Relevant bibliographies by topics / Australian Catholic University

Academic literature on the topic 'Australian Catholic University'

Author: Grafiati
Published: 4 June 2021
Last updated: 20 February 2023

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Journal articles on the topic "Australian Catholic University"

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Maiden, John. "The Emergence of Catholic Charismatic Renewal ‘in a Country’: Australia and Transnational Catholic Charismatic Renewal." Studies in World Christianity 25, no. 3 (December 2019): 274–96. http://dx.doi.org/10.3366/swc.2019.0268.

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Global Catholic Charismatic Renewal (CCR) has been the subject of few scholarly historical studies. Outside the United States, Australia was one of the main early contexts for its emergence and expansion. This article assesses the historical origins and early development of CCR in Australia from a transnational perspective, exploring the relationships and flows between this country and the American upper Midwest ‘cockpit’ of early CCR – the university cities of South Bend, Indiana, and Ann Arbor, Michigan. These global linkages may be understood as part of a broader ‘drift’ towards US Christianity in Australia after 1945. Such connections were formative for much of Australian CCR in terms of the development of leadership structures and patterns of practice – in particular, the construction of charismatic communities, such as the Emmanuel Covenant Community, Brisbane, Queensland. The dynamics of these transnational relationships, however, also shaped the emergence of a national movement with a distinctively Australian identity and global sensibility. Increasingly during the 1970s Australians themselves became leading actors in CCR worldwide.
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Pulla, Venkat. "Unprecedented Move." Space and Culture, India 4, no. 2 (November 16, 2016): 1. http://dx.doi.org/10.20896/saci.v4i2.221.

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In this issue, Dr. Venkat Pulla, Coordinator, Social Work Discipline & Senior Lecturer, Australian Catholic University, Australia (Brisbane Campus), writes the editorial on denominations by Modi Government to deal the pervasive corruption in India.
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DORMAN, JEFFREY P. "COMPARING THE UNIVERSITY-LEVEL ENVIRONMENT IN THE AUSTRALIAN CATHOLIC UNIVERSITY WITH OTHER AUSTRALIAN UNIVERSITIES." Christian Higher Education 1, no. 1 (January 2002): 39–53. http://dx.doi.org/10.1080/15363750213771.

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Pink, M. A., H. Rosing, and S. C. Jones. "The Australian Catholic University and DePaul University (Chicago) service-learning partnership." RIDAS. Revista Iberoamericana de Aprendizaje-Servicio, no. 12 (January 4, 2022): 136–48. http://dx.doi.org/10.1344/ridas2021.12.14.

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In this paper, we report on the service-learning partnership between Australian Catholic University and DePaul University (Chicago) and how this partnership has enriched the scholarship of service-learning for both institutions. Using a case study methodology, we explore how two large Catholic Higher Education Institutions (CHEIs) with similar, yet distinct missions have partnered to learn about each other’s approaches and contexts. Since 2018, the SteansCenter for Community-Based Service-learning and Community Service Studies (DePaul) and ACU Engagement, the central agency responsible for supporting the extensive service-learning program at ACU, have met to discuss their programs and explore opportunities for collaboration. These discussions have led to new understandings and translations in the pedagogical terminology across Australian and US contexts and the identification of how mission coherence can inform partnerships between CHEIs. The partnership has also led to ongoing collaborations that have furthered the service-learning mission and institutionalisation of both universities. The paper concludes by reflecting upon the value of partnerships between CHEIs across national boundaries and the value of mutually exploring mission, principles, and practice as the field seeks further institutionalisation of service-learning. That is, service-learning for the mutual benefit and transformation of the community and university.
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Ray, Anita C. "Comparative Theology in the Contemporary Australian Context." International Journal of Asian Christianity 3, no. 2 (September 3, 2020): 139–51. http://dx.doi.org/10.1163/25424246-00302003.

