Papers

Non-Aboriginal journalists seldom get to meet and talk with Aboriginal people about their life and beliefs, and this often results in narrow and misinformed reporting. This paper reports on an ongoing initiative between the Combined Universities Centre for Rural Health (CUCRH) and the undergraduate journalism program at Edith Cowan University. Every January and July (since July 2008), eight final-year ECU journalism students spend a month with Aboriginal communities in two Western Australian towns in the Pilbara region. This is a significant departure from the usual ECU journalism placement unit, where students apply for a one-month internship in a Perth based newsroom and seldom leave the confines of the city news environment. The aim of this project is to help students achieve a better understanding of Aboriginal communities and culture, and, consequently, a more informed approach to their reporting of Aboriginal issues. The paper explains how the project began and the difficulties involved in setting up and developing such a placement. It also includes feedback from journalism students.

Website accessibility is a very real and pressing issue in Australia and internationally. Tim Berners-Lee credited with founding the Web, states “The power of the Web is in its universality. Access by everyone regardless of disability is an essential aspect” (Henry & McGee, 2010). This paper is the result of research conducted into the website accessibility of Blackboard as implemented at Edith Cowan University. This well-known commercial Learning Management System is used for e-learning access and content delivery. Testing was conducted to determine the level of adherence of Blackboard to internationally-recognized best practice web accessibility guidelines. An analysis of the results of this research demonstrate that while Blackboard scores “better than average”, this still constitutes a failing grade in terms of overall usability for people with visual disabilities. Incorporation of the features of the WCAG 2.0 would ensure that Blackboard meets current best practice guidelines.

Website accessibility is a very real and pressing issue in Australia and internationally. Tim Berners-Lee credited with founding the Web, states “The power of the Web is in its universality. Access by everyone regardless of disability is an essential aspect” (Henry & McGee, 2010). This paper is the result of research conducted into the website accessibility of Blackboard as implemented at Edith Cowan University. This well-known commercial Learning Management System is used for e-learning access and content delivery. Testing was conducted to determine the level of adherence of Blackboard to internationally-recognized best practice web accessibility guidelines. An analysis of the results of this research demonstrate that while Blackboard scores “better than average”, this still constitutes a failing grade in terms of overall usability for people with visual disabilities. Incorporation of the features of the WCAG 2.0 would ensure that Blackboard meets current best practice guidelines.

There are more than 20 journalism programs around Australia competing for students interested in studying the profession and learning its practices. While research suggests just a third of these students will end up working in the industry, studies also show many students are unhappy if they miss out on a journalistic job, believing it a natural progression from their undergraduate studies into journalism employment. This paper investigates the online information provided to potential journalism students at different Australian universities and private colleges and contrasts them with the message provided to students at Edith Cowan University. It finds that while some online handbooks effectively make a ‘vocational offer’, linking study with a career in the field, ECU does not. It argues increased candour is not, in fact, a disadvantage and could allow ECU to diversify its appeal to students beyond a small core of would-be journalists.

University marketing students prefer experiential learning through competitions, internships, live authentic projects, and student businesses. The Google Online Marketing Challenge, the largest global student competition, has attracted over 30,000 students from 700 universities across 70 countries since its launch in 2008. Academics have researched various aspects of the Challenge quantitatively and qualitatively with closed and open-ended questions but no researcher has as yet asked students to express their learning of online marketing through the AdWords format, a core element of the Challenge that requires student teams to craft three lines of advertising texts within specific character counts to convey key messages of their clients. This paper adopts a unique approach to provide insights into the Challenge by asking students to promote the Challenge through the AdWords format. A questionnaire was sent to 38 participants of the Challenge in 2009, with 19 respondents writing 60 advertising texts to convey benefits of the Challenge to attract more students, academics, and clients to participate in the Challenge. Central themes that emerged were Google-trained work-ready students with real marketing-business skills and a challenged mindset. The process of writing short three-line advertisements to express core learning has implications for theory and practice.

