and widely used pedagogical technique. However, the success of storytelling interventions in education can be dependent upon how teachers engage students to analyse experiences, and events to gain deeper insights to influence change in their thinking and behaviour. This paper firstly provides a literature review which synthesises Australian Curriculum content and outcome-based approaches used in values education in primary schools including storytelling. Secondly, it offers a novel taxonomy supported by a pedagogical model for storytelling. The proposed pedagogical model contains a constructivist process that can enable teachers to catalyse students' thinking to reflect on their own ethical behaviour, values, and actions. Metaphorically, stories and the process of storytelling enable them to understand themselves through mirrors and others through windows. The pedagogical model explains how wisdom is obtained to influence students' behaviour as opposed to only developing students' understanding.
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- 2021
9. Implementing an Instructional Information Management System (IIMS) in a Catholic Secondary School.
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Carter, D. S. G., Kelly, P., and Connors, M.
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Planned educational change tends to be imposed from the top down and increases the requirements for local reporting. This paper reports on the effects of a curriculum-planning workshop on teachers' instructional practices. Eight teachers at a Catholic college in rural Western Australia participated in a curriculum-planning workshop to learn how to use the integrated Instructional Information Management System (IIMS). They completed a questionnaire, as did a group of six teachers and two administrators who had not participated in the workshop. The participating group reported greater use of computers than did their nonparticipating counterparts. The workshop attenders continued to use the language of computing and curriculum planning. The paper concludes that focused professional development in the areas of curriculum and assessment is a vital implementation-training component of effective IIMS use. If instructional systems are not well understood, then fundamental change is unlikely to occur. One table is included. Appendices contain essential features of an IIMS and sample questionnaire items. (Contains seven references.) (LMI)
- Published
- 1996
10. School Administrators' Beliefs that School Improvements Were Due to Formal School Registration Guttman Scales and their Inter-Correlations
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Australian Association for Research in Education (AARE), Witten, Harm, Waugh, Russell, and Gray, Jan
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This paper presents an investigation into the attitudes of School Administrators to the relationship between formal school registration and school improvement. It concerns a mandatory inspection-type registration process for all Non-Government Schools in Western Australia. Part of the aim of this registration process was to help schools improve twelve educational and administrative aspects. These were: (1) School Governance, (2) School Financial Viability, (3) Enrolments & Attendance, (4) Number of Students, (5) Instructional Time, (6) School Staff, (7) School Infrastructure, (8) School Curriculum, (9) Student Learning Outcomes, (10) Care for Students, (11) Disputes and Complaints, (12) Legal Compliance. A questionnaire based on these twelve aspects was designed with five items per aspect (60 items total), conceptually ordered from easy to hard, and given to 110 administrators. It was completed by 65 administrators for a useable, response rate of 59%. The data were analysed to create twelve Guttman Scales. In a Guttman Scale the items are aligned from easy to hard horizontally and the person scores are arranged vertically from high (top) to low (bottom) by items. If the data were to fit a Guttman pattern accurately, then the pattern of person responses for each item would be in a perfect steptype arrangement. If a person scores high on the hardest item, then that person scores high on all the other easier items. If a person scores low on the easiest item, then that person will score low on all the other harder items. In a practical situation, as was the case for these twelve Guttman Scales, the response patterns were not in perfect step-type arrangement, but they were all very acceptable. The response patterns fit a Guttman pattern, giving strong evidence for a unidimensional scale. The twelve Guttman Scale scores were then used to calculate 66 zero-order, effectively different inter-correlations (Pearson Product-Moment Correlations) between and amongst the twelve aspects of formal registration. The results showed that there were items that administrators said were relatively easy to say that actual school improvements were due to formal registration and other items that administrators said were very hard to say that actual school improvements were due to formal registration. This study produced new Guttman Scales and many interesting correlations for a key aspect of school improvement. It provides new insight into the policy and practice of school registration. (Contains 7 tables.)
- Published
- 2012
11. 'Come in and Look Around.' Professional Development of Student Teachers through Public Pedagogy in a Library Exhibition
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Hickling-Hudson, Anne and Hepple, Erika
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This paper describes a public pedagogy project embedded into The Global Teacher, a subject within the Bachelor of Education program for student teachers at an Australian university. The subject provides a global perspective on socio-political issues that shape education. In 2013, The Global Teacher introduced an approach that asked student teachers to create a museum-style exhibition depicting six global education themes. This exhibition was displayed in the State Library and the public were invited to engage with the installations and the student teachers who created them. Our paper describes how the project was implemented by means of close collaboration between the QUT teacher educators, curators at the State Library of Queensland (SLQ), and student groups working on visually translating their understandings of global educational issues into a public exhibition. We discuss what was learned by our students and ourselves, as teacher educators, by engaging in this public pedagogy.
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- 2015
12. Online Student Services: An Overview of the Provision.
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McNickle, Cathy
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This paper presents an overview of online student services being used by 19 vocational education and training (VET) and higher education institutions in Australia. Information was gathered though site visits between July and September 2000 about online support services for prospective students, enrolling students, enrolled students, and graduating students. A high percentage of participating institutions support all four categories of students with information of varying depth and accessibility. Services provided online include career advice, course information, course advice, information on administrative details, details of the enrollment process, fee-payment options, orientation to online learning, introduction and orientation to specific courses, communication links, administrative services, academic support, personal counseling, career counseling, academic resources (library, databases), information technology support and help lines, career placement, job search skills, resume development, interviewing tips, agency links, grades and transcripts, and teaching, learning, and developmental issues. Many innovative practices were found among the online services provided to students. (Contains 10 references.) (KC)
