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Unmet demand for training among mature age Australians: Prevalence, differentials and perceived causes

- Adair, Tim, Lourey, Emma, Taylor, Philip

  • Authors: Adair, Tim , Lourey, Emma , Taylor, Philip
  • Date: 2016
  • Type: Text , Journal article
  • Relation: Australasian Journal on Ageing Vol. 35, no. 1 (2016), p. 36-41
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  • Description: Aim To explore the prevalence of unmet demand for training by mature age Australians and to identify the main barriers to accessing training. Methods A total of 3007 Australians aged 45-74 years were surveyed using Computer Assisted Telephone Interviewing. The sample frame was randomly selected and stratified based on the capital city and the rest of the state, and data were weighted to be nationally representative. Results Over one-third (37%) of respondents who had worked in the past five years reported wanting to attend some form of training but were unable to; these were most likely women and those aged 45-54 year. Commonly cited reasons for not being able to attend training included not being able to fit it in with work commitments, affordability and employer reluctance. Conclusion Reduction of these barriers to workplace training can improve mature age people's ability to remain engaged in the workforce.

Using a model of technology activity in the primary classroom

- Davis, Robert

Video games' educational evaluation model based on BP neural network

- Wang, Wei, Maruatona, Omaru, Qian, Huang

  • Authors: Wang, Wei , Maruatona, Omaru , Qian, Huang
  • Date: 2011
  • Type: Text , Conference proceedings
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  • Description: Evaluating the education value of video games is a complex task. Based on the educational evaluation system for video games, we establish a corresponding automated evaluation model using the Back-propagation (BP) neural network technology. After training with the expert knowledge, the model not only has the experience of experts, but also has the computational capacity to evaluate new cases. © 2011 IEEE.

Virtual teams : Worlds apart

- Knox, Ian, Wilmott, Deirdre

  • Authors: Knox, Ian , Wilmott, Deirdre
  • Date: 2008
  • Type: Text , Conference proceedings
  • Full Text:
  • Description: Virtual teams are a relatively new phenomenon. A number of studies have focused on the description of team development and the group process of virtual learning teams as they form. This paper is a study of how Australian and American undergraduates worked together in virtual teams to respond to ethical and business practice problems for a given scenario. The study specifically examined the communication methods, task completion methodology and cultural differences exhibited by two undergraduate classes from the University of Ballarat, Ballarat Australia and Jacksonville State University, Jacksonville, Alabama, United States. Both synchronous and asynchronous communications methods were used with differing levels of enthusiasm and acceptance. Although the study was based on a small sample, which limits its generalisability, there are implications to inform those who are considering similar methods in their teaching. © 2008 Ian Knox and Deirdre Wilmott.
  • Description: 2003010647

Walk the talk: the journey towards deconstructing the education environment as a model for anti-oppressive social and community welfare practice

- Manning, Debra

  • Authors: Manning, Debra
  • Date: 2006
  • Type: Text , Journal article
  • Relation: Practice Reflexions Vol. 1, no. 1 (2006), p. 27-38
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  • Description: As an experienced social welfare practitioner, two years spent living and working as a volunteer in Botswana forced me to reflect critically on my practice, but it was not until I returned that I recognised the pervasive power of our culture to oppress, most visibly, Indigenous Australians. That realisation has led me to focus on issues of power, racism and oppression in my social and community welfare teaching and I am endeavouring to develop a model of teaching that not only raises these issues and strategies to address them for practice but provides an educational environment that enables students to experience such a model. This paper examines the process of integrating my personal experience with my professional teaching and welfare practice and offers some ideas about how social and community welfare students might learn to be genuinely inclusive professional workers through their educational experience.

