Managing projects for change: Contextualised project management

This paper will detail three projects which focussed on enhancing online learning at a large Australian distance education University within a School of Business,School of Health and School of Education. Each project had special funding and took quite distinctive project management approaches, which reflect the desire to embed innovation and ownership at the instructor and student interface. By responding to the stakeholder requirements these three projects provide insight into a) how integrated professional development serves to enable change in practice; b) why leadership at both junior and senior levels of the organisation is an important driver to support instructor engagement for real change; c) what role external private contractors can play; and, d) how instructors were integrated through the varied project management approaches. The integrating theme of the paper is instructor engagement for real change. Each project will be detailed as mini-cases and key lessons drawn out that describe and explain the challenges, opportunities and scope of varied project management approaches to suit the distinct four contexts. This paper builds on and brings together considerable investigation into how we can support and enhance dissemination of a variety of project-based models that respond to contextual needs and issues. The multiple school case study methodology serves to provide an approach that is both robust and cognisant of current trends in increased university investment through shortterm project funding. The final recommendations will highlight how different approaches to project management are both desirable and essential for successfully embedding change of instructor practices for enhancing student learning in distance education modes

Commentary on: Stutt, A. and Motta, E. (2004). Semantic Learning Webs

Abstract: Overall, the authors present a succinct argument for the learning community supported by complex semantic networks. To substantiate the potential of their vision, they present a case study in the domain of global warming to illustrate the ways in which knowledge charts (representations of community knowledge), knowledge neighbourhoods, and knowledge navigation (tools to assist processing of knowledge) might be implemented. In doing so, they highlight the importance for learning systems and environments to be able to support the complex learning requirements of the individual knowledge seeker. Paper: Stutt, A. and Motta, E. (2004) Semantic Learning Webs Editors: Terry Anderson and Denise Whitelock

Tri-ponderal mass index in survivors of childhood brain tumors: A cross-sectional study.

Survivors of childhood brain tumors (SCBT) face a higher risk of cardiometabolic disorders and premature mortality compared to the general population. Excess adiposity is a known risk factor for these comorbidities. However, while SCBT have higher adiposity compared to healthy controls, measuring adiposity in clinical practice involves access to specialized equipment and may impact busy clinical services. Tri-ponderal Mass Index (TMI; kg/

Circulating leptin levels are associated with adiposity in survivors of childhood brain tumors.

Survivors of Childhood Brain Tumors (SCBT) are at a higher risk of developing cardiovascular disease and type 2 diabetes compared to the general population. Adiposity is an important risk factor for the development of these outcomes, and identifying biomarkers of adiposity may help the stratification of survivors based on their cardiovascular risk or allow for early screening and interventions to improve cardiometabolic outcomes. Leptin is an adipokine that positively correlates with the adipose mass in the general population and is a predictor of adverse cardiometabolic outcomes, yet its association with adiposity in SCBT has not been studied. The aim of this study was to determine if leptin levels are associated with the adipose mass in SCBT, and to define its predictors. This cross-sectional study included 74 SCBT (n = 32 females) with 126 non-cancer controls (n = 59 females). Total adiposity was measured using Bioelectrical Impendence Analysis (BIA) and central adiposity was measured using waist-to-hip ratio (WHR) and waist-to-height ratio (WHtR). We used multivariable linear regression analysis to determine if leptin predicts adiposity in SCBT and adjusted for age, sex, puberty, and cancer status. Leptin correlated strongly with total (p \u3c 0.001) and central (WHR p = 0.001; WHtR p \u3c 0.001) adiposity in SCBT and non-cancer controls. In conclusion, leptin is a potential biomarker for adiposity in SCBT, and further investigation is needed to clarify if leptin is a predictor of future cardiometabolic risk in SCBT

Learners as actors: strategies for computer-enhanced learning encounters

The extent to which interactivity represents an implicit characteristic of computer-based learning environments has been increasingly scrutinised. Investigating the question as to which aspects of interactivity contribute to the engagement and focus of the learner during such encounters, a research study was devised to examine the ways in which learners both perceive and work with interactive constructs. Working with a total group of 70 participants from an undergraduate program in multimedia studies, a qualitative methodology was employed to examine, through survey and observation, those elements of computer-based interactive environments that impact on the overall effectiveness of, and subsequent engagement with, content material. Considering the array of approaches to computer-based learning, such as instructivist and constructivist, the theoretical paradigms contributing to design and implementation and the contemporary proposals advocating metaphors of theatre and narrative, the outcomes of the research supported an extended focus for design. Whereas learners appear to have clear expectations of what an interactive learning environment will provide, the actual experience of that environment can appear confused through conflicting messages and missing information. Conceptualising the learner-computer relationship as a series of encounters, and positioning the learner as an integral character or actor within that encounter, can enhance the user-centred design approach and extend the design focus beyond that of content and interface. Adopting such an approach will potentially assist in making computer-based educational technology work more consistently and result in even more effective and engaging encounters

Usability and learning in online environments : a case of interactive encounters

This paper proposes a set of strategies to maximise learner-content and learner-learner interactions in on-line learning environments. Extrapolating the outcomes of a research study that investigated the ways in which users responded to the interactive constructs embedded within interactive multimedia applications, the concept of encounter theory is introduced. Using observation and interview techniques, participants in the study identified a range of options by which learnercomputer interactions might be enhanced. The implications of these findings for online and desktop environments are considered, specifically in terms of the independent learner\u27s encounter with content material and other learners. Developing a comprehensive understanding of the interactive phenomenon will not only lead to more effective useability and learning in on-line environments, but also to their working better for the learner.<br /

The online learning alchemist : preventing gold turning into lead

This paper addresses the creation of materials and resources for use in online learning, focusing on the new and emerging roles for teachers and learners in conjunction with developments in our understanding of the human-computer interface. As more educational providers adopt network-based technologies as delivery portals, the demand for skills in the creation of effective online resources is becoming critical. If we are to provide the learner with online resources that will enhance knowledge construction and the teacher with clear measures that these activities are effective, then we as resource developers must resurrect the role of what might be termed the online alchemist. Our first task is to ensure that new digital resources are not simply transferred from their original format but repurposed to ensure learner(s) accessing those resources are able to interact with both the content and their collaborative partners with new levels of flexibility and manipulation. We must transcend the too frequent use of technology as a means to replicate existing resources and conceptualise environments that engender new paradigms for teaching and learning. Our challenge remains to ensure the gold we have in effective teaching strategies and learning resources is not tarnished through ineffective applications within the online learning context. One strategy to achieve this is through proactive evaluation, a framework that integrates a set of factors and influences to better inform the development of online learning resources.<br /

E-learning development in higher education : maximising efficiency : maintaining quality

Many tertiary institutions in Australia provide support to develop online teaching and learning resources, an environment characterised by demands from students for quality face-to-face and distance education, staff concern over workloads, institutional budgeting constraints and an imperative to use management systems. There also remains a legitimate focus on using online learning to facilitate new learning strategies within a complex social setting. This paper presents an extended instructional design model in which the development cycle for online teaching and learning materials uses a scaffolding strategy in order to cater for learner-centred activities and to maximise scarce developer and academic resources. The model also integrates accepted phases of the instructional development process to provide guidelines for the disposition of staff and to more accurately reflect the creation of resources as learning design rather than instructional design.<br /