- Published
- 2001
13. Curriculum Policy Structures in Federal Systems of Government: The Cases of Australia and Germany.
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Kennedy, Kerry J. and Hopmann, Stefan
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Current efforts of curriculum reform within the federal systems of Australia and the Federal Republic of Germany are examined in this paper. The hypothesis is that the federal systems of government, in which the allocation of powers is granted to subnational governments, create independent authorities and prevent the development of national curriculum policies. A historical overview of the responsibility for curriculum and current directions of curriculum policy formation in each country is presented. Each country has a different view of federalism in relation to curriculum policy formation: in Germany, individual states have sole responsibility for curriculum policy; in Australia, intact state policy structures are coordinated with a national curriculum effort. However, Germany has achieved significant national policy objectives since 1949 without a national coordinated effort. A second difference is the ways in which intergovernmental mechanisms operate. In Germany, such mechanisms operate as a forum for the exchange of information and ideas; in Australia, they are a way to advance the national policy position. Thus, Australia gives the appearance rather than the reality of national consistency, and Germany demonstrates that uncoordinated curriculum policy was not harmful. Public participation in curriculum determination is a significant issue despite the source of control. (LMI)
- Published
- 1992
14. Developing 'Design Minds' for the 21st Century through a Public Sector Initiated Online Design Education Platform
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Duell, Christian, Wright, Natalie, and Roxburgh, Joanna
- Abstract
Education in the 21st century demands a model for understanding a new culture of learning in the face of rapid change, open access data and geographical diversity. Teachers no longer need to provide the latest information because students themselves are taking an active role in peer collectives to help create it. This paper examines, through an Australian case study entitled "Design Minds," the development of an online design education platform as a key initiative to enact a government priority for statewide cultural change through design-based curriculum. Utilising digital technology to create a supportive community, "Design Minds" recognises that interdisciplinary learning fostered through engagement will empower future citizens to think, innovate, and discover. This paper details the participatory design process undertaken with multiple stakeholders to create the platform. It also outlines a proposed research agenda for future measurement of its value in creating a new learning culture, supporting regional and remote communities, and revitalising frontline services. It is anticipated this research will inform ongoing development of the online platform, and future design education and research programs in K-12 schools in Australia.
- Published
- 2014
15. Towards Internationalising the Curriculum: A Case Study of Chinese Language Teacher Education Programs in China and Australia
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Wang, Danping, Moloney, Robyn, and Li, Zhen
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This paper presents a comparative curricular inquiry of teacher education programs of Chinese as a foreign language in China and Australia. While there is an increasing demand for qualified Chinese language teachers both within China and Western countries, pre-service teacher training is regarded as one of the major factors in impeding success in effective student learning. Using an interpretative approach, this paper captures voices from teacher educators and pre-service teachers through in-depth interviews to supplement curriculum document reviews. The results identify curriculum differences in educational aims and objectives, learning content, methods of delivery and assessment. The study suggests aspects of curriculum which must be negotiated, in moving towards the internationalisation of the curriculum, to facilitate the mobility and adaptation required in overseas teaching contexts. The study ends with a discussion for urgent development of an internationalised curriculum of Chinese language teacher education and situated teacher education programs. (Contains 1 figure and 2 tables.)
- Published
- 2013
16. Assessment-Led Reform: Creating a Sustainable Culture for WIL
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Young, Karen, Palmer, Stuart, Binek, Clare, Tolson, Mark, and Campbell, Malcolm
- Abstract
This paper describes a process of assessment reform designed to enhance Work Integrated Learning (WIL) approaches for two science courses at an Australian university. The project used a mixed-method approach involving online surveys, interviews, focus groups and workshops to gather student, industry and course team knowledge and understanding of WIL approaches to curricula. The investigation centred on the perceived value of collaborating with industry to facilitate enhancements in authentic assessment and on the barriers to, and challenges in, achieving successful outcomes. The action-research project, WIL-on-Campus (WoC), found that assessments oriented toward the inclusion of authentic tasks and processes, that contribute to the employability learning and job-readiness of students, is deemed important to students, industry and academics. However, reforms to assessment practice and process are required. For greatest impact, this study found that assessment reform processes require two critical interdependent factors: the socialisation of the shared institutional value of embedded WIL approaches to assessment, and the provision of top-down support to enable academic course teams to implement the 'imposed' changes. Further to this, while academics viewed the changes in approach to assessment design as challenging, they also noted that a shift is timely and believed that a course-wide WIL approach is possible and advantageous.
- Published
- 2019
17. An Evaluation on the Education of Turkish Language in Australia
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Uzun, Yasemin
- Abstract
The level and rate of learning the mother tongue of individuals whose mother tongue is different from the language of the society they live is not the same compared to people who learn their mother tongue in their homeland. Turkish people who live in abroad, have to study more in order to learn Turkish compared to people in Turkey. The language students learn who live in abroad and the language they use in their homes may negatively affect either their success in their lessons or the relationships they have with people who speak the same mother tongue. It is expected from students who live in abroad to be academically successful and build healthy relationships and to learn their mother tongue as well as the language they are educated in order to sustain their culture. Providing opportunity to learn their mother tongue in schools they receive education live positively affects their success. It is extremely important especially in multi-cultured societies. Countries which adopt multi-culturalism also give importance to mother tongue education. Australia, which is a multi-cultured country, provides opportunity for different societies to learn their mother tongue. Certain hours in schools is spared for migrants to learn their mother tongue. Australia prepared and executed Turkish curriculum in 2005. In this paper, Turkish curriculum being applied in the state of Victoria in Australia was evaluated and obtained data were compared in accordance with the purpose, approach and grammar that is applied in Turkey. On the basis of this purpose, the research was conducted with document analysis among qualitative research methods. As a result, it was concluded that Turkish curriculum in Australia is prepared in order to develop metacognitive skills and corresponds to constructivist approach that is being applied in Turkey since 2005.
- Published
- 2019
18. The Ripple Effects of Pedagogies and Curriculum in Australian Tertiary Contemporary Popular Music Guitar Education
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Lee, Daniel, Baker, William, and Haywood, Nick
- Abstract
Research suggests graduates from music courses in Australian tertiary institutions typically undertake portfolio careers that include a combination of performing and teaching. Both of these activities could have ongoing artistic ripple effects on the musical communities the graduates inhabit. This paper reports on a qualitative post-graduate research study using Inductive Thematic Analysis to address the question: How do the pedagogical practices and curriculum content of Contemporary Popular Music (CPM) courses influence their graduates' performance practices and how, in turn, do the graduates influence the local music communities in which they perform and teach? With a specific focus on tertiary CPM guitar programs the study investigated how graduates are being influenced by Australian and non-Australian content, in the form of repertoire for ensembles and recitals, and course design. Also, how they are, in turn, influencing the local music communities through their activities. The sample for this research included current students, alumni and educators of Australian Bachelor level CPM courses. The British Invasion and the influence of the Afro-American Blues have had a lasting impact on Australian popular music. The study was designed to investigate if the pedagogical practices and curriculum content of Australian CPM courses intentionally continue to embrace this historical phenomenon, or if new advances in tertiary music education are creating new waves with further ripple effects.