This paper describes a research project to improve teaching methods to cater for Gen Y and Millennium student learning. The project was initiated by participation in using the Engaging Leadership Framework project and is designed to undertake research to inform teaching. Planned to take 18 months, it aims to spawn parallel projects on improving teaching for current younger generation university students. The objective is to improve student engagement in their own learning whilst also improving the research group members’ individual teaching approaches. Two academics from different disciplines identified a common concern that their teaching styles may not be meeting the needs of the current young cohort of students. The project design uses an action research methodology with several iterations of data collection, action and review. In the initial cycle existing data from student surveys was analysed to ascertain the current level of engagement and what students perceived as needed to improve their learning. In addition, a preliminary investigation of the literature on Gen Y learning indicated that technology and flexibility were significant factors in their learning style. The preliminary results suggest that students want increased interactivity, yet beyond this they have not reflected sufficiently on what may assist them. The impact of this research is that whilst the academics focus on their own professional practice, this in turn provides an opportunity to impact on student learning.

The exploration of multiple and contradictory views of the role of students and teachers in a higher education learning environment reveals the tension that exists between various role conceptions and quality assurance practices. This paper argues that these tensions have implications for inquiry-based learning and teaching practices in teacher education. A conceptual consideration is offered of the usefulness of metaphors, in particular the conception of students-as-customers, which is tempered with views of students-as-clients and students-as-producers. The conclusion is reached that a misalignment of perception between different stakeholders has the potential to deepen the gap between learning and consuming.

This study seeks to understand the phenomenon of learning to teach. This phenomenon was approached by questioning who is learning to teach; what has to be learnt; where, when and how does learning to teach occur? In this regard the individual, professional and contextual aspects of learning to teach represent a socio-cultural perspective. This study seeks to examine the extent to which pre-service teachers identify and attribute individual, professional and contextual aspects as significant influences on learning to teach. The study involved a mixed model approach. The main qualitative part of the study was based on phenomenological research as it sought to report on pre-service teachers’ learning to teach experiences through semi structured interviews and case studies. Data was collected from eight pre-service teachers. The quantitative part of the research was non-experimental because it sought to determine the degree to which the case studies were representative of the cohort fourth year pre-service teachers. 45 surveys on individual aspects were distributed with a return rate of 55%. As data analysis is only in its preliminary stage only one case study is detailed in this paper.

To journalism employers, the ability to spell, punctuate, use correct grammar and write clearly are key attributes that are sought from journalism graduates— but not always found (Callaghan and McManus, 2009; Sheridan Burns, 2003; Ricketson, 2001). This paper describes a problem-based learning approach aimed at improving student writing in a foundation journalism unit at Edith Cowan University. Exercises and assessments were developed to increase understanding and awareness of spelling, grammar and punctuation, using a combination strategy that embedded a student learning advisor in the unit. Students participated in intensive grammar workshops before undertaking peer editing of all written assessments, as well as editing their own work. The results of the changes were initially mixed, with many students unhappy with the attention on grammar. Final unit feedback was significantly more positive, however, showing 94 per cent of students believed the intensive grammar work would be useful or very useful for their future writing, while 72 per cent believed the editing techniques shown would be useful or very useful in improving their written work. The paper outlines the steps taken in this shift in teaching, the challenges faced, including initial student reluctance to engage, and recommendations for anyone wishing to replicate the process.

We have developed a customisable, web-based proficiency test system that delivers randomised questions, contextual data, and formative feedback to students as part of the Business Edge program for Bachelor of Business students at Edith Cowan University. Our primary aim in developing this system was to create a web-based learning environment that promotes motivation and learning through controlled formative feedback. Additional aims included: the development of easy-to-use lecturer administration; automated record keeping; automated marking; and the ability to offer students multiple attempts on a given test (with new questions / datasets for each attempt). These ‘lower-level aims’ were met successfully. Nevertheless, there is more to be done: we did not reach the theoretically ideal learning environment required to achieve our desired outcomes to promote motivation and learning based upon formative feedback. We conclude that the formative feedback components of our proficiency test system need to be enhanced significantly if it is to be of true benefit to students.

