What spaces? Designing authentic, sustainable online learning spaces for children with diabetes

This paper presents a work-in-progress of how social networking, Web 2.0 and emerging communication technologies might be successfully used to support authentic self-management education for children aged 11-13 years who are living with Type 1 diabetes. The study employs a mixed-method approach that has been adopted within a Design Based Research framework. This paper explains the research problem, the theoretical framework that will underpin the study and the overall research design

Developing generic tools for use in flexible learning: a preliminary progress report

This paper presents a description of the Australian University Teaching Committee (AUTC) funded project titled: Information and Communication Technologies (ICTs) and Their Role in Flexible Learning that aims to provide opportunities for university teachers to create high quality flexible learning experiences for students. This is to be accomplished by the development of a range of software tools and templates based on previously successful ICT-based learning projects in a form that will enable teachers in other settings and subject areas to create similar learning environments for their students. The project is a two-year endeavor and began in November 2000. The purpose of this paper is to describe the expectations and outcomes of the project and to give an update of what has been achieved so far. Following an introduction, the first section summarizes the aim of the project. The second section describes project structure. The third section covers development of the Evaluation and Redevelopment Framework (ERF), including characteristics of high quality learning (engaging learners, acknowledging context, challenging learners, and involving practice) and developing the ERF instrumentation. The fourth section discusses the next stage of the project

Learning design research in action

The new field of Learning Design is gaining traction in higher education, aiming to address a number of challenges in technology enhanced learning and teaching. This symposium seeks to build on the national Learning Design Research strengths and help highlight Australian Learning Design theory and practice expertise. It also aims to further consolidate the Australian and international Learning Design community. The content of this submission directly addresses the following topics: An introduction of the Learning Design Framework, Generic Templates, Teacher Design Thinking in Higher Education, Connecting Connectivism and Learning Design, and Translating Learning Outcomes into Learning Designs. The symposium will be divided into five topic-based presentations. The topic discussions will be led by members of the Australian Learning Design network. Discussion will be open and audience interaction will be encouraged

Formalising the description of learning designs

This paper describes an activity being undertaken by researchers involved in the AUTC funded Project: Information and Communication Technologies and Their Role in Flexible Learning. The project is seeking to investigate and develop generic and reusable frameworks for the provision of technology-enhanced high quality learning experiences in higher education. To achieve this, the researchers have been exploring ways to formalise generic descriptions of some learning designs that foster knowledge construction and problem solving. This paper provides a summary of the work that has been undertaken and describes the generic descriptions that have been developed in this process

Formalising the descriptions of learning designs

This paper describes an activity being undertaken by researchers involved in the AUTC funded Project: Information and Communication Technologies and Their Role in Flexible Learning. The project is seeking to investigate and develop generic and reusable frameworks for the provision of technology-enhanced high quality learning experiences in higher education. To achieve this, the researchers have been exploring ways to formalise generic descriptions of some learning designs that foster knowledge construction and problem solving. This paper provides a summary of the work that has been undertaken and describes the generic descriptions that have been developed in this process

Understanding the potential of learning design to support university teachers’ design processes

Abstract LAMS 2008 conference, June 26th, Cadiz, Spain.In this paper the authors clarify the notion of the learning design as a potential approach to supporting teaching practice. They present the conceptual basis for the learning design approach currently being explored in a major Australian research study and present a simple but systematic approach to describe teaching and learning experiences using a formalism that is readily understood by university teachers. The complementary relationship between this formalism and international standards, such as IMS-LD, is also explained.The work on this publication has been sponsored by the TENCompetence Integrated Project that is funded by the European Commission's 6th Framework Programme, priority IST/Technology Enhanced Learning. Contract 027087 [http://www.tencompetence.org

Understanding the design context for Australian university teachers: implications for the future of learning design

Based on the premise that providing support for university teachers in designing for their teaching will ultimately improve the quality of student learning outcomes, recent interest in the development of support tools and strategies has gained momentum. This article reports on a study that examined the context in which Australian university teachers design in order to understand what role design support tools and strategies could play. In-depth interviews were conducted with 30 academics across 16 Australian universities. The findings suggest that most Australian university teachers have a high degree of flexibility in their design decisions suggesting that opportunities exist for learning design tools and strategies to be adopted

