Developing Australian Academics' Capacity: Supporting the Adoption of Open Educational Practices in Curriculum Design

This seed project initiative addressed an identified gap in Australian higher education between awareness of open educational practices (OEP) and implementation of OEP, particularly the production, adaptation and use of open educational resources (OER) to support the design of innovative, engaging and agile curriculum. In response, the authors aimed to design, develop, pilot and evaluate a free, open and online professional development course focused on supporting curriculum design in higher education. The specific aim of the course - Curriculum design for open education (CD4OE) - is to develop the capacity of academics in Australia to adopt and incorporate OER and OEP into curriculum development, for more effective and efficient learning and teaching across the sector

Metaphors for doctoral research: Fundamental tenets & creative courage

Doctoral research candidates navigate a unique path and sustain a rigorous program of study as they make an original contribution to knowledge. The complex and challenging nature of doctoral research is evidenced by high rates of anxiety and depression among candidates (Evans et al., 2018). Metaphors are one tool used by candidates and supervisors to facilitate communication and the candidate’s understanding of the research process. In this article, we argue that the existing range of metaphors have limitations, firstly in cases where they imply an ongoing process with no clear end, and secondly when presented in text or through oral communication without a pictorial representation. We aim to enrich current offerings of metaphors by contributing a new metaphor, which we present as The Moon Diagram. This combined pictorial and textual representation points to two areas of endeavour encountered in the research process, Fundamental Tenets and Creative Courage, and their correlation. The moon is depicted during a half-moon phase to symbolically differentiate the two regions, while overlaid text indicates the skills and experiences associated with each. The whole moon symbolises doctoral completion, and a separate celestial body represents post-doctoral employment. The Moon Diagram may be a useful mnemonic device for potential and confirmed candidates and printed as a larger-scale chart for supervisors to reference when mentoring candidates to doctoral completion

Should lectures be compulsory?

Undergraduate teaching units for internal students enrolled in agricultural science degrees at the University of New England typically involve two to three hours of lectures per week and a compulsory three hour practical class. Historically lectures have been optional for students, and many lectures are poorly attended. This has led to debate amongst teaching staff in the school about whether learning outcomes as measured by assessment grades would be improved if students were obliged to attend lectures, and a minority of unit coordinators have made their lectures compulsory. A study was carried out to assess the role of lectures in SOIL 220 (Introduction to Soil Science), a core unit with two non-compulsory lectures per week. Despite much anecdotal evidence concerning lecture attendance and some preliminary work in other faculties on our campus (Brien and Smyth, in preparation), a search of mainstream electronic databases revealed little in the way of exacting research. Nevertheless, the more generalised literature provided some useful guidance so we sourced some of the available literature on active lecturing techniques, student motivation for learning and current learning and teaching theory in higher education (Barry 1995; Biggs 1999; Johnston and Cooper 1997; Ramsden 1992; Ramsden 2003; Tomlinson 2003). From that analysis, we devised a series of teaching and learning strategy trials and used an independent evaluator (Smyth) to conduct peer reviews of lectures, to ascertain the impact of new techniques. As well as evaluating the particular strategy being trialled, the evaluator analysed teacher-student and student-student interactions to see what level of student engagement was occurring and whether this could shed any light on students’ propensity to attend lectures

The dynamics of Chinese learning journeys: a longitudinal study of adult learners of Mandarin in Australia

This thesis concerns the nature and development of adult learners' involvement with learning and using Mandarin Chinese in the long term. It examines the interweaving and layering of different settings and different kinds of learning activity in the course of individual learning journeys. The enquiry looks beyond the relatively homogeneous student groups in the Chinese classrooms and lecture halls of large metropolitan universities, and instead gives a voice to the experience of people learning Chinese who are based in country areas, who choose distance learning, who are older, and who study part-time or independently for many years. In conceptualising the dynamics of the language learning journey, the study draws upon aspects of complexity theory, which seeks to understand processes of change in complex adaptive systems by emphasising non-linearity, heterochrony, dynamic relationships and patterning. A 5-year multi-layered longitudinal qualitative case study was conducted with participants who had previous experience of Chinese learning, and of distance learning. Surveys provided extensive reflective data from the larger groups of 41 and 26 participants. To complement this, more frequent in-depth interviews and other activities were conducted with a group of 7 participants, yielding richly contextualised learner stories. In presenting, comparing and analysing the findings, extensive use is made of graphic and narrative techniques. Novel methods of multiple timeline analysis are presented, and the concept of dynamic activity patterns, which link past activity and future plans in respect to particular practices is introduced. The role of individual agency and of desire in identifying opportunities for learning and using Chinese is noted, and the significance of fallow periods within individual learning trajectories is explored from an identity perspective. The influence and effects of long-term Chinese learning in current times, both on individual learners, and through them upon the various contexts and communities which they inhabit, is considered. This research contributes to current scholarly discussion of the language learning which occurs beyond the classroom and in increasingly hybrid settings. Furthermore, within the rapidly expanding disciplinary field of Chinese as a Foreign Language (CFL), it contributes a better understanding of the efforts, feelings, practices and contexts of individual long-term learners