Welfare workers' experiences of rural practice - similar but different

- Green, Rosemary

  • Authors: Green, Rosemary
  • Date: 2007
  • Type: Text , Journal article
  • Relation: Rural Social Work and Community Practice Vol. 12, no. 1 (2007), p. 41-46
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  • Description: This research project investigated the experiences of six rural welfare professionals living in the Western region of Victoria, Australia. In particular, this paper reports on their experiences of managing dual and multiple roles, confidentiality and their privacy. The six participants, five women and one man, were purposely chosen for in-depth interviews using criterion sampling from 23 survey respondents who participated in a larger rural practice study. Issues of particular interest to participants were managing confidential information gathered from formal and informal sources, providing services that are non-stigmatising, managing complex ethical dilemmas arising from fual and multiple roles, and lack of anonymity and privacy. Participants' experiences of these issues had varied considerably. Some expressed feeling of anxiety and stress, while others expressed strong confidence about their management of these matters in their daily practice. Many participants were anxious about whethr their practice fully met the ethical guidelines of the profession, however they felt their practice appropriate to the context. Most of the participants commented that their pre-service education did not adequately address rural issues or prepare them for their work role in small communities.
  • Description: C1
  • Description: 2003005771

What do Chinese and foreign universities value about their strategic alliances? Exploring a dimension of higher education alliances in a cross cultural context

- Willis, Mike

  • Authors: Willis, Mike
  • Date: 2004
  • Type: Text , Journal article
  • Relation: Journal of Teaching in International Business Vol. 15, no. 2 (2004), p. 5-26
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  • Description: There are now over 5,000 alliances between Chinese and foreign universities but there is little research on how managers from the two sides value the various aspects of their educational alliances. This research finds that both sides valued a range of alliance levels, types, activities, sizes and structures but there were significant differences. Chinese respondents tended to prefer larger and higher level alliances which they perceived as being more long term, viable and indicative of foreign commitment. Foreign alliance managers liked to start their alliance associations in China with smaller scale alliance models which could then be expanded into larger and more complex alliances. Chinese alliance managers preferred an alliance model which aimed to establish a benchmark educational standard in China; foreign staff preferred what has been termed pragmatic alliances which were cheaper to organize and manage. Chinese respondents liked alliances which ensured that at least a range of foreign academic and administrative staff were located in China: foreign respondents preferred to fly staff in and out for particular projects and activities. More generally, foreign respondents discussed the value of alliances in business and income generation terms while their Chinese colleagues conceptualized the key value of alliances in terms of their ability to assist China to develop a highly skilled workforce capable of taking its place in an internationalized market economy.
  • Description: C1
  • Description: 2003007137

What do they do digitally? Identifying the home digital literacy practices of young children in Turkey

- Ozturk, Gulsah, Ohi, Sarah

  • Authors: Ozturk, Gulsah , Ohi, Sarah
  • Date: 2022
  • Type: Text , Journal article
  • Relation: Early years Vol. 42, no. 2 (2022), p. 151-166
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  • Description: Young children develop understandings about literacy from birth through experiences of print in their home environments. Today, written text is often present in children's homes in both print and digital forms. What kind of technologies are young children accessing at home and for what purposes? This paper discusses research findings from questionnaires completed by parents about the home digital literacy practices of 105 Turkish children aged 5-7 years and the nature of parental support for digital technology use at home. Parent interviews with five families further identified the technologies used, the children's repertoire of digital literacy practices and issues confronting parents about children's use of technology. The study revealed that children were actively engaged in multimodal practices through the use of digital technologies in play and learning in their homes. The main implications of this study are that it is important that educators be aware of children's existing digital home literacy practices as a foundation for further literacy learning and that parents may need support in understanding how technology use can contribute to children's literacy learning. Further research is warranted in this area.

What's in a name? Clarifying the nomenclature of virtual simulation

- Cant, Robyn, Cooper, Simon J., Sussex, Roland, Bogossian, Fiona

  • Authors: Cant, Robyn , Cooper, Simon J. , Sussex, Roland , Bogossian, Fiona
  • Date: 2019
  • Type: Text , Journal article
  • Relation: Clinical Simulation in Nursing Vol. 27, no. (2019), p. 26-30
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  • Description: Clinical simulation is an essential component of health professional education. Digital technologies can provide students with near-reality, interactive virtual simulation learning experiences on static and mobile appliances. Clarification is needed, however, regarding the various types of virtual simulation and the different program components. We drew on published literature to define virtual simulation modalities and to offer definitive terminology to clarify the nomenclature and composition of virtual simulation. Reporting should include description of ‘Fidelity’ ‘Immersion’ and ‘Patient’ to add clarity and utility to research in the field.

Who's doing the hunting and gathering? : An exploration of gender segmentation in adult learning in small and remote Australian communities

- Golding, Barry

  • Authors: Golding, Barry
  • Date: 2003
  • Type: Text , Conference paper
  • Relation: Paper presented at 2003 AVETRA Conference, Sydney : 10th -11th April, 2003
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  • Description: Adults in Australia have tended to return relatively recently to learning in patterns that are significantly different by gender. These patterns of gender segmentation for adults are particularly noticeable in the findings of recent research by the author into adult, community and vocational learning in small and remote towns in Victoria. The issues associated with such patterns form the basis of this exploratory paper.
  • Description: E1
  • Description: 2003000498

Who's doing the hunting and gathering? An exploration of gender segmentation of adult learning in small remote communities

- Golding, Barry

  • Authors: Golding, Barry
  • Date: 2004
  • Type: Text , Book chapter
  • Relation: Equity in Vocational Education and Training: Research reading Chapter 17 p. 225-241
  • Full Text: false
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  • Description: Adults in Australia have tended to return relatively recently to learning in patterns that are significantly different by gender. These patterns of gender segmentation for adults are particularly noticeable in the findings of recent research by the author into adult, community and vocational learning in small and remote towns in Victoria. The issues associated with such patterns form the basis of this exploratory paper.
  • Description: B1
  • Description: 2003000772

Why do Chinese universities seek foreign university partners: An Investigation of the motivating factors behind a significant area of alliance activity

- Willis, Mike

  • Authors: Willis, Mike
  • Date: 2006
  • Type: Text , Journal article
  • Relation: Journal of Marketing for Higher Education Vol. 16, no. 1 (2006), p. 115-14
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  • Description: Considerable research has been undertaken into the issue of Sino foreign strategic alliances in the area of higher education, particularly since the late 1990s, when universities in China signed an increasing large number of alliance agreements with foreign universities (Willis 2000, 2005a). Although there has been considerable research regarding various aspects of these alliances, including the types of activities undertaken, and the levels of alliances formed in this sector (Hayhoe 1989, 1996; Willis 2000), there has been less evaluation of the factors which have motivated the majority of Chinese universities to actively seek suitable foreign partners for collaboration particularly in regard to the delivery of activities and programs within China. This research identifies a range of factors driving the Chinese desire to form alliances with foreign universities. These in general relate to the special and somewhat idiosyncratic role of universities as agents of social and economic change in China. To effect this change they have often sought foreign partners who are able to assist China to develop a market economy. Universities within the Chinese top 100 university system have become increasingly selective in their choice of foreign universities and are requiring far higher levels of commitment than hitherto. It is now not unusual for foreign universities to deliver degree programs in China, and not just via study abroad and distance means. Gradually, over time, Chinese universities have become more discerning, particular and careful in the selection of foreign university partners. To this end, this paper identifies three distinct phases of Chinese university selection of foreign partners, dating back to 1978. The current phase, which emerged around 2000-2001 underscores the growing desire on the part of Chinese universities to select better quality, more committed and longer-term foreign partners-partly an issue of signing agreements with fewer, but better universities than in the past when a more “scattergun” approach was utilised.
  • Description: C1
  • Description: 2003007125

Why should I present my thesis about computer assisted Ndjebbana on a DVD?

- Auld, Glenn

  • Authors: Auld, Glenn
  • Date: 2002
  • Type: Text , Conference paper
  • Relation: Paper presented at AARE 2002 Brisbane, Brisbane : 1st December, 2002
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  • Description: This paper justifies the presentation of a Ph.D. thesis about computer-assisted Ndjebbana on a digital video disc (DVD). Ndjebbana is a language spoken by 200 Kunibidji, the indigenous landowners of Maningrida on the north coast of Arnhem Land, Australia. Simple digital talking books about the community were created in Ndjebbana and then presented on touch-screen computers located in Kunibidji houses. Kunibidji social practice and discourse around the computer were recorded on digital video, and the traces of what the screen displayed were recorded on the computer and later synchronized with the video. Using DVD technology, the Ndjebbana talking books and the digital video can be integrated into a scholarly text for academics and an Ndjebbana-narrated report for the Kunibidji, which can be combined to present a thesis. From a theoretical perspective, a thesis on a DVD can be located in the center of critical literacy, a critical theory of technology, and critical research methodologies. There are also logistical, semiotic, and ideological reasons for presenting a thesis about computer-assisted Ndjebbana on DVD. Such a presentation will link the tools and data of the research with academic discourse and will also support the empowerment of the Kunibidji by making them more informed about the research process.
  • Description: E1
  • Description: 2003000136

You don’t have other teachers to bounce ideas off

- Tytler, Russell, Mousley, Judith, Tobias, Steve, MacMillan, Agnes, Marks, Genee

Young people as powerful learners

- McGraw, Amanda

‘If there’s no sustainability our future will get wrecked’: Exploring children’s perspectives of sustainability

- Green, Monica

  • Authors: Green, Monica
  • Date: 2017
  • Type: Text , Journal article
  • Relation: Childhood Vol. 24, no. 2 (2017), p. 151-167
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  • Description: Education for Sustainability is an internationally recognised field of learning that is currently mandated as a cross-curriculum priority in the Australian curriculum. Empirical research into children’s views about sustainability, and how they develop sustainability knowledge, however, remains limited. This article focuses on research that investigated children’s perspectives of sustainability in Victoria, Australia. The children were recruited through the Sustainable School Expo where they delivered keynote presentations about their school’s respective Education for Sustainability initiatives. Data were generated from interviews with 16 children aged from 9 to 13 years and included a set of self-created and designed sustainability artefacts. The article contends that children have strongly conceptualised ideas about sustainability that are developed through interactions with material entities (human/more than human) in diverse environments. A key finding suggests that children become vital stakeholders in Education for Sustainability through experiential, investigative, sensorial and place-oriented ways of learning, which informs how they build sustainability knowledge.

“Undoing” Gender: how the School of Science, Engineering and Information Technology SEIT Women’s group works across university and community lines to promote inclusive STEM

- Goriss-Hunter, Anitra, Echter, Adele, Firmin, Sally, Oseni, Taiwa

  • Authors: Goriss-Hunter, Anitra , Echter, Adele , Firmin, Sally , Oseni, Taiwa
  • Date: 2018
  • Type: Text , Journal article
  • Relation: Studies in Adult Education Vol. 24, no. 3 (2018), p. 3-9
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  • Description: Research on gender and education in industrialised and developing countries suggests that schools and universities are sites of ‘doing’ rather than ‘undoing’ gender. Deutsch (2007) contends that ‘doing gender’ refers to social interactions that reproduce conventional and limiting notions of gender construction and that ‘undoing gender’ refers to social interactions that reduce gender difference and open up other possibilities. In this paper we consider how educational institutions can be strategic sites of influence in undoing gender and we investigate some ways that gender is ‘undone’ through the example of the work of the Science, Engineering and Information Technology Women’s Group (SEITWG) located in the Faculty of Science and Technology at Federation University Australia. For this purpose, a self-study methodology understood as a professional reflection was used. The paper explores how the informal coalition of SEITWG works as ‘wilful subjects’, on the one hand, coming up against some of the ‘brick walls’ of dominant discourse that attempt to limit women’s participation in STEMM (science, technology, engineering, mathematics, and medicine). On the other hand, SEITWG attempts to move beyond the restrictions of conventional gender narratives to encourage more women to participate in STEMM by foregrounding the presence of women already active in the area; mentoring women students and staff; supporting a range of their colleagues’ endeavours to research and teach for inclusion; embedding gender analysis into the curriculum; and promoting workplace cultural change.