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Abstract This essay examines the practice of comparative theology within the culturally and religiously plural landscape of contemporary Australia. Tracing the early stages of the discipline in Australia to the Faculty of Theology and Philosophy at Australian Catholic University (acu) in 2012, the paper tracks its subsequent progress in the vibrant Asia-Pacific region. For the sake of clarity, I investigate a specific example of comparative theology, testing the feasibility of an engagement between Anglo-Celtic Christians and Indigenous Australian peoples. Seeking greater theological depth, I isolate a precise theme—the creation of the universe—and position the Indigenous viewpoint within the oral ‘Dreaming’ myths of the central Australian desert. The Christian perspective derives from written Biblical sources.
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Davis, Wendy. "The End of an Era: Sixteen Years of the Adelaide Theological Library." ANZTLA EJournal, no. 12 (May 20, 2015): 2–6. http://dx.doi.org/10.31046/anztla.vi12.278.

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Presented at the End of an Era dinner held 12th November, 2013 at the Glenelg Golf Club. The dinner marks the departure of Catholic Theological College from the Adelaide College of Divinity. Catholic Theological College ceases to exist from 2014. Catholic postgraduate students will continue their studies through the Australian Catholic University, and most staff of CTC will become part of the ACU faculty.
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Insole, Christopher. "Author’s Reflections on the Responses and Questions from the Book Launch." Studies in Christian Ethics 34, no. 3 (April 27, 2021): 298–306. http://dx.doi.org/10.1177/09539468211009763.

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This is the author’s reflections on formal responses, and a discussion, which took place at the book launch for Christopher Insole’s Kant and the Divine: From Contemplation to the Moral Law (Oxford: Oxford University Press, 2020), hosted jointly, in November 2020, by the Centre for Catholic Studies, Durham University, and the Australian Catholic University. Topics covered include: the aesthetic properties of Kant’s philosophy, the difference between the received Kant and the textual Kant, the theological hostility to (and appropriation of) Kant, Insole’s claim that Kant believes in God, but is not a Christian.
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Herdt, Jennifer A., and Christopher Insole. "Conversation between Jennifer Herdt and Christopher Insole." Studies in Christian Ethics 34, no. 3 (April 20, 2021): 283–89. http://dx.doi.org/10.1177/09539468211009760.

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This is a conversation held at the book launch for Christopher Insole’s Kant and the Divine: From Contemplation to the Moral Law (Oxford: Oxford University Press, 2020), hosted jointly, in November 2020, by the Centre for Catholic Studies, Durham University, and the Australian Catholic University. The conversation covers the claim made by Insole that Kant believes in God, but is not a Christian, the way in which reason itself is divine for Kant, and the suggestion that reading Kant can open up new possibilities for dialogue between Christian thinkers and contemporary forms of secular religiosity.
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Bruckmayr, Philipp. "From Dialogue to Collaboration." American Journal of Islam and Society 26, no. 3 (July 1, 2009): 153–55. http://dx.doi.org/10.35632/ajis.v26i3.1389.

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Conferences focusing on the thought of Fethullah Gülen, especially the activitiesof the faith-based movement inspired by it, can nowadays be consideredcommon events. Indeed, by now the organization of such academic conferencescan rightfully be regarded as yet another regular field of activity of themovement, besides its major and relentless endeavors in interreligious dialogue,secular education, welfare, and the media. Whereas the major eventsof the last two years took place in Europe and the United States (London andRotterdam, 2007; Washington DC, 2008; and Potsdam, 2009), the AustralianCatholic University, the Australian Intercultural Society, and Monash Universityput Australia back on the map with this conference. Convened during 15-16 July 2009 at the Australian Catholic University, Melbourne, it was alsomeant to celebrate last year’s establishment of the university’s FethullahGülen Chair for Islamic Studies, held by Prof. Ismail Albayrak ...
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MacLaren, Duncan. "Tertiary Education for Refugees: A Case Study from the Thai-Burma Border." Refuge: Canada's Journal on Refugees 27, no. 2 (January 18, 2012): 103–10. http://dx.doi.org/10.25071/1920-7336.34727.