- Published
- 2019
19. Teachers' Decisions about Mathematics Tasks When Planning
- Author
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Mathematics Education Research Group of Australasia, Sullivan, Peter, Clarke, David, Clarke, Doug, and Roche, Anne
- Abstract
At some stage when planning, teachers make decisions about the mathematics tasks they will pose and how they will structure lessons. It seems, though, that these decisions are complex, and that this complexity has been underestimated by curriculum developers and teacher educators. The following is a report of data collection that simulated some of these planning decisions. The results suggest that teachers may need support in matching tasks to curriculum content statements, in articulating the purposes of tasks, and in considering how tasks might be used to address differences in student readiness. [Additional funding was provided by New South Wales (NSW) Department of Education and Training, Victorian Curriculum and Assessment Authority, Catholic Education Office Melbourne and the Australian Curriculum Assessment and Reporting Authority. The project is collaboration between Monash University, Australian Catholic University, University of Sydney, University of Technology Sydney, University of Newcastle, and the University of Melbourne.]
- Published
- 2013
20. Proceedings of the International Association for Development of the Information Society (IADIS) International Conference on Cognition and Exploratory Learning in Digital Age (CELDA) (Madrid, Spain, October 19-21, 2012)
- Author
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International Association for Development of the Information Society (IADIS)
- Abstract
The IADIS CELDA 2012 Conference intention was to address the main issues concerned with evolving learning processes and supporting pedagogies and applications in the digital age. There had been advances in both cognitive psychology and computing that have affected the educational arena. The convergence of these two disciplines is increasing at a fast pace and affecting academia and professional practice in many ways. Paradigms such as just-in-time learning, constructivism, student-centered learning and collaborative approaches have emerged and are being supported by technological advancements such as simulations, virtual reality and multi-agents systems. These developments have created both opportunities and areas of serious concerns. This conference aimed to cover both technological as well as pedagogical issues related to these developments. The IADIS CELDA 2012 Conference received 98 submissions from more than 24 countries. Out of the papers submitted, 29 were accepted as full papers. In addition to the presentation of full papers, short papers and reflection papers, the conference also includes a keynote presentation from internationally distinguished researchers. Individual papers contain figures, tables, and references.
- Published
- 2012
21. Place, Sustainability and Literacy in Environmental Education: Frameworks for Teaching and Learning
- Author
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Green, Monica
- Abstract
The "ecologisation" of Australian primary schools brings new opportunities for curriculum expansion and renewal for sustainability education. My contribution to the broader discussion of place, geography, sustainability and literacy stems from an interest in how children are brought into contact with sustainability discourses via sensory and embodied learning in local school ground landscapes. In this paper I am interested in identifying the emergent pedagogies and new literacies that inform and shape the implementation of sustainability curriculum. The paper draws on research that uses theories of place inhabitation, relationships to food, place ecologies, and place-based pedagogies to examine the educational value of food gardens and related environmental and health initiatives in primary (elementary) schooling in Australia. Using research data from two schools, the paper illustrates how school ground settings, curriculum and pedagogy generate spatial, temporal and geographical literacies that support children's meaning making. These multimodal literacies are vital curriculum ingredients that effectively educate for sustainability.
- Published
- 2012
22. Auditing the Numeracy Demands of the Middle Years Curriculum
- Author
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Mathematics Education Research Group of Australasia, Goos, Merrilyn, Geiger, Vince, and Dole, Shelley
- Abstract
The "National Numeracy Review" recognised that numeracy development requires an across the curriculum commitment. To explore the nature of this commitment we conducted a numeracy audit of the South Australian Middle Years curriculum, using a numeracy model that incorporates mathematical knowledge, dispositions, tools, contexts, and a critical orientation. All Learning Areas in the published curriculum were found to have distinctive numeracy demands. The audit should encourage teachers to promote numeracy in even richer ways in the curriculum they enact with students. (Contains 3 figures.) [For the complete proceedings, "Shaping the Future of Mathematics Education. Proceedings of the Annual Conference of the Mathematics Education Research Group of Australasia (33rd, Freemantle, Western Australia, Australia, July 3-7, 2010)," see ED520764.]
- Published
- 2010
23. 'Content without Context Is Noise': Looking for Curriculum Harmony in Primary Arts Education in Western Australia
- Author
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Chapman, Sian, Wright, Peter, and Pascoe, Robin
- Abstract
Arts education in Western Australian primary schools consist of learning opportunities outlined by mandated curriculum. However, assumptions underlying this curriculum involving access, resources and support impact schools' capacity to implement the curriculum without them being adequately addressed by the written curriculum. Drawing on the policy enactment theory of Ball, Maguire, and Braun (2012), four contextual variables (situated contexts, professional cultures, material contexts and external factors) are used to highlight the differences between the written published curriculum and the implemented, practised curriculum. Drawing on interviews with 24 participants across four schools issues of geographic location, use of arts specialists, appropriate learning spaces and the stresses associated with mandated literacy and numeracy testing are reported as contextual pressures by this study. This paper details the disruptive interference of these contextual pressures that we describe as 'noise.' The provision of a better understanding of this contextual landscape brings schools and teachers away from the 'noise' of disruption and closer to curriculum harmony.
- Published
- 2018
24. The Curricular and Technological Nexus: Findings from a Study of ePortfolio Implementation
- Author
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Egan, John P., Cooper-Ioelu, Pauline, Spence, Fiona, and Petersen, M. Lynne
- Abstract
This paper presents findings from a qualitative study of ePortfolio experiences among health professions students at a major Australasian research-intensive university. This exploratory study of the scholarship of teaching and learning (SoTL) aims to understand the experiences and perspectives of students introduced to program-level ePortfolios across multiple curricula in the health sciences. Six key themes emerged from the data: benefits of an ePortfolio at the curriculum level, ePortfolios as an enabling technology, the value of reflection, the role of user support, the speed and quality of feedback, and mitigating distance and isolation. These data show that a program-level strategy that embeds ePortfolios across a curriculum, including delivering assessable tasks in the ePortfolio platform, is beneficial to students when a scaffolded, structured approach is taken.
