Web-based Industry Partner Portals to University Workplace Learning Programs: Implementation and Design Issues

With increasing emphasis from universities on workplace learning programs in which students undertake industry placements as part of their degrees, there is a need for disciplines without a tradition of workplace learning to engage with potential industry partners. A key way to address this need is for universities to design web-based portals through which industry partners can engage with these programs. To build industry-university partnerships successfully, industry portals must: be easy for industry partners to find online, and facilitate efficient communication between industry partners and university workplace learning staff and students. Integration with university web systems and governance frameworks can lead to delays in the launch of a web-based industry partner portal. This paper focuses on the early stages of the design and implementation of Queensland University of Technology’s Creative Industries Industry Portal as a case study of a new development in web-based university-industry engagement

Ezine and iRadio as knowledge creation metaphors for scaffolding learning in physical and virtual learning spaces

eZine and iRadio represent metaphors for multimedia communication on the Internet. Participating students experience a simulated Internet publishing environment in both their classroom and virtual learning environment. This chapter presents an autoethnographic account highlighting the voices of the learning designer and the teacher and provides evidence of the planning and implementation of two tertiary music elective courses over three iterations of each course. A blended learning environment was incorporated within each elective music course and a collaborative approach to development between lecturers, tutors, learning and technological designers using an iterative research design. The research suggests that learning design which provides real world examples and resources integrating authentic task design into their unit can provide meaningful and engaging experiences for students. The dialogue between learning designers and teachers and iterative review of the learning process and student outcomes, we believe, has engaged students meaningfully to achieve transferable learning outcomes

eZine and iRadio as knowledge creation metaphors for scaffolding learning in physical and virtual learning spaces

eZine and iRadio represent knowledge creation metaphors for scaffolding learning in a blended learning environment. Through independent and collaborative work online participating students experience a simulated virtual publishing space in their classrooms. This chapter is presented as an auto-ethnographic account highlighting the voices of the learning designer and the teacher. Using an iterative research design, evidence is provided for three iterations of each course. A collaborative approach to the development, planning, implementation, and evaluation of two tertiary music elective courses between lecturers, tutors, learning and technological designers is narrated. The student voice is embedded in the methodology, which involved an innovative approach that blends software development and pedagogy in iterations of software and experience design. The chapter describes how the teachers and learning designers translate these data into action and design. A blended learning space was incorporated within each of these elective music courses and the movement between these learning spaces is described and problematized. The research suggests that learning design, which provides real world examples and resources integrating authentic task design, can provide meaningful and engaging experiences for students. The dialogue between learning designers and teachers and iterative review of the learning process and student outcomes has engaged students meaningfully to achieve transferable learning outcomes

Developing a learning technology preparedness plan

Our project outlines a strategic approach to evaluate the School of Geography, Planning and Environmental Management's (GPEM) readiness to engage with emerging technologies and the poster outlines a suggested sequential strategy to effectively engage the key stakeholders in developing a consensus Learning Technology Preparedness Plan, which will facilitate student learning outcomes and their educational experiences. An important outcome is the identification of a process that can be implemented by other higher education institutions and organisations to assess their readiness to engage with a range of emerging technologies and the strategies that may be needed to facilitate this process

Online interactive learning tutorials: Addressing plagiarism, referencing and graphical presentation

Student success requires flexible delivery of critical concepts in interesting and interactive formats. Three online interactive tutorials were developed and implemented in the School of Geography, Planning and Environmental Management, UQ. The Academic Integrity tutorial addresses key aspects of why referencing is important, the meaning of collusion and the consequences of academic misconduct. The Referencing tutorial demonstrates the specifics of referencing using the Harvard and Chicago styles and the Graphic Presentation tutorial incorporates information on the nature of graphics and how they should be used in academic writing. The seamless design of the tutorials incorporates linear navigation, meaningful contexts, learning by doing and a thorough testing of concepts. The tutorials have improved students’ understanding of academic integrity, and how to reference correctly and present graphical information effectively and have eased the transition of students into their first year of study

Interactive online learning

The emergence of mobile learning technologies and flexible delivery of information was the basis for developing three online tutorials. The Academic Integrity tutorial addresses key aspects of why referencing is important, the meaning of collusion and the consequences of academic misconduct. The Referencing tutorial demonstrates the specifics of referencing using the Harvard and Chicago styles and the Graphic Presentation tutorial incorporates information on the nature of graphics and how they should be used in academic writing. The seamless design of the tutorials incorporates linear navigation, meaningful contexts, learning by doing and a thorough testing of concepts. The tutorials have improved students’ understanding of academic integrity, how to reference correctly, and present graphical information effectively