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The Australian Catholic University (ACU) has, since 2003, been involved in providing tertiary education for young refugees who have fled persecution in Burma to end up in refugee camps in Thailand. This paper examines the origins of the program, the changes made as lessons are learned, and the current Diploma program which is also supported by three US universities and York University in Toronto. It also examines how past graduates have used their qualifications for the common good, a term derived from Catholic social thought which informs ACU’s specific Catholic identity as a university. The paper further looks at what challenges lie ahead within the Thai-Burmese context and how this model can be replicated in other protracted refugee situations.
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Dissertations / Theses on the topic "Australian Catholic University"

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Elligate, John Edward, and res cand@acu edu au. "Developing Better Practice for Beginning Primary Teachers: The significance of the practicum." Australian Catholic University. Trescowthick School of Education, 2007. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp182.20112008.

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“Practicum” refers to the time students undertaking initial teacher education programs spend in schools during their training. Its purpose is to enable the university and accredited teachers to assist student teachers to gain experience in translating educational theory into classroom practice. It is recognised as a vital component of teacher education. In 1998 the Australian Catholic University (ACU National) Melbourne campus, introduced the ‘extended practicum’ into their teacher education program. The extended practicum, undertaken by students in their final year, is significant to student learning as it enables them to spend an extended period of time with the same group of pupils. However, to date this program has not been formally evaluated. This study used qualitative methodology to investigate the effectiveness of the extended practicum in the Bachelor of Education course offered through the Trescowthick School of Education at ACU National Melbourne Campus. Literature pertaining to the development and current understandings of the practicum in teacher education and the partnership between the university and schools in managing the practicum was reviewed. Questionnaires, semi-structured interviews and focus groups were used to gather data about the experiences and reflections of pre-service teachers, first year teachers, supervising teachers and university staff involved in the extended practicum. The data were analysed and key themes were identified and compared between groups. The findings suggested that while all stakeholders recognised the importance and value of the extended practicum in teacher education, their ideas about its major aims and strengths differed. A number of issues were identified that could improve the quality of the extended practicum and thus enhance the learning experience for pre-service teachers. These issues included preparation of the pre-service teachers, length and timing of the practicum, supervision and assessment of pre-service teachers during the practicum, professional development for supervising teachers and most importantly improved communication between the university and schools. Information from this study can inform the development of the extended practicum, and as a consequence, the total practical teaching program at ACU, (National), Melbourne. This will further support the ongoing relationships between the university and schools and teachers who support the program and who provide an improved learning opportunity for pre-service teachers.
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Marsh, Maree D. "Hope and its relationship to self esteem and spiritual well-being in Australian University students." Online full text .pdf document, available to Fuller patrons only, 2001. http://www.tren.com.

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Hanrahan, Frances M. "Number sense or no sense : pre-service teachers learning the mathematics they are required to teach /." Fitzroy, Vic. : Australian Catholic University, 2002. http://dlibrary.acu.edu.au/digitaltheses/public/adt%2Dacuvp19.16082005.

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Thesis (Ed.D.) -- Australian Catholic University, (2002).
"A thesis submitted in partial fulfilment of the requirements for the Degree of Doctor of Education. Bibliography: p. 279-293. Also available in an electronic format via the internet.
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Saker, Leslie G. "A study of 1st and 2nd year Catholic university students' perceptions of their senior religious education classes in Catholic schools in Western Australia." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2004. https://ro.ecu.edu.au/theses/797.