- Published
- 2018
25. ACE VET Linkages: Provider, Student and Industry Views.
- Author
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Saunders, John
- Abstract
In recent years, Australia's system of adult and community education (ACE) has broadened to include vocational learning as well as the hobby, enrichment, and personal development traditionally provided by ACE in the past. A study examined the views of ACE providers, ACE students, and industry organizations regarding ACE vocational education and training (VET) and its linkage with mainstream VET (predominately technical and further education institutes). When ACE students and providers were asked to identify the features that most distinguished ACE VET from mainstream VET, the most common responses fell into the following categories: (1) progression is flexible; (2) course content and delivery matches student and enterprise needs; (3) the learning environment is friendly, supportive, and nonbureaucratic; and (4) ACE courses are designed with an easygoing style of presentation and are relevant and to the point. Approximately half of the ACE providers considered existing linkages between ACE VET and mainstream VET limited or very limited. Strategies for improving the linkages between ACE VET and mainstream VET were identified along with a list of vocational training needs that ACE should address. The issue of whether ACE should complement or compete with mainstream VET was discussed. The need for both sectors to cooperate and collaborate was emphasized. (MN)
- Published
- 2001
26. Examining the Literacy Practices of Home, School, and Community: When Does Difference Make a Difference?
- Author
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Cairney, Trevor H.
- Abstract
A mismatch between the intended purpose of a curriculum strategy and the discourse understandings of students that enable them to engage in the activity is a common occurrence when the purposes of the curriculum strategy are not apparent to the students. This is more likely to happen in schools in multicultural societies. Experiences in a long-term research project in Australia illustrate the differences that can occur in negotiating culture in the classroom due to differences in use of literacy. The match and mismatch between the literacy of home and school have been explored in a variety of Australian schools and communities. In the first phase of the project, case studies of four schools with innovative literacy practices were conducted. The second phase involved detailed observation and discourse analysis of the literacy practices of 35 students from the case study (years 6 and 7). The most recent work focused on detailed studies of student literacy practices and analysis of student, teacher, parent, and community member views of English literacy and support of English literacy in school and the community. Literacy was variously constructed as knowledge, performance, negotiated meaning making, and "doing" school. Research results show that successfully negotiating school literacy involves learning the norms and expectations and ways of participating that are valued in school contexts. Shared understanding is critical to making literacy learners of students. (Contains 29 references.) (SLD)
- Published
- 1999
27. Internationalising a School: Teachers' Perspectives on Pedagogy, Curriculum and Inclusion
- Author
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Hattingh, Sherene, Kettle, Margaret, and Brownlee, Joanne
- Abstract
The increase of internationalisation in Australian schools marks this as a significant teaching and learning experience for many teachers, specifically those in the secondary school. This case study of a secondary school investigated the concerns of teachers impacted by the implementation of an internationalisation policy. The study examined the teachers' responses to issues often associated with internationalisation in schools: pedagogy, curriculum and student inclusion. Four key concerns emerged in the data: (i) feelings of being ill-prepared; (ii) questions about curriculum enactment and student participation; (iii) the need for greater intercultural competence; and (iv) a lack of clarity about the relationship between language and literacy. The paper explores the implications of these concerns for teachers' practices and professional development as well as the place of international students in the school community.
- Published
- 2017
28. The Pathway to and from Permission to Teach for Instrumental Music Teachers (and Others): 2003-2017
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Watson, Amanda
- Abstract
The Victorian Institute of Teaching (the Institute) was established 1 January 2003, following the consultation and planning work of the Ministerial Advisory Council for the Victorian Institute of Teaching (MACVIT) in 2001-2002. Across Australia, each State and Territory established similar semi-government authorities invested with teacher registration and other responsibilities. The re-establishment of these groups followed a hiatus of about one decade when teacher registration boards had been previously closed. This paper focuses on the 'permission to teach' (PTT) aspect of the Institute's role, with a specific reference to the impact on instrumental music teachers working in Victorian schools.
- Published
- 2017
29. The Comprehensive High School: An International Perspective.
- Author
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National Center for Research in Vocational Education, Berkeley, CA. and Donohue, Theresa R.
- Abstract
This paper examines secondary schools in countries other than the United States to show the diversity of secondary school systems that operate within the industrialized world. The six countries are Australia, Germany, France, Japan, Sweden, and Great Britain. The descriptions are organized according to country and area of focus--learner outcomes, learning process (curriculum, instruction, assessment), organization, partnerships with the community, staffing, physical facilities, and cost. Each country description concludes with a section on implications for school design in the United States. A table gives an across-the-board comparison of the most important points in each country section. This information is arranged according to the key words or key phrases that most accurately represent the main theme of each area of focus for each country. An analysis of table similarities highlights the following common themes among the countries: need to satisfy the requirements of the work force, notion of development of the whole personality of the individual, provision of equality of opportunity to all citizens, a nationally prescribed core curriculum, various degrees of centralized management, and transition from school to work as a priority. The paper concludes with a list of implications for school design in the United States. A list of 26 references, a 35-item bibliography, and an appendix documenting procedures and sources used in data collection are provided. (YLB)
- Published
- 1992
30. Field 'Work' vs 'Feel' Trip: Approaches to Out-of-Class Experiences in Geography Education
- Author
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Preston, Lou
- Abstract
Fieldwork is viewed as integral to geography teaching and acclaimed benefits often include holistic, student-driven learning, where all the senses are engaged and the impacts are more than cognitive. While these benefits are often assumed, in this paper, I argue that geography fieldwork in schools is often teacher-led and focused on the intellectual task of knowledge acquisition and skill development. Based on a qualitative content analysis of examples of fieldwork in a state geography teachers' journal, I assert that the affective and sensory dimensions are often used to promote the benefits of fieldwork, but seldom are explicitly addressed through fieldwork pedagogy and learning activities in school geography. I contend that this is a missed opportunity for a deeper, more embodied and critical engagement with, and response to, the places visited.