A migração caboverdiana para São Tomé e Príncipe: condições de vida e percepções

In this article, we seek to discuss the Cape Verdean migration to São Tomé and Príncipe, focusing on historical facts and the working and living conditions of the contract laborers in the archipelago. Also, we discussed the perception of the Cape Verdean presence in São Tomé and Príncipe by Cape Verdeans and its descendants, and by the Santomeans (Forros, Angolars, and Principeans), emphasizing issues of social segregation, prejudice, and identity. Along with information collected from bibliographic research, the article also presents reports collected in fieldwork carried out on the Island of Príncipe, in 2018, about the living and working conditions of Cape Verdeans in Príncipe. Six resident informants from the former Sundy and Belo Monte farms were interviewed. We conclude, based on the historical and on the interviews collected during fieldwork, that the Cape Verdean community and its descendants bring together, at the same time, elements from Cape Verde and São Tomé and Príncipe, thus creating a new social and cultural space.Neste artigo, buscamos discutir a migração caboverdiana para São Tomé e Príncipe, focando em fatos históricos e nas condições de trabalho e de vida dos trabalhadores contratados no arquipélago. Ademais, discutimos a percepção da presença caboverdiana em São Tomé e Príncipe pelos caboverdianos e seus descendentes, e pelos santomenses (forros, angolares e principenses), enfatizando questões de segregação social, preconceito e identidade. Junto às informações coletadas a partir de pesquisa bibliográfica, apresentamos também relatos colhidos em trabalho de campo realizado na Ilha do Príncipe, em 2018, acerca das condições de vida e de trabalho dos caboverdianos no Príncipe. Foram entrevistados seis informantes residentes das antigas propriedades agrícolas Sundy e Belo Monte. Concluímos, a partir de dados históricos e das entrevistas realizadas durante o trabalho de campo, que a comunidade caboverdiana e seus descendentes reúnem, ao mesmo tempo, elementos de Cabo Verde e de São Tomé e Príncipe, tendo criado, assim, um novo espaço social e cultural

How professionals work and learn in digitalised work contexts: Insights from an Australian survey of Education Professionals