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The primary purpose of this study was to investigate the perceptions of 1st and 2nd year university students of their years eleven and twelve religious education classes at a Catholic school. A secondary purpose was to understand students’ acceptance or non-acceptance of official Catholic Church doctrine/dogma and why. Four research questions were asked to direct the study. 1. Are Catholic schools in Western Australia carrying out the mandate for their existence, that is, the Catholic education of their students? 2. Did students perceive their religious education classes as aiding their religious development? 3. Are students accepting or rejecting important doctrinal teachings of the Catholic Church? If so, why is this the case? 4. How do students perceive their lived experience and the Catholic Church's teaching on morality? Catholic students who had spent their senior years (11 and 12) at a Catholic school, who had studied religious education and who are now 1st and 2nd year students in the School of Education at Edith Cowan University constituted the participants for this study. The study centred upon descriptive research using the interpretative paradigm with a variety of methods to build upon the descriptive approach. With the collection of data, there were two stages. Stage one of the study used the quantitative method of research, the questionnaire, which consisted of six constructs and 75 items administered to 133 1st and 2nd year university students. The analysis of the questionnaire allowed the researcher to prepare for stage two, the interview stage (qualitative research). This stage involved one-to-one interviews. The questions for the interview stage were developed from the analysis of the questionnaire data. To enhance the validity and reliability of the study triangulation of the data was undertaken
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Girola, Stefano. "Rhetoric and action : the policies and attitudes of the Catholic Church with regard to Australia's indigenous peoples, 1885-1967 /." [St. Lucia, Qld.], 2006. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe20103.pdf.

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Sweeney, Mary Denise. "The Hibernian Australasian Catholic Benefit Society : Brisbane branches 1879-1906 : a heritage study." [St. Lucia, Qld.], 2005. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe18984.pdf.

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Broadbent, Carolyn. "Impact of change on university academics." Thesis, 2002. https://eprints.utas.edu.au/19134/1/whole_BroadbentCarolyn2002_thesis.pdf.

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Government initiatives in Australia in the late 1980s led to unprecedented change within the higher education sector, resulting in numerous college mergers and amalgamations as necessary prerequisites for entry into the post-binary Unified National System. Consequently, the Australian Catholic University was formed in 1991 through the amalgamation of four colleges or institutes of education that spanned three states and a territory. Concurrently, pressures to increase economic efficiency in higher education resulted in the modification of the role of universities, extensive cultural reorientation, and changes to academics' work that impacted on their health, well-being and level of satisfaction. This thesis investigates the nature and impact of change on sixty-nine academics situated across the campuses of the new University during this period of significant restructuring and throughout its first five years of operation. The research is positioned within an interpretive theoretical framework that draws on the traditions of symbolic interactionism in understanding human action. Predominantly qualitative methods of inquiry and data collection are utilised to investigate academics' perceptions of: the broad changes within higher education; the organisational changes created by the formation of the new University; the changing nature of their work; and, the approaches they adopted to cope with the changes. Some simple quantitative measures are used to strengthen and extend the analysis. Theoretical considerations relevant to the research are drawn from the authoritative literatures of organisational change and management, higher education and stress and coping. The results of this study support the view that the organisational changes brought about by a radical restructuring of the higher education sector in Australia did impact dramatically on the personal and professional lives of academics at that time, with those academics situated towards the lower levels of the new University more adversely affected. Virtually all academics interviewed had modified their work behaviour significantly from their former role; academics strongly oriented towards research more readily welcomed the changes, while those with a strong preference for teaching felt less valued and under pressure to develop a research profile, upgrade qualifications and publish. There were noticeable differences between academics' level of understanding of the changes. It was also notable that: (1) the personal impact was felt strongly in a negative way by 62% of academics; (2) only 39% of academics interviewed expressed positive feelings towards the changes overall; (3) 72% expressed the view that they were now working harder than ever before, when they had already been overworked. Three broad groupings of coping strategies were discernible from the analysis: Proactive, Reactive and Counter-active. Findings from the research support the importance of personal beliefs and values as contributing factors in determining academics' level of acceptance of the changes, and preferences regarding perceptions of the nature and future direction of the University. While a strong commitment to the formation of the new University was evident across all academic levels, considerable differences existed regarding its nature, role and future direction. This thesis argues that the complexity of organisational change necessitates an understanding of the paradoxical tensions or contradictions that are inherent in any change process and these need to be considered in relation to the differing perspectives held by organisational members. Eight contradictory tensions emerged from the analysis: pragmatism vs independent vision; centralised control vs local autonomy; academic freedom vs Catholic conservatism; teaching and learning vs research and scholarship; equality of women vs patriarchal control; consolidation vs diversity; autocratic managerialism vs democratic collegiality; and academic workloads vs maintenance of quality. It is therefore argued that in the implementation of organisational change there exists a need to properly address the tensions and ambiguities that arise between the personal goals and expectations of individuals as professionals, and those held by management. Greater opportunities for academics across all levels within the organisation to participate in the decision-making process and play a proactive role in shaping the direction of the developing institution would have facilitated more effective organisational change within this newly created University.
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Books on the topic "Australian Catholic University"

