Relevant bibliographies by topics / Curriculum planning Victoria History

Academic literature on the topic 'Curriculum planning Victoria History'

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Published: 10 December 2022
Last updated: 29 January 2023

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Journal articles on the topic "Curriculum planning Victoria History"

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Marsden, Beth. "“The system of compulsory education is failing”." History of Education Review 47, no. 2 (October 1, 2018): 143–54. http://dx.doi.org/10.1108/her-11-2017-0024.

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Purpose The purpose of this paper is to examine the ways in which the mobility of indigenous people in Victoria during the 1960s enabled them to resist the policy of assimilation as evident in the structures of schooling. It argues that the ideology of assimilation was pervasive in the Education Department’s approach to Aboriginal education and inherent in the curriculum it produced for use in state schools. This is central to the construction of the state of Victoria as being devoid of Aboriginal people, which contributes to a particularly Victorian perspective of Australia’s national identity in relation to indigenous people and culture. Design/methodology/approach This paper utilises the state school records of the Victorian Department of Education, as well as the curriculum documentation and resources the department produced. It also examines the records of the Aborigines Welfare Board. Findings The Victorian Education Department’s curriculum constructed a narrative of learning and schools which denied the presence of Aboriginal children in classrooms, and in the state of Victoria itself. These representations reflect the Department and the Victorian Government’s determination to deny the presence of Aboriginal children, a view more salient in Victoria than elsewhere in the nation due to the particularities of how Aboriginality was understood. Yet the mobility of Aboriginal students – illustrated in this paper through a case study – challenged both the representations of Aboriginal Victorians, and the school system itself. Originality/value This paper is inspired by the growing scholarship on Indigenous mobility in settler-colonial studies and offers a new perspective on assimilation in Victoria. It interrogates how curriculum intersected with the position of Aboriginal students in Victorian state schools, and how their position – which was often highly mobile – was influenced by the practices of assimilation, and by Aboriginal resistance and responses to assimilationist practices in their lives. This paper contributes to histories of assimilation, Aboriginal history and education in Victoria.
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Scaia, Margaret R., and Lynne Young. "Writing History: Case Study of the University of Victoria School of Nursing." International Journal of Nursing Education Scholarship 10, no. 1 (June 8, 2013): 19–26. http://dx.doi.org/10.1515/ijnes-2012-0015.

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AbstractA historical examination of a nursing curriculum is a bridge between past and present from which insights to guide curriculum development can be gleaned. In this paper, we use the case study method to examine how the University of Victoria School of Nursing (UVic SON), which was heavily influenced by the ideology of second wave feminism, contributed to a change in the direction of nursing education from task-orientation to a content and process orientation. This case study, informed by a feminist lens, enabled us to critically examine the introduction of a “revolutionary” caring curriculum at the UVic SON. Our research demonstrates the fault lines and current debates within which a feminist informed curriculum continues to struggle for legitimacy and cohesion. More work is needed to illuminate the historical basis of these debates and to understand more fully the complex landscape that has constructed the social and historical position of women and nursing in Canadian society today.
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Jackson, Stephen J. "British History is Their History: Britain and the British Empire in the History Curriculum of Ontario, Canada and Victoria, Australia 1930-1975." Espacio, Tiempo y Educación 4, no. 2 (July 1, 2017): 165. http://dx.doi.org/10.14516/ete.161.

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This article investigates the evolving conceptions of national identity in Canada and Australia through an analysis of officially sanctioned history textbooks in Ontario, Canada and Victoria, Australia. From the 1930s until the 1950s, Britain and the British Empire served a pivotal role in history textbooks and curricula in both territories. Textbooks generally held that British and imperial history were crucial to the Canadian and Australian national identity. Following the Second World War, textbooks in both Ontario and Victoria began to recognize Britain’s loss of power, and how this changed Australian and Canadian participation in the British Empire/Commonwealth. But rather than advocate for a complete withdrawal from engagement with Britain, authors emphasized the continuing importance of the example of the British Empire and Commonwealth to world affairs. In fact, participation in the Commonwealth was often described as of even more importance as the Dominions could take a more prominent place in imperial affairs. By the 1960s, however, textbook authors in Ontario and Victoria began to change their narratives, de-emphasizing the importance of the British Empire to the Canadian and Australian identity. Crucially, by the late 1960s the new narratives Ontarians and Victorians constructed claimed that the British Empire and national identity were no longer significantly linked. An investigation into these narratives of history will provide a unique window into officially acceptable views on imperialism before and during the era of decolonization.
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Leahy, Deana, Dawn Penney, and Rosie Welch. "Schooling health: the critical contribution of curriculum in the 1980s." History of Education Review 46, no. 2 (October 2, 2017): 224–35. http://dx.doi.org/10.1108/her-03-2016-0016.

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Purpose Public health authorities have long regarded schools as important sites for improving children and young people’s health. In Australia, and elsewhere, lessons on health have been an integral component of public health’s strategy mix. Historical accounts of schools’ involvement in public health lack discussion of the role of health education curriculum. The purpose of this paper is to redress this silence and illustrate the ways health education functioned as a key governmental apparatus in Victoria in the 1980s. Design/methodology/approach The paper draws on governmentality studies to consider the explicit governmental role of official health education curriculum in the 1980s in Victoria, Australia. The authors conduct a discourse analysis of the three official curriculum texts that were released during this period to consider the main governmental rationalities and techniques that were assembled together by curriculum writers. Findings School health education functions as a key governmental apparatus of governmentality. One of its major functions is to provide opportunities to responsibilise young people with an aim to ensure that that they can perform their duty to be well. The authors demonstrate the central role of policy events in the 1970s and how they contributed to conditions of possibility that shaped versions of health education throughout