- Published
- 2016
31. Traffic Light Report Provides a New Technique for Assurance of Learning
- Author
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Nash, Rose, Stupans, Ieva, Chalmers, Leanne, and Brown, Natalie
- Abstract
The Traffic Light Report (TLR) project is an educational intervention designed for pharmacy undergraduates. This paper reports on analysis of TLR data specifically focusing on its potential as an innovative tool which combines Miller's pyramid, technology and student voice to examine a curriculum for Assurance of Learning (AoL). In 2014, educators mapped each summative assessment to the relevant National Competency Standards Framework for Pharmacists in Australia (NCS) alongside levels of expected performance on Miller's pyramid of clinical competence (Knows, Knows how, Shows how, Does). Simultaneously, students were invited to self-reflect using the same performance levels. The Miller's scale enabled a comparison between students' and their educators' understanding of the performance level demanded by assessments. Analysis highlighted a disconnect between students' and their educators' interpretations of the same assessed curriculum. The TLR facilitates quality enhancement by providing educators and their students with a logical meeting point for discussing foundation, scaffolding and integration of assessment across a course for AoL. This has portability to other professional disciplines.
- Published
- 2016
32. Enhancing Capacity for Success in the Creative Industries: Undergraduate Student Reflections on the Implementation of Work-Integrated Learning Strategies
- Author
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Daniel, Ryan and Daniel, Leah
- Abstract
This article reflects on ongoing research-led teaching in the area of creative industries in higher education. Specifically it reports on key work-integrated learning strategies designed to better prepare graduates for the employment sector. The creative industries sector is complex and competitive, characterized by non-linear career paths driven by the individual. Following contextualization of the key issues, a core creative industries subject and curriculum is described, which requires students to engage directly with industry practitioners via internships or case studies. In order to interrogate the impact of these activities, a sample of final reflections as well as formal student feedback on the subject were analyzed in order to draw out key themes in relation to student learning and understanding. Analysis of these data propose that direct engagement with practitioners assists students in developing new knowledge of the capacities they will require for a sustainable career. [Papers included in this "Asia-Pacific Journal of Cooperative Education" ("APJCE") Special Issue stem from selected manuscripts from the 2014 Australian Collaborative Education Network (ACEN) Conference Proceedings.]
- Published
- 2015
33. Teaching through Narrative
- Author
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Hannam, Fraser Douglas
- Abstract
Story telling in its most basic form is a means by which a culture passes onto the next generation what they have found to be useful, to be of value, or to be good. Curriculum can be understood as a certain way of telling a story about the world. By contextualising units of work within a narrative, lessons become more meaningful, dynamic and engaging for the learner. This paper will explore the importance of narrative as a delivery system for curriculum and will unpack the Story Form Model through the identification of binary opposites and the organising of content into narrative form.
- Published
- 2015
34. Western Australian Music Teachers and the WACE Music Syllabus Five Years down the Track: Where Are We Now?
- Author
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Lowe, Geoffrey M. and Sutherland, Andrew
- Abstract
Western Australia introduced a new Western Australian Certificate of Education (WACE) Music course for Year 11 and 12 students in 2009. The construction of the course was protracted due to political interference at the ministerial level, input from vested interests within the music teaching community and adverse publicity in the wider community. The result has been the creation of a long and potentially confusing syllabus document. This paper reports on music teacher experiences with the WACE music course five years after its initial implementation. A questionnaire was distributed to all WACE music teachers asking them to respond to 27 statements drawn from a literature review relating to course design in music education, and the WACE syllabus document. At the end of the questionnaire, participants were invited to provide extended responses regarding the new course. Extended responses were frequently negative and sometimes contradictory, leading the researchers to conclude that after five years, the WACE music syllabus document, as a driver of "curriculum", is creating a degree of discontent and confusion in the minds of many music teachers. The lessons here are obvious: for any curriculum to achieve a desired educational outcome, the syllabus document needs to be clear and consistent, be guided by a philosophy which is coherent and transparent to teachers, and drawn from the relevant literature on the subject.
- Published
- 2014
35. Human Rights and History Education: An Australian Study
- Author
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Burridge Nina, Buchanan, John, and Chodkiewicz, Andrew
- Abstract
The place of education for and about human rights within the school curriculum remains contested and this paper reports on the first national cross-sectoral investigation of its place in Australian curricula and more specifically in national and state History curriculum documents. Opportunities for the inclusion of human rights based studies were examined across school learning stages, taking into account explicit and implicit, compulsory or elective, as well as curricular and extra-curricular dimensions. Given the continued importance of History as a learning area there is a need to strengthen the available explicit and mandatory opportunities for students to learn about human rights issues, working closely with key teacher associations, non-government organisations and supportive networks, drawing on available educational resources and technologies.
- Published
- 2014
36. Post-Primary Education and Energy Literacy: An Analysis of the Potential for Geography Curricula to Contribute to Australian Students' Energy Literacy
- Author
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Maddock, Brad and Kriewaldt, Jeana
- Abstract
Unparalleled amounts of energy derived from fossil fuels now drive societies and shape people's worldviews. Geography's unique perspectives have significant potential to expand understandings of the effects of production and consumption of energy by drawing on the concept of sustainability using an integrated systems approach. As citizens' energy choices are central to sustainability, the recent introduction of a national geography curriculum in Australia offers potential for developing energy literate young people by providing opportunities to address energy literacy concepts and issues. The focus of this paper is to examine the extent to which energy literacy concepts are present in the current Australian curriculum for Geography. Using document analysis within a grounded theory approach, this article analyses the Australian Curriculum: Geography, Levels 7, 8, 9 and 10 to assess the extent to which energy literacy concepts and issues could potentially be addressed. Data were open coded allowing categories to emerge, and relationships between categories were identified. The three major domain categories that arose are Energy and Society, Growth and Sustainability, and Energy and Environmental Change. Each takes related concepts that together enable richer means of analysis and understanding. This study found that though Australia's new geography curriculum has potential for developing energy literate young people, energy literacy is not explicitly articulated or mandated. Hence, the degree to which energy literacy is addressed in the post-primary classroom depends significantly on the teacher's own level of energy literacy and their inclination and capability to teach energy concepts and issues.