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Kenny, Joan M. Prologue to the future, Christ College: The foundation and early development of Australian Catholic University's Christ Campus, 1967-1990. Melbourne, Australia: D. Lovell Pub., 1996.

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Hughes, Fraser, Butler, William Shakespeare, and Gurr. New Cambridge Shakespeare Australian Catholic University Pack. Cambridge University Press, 2012.

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Schermerhorn, John R., and Schermerhorn John R. Jr. (AUCM) Foundations of Management for Australian Catholic University. Wiley & Sons, Incorporated, John, 2016.

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Brackman, Levi. Fostering Purpose in Life and Meaning in Life Across the Life Span: A Thesis Presented to Institute of Positive Psychology and Education Department of Health Sciences Australian Catholic University. Independently Published, 2019.

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Boccia, Cristina. Teaching and learning EFL through genres. Teseo, 2019. http://dx.doi.org/10.55778/ts878602202.

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<p>Scholarly, thought-provoking and practical, this is an important new resource in the field of English as a foreign language. It introduces teachers and students to key genres like anecdotes, reports, text response and opinion editorials and situates these within a functional and contextual model of language. The linguistically detailed account of structure and language features of each genre is impressive in its own right; but each chapter also contains practical guidance about how to teach these in explicit and powerful ways. It is a ‘must read’ for contemporary teachers and learners of English as a foreign language.</p><p> </p><p style="text-align: right;">Adjunct Associate Professor Mary Macken-Horarik,</p><p style="text-align: right;">Australian Catholic University</p>
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Farías, Alejandra. Understanding and Creating Bimodal Narratives in the EFL Classroom. Teseo, 2021. http://dx.doi.org/10.55778/ts878835020.

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<p>The practicality of clearly explained frameworks integrating theoretical perspectives from systemic functional linguistics and multimodal semiotics, literary appreciation of picture books, and EFL pedagogy makes this book an indispensable resource for teachers, teacher educators and researchers. This work enthusiastically portrays new insights into the thought-provoking brilliance and delight of picture books and how they can be used to enhance teaching and learning in the English classroom. It stimulates both critical, interpretive reading and creative, impassioned and semiotically informed authorship. The richly illustrated chapters and engagingly detailed discussion of a variety of picture books highlight the impressive scholarly analyses and practical pedagogic insights of the authoring team. With this book they have provided a powerful companion for all involved in EFL education.</p><p></p><p style="text-align: right;">Professor Len Unsworth<br />Australian Catholic University</p>
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Book chapters on the topic "Australian Catholic University"

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"Australian Catholic University (ACU)." In The Grants Register 2018, 139–43. London: Palgrave Macmillan UK, 2018. http://dx.doi.org/10.1007/978-1-349-94186-5_178.

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"Australian Catholic University, Melbourne." In Identity and Internationalization in Catholic Universities, 159–68. Brill | Sense, 2018. http://dx.doi.org/10.1163/9789004382091_014.

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"Australian Catholic University (ACU)." In The Grants Register 2023, 179–81. London: Palgrave Macmillan UK, 2022. http://dx.doi.org/10.1057/978-1-349-96053-8_164149.

