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

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)

FA D’AMBÔ: Língua crioula de Ano Bom

O isolamento da ilha de Ano  Bom, na Guiné Equatorial, e as condições sócio-históricas de seu povoamento permitiram o surgimento de duas línguas: o fa d’ambô e a língua das cerimônias dos sangitan e das viuvas. Neste texto, apresentamos um panorama do fa d’ambô, crioulo de base lexical portuguesa falado na Ilha de Ano Bom, na Guiné Equatorial. Em seguida, mostramos que o fa d’ambô não é a única herança linguística portuguesa na Ilha de Ano Bom, uma vez que, até os dias atuais, os anobonenses preservam uma variante linguística empregada em cerimônias religiosas. Embora a colonização portuguesa na Ilha de Ano Bom tenha sido irregular, os fatos linguísticos e culturais, um representado pela línguas fa d’ambô e cerimonial e o outro representado pela cultura cristã, são provas inequívocas da relação destes elementos com o mundo português, de um lado e, de outro lado, da sobrevivência de características únicas da civilização portuguesa na Ilha de Ano Bom. Mostraremos que o estudo das línguas da Ilha de Ano Bom é uma oportunidade para aumentarmos a nossa compreensão sobre a gênese do protocrioulo do Golfo da Guiné, em particular, sobre as línguas crioulas, em geral, e sobre o mecanismo de preservação de variedades semicristalizadas