Cyclical Reviews in Selected Western Sydney Government Schools (2006-2009): The Influence on Participating Principals

Over the period 2006 to 2009, the then Western Sydney Region of the New South Wales Department of Education and Training developed a Framework for School Cyclical Reviews and piloted these reviews in nine regional government schools. The study examined the influence the Cyclical Review process had on participating school principals. Insight was sought into the use made over time of both the evaluation processes and evaluation results by the participating principals, including impressions from the principals of the factors that had influenced them in the course of the review. From the insights gained it was expected to make recommendations about the appropriate selection and preparation of principals for reviews and review teams, and the future conduct of reviews, as well as comment on the usefulness of current research into evaluation influence

Socioeconomic and environmental proxies for comparing freshwater ecosystem service threats across international sites: A diagnostic approach

In this work, we develop and test proxy-based diagnostic tools for comparing freshwater ecosystem services (FWES) risks across an international array of freshwater ecosystems. FWES threats are increasing rapidly under pressure from population, climate change, pollution, land use change, and other factors. We identified spatially explicit FWES threats estimates (referred to as threat benchmarks) and extracted watershed-specific values for an array of aquatic ecosystems in the Western Hemisphere (Ramsar sites). We compared these benchmark values to values extracted for sites associated with an international FWES threat investigation. The resulting benchmark threats appeared to provide a meaningful context for the diagnostic assessment of study site selection by revealing gaps in coverage of the underlying socio-environmental problem. In an effort to simplify the method, we tested regularly updated environmental and socioeconomic metrics as potential proxies for the benchmark threats using regression analysis. Three category proxies, aggregated from (i) external (global to regional, climate-related), (ii) internal (watershed management-related), and (iii) socioeconomic and governance related proxies produced strong relationships with water supply threat benchmarks, but only weak relationships with biodiversity-related and nutrient regulation benchmark threats. Our results demonstrate the utility of advancing global FWES status and threat benchmarks for organizing coordinated research efforts and prioritizing decisions with regard to international socio-environmental problems

The under-ice microbiome of seasonally frozen lakes

Compared to the well-studied open water of the “growing” season, under-ice conditions in lakes are characterized by low and rather constant temperature, slow water movements, limited light availability, and reduced exchange with the surrounding landscape. These conditions interact with ice-cover duration to shape microbial processes in temperate lakes and ultimately influence the phenology of community and ecosystem processes. We review the current knowledge on microorganisms in seasonally frozen lakes. Specifically, we highlight how under-ice conditions alter lake physics and the ways that this can affect the distribution and metabolism of auto- and heterotrophic microorganisms. We identify functional traits that we hypothesize are important for understanding under-ice dynamics and discuss how these traits influence species interactions. As ice coverage duration has already been seen to reduce as air temperatures have warmed, the dynamics of the under-ice microbiome are important for understanding and predicting the dynamics and functioning of seasonally frozen lakes in the near future

Lake-size dependency of wind shear and convection as controls on gas exchange

High-frequency physical observations from 40 temperate lakes were used to examine the relative contributions of wind shear (u*) and convection (w*) to turbulence in the surface mixed layer. Seasonal patterns of u* and w* were dissimilar; u* was often highest in the spring, while w * increased throughout the summer to a maximum in early fall. Convection was a larger mixed-layer turbulence source than wind shear (u */w*-1 for lakes* and w* differ in temporal pattern and magnitude across lakes, both convection and wind shear should be considered in future formulations of lake-air gas exchange, especially for small lakes. © 2012 by the American Geophysical Union.Jordan S. Read, David P. Hamilton, Ankur R. Desai, Kevin C. Rose, Sally MacIntyre, John D. Lenters, Robyn L. Smyth, Paul C. Hanson, Jonathan J. Cole, Peter A. Staehr, James A. Rusak, Donald C. Pierson, Justin D. Brookes, Alo Laas, and Chin H. W

Engaging stakeholders across a socio-environmentally diverse network of water research sites in North and South America