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"Australian Catholic University (ACU)." In The Grants Register 2020, 140–42. London: Palgrave Macmillan UK, 2019. http://dx.doi.org/10.1057/978-1-349-95943-3_140.

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"Australian Catholic University (ACU)." In The Grants Register 2021, 161–62. London: Palgrave Macmillan UK, 2020. http://dx.doi.org/10.1057/978-1-349-95988-4_139.

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"Australian Catholic University (ACU)." In The Grants Register 2022, 175–76. London: Palgrave Macmillan UK, 2021. http://dx.doi.org/10.1057/978-1-349-96042-2_165150.

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"Australian Catholic University (ACU)." In The Grants Register 2019, 136–40. London: Palgrave Macmillan UK, 2018. http://dx.doi.org/10.1007/978-1-349-95810-8_179.

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Lee, Mark J. W., and Catherine McLoughlin. "Supporting Peer-to-Peer E-Mentoring of Novice Teachers Using Social Software." In Cases on Online Tutoring, Mentoring, and Educational Services, 84–97. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-60566-876-5.ch007.

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The Australian Catholic University (ACU National at www.acu.edu.au) is a public university funded by the Australian Government. There are six campuses across the country, located in Brisbane, Queensland; North Sydney, New South Wales; Strathfield, New South Wales; Canberra, Australian Capital Territory (ACT); Ballarat, Victoria; and Melbourne, Victoria. The university serves a total of approximately 27,000 students, including both full- and part-time students, and those enrolled in undergraduate and postgraduate studies. Through fostering and advancing knowledge in education, health, commerce, the humanities, science and technology, and the creative arts, ACU National seeks to make specific and targeted contributions to its local, national, and international communities. The university explicitly engages the social, ethical, and religious dimensions of the questions it faces in teaching, research, and service. In its endeavors, it is guided by a fundamental concern for social justice, equity, and inclusivity. The university is open to all, irrespective of religious belief or background. ACU National opened its doors in 1991 following the amalgamation of four Catholic tertiary institutions in eastern Australia. The institutions that merged to form the university had their origins in the mid-17th century when religious orders and institutes became involved in the preparation of teachers for Catholic schools and, later, nurses for Catholic hospitals. As a result of a series of amalgamations, relocations, transfers of responsibilities, and diocesan initiatives, more than twenty historical entities have contributed to the creation of ACU National. Today, ACU National operates within a rapidly changing educational and industrial context. Student numbers are increasing, areas of teaching and learning have changed and expanded, e-learning plays an important role, and there is greater emphasis on research. In its 2005–2009 Strategic Plan, the university commits to the adoption of quality teaching, an internationalized curriculum, as well as the cultivation of generic skills in students, to meet the challenges of the dynamic university and information environment (ACU National, 2008). The Graduate Diploma of Education (Secondary) Program at ACU Canberra Situated in Australia’s capital city, the Canberra campus is one of the smallest campuses of ACU National, where there are approximately 800 undergraduate and 200 postgraduate students studying to be primary or secondary school teachers through the School of Education (ACT). Other programs offered at this campus include nursing, theology, social work, arts, and religious education. A new model of pre-service secondary teacher education commenced with the introduction of the Graduate Diploma of Education (Secondary) program at this campus in 2005. It marked an innovative collaboration between the university and a cohort of experienced secondary school teachers in the ACT and its surrounding region. This partnership was forged to allow student teachers undertaking the program to be inducted into the teaching profession with the cooperation of leading practitioners from schools in and around the ACT. In the preparation of novices for the teaching profession, an enduring challenge is to create learning experiences capable of transforming practice, and to instill in the novices an array of professional skills, attributes, and competencies (Putnam & Borko, 2000). Another dimension of the beginning teacher experience is the need to bridge theory and practice, and to apply pedagogical content knowledge in real-life classroom practice. During the one-year Graduate Diploma program, the student teachers undertake two four-week block practicum placements, during which they have the opportunity to observe exemplary lessons, as well as to commence teaching. The goals of the practicum include improving participants’ access to innovative pedagogy and educational theory, helping them situate their own prior knowledge regarding pedagogy, and assisting them in reflecting on and evaluating their own practice. Each student teacher is paired with a more experienced teacher based at the school where he/she is placed, who serves as a supervisor and mentor. In 2007, a new dimension to the teaching practicum was added to facilitate online peer mentoring among the pre-service teachers at the Canberra campus of ACU National, and provide them with opportunities to reflect on teaching prior to entering full-time employment at a school. The creation of an online community to facilitate this mentorship and professional development process forms the context for the present case study. While on their practicum, students used social software in the form of collaborative web logging (blogging) and threaded voice discussion tools that were integrated into the university’s course management system (CMS), to share and reflect on their experiences, identify critical incidents, and invite comment on their responses and reactions from peers.
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Gleeson, Jim, and Maureen O'Neill. "Longitudinal study of the attitudes of pre-service teachers at an Australian Catholic University to key aspects of faith-based education: Some conundrums to ponder." In Faith-based Identity and Curriculum in Catholic Schools, 188–217. Routledge, 2019. http://dx.doi.org/10.4324/9780429202087-9.