The use of digital technologies is shaping how teachers work and how they continually learn as they work. But not much is known about this. This Australian Research Council Discovery project titled: “Investigating professional learning lives in the digital evolution of work” investigated how Education and Health professionals in Australia learn as they work in increasingly digitalised work contexts through a survey conducted in 2022. This report presents the findings of Education professionals’ responses to this survey (299 responses). The survey comprised 13 questions. There were 10 closed items (using a 5-point Likert scale of 1-Never, 2-Once or Twice, 3-Sometimes, 4-Very often, and 5-Always, plus the option of ‘Not applicable’) and three open-ended items. Respondents were asked demographic questions, how their work is changing due to digitalisation, what they do to learn as they work, and what professional learning opportunities are provided in their workplace. Members of 11 Australian Education professional associations were invited to complete the online survey from August to November 2022. The data was reviewed for completeness and analysed both quantitatively and qualitatively. Findings are presented with rounded percentages. 1. Number of responses = 299. Most respondents were from NSW (49%), QLD (30%)and VIC (13%). There were no responses from ACT. 2. Work roles: Respondents included Middle leaders, Principals, Teachers, Library staff and those engaged in other roles such as education consultants. The majority (73%) worked in school leadership roles (e.g., Middle Leaders and Principals). Just over half of respondents worked in secondary schools. The majority (87%) held permanent positions. 3. Demographics: The majority (77%) of respondents were female and most (82%) were 40+ years of age. Over half had 20+ years’ experience, while just under half reported being in their current role between 1 to 5 years. Two thirds had completed a university postgraduate qualification since entering the education profession; mainly at Masters level. The majority (77%) stated they were required to complete Continuing Professional Development (CPD). 4. Perceptions about their work*: The majority of respondents perceived their work as being creative (81%) and having variation in the types of tasks done (70%). Two thirds reported they have autonomy over how they plan their work day, and just over half stated they do new tasks previously not done. *Results are based on aggregated Likert scale indications of ‘Very Often’ and ‘Always’ ii 5. Top five ways how digitalisation has changed work for education professionals: Content creation, curation and sharing: Creating digital teaching and learning materials, curating online resources, and sharing content resources with colleagues and students online. Respondents reported that most resources they created or curated were in digital form. Online meetings: Using video-conferencing to conduct online or hybrid (mix of online and face-to-face) meetings with colleagues. Respondents reported that overall, this has increased accessibility and flexibility to attend meetings. Some noted this has also extended availability to attend meetings and some questioned the effectiveness of online meetings over face-to-face meetings. Communication: Communicating with colleagues, students, parents, and school community members online, using email (predominantly) and other digital communication tools, both within and outside school hours. Respondents reported an increase in accessibility and ease of communication, whilst also acknowledging an increase in workload and expectations. Lesson delivery: Designing and delivering lessons in an online and hybrid mode to make learning more accessible for students. Respondents reported an increase in learning activities being delivered in digital form. Professional development: Accessing online professional development such as webinars, online courses, and engaging with online recordings and resources towards formal recognition of professional development. Respondents reported an increase in accessibility and flexibility of these opportunities, whilst also acknowledging expectations to complete professional development, particularly outside of work hours, and some raised questions about effectiveness. 6. How education professionals learn on their own as they work: There were four learning activities that half or more of respondents reported doing individually either very often or always: 1) reflecting on a completed task, 2) following new developments in their field, 3) looking for opportunities to perform new tasks, and 4) finding better ways to do tasks. They were less likely to attend training courses and conferences and work alone to develop new ideas and problem solve. 7. How education professionals learn with others as they work: There were seven learning activities that half or more of respondents reported doing with others either very often or always: 1) learning through questioning, observing, listening and discussing, 2) working with others to develop new ideas and problem solve, 3) asking colleagues for advice, 4) learning by teaching others, 5) seeking feedback from colleagues on tasks completed, 6) reaching out to their professional networks, and 7) engaging with a professional association(s). They were less likely to be mentored by self-selected mentors. Conclusions 1. Education professionals are reflective practitioners who are highly motivated to keep up-to-date with their profession. They seek opportunities to perform new tasks, they interact with their colleagues to learn through observation and discussion, and they engage with their professional networks and professional associations. 2. Digitalisation is changing the way that educational professionals: create and curate educational materials and deliver their lessons, interact and communicate with colleagues, parents and other members of their school community, and engage with professional development opportunities. 3. Education professionals use digital technologies to learn by: searching the internet, sharing information and collaborating online with colleagues, conducting and engaging in online professional development, and examining online data to inform future practice. They also learn with and from colleagues and students about how digital technologies can support student learning. 4. Educational professionals consider that their workplace encourages them to develop themselves, however, there is a perception that the workplace provides limited release time and financial support to enable them to engage in their continual professional learning. *Results are based on aggregated Likert scale indications of ‘Very Often’ and ‘Always’ 8. How education professionals learn with digital technologies as they work: The top three ways education professionals reported using digital technologies to learn were: 1) searching the internet for information, 2) sharing information online with colleagues, and 3) collating online information relevant to their work. Further examples included using digital technologies to: conduct and engage in professional development, collaborate online as a team, learn with and from colleagues and students, and examine online data to inform future practice. 9. Workplace learning opportunities*: The majority (77%) of respondents reported that their workplace encouraged them to develop themselves. Two thirds said they had opportunities to share ideas and knowledge with others and 61% said they were encouraged to network with peers in their field. There was a perception that they had limited release time from work and limited financial support to engage in learning

How professionals work and learn in digitalised work contexts: Insights from an Australian survey of Education Professionals

How professionals work and learn in digitalised work contexts The Australian Research Council Discovery project titled: “Investigating Professional Learning Lives in the digital evolution of work” (DP210100164) investigated how Education and Health professionals in Australia learn as they work in increasingly digitalised work contexts through a survey. The survey was sent to members of 11 Education and 10 Health Australian professional associations. The survey ran from August to November 2022. This report presents the findings of Education professionals’ responses to this survey (299 responses)