- Published
- 2014
37. Preparation of the pre-service teacher to deliver comprehensive sexuality education: teaching content and evaluation of provision.
- Author
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Hendriks J, Mayberry L, and Burns S
- Subjects
- Humans, Australia, Male, Program Evaluation, Female, School Teachers psychology, Teacher Training, Teaching, Adult, Sex Education, Curriculum
- Abstract
Background: Despite the extensive benefits associated with the provision of comprehensive sexuality education (CSE) within a school context, many initial teacher training programs inadequately prepare pre-service teachers to deliver this content. Programs that do provide such instruction do not routinely share details of their curriculum, syllabi, or evaluation data., Methods: This paper outlines the structure of an Australian undergraduate course for pre-service teachers that focuses on instruction in CSE. This course spans twelve teaching weeks, aligns with evidence-based principles for sexuality education, prioritises experiential learning and requires students to complete authentic, practical assessment tasks. Formative, process, and short-term impact evaluation data, based upon five years of delivery, are described., Results: Students completing this course reported statistically significant improvements in attitudes associated with CSE and comfort in facilitating all domains of learning (knowledge, attitudes, skills)., Conclusions: Positive process and short-term impact data provide strong evidence for the provision of CSE to pre-service teachers, regardless of future teaching speciality. Proposed amendments include the creation of a fully online tuition pattern and an expansion of content to incorporate other audiences, such as community-based educators., (© 2024. The Author(s).)
- Published
- 2024
- Full Text
- View/download PDF
38. "It's about Rights": The Bunya Project's Indigenous Australian Voices on Health Care Curricula and Practice.
- Author
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Manton D, Williams M, and Hayen A
- Subjects
- Humans, Australia, Australian Aboriginal and Torres Strait Islander Peoples, Community-Based Participatory Research, Health Personnel education, Interviews as Topic, Leadership, Curriculum, Health Services, Indigenous organization & administration, Human Rights
- Abstract
Indigenous community-controlled health care organizations provide timely, sustained, and culturally safe care. However, their expertise is often excluded from health professional education. This limits the transfer of knowledges and protocols to future practitioners-those positioned to shape health care systems and practices that could achieve the health rights of Indigenous people and reduce health and social inequities. In Australia, despite national government commitments to transforming curricula, services, and systems related to Indigenous health, health care training organizations such as universities generally have low numbers of Indigenous staff and few strategies to engage Indigenous experts. The authors of this paper are part of the Bunya Project, an Indigenous-led participatory action research effort designed to support non-Indigenous university staff and curriculum development through partnerships with Indigenous community-controlled organizations. We conducted 24 interviews with Indigenous individuals to ascertain recommendations for health care curricula. Three themes emerged: (1) role-modeling and leadership of Indigenous-controlled health organizations; (2) specific learnings for health professionals; and (3) achieving human rights in practice. Interviews also highlighted the need for health professionals' extension beyond clinical caregiving, and staff and students' development of knowledge, skills, and actions regarding client self-determination in order to promote clients' rights across all aspects of their health care. Critical self-reflection by health professionals is a foundational individual-level skill necessary for cultural safety., Competing Interests: Competing interests: None declared., (Copyright © 2024 Manton, Williams, and Hayen.)
- Published
- 2024
39. Towards Growing Indigenous Culturally Competent Legal Professionals in Australia
- Author
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Burns, Marcelle
- Abstract
The Review of Australian Higher Education (Bradley Review, 2008) and the Review of Higher Education Access and Outcomes for Aboriginal and Torres Strait Islander People (Behrendt Review, 2012) identified the need for tertiary institutions to incorporate Indigenous knowledges into curriculum to improve educational outcomes for Indigenous Australians and to increase the cultural competency of all students. These reviews recommended that higher education providers ensure that the institutional culture, the cultural competence of staff and the nature of the curriculum supports the participation of Indigenous students, and that Indigenous knowledge be embedded into curriculum so that all students have an understanding of Indigenous culture. While cultural competency has been recognised as an essential element of professional practice in health services internationally, and legal practice in the United States, very little work has been done to promote the cultural competency of legal professionals in the Australian context. This paper will discuss a pilot cultural competency professional development program for legal academics at Queensland University of Technology (Brisbane) developed with the assistance of a Faculty of Law Teaching and Learning Grant in 2010-2012, and tell one Murri's journey to foster Indigenous cultural competency in an Australian law school.
- Published
- 2013
40. Web-Based Lecture Technologies: Highlighting the Changing Nature of Teaching and Learning
- Author
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Preston, Greg, Phillips, Rob, Gosper, Maree, McNeill, Margot, Woo, Karen, and Green, David
- Abstract
There is now widespread recognition of the changing nature of students in higher education: they are demographically diverse, have extensive external time demands, and expect greater flexibility and support during their programs. As a consequence of this and other changes to the higher education sector, many universities worldwide have introduced a range of information and communication technologies to provide students with flexible options for study. Included in these options are web-based lecture technologies (WBLT), designed to digitally record lectures for delivery over the web. This paper reports on recent Australian research into the impact of WBLT on learning and teaching which indicates that, while many academics recognise the changing nature and needs of their students and have introduced WBLT as a consequence, many have not reconceptualised their curriculum and its delivery to meet these changing circumstances. The central premise in this paper is that the introduction of WBLT has been disruptive in nature and has provided a lens with which to view several emerging issues: the blurring of study patterns between internal and external enrolment modes; the role of lectures in technology rich environments; and the changing nature of teaching when technologies are introduced into the curriculum.
- Published
- 2010
41. Planning Mobile Futures: The Border Artistry of International Baccalaureate Diploma Choosers
- Author
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Doherty, Catherine, Mu, Li, and Shield, Paul
- Abstract
This paper reports on a study of students choosing the International Baccalaureate (IB) Diploma over state-based curricula in Australian schools. The IB Diploma was initially designed as a matriculation certificate to facilitate international mobility. While first envisaged as a lifestyle agenda for cultural elites, such mobility is now widespread with more people living "beyond the nation" through choice or circumstance. Beck and others highlight how the capacity to cross national borders offers a competitive edge with which to strategically pursue economic and cultural capital. Beck's "border artistes" are those who use national borders to their individual advantage through reflexive strategy. The study explored the rationales and strategy behind the choice of the IB Diploma curriculum expressed by students in a focus group interview and an online survey. This paper reports on their imagined transnational routes and mobile orientations, and how a localised curriculum limits their imagined mobile futures. (Contains 2 figures and 3 tables.)