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McLoughlin, Catherine, and Mark J. W. Lee. "Developing an Online Community to Promote Engagement and Professional Learning for Pre-Service Teachers Using Social Software Tools." In Cases on Technologies for Educational Leadership and Administration in Higher Education, 268–85. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-4666-1655-4.ch014.

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While references to the concept of “learning community” abound in the literature, a common ingredient is the belief that learning is enhanced when there is a commitment to sharing ideas and knowledge within a collaborative group or network of individuals. To support student teachers completing their practicum placements as part of a one-year Graduate Diploma of Secondary Education at the Australian Catholic University (ACU National), a communities of practice model (Wenger, 1998) was implemented, supported by a social software-based technology framework, to enable mutual engagement, joint enterprise, and a shared repertoire. At the outset, all participants were given hands-on training in the use of the text and audio tools that comprised the technology framework. They then formed peer-to-peer mentoring relationships, creating and sharing web log (blog) entries and voice recordings of critical incidents while on their teaching practicum. The data from the students’ discourse was transcribed, coded, and categorized by evaluating each message unit based upon the type of communication it displayed. The main focus was to identify the discourse elements based on Wenger’s (1998) conceptual framework. The coded scripts were used to explore issues and patterns that were indicators of a learning community. This data, together with post-practicum focus group discussions in which students reflected on the benefits of these media for peer mentoring and support, attests strongly to the relevance and effectiveness of the adopted approach to developing a socio-professional community to support the development of pre-service teachers. It is hoped that this case study will contribute to best practice in the use of social software technologies for online community building and support in professional learning contexts, in ways that transcend organizational and disciplinary boundaries. The authors believe that the best outcomes are achieved when activities are structured, when students are adequately trained in using the technologies, and when instructors or experts are available to scaffold reflection processes as the need arises.
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Conference papers on the topic "Australian Catholic University"

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Matejka, Des. "Project-Based Learning in Online Postgraduate Education." In InSITE 2004: Informing Science + IT Education Conference. Informing Science Institute, 2004. http://dx.doi.org/10.28945/2773.

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The Faculty of Education at Australian Catholic University offers an online postgraduate course that focuses on the use of e-learning tools to facilitate changes in thinking, teaching and learning. It incorporates project-based learning techniques that require participants to learn how to apply selected ICT and e-learning tools to improve learning within their workplace. This has been based upon ongoing evaluations to determine ways in which experience with information and communications technology (ICT) and e-learning tools bring about a change of perspectives about their own teaching. Through identifying factors that inhibit, as well as promote their learning, the program focuses upon learning about ICT and e-learning tools to inform participants about their own teaching. This paper discusses how the implementation of an online postgraduate course has helped to facilitate a problem-based approach that provides a social construction for learning, by allowing the sharing of resources, discussion of approaches about implementation issues and the showcasing of final student projects.
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