At ECU, Curriculum Engagement and Workplace Integrated Learning (WIL) are key elements in the University’s strategic direction and significant features of many undergraduate courses. There are several forms of Engagement in course design and units that deepen students’ skills and knowledge of practice in realistic workplace and community contexts; develop their employability and generic skills; and contribute to graduate work and career readiness. This partnership project between two academics, one in Centre of Learning Development (CLD) and one teaching in the School of Natural Sciences, aims to increase Curriculum Engagement in the Bachelor of Science (Applied and Analytical Chemistry). Reflecting on current programs and teaching practices while focusing on these strategic priorities reveal potential key actions to embed Engaged teaching and learning. Stories of success from other courses and units serve to illustrate the definitions and practices, providing a snapshot of progress. An overview of enabling and impeding factors in the tactical implementation of Engaged teaching and learning is provided. Discussion will enable audience members to comment on their experiences in developing and measuring effectiveness of sustainable Curriculum Engagement. We expect that this session will generate useful ideas to be applied in other courses, particularly Natural Sciences courses.

This paper looks at the value of using children’s literature to achieve the outcomes of the recently released Early Years Learning Framework (EYLF). The author makes a case for curriculum developers and higher education trainers of early childhood carers and educators to understand the value of using children’s literature as a resource to achieve the outcomes of the EYLF. The author firstly looks at the background and key aims of the EYLF. The author examines research evidence of the uses of children’s literature in values education and in the social, emotional and the psychological development of the child. The author also examines research that relates to challenges of poor and biased text selection as well as the impact of teacher attitudes on text selection and use. The paper concludes with a challenge to curriculum designers and higher education providers to consider these challenges in order to ensure that early childhood educators receive appropriate training and curriculum guidance to best achieve the outcomes of the EYLF.

The development of industry-relevant employability skills is now widely considered by industry, governments and accrediting bodies to be as important as attaining disciplinary knowledge for undergraduate students. In Australia, the Employability Skills Framework (ESF) has been central to the national development of employability skills across many education sectors, however, the need for universities to overcome the weaknesses inherent in this somewhat dated framework, as well as contextualise the requirement and development of skills, is apparent. This paper, first outlines these concerns, and then summarises one attempt to overcome them through discussion of the development of the ESF for the Business Edge (BE) program offered by the Faculty of Business and Law at Edith Cowan University, in Western Australia. Significantly, this new BE ESF provides a more solid foundation for the successful learning, assessing, mapping and reporting of employability skills. This not only ensures curricula content is adequately addressing the required skills, but assists with devising scaffolding pathways for sequential learning and avoids duplication across the constituent units. It also presents a valuable tool for imparting the precise nature of the program to relevant stakeholders, and may assist other universities in their quest to systematically develop, assess and report on employability skills.

Structured practicum placements or Workplace Integrated Learning (WIL) are a long-standing and integrated component of many university programs. One of the challenges of facilitating appropriate and sustainable WIL experiences, however, is the complex and multi-faceted nature of the relationship between the university/program, student and host agency/supervisor. Of particular importance, is the management of expectations and perceptions between the stakeholders, and there is limited research in this area. This paper presents the findings from the first stage of a research project which used self-completed questionnaires to compare the expectations and perceptions of sport, recreation and event management students and their host agency supervisors on the role of student practicum placements, the role of the practicum placement agency, and the abilities of the students. Overall, there was considerable agreement between the stakeholders, particularly in relation to the valuable learning opportunities WIL provides, and on the attributes, skills and abilities students need to demonstrate while on their placement; but there were significant differences between the groups, as to whether the placement should be voluntary, paid and/or for university credit. Further, the expectations and perceptions students had about the role the agency should play in their future employment did not match up with those of the supervisors in these agencies. Importantly, these findings allow recommendations to be made to those who are involved in this important application of professional practice.