- Published
- 2009
- Full Text
- View/download PDF
42. Rethinking Sport Teaching in Physical Education: A Case Study of Research Based Innovation in Teacher Education
- Author
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Pill, Shane, Penney, Dawn, and Swabey, Karen
- Abstract
This paper focuses on the significance of physical education teacher education (PETE) in the diffusion of "new" thinking about sport teaching in physical education. It explores issues arising from a case study investigation that sought to respond to the critical commentary about the form and substance of sport teaching in physical education by supporting innovation in school curriculum and pedagogy through pre-service teacher education. The study was designed to challenge PETE pre-service teachers' thinking about sport curriculum and pedagogy in physical education, introduce them to new thinking about models and specifically, the sport literacy model (Drummond & Pill, 2011; Pill, 2009, 2010). Details of the research design are presented and the insights that the data have provided in relation to challenges and opportunities that teacher educators and teacher education courses confront in seeking to promote and support curriculum and pedagogical innovation are discussed. (Contains 2 tables and 1 figure.)
- Published
- 2012
43. Traversing Theory and Transgressing Academic Discourses: Arts-Based Research in Teacher Education
- Author
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Dixon, Mary and Senior, Kim
- Abstract
Pre-service teacher education is marked by linear and sequential programming which offers a plethora of strategies and methods (Cochran-Smith & Zeichner, 2005; Darling Hammond & Bransford, 2005; Grant & Zeichner, 1997). This paper emerges from a three year study within a core education subject in pre-service teacher education in Australia. This "practitioner" research (Zeichner, 1999) engaged the problematics of authentic and meaningful learner-centred teaching and learning through an arts-based curriculum. Over the period of the study, two hundred and eighty pre-service teachers participated in a "dialogical performance"(Conquergood, 2003) of pedagogy about curriculum and assessment through the construction of art about curriculum and assessment. The possibilities of an arts-based pedagogy in pre-service education were affirmed by the research. An enacted epistemological move by the teacher-educators led to similar shifts by the students. This opened a space for the reappearance of learner through engagements with identities, positionings and agency. This was an act of "putting theory to work" (Lather, 2006, 2007) and invoked transgressive practices of academic discourses. (Contains 10 images.)
- Published
- 2009
44. Infant Feeding Nutrition Policies in Australian Early Childhood Education and Care Services: A Content and Qualitative Analysis
- Author
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McGuire, Julianne, Gallegos, Danielle, and Irvine, Susan
- Abstract
Early infant feeding practices are a critical part of education and care programs within Early Childhood Education and Care (ECEC) settings. With an increasing number of children attending ECEC services from a young age, adherence to best practice infant feeding will improve long-term health outcomes. This paper uses inductive and deductive thematic analysis informed by Social Cognitive Theory and inductive content analysis, to describe Australian infant feeding nutrition ECEC policy environments. Key Australian ECEC policy documents were analysed, revealing the invisibility of infants generally, and infant feeding specifically, in current quality standards. This was followed by analysis of 28 nutrition or infant feeding policies from 19 centre- and home-based ECEC services impacting over 1500 children in Queensland Australia. Five key themes characterising the content of service policies impacting infant feeding emerged: documentation, values, curriculum and pedagogy, supportive environments, and working in partnerships with parents. Service policies are required by legislation and set the foundation for a safe, supportive environment for infant feeding. The lack of infant feeding practice examples and invisibility of infants in legislation increase ambiguity, and health and safety risks. Opportunities exist to adopt separate infant feeding policies which will assist the provision of quality practice for the short-term and long-term optimal health of infants in ECEC settings.
- Published
- 2018
- Full Text
- View/download PDF
45. Internationalisation of the Curriculum: Putting Theory into Practice in a Physiotherapy Program
- Author
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Das, Rebekah
- Abstract
Increasing numbers of international students studying health sciences in Australia necessitates research into appropriate ways to support cultural diversity in teaching. International students commonly face problems in adapting to culturally different education and health care systems and this complicates the development of the discipline specific skills that they have come to learn. This paper presents a curriculum review of a course, titled "Language and Communication in Physiotherapy" in a Physiotherapy Masters Program for international students. The aim was to redevelop the course to better align with principles of internationalisation of the curriculum, seeking to ensure that the course did not follow a deficit model of meeting international students' needs. A philosophical shift was considered by staff and led to a revision of course aims, content and assessment. Instead of viewing students as having "gaps" in understanding or skills that needed to be patched up in order to fit Australian norms, it was considered that the chief aim of the course was to foster the development of cultural competence. Course changes made as an outcome of the review were evaluated and the outcomes suggest that some of the changes were successful, whilst others require further development. The process of reflective practice followed in undertaking this review was helpful not only in devising course content and assessment changes useful to students' learning, but also in advancing the cultural competence of teachers involved in the course.
- Published
- 2005
46. Gender, Ethnicity and the 'Inclusive' Curriculum: Some Contending Australian Frameworks of Policy and Research.
- Author
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Yates, Lyn
- Abstract
This document discusses one specific aspect of gender/ethnicity/race developments in Australia: the way in which ethnicity and race have been addressed within policy and theorizing specifically concerned with girls and schooling. First, general points of orientation concerning the Australian context are discussed. Next, the development of policy and practice concerning girls is presented, followed by a definition of an inclusive curriculum and a historical framework for research on ethnicity and gender. Lastly, implications of the Australian use of the inclusive curriculum concept are assessed, both at a policy level and in terms of the frameworks of research that have been discussed. (27 references) (SI)
- Published
- 1989
47. Invitational Seminar on the Delors Report: 'Learning--The Treasure Within' (Adelaide, South Australia, Australia, November 17, 1998).
- Author
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Flinders Univ., Adelaide. Inst. of International Education.