Maintaining and restoring freshwater ecosystem services in the face of local and global change requires adaptive research that effectively engages stakeholders. However, there is a lack of understanding and consensus in the research community regarding where, when, and which stakeholders should be engaged and what kind of researcher should do the engaging (e.g., physical, ecological, or social scientists). This paper explores stakeholder engagement across a developing network of aquatic research sites in North and South America with wide ranging cultural norms, social values, resource management paradigms, and eco-physical conditions. With seven sites in six countries, we found different degrees of engagement were explained by differences in the interests of the stakeholders given the history and perceived urgency of water resource problems as well as differences in the capacities of the site teams to effectively engage given their expertise and resources. We categorized engagement activities and applied Hurlbert and Gupta's split ladder of participation to better understand site differences and distill lessons learned for planning comparative socio-hydrological research and systematic evaluations of the effectiveness of stakeholder engagement approaches. We recommend research networks practice deliberate engagement of stakeholders that adaptively accounts for variations and changes in local socio-hydrologic conditions. This, in turn, requires further efforts to foster the development of well-integrated research teams that attract and retain researchers from multiple social science disciplines and enable training on effective engagement strategies for diverse conditions

Engaging stakeholders across a socio-environmentally diverse network of water research sites in North and South America

Maintaining and restoring freshwater ecosystem services in the face of local and global change requires adaptive research that effectively engages stakeholders. However, there is a lack of understanding and consensus in the research community regarding where, when, and which stakeholders should be engaged and what kind of researcher should do the engaging (e.g., physical, ecological, or social scientists). This paper explores stakeholder engagement across a developing network of aquatic research sites in North and South America with wide ranging cultural norms, social values, resource management paradigms, and eco-physical conditions. With seven sites in six countries, we found different degrees of engagement were explained by differences in the interests of the stakeholders given the history and perceived urgency of water resource problems as well as differences in the capacities of the site teams to effectively engage given their expertise and resources. We categorized engagement activities and applied Hurlbert and Gupta's split ladder of participation to better understand site differences and distill lessons learned for planning comparative socio-hydrological research and systematic evaluations of the effectiveness of stakeholder engagement approaches. We recommend research networks practice deliberate engagement of stakeholders that adaptively accounts for variations and changes in local socio-hydrologic conditions. This, in turn, requires further efforts to foster the development of well-integrated research teams that attract and retain researchers from multiple social science disciplines and enable training on effective engagement strategies for diverse conditions.Fil: Smyth, Robyn L.. Bard College; Estados UnidosFil: Fatima, Uroosa. Bard College; Estados UnidosFil: Segarra, Monique. Bard College; Estados UnidosFil: Borre, Lisa. Cary Institute of Ecosystem Studies; Estados UnidosFil: Zilio, Mariana Ines. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Bahía Blanca. Instituto de Investigaciones Económicas y Sociales del Sur. Universidad Nacional del Sur. Departamento de Economía. Instituto de Investigaciones Económicas y Sociales del Sur; ArgentinaFil: Reid, Brian. Universidad Austral de Chile; ChileFil: Pincetl, Stephanie. Institute of the Environment and Sustainability; Estados UnidosFil: Astorga, Anna. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Bahía Blanca. Instituto de Investigaciones Económicas y Sociales del Sur. Universidad Nacional del Sur. Departamento de Economía. Instituto de Investigaciones Económicas y Sociales del Sur; ArgentinaFil: Huamantinco Cisneros, María Andrea. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Bahía Blanca; Argentina. Universidad Nacional del Sur. Departamento de Geografía y Turismo; ArgentinaFil: Conde, Sergio Daniel. Universidad de la República; UruguayFil: Harmon, Thomas Christopher. University of California Merced; Estados UnidosFil: Hoyos, Natalia. Universidad del Norte; ColombiaFil: Escobar, Jaime. Universidad del Norte; Colombia. Smithsonian Tropical Research Institute; PanamáFil: Lozoya, Juan Pablo. Universidad de la República; UruguayFil: Perillo, Gerardo Miguel E.. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Bahía Blanca. Instituto Argentino de Oceanografía. Universidad Nacional del Sur. Instituto Argentino de Oceanografía; Argentina. Universidad Nacional del Sur. Departamento de Geología; ArgentinaFil: Piccolo, Maria Cintia. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Bahía Blanca. Instituto Argentino de Oceanografía. Universidad Nacional del Sur. Instituto Argentino de Oceanografía; Argentina. Universidad Nacional del Sur. Departamento de Geografía y Turismo; ArgentinaFil: Rusak, James A.. Dorset Environmental Science Centre; Canadá. Queens University; CanadáFil: Velez, Maria I.. University of Regina; Canad