In Australian universities, student demographics over the past decade have changed markedly. The main shift is an increase in the number of students who have English as an additional language or are the first in their family to enter higher education. As student populations diversify, many universities are recognising that language and academic support programs require different emphases. For years, the fundamentals of learning support revolved around centrally run workshops and individual consultations but recently, a number of universities have moved towards contextualised in-course support. This paper looks at a similar shift. In 2010, learning support at Edith Cowan University moved from a centralised model to being faculty based. The Faculty of Business and Law established a new Academic Skills Centre to service its diverse student population. Aiming to offer best practice, several methods have been adopted, the most successful of which is the integration of academic skills and English language support within targeted units in the School of Management.

Assessment in the arts can be challenging. The problems associated with assessing student performances are that judgements are complex and even more so when they involve multiple markers (Campbell, 2005). It can be difficult to ensure assessment is fair, valid and reliable and that students are provided with clear feedback that is meaningful to them. This paper describes the development and trialling of an innovative, technology supported tool, designed to improve the confidence, efficiency and effectiveness of student performance-based assessment in arts education. This project is a work in progress and early trials of the Internet based digital computer technology tool suggest that it reduces tutor anxiety, increases markers’ confidence, improves the management of assessment and record keeping, facilitates easy and quick moderation, and provides explicit feedback to students to enhance ongoing learning. The perception by stakeholders is that this assessment is far more accessible and easy to use than previous methods. The project was implemented in a Bachelor of Education course, with 170 third year pre-service teacher students. Group performances were assessed by three tutors simultaneously during the live performance and for one week afterwards by viewing online video recordings of each performance. The tutors were able to discuss the assessment online via a confidential ‘tutor box’ attached to the marking key and only visible to tutors. The assessment was presented to the students as a one page electronic marking key with the video of their performance embedded into this page. This was saved as a pdf document and emailed to students. The students’ responses have been overwhelmingly positive. They reported that ease of access to this electronic assessment meant that they engaged with their feedback multiple times. The tutors reported that the process was far more streamlined and fair.

The notion of generational differences has been around since society has been documented. The bible documents conflict between generations. In the 1950’s, Elvis Presley’s unashamed hip swivelling was surely going to be the end of society. Our parents did not understand us, and we struggle to understand why our children would prefer to spend hours on interactive video games instead of kicking a football in the park. Our world is very different today from the world of our parents, grandparents and their parents, so it stands to reason that generations will adapt to a different world as well as influence the progress of the world. Born between 1980 and 1994 (McRindle, 2006), these people are often characterised as being fickle, technology savvy, disrespectful of authority and over confident. In the workplace, tension often mounts as managers and co-workers are confronted by alien views of the world of work from a generation raised on technology and excesses. At university, lecturers are often taken aback by attitudes so foreign to their way of developing knowledge, they cannot reconcile the two. This paper explores some of the myths and ambiguities about Generation Y (Gen Y) to help understand their style and some strategies to help academics cope with Gen Y students in their classroom.

As student enrolments increase in online learning courses in higher education it is imperative for universities to address a number of challenges in order to provide quality learning experiences. One of the key challenges is identifying how to construct interactive and engaging student-centred environments that can support communication and collaboration. This article describes how an existing instructional framework was used to redesign an online unit to create a student-centred learning environment supported by technology to encourage learners to interact, communicate and collaborate. It explains the rationale for the unit design and how new technologies were used by students as cognitive tools to solve real-world problems to demonstrate their knowledge and understanding of the unit learning outcomes. The evaluation findings revealed that the redesigned unit was effective and that students were keen to interact and engage with their peers and lecturer.