- Abstract
This document contains information about, from, and related to a seminar that was convened to bring together senior members of all sectors of education with representatives of business to examine the "UNESCO (United Nations Educational, Scientific, and Cultural Organization) Report on Education for the 21st Century" (also known as the Delors Report). "Introduction" (John P. Keeves) presents an overview of the seminar's purpose, which was to extend the original idea of Learning to Be into four pillars underlying education and life, which are as follows: learning to be, learning to know, learning to do, and learning to live together. A list of seminar participants is provided. "Education for the 21st Century: A South Australian Perspective" (G. Spring) examines the following topics: the significance of the Delors report; the purpose, outcomes, and recommendations of the Melbourne conference "Education for the 21st Century in the Asia Pacific Region"; the conference's significance in shaping new policy initiatives and directions in Australia and the Asia-Pacific region; and directions for Australian education in the 21st century. A seminar discussion is provided that focuses on the following themes: globalization, identity, citizenship, and values; education and the economic future of South Australia; new technologies; education and the world of work; adult lifelong learning; universities and research; and teachers and teacher education. Presented next are conclusions and recommendations. The following supporting papers conclude the document: "From Recurrent Education to Lifelong Learning" (R.J. Ryan); "Learning: The Treasure Within--An Introduction and Comment" (J.P. Keeves); and "Implications of the Delors Report for Schooling in South Australia" (G.R. Teasdale). (MN)
- Published
- 1999
48. Wisdom on all sides: Reciprocal partnerships in transdisciplinary project-based work-integrated learning.
- Author
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BAUMBER, ALEX, KLIGYTE, GIEDRE, PRATT, SUSANNE, MELVOLD, JACQUELINE, ALLEN, LUCY, BOWDLER, BELLA, HUNTE, BEM LE, and BUCK, ADRIAN
- Subjects
INTERDISCIPLINARY education ,POWER (Social sciences) ,CURRICULUM ,INTERPROFESSIONAL relations ,HEALTH occupations students ,QUESTIONNAIRES ,INTERVIEWING ,DESCRIPTIVE statistics ,STUDENTS ,RESEARCH methodology ,LEARNING strategies ,STUDENT attitudes ,INTERPERSONAL relations ,CONFIDENCE intervals ,EXPERIENTIAL learning - Abstract
Relationships between students and external partners in work-integrated learning can vary and power dynamics, hierarchies and student agency have been under explored in research to date. Integrated research involving workintegrated learning, students as partners and transdisciplinarity presents an opportunity to enrich each of these fields. This paper presents the results of a case study of transdisciplinary project-based work-integrated learning in Australia. Our results highlight that reciprocity and the valuing of student knowledge are key elements in breaking down traditional power dynamics and enabling student agency, in line with the transdisciplinary principle of mutual learning. Participants who valued these elements in their relationship were less likely to frame the relationship in hierarchical terms and were more open to learning from one another. By empowering students to draw on their expertise and reframe challenges while also preparing partners for this kind of relationship, all parties can be positioned as learners within work-integrated learning. [ABSTRACT FROM AUTHOR]
- Published
- 2024
49. Giving the Teacher a Voice: Perceptions Regarding the Barriers and Enablers Associated with the Implementation of Smart Moves (Compulsory Physical Activity) within Primary State Schools
- Author
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Usher, Wayne and Anderton, Amy
- Abstract
The specific focus of this study is to explore Queensland (Australia) state school generalist teachers' perceptions regarding the barriers and enablers associated with the implementation of the Smart Moves (compulsory physical activity) policy in the primary classroom setting. This study sought to primarily add to the literature on, and understanding about, implementing compulsory physical activity policy by generalist primary teachers. More generally, this study also aimed to explore generalist primary teachers' attitudes towards daily compulsory physical activity policy within the context of Smart Moves. Such a research undertaking was positioned within the interpretivist paradigm and a basic interpretive study methodology was employed. The research project involved semi-structured interviews with six generalist teachers from six Gold Coast State primary schools. Results of this study identify a cross section of both major thematic institutional and teacher-related barriers and enablers affecting the implementation of the Smart Moves policy. The subthemes being: (1) crowded curriculum, (2) lack of priority, (3) ensured that children are physically active, (4) the importance of teacher confidence and (5) inadequate access to facilities and equipment. These factors are clearly affecting the implementation of Smart Moves sessions and need to be addressed to ensure teacher compliance for the benefit of students. This paper concludes by offering potential recommendations for the future adoption and implementation of compulsory physical activity programmes within a primary school setting.
- Published
- 2014
- Full Text
- View/download PDF
50. Interprofessional education for the next 50 years.
- Author
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Brewer, M. L., Evans, S., Gum, L., Kent, F., and Anakin, M.
- Subjects
INTERPROFESSIONAL education ,STUDENT volunteers ,INTERPROFESSIONAL collaboration ,POSTSECONDARY education ,PROFESSIONAL education ,CURRICULUM - Abstract
Over the past two decades, there have been important changes to interprofessional education in Australia and New Zealand. Interprofessional education has slowly shifted from peripheral, small-scale education activities attended by volunteer students to become an expectation of many health professional courses to meet accreditation requirements and community expectations of a collaborative healthcare system. In Australia, interprofessional education curricula have been facilitated by increased accreditation expectations and a series of national large-scale funded projects. However, despite declarations of intent and direction, strategic implementation of nationwide recommendations has not been achieved. In New Zealand, large-scale funding has not been available to facilitate the implementation of interprofessional education in the professional courses. Instead, interprofessional education initiatives have been driven by a small group of champions. Furthermore, efforts to achieve the World Health Organization's (2010) vision of interprofessional education across the education spectrum--to ensure the future and current health workforce have the competencies for interprofessional collaboration--have been hampered in our region by the focus on interprofessional education within tertiary education. This paper outlines the transnational status of interprofessional education and the role of the Australian and New Zealand Association for Health Professional Educators (ANZAHPE) and the Australasian Interprofessional Practice and Education Network (AIPPEN) in progress to date. We conclude with several suggestions for future interprofessional education across our two countries. [ABSTRACT FROM AUTHOR]
- Published
- 2024
- Full Text
- View/download PDF
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