Addressing the context of e‐learning: using transactional distance theory to inform design

The rapidly expanding range of options available for innovative e‐learning approaches based on emerging technologies has given renewed importance to teaching and learning issues that have long been familiar to distance educators. These issues arise from the separation between learners, and between teacher and learners, which occurs when learning is undertaken wholly or partly online. There may be important implications that emerge from aspects of separation, depending on whether students are studying primarily on‐campus, off‐campus, trans‐nationally, or in specific contexts such as the home, the workplace, fieldwork locations, or other places made possible by mobile learning technologies. We suggest that the context of learning has significant implications for e‐learning design, and that one way of analysing these implications is to draw on understandings from distance education, particularly the theory of transactional distance. We use cases from two Australian universities to illustrate the practical application of these implications to e‐learning design, including designs that involve Web 2.0 technologies.     

Correlates of Condom use Among Community College Women: The Role of Victimization,Substance Use,and Mental Health Symptoms

Research is needed to understand intersecting health risks among community college students. Applying a syndemic framework, the present research explored childhood sexual victimization, adolescent sexual victimization, intimate partner violence (IPV), marijuana use, alcohol consumption, and symptoms of depression and post-traumatic stress disorder as additive as well as interactive correlates of women's condom use. Questionnaires were administered to a sample of 212 women between the ages of 18 to 24 attending a community college. A series of logistic regression analyses documented that an increased number of psychosocial risk factors was associated with not using a condom during sexual intercourse. Experiencing both adolescent sexual victimization and lifetime IPV, compared to experiencing one form of victimization, increased the odds of not using a condom. Endorsing both lifetime IPV and past year marijuana use, compared to endorsing only one of these factors, also increased the odds of not using a condom. These findings highlight the importance of targeting intersections between adolescent sexual victimization, IPV, marijuana use, and sexual risk behavior when developing educational programs for community college women.     

‘Things fall apart so they can fall together’: uncovering the hidden side of writing a teaching award application

Teaching awards are now common practice in higher education. However, few award applicants and their writing guides have investigated their experience of writing a teaching award application, a writing process recognised as different from that required in research publication. To systematically research and analyse their personal experiences two successful Australian Learning and Teaching Council Citation applicants (Robyn and Thea) and their guide (Coralie) undertook a process of self-inquiry from an autoethnographic perspective. This paper presents a narrative constructed by Coralie, Robyn and Thea to bring into one story their individual autoethnographies. This collective narrative takes the reader beyond the scholarly discussions of benefits and concerns about teaching award schemes prominent in the literature to date, to uncover a previously hidden view of award application writing. From this new viewpoint writing a teaching award application is seen as a process which moves the applicant from a position of certainty and comfort (‘homeliness’), through a period where ‘things fall apart’ as the applicant's sense of ‘unhomeliness’ (disorientation and confusion) increases, to a time where ‘things fall together’ as a newfound sense of ‘homeliness’ that represents growth in the individual as a teacher and a writer. Applicants develop a clearer understanding of their strengths and weaknesses as educators and the confidence to challenge their previous pedagogical practices. As writers they develop attitudes and skills to recognise and to set aside familiar, but limiting, writing strategies.     

Learning to be an Art Educator: Student Teachers’ Attitudes to Art and Art Education

Visual Art educators are keenly aware of the significant contribution art can make to the growth and development of young children as it provides unique opportunities for personal expression and creativity. However, while it is acknowledged that art contributes to the development of the whole child, the link between thought and practice is often tenuous. Hence the question needs to be asked, what do student teachers really think about art and art education. This longitudinal study aimed at an exploration of student teachers prior experiences, existing knowledge, beliefs, attitudes, perceptions and interest in the visual arts. One hundred and ten B.Ed. (Primary) students enrolled in two compulsory Visual Arts Education units of study were surveyed in March 1999 and then in October 2001 to ascertain how they interpreted the term visual arts; how this related to visual arts education (if, in fact it did); where they would position visual arts amongst the other five key learning areas of the primary curriculum; and ultimately how they felt about the prospect of teaching visual arts in a primary school context. The findings of the research revealed a number of significant differences between the initial data (March 1999) and the final data (October 2001).     

Some Functions are More Equal than Others: The Development of a Macroappraisal Strategy for the National Archives of Australia

In 1999–2000 the National Archives of Australia (NAA) adopted a functions-based approach to appraisal. Since that time functional appraisal projects have for the most part been conducted in cooperation with individual agencies. What has been missing is a broad whole-of-government or macroappraisal framework which might assist with the strategic prioritisation of projects, the allocation of resources and the identification of high-value functions, activities and record classes. This article describes a project commenced by the NAA during 2003–2004 to research and develop a functions-based macroappraisal framework for current and prospective appraisal and for retrospective application to records of the past 30 years of the Australian Government. The article compares the Australian approach with macroappraisal strategies pursued in Canada, the Netherlands and South Africa.     

Teaching Linear Functions in Context with Graphics Calculators: Students’ Responses and the Impact of the Approach on Their Use of Algebraic Symbols

This study analyses some of the consequences of adopting a functional/modelling approach to the teaching of algebra. The teaching of one class of 17 students was observed over five weeks, with 15 students undertaking both pre- and post-tests and 6 students and the teacher being interviewed individually. Use of graphics calculators made the predominantly graphical approach feasible. Students made considerable progress in describing linear relationships algebraically. They commented favourably on several aspects of learning concepts through problems in real contexts and were able to set up equations to solve contextualised problems. Three features of the program exerted a triple influence on students use and understanding of algebraic symbols. Students concern to express features of the context was evident in some responses, as was the influence of particular contexts selected. Use of graphics calculators affected some students choice of letters. The functional approach was evident in the meanings ascribed to letters and rules. Students were very positively disposed to the calculators, and interesting differences were observed between the confidence with which they asked questions about the technology and the diffidence with which they asked mathematical questions. Kaye Stacey: Author for correspondence.     

Elaborating a framework for communicating assessment aims in higher education

Assessment is a central feature of student learning in higher education and has a strong influence on the student experience. Accordingly, the appropriate communication of assessment aims is a priority for all higher education institutions. This study proposes an analytical framework for the interpretation and creation of assessments across higher education disciplines. The framework suggests that assessments can be categorised according to rhetorical purposes, formats, modes and group arrangements. Assessments from three degree programmes at one Australian university are analysed using the framework to show its usefulness in classifying and evaluating task components and generating broad images of degrees based on assessment regimes. We draw on these practical applications to explain and compare discipline-specific qualities of each degree, and argue that the framework might enhance the communication of assessment aims to benefit higher education stakeholders.