Contemporary trends aim to shift the majority of services offered online. While expectations are very high that people will engage, learn and communicate via the Internet not everyone does and not all technologically designed services are successful. Little is known about online behaviour. This paper adds to the knowledge about two online behavioural groups, Lurkers and Posters by identifying two categories within each of these groups. The two types of Lurkers identified were categorised as Passive and Active Lurkers while the two types of Posters identified have been categorised as either Initial or Responding Posters. This information is valuable as educators and other service providers need to understand who is using their online services and how they might need to modify their service to achieve the best outcomes for their organisation and the clients.

This study explores the use and usefulness of digital lectures as a resource to augment conventional face-to-face lectures for students in an undergraduate business course. Twelve digital lectures were provided to students enrolled in a third year finance unit of study. The digital lectures were prepared at the desktop using proprietary software to record on-screen activity (including lecture slides, real-time annotations and demonstrations) and voice-over narration. Each lecture was made available online and on CD concurrently with the face-to-face lecture (attendance at which was voluntary). Twelve principles of multimedia design (Mayer 2009), based on dual-coding theory (Paivio 2006) and a model of the working memory (Baddeley 1992; Baddeley 1999), influenced the design of the digital lectures. A framework was developed to explain the potential learning benefit for students from using digital lectures. It highlighted issues of access, control and learning as being important. A voluntary survey was independently conducted after the semester finished to establish how students used the digital lectures and whether they found this resource aided their learning. Forty students from a class of 52 completed the survey. Students reported using the digital lectures to supplement rather than replace the face-to-face lectures. Of the twelve lectures in the unit, students reported attending nine face-to-face lectures and viewing nine digital lectures, on average. A range of positive statements about the value of digital lectures to aid student learning recorded very high mean levels of agreement. In these student responses, all three characteristics of access, control and learning emerged to explain why students used the digital lectures consistently and regarded them as a valuable resource. The high value placed by students on these digital lectures is subsequently confirmed by anonymous student unit evaluation information collected by the university.

New opportunities and challenges of the digital age are creating a paradigm shift in research, teaching and learning. As a result, the traditional education model based on the printed book, is radically being transformed. There is now an opportunity to convert the existing “educational factories” into future “educational laboratories”, by exploiting constructivist methodologies. For maximum impact, it is imperative that the rapidly evolving digital technologies, such as e-Books enable academic research and education in a constructivist way.In order to evaluate the digital needs of academia, the definition of digital natives and digital immigrants have been expanded to introduce the concepts of e-Citizen, digital appetite and multi-dimensional e-Citizen framework. It is expected that e-Citizens with higher digital appetite within the e-Citizen framework will embrace e-Books more readily. e-books are not just books as information repositories in electronic form, but are actually multi-functional learning objects. In the future, e-Books on the web will become a powerful electronic platform to conduct collaborative research and impart education. The initiatives which were taken to embed e-Books in the teaching curriculum of two post graduate units arose, as a constructivist approach was taken, so that students could create their own knowledge during the learning process. For this purpose, e-Books were either included in the publisher’s companion website containing interactive e-resources or they were downloadable on computers. A survey was undertaken to investigate the acceptance and usability levels of the embedded e-Books in these post-graduate programs. As expected, the digital natives embraced it enthusiastically using its powerful features and have been keen to adapt the new advancements. In contrast, digital immigrants appreciated the e-Book capabilities, but still preferred the printed book. The result from this survey and the world-wide research which has been conducted, shows that although the uptake of e-Books has been initially slow, but they are rapidly gaining popularity. Academia is already harnessing the power of e-book for its random access, portability, replication, book-marking, highlighting and many other multi-faceted capabilities. The future of e-Books is even more promising for researchers, teachers and students to create real-time knowledge with advanced collaborative and real-time technologies, such as wiki-books and mobiles. It is a constructivist educator’s dream to have electronic tools where knowledge can effectively and efficiently be extracted, mixed and customised for an individual or collaborative team. As a result, integration in research, teaching and learning can be conducted anytime and anywhere. An on-going study will be implemented to investigate and monitor the usability of e-Books in some post-graduate and under-graduate programs, especially using mobile platforms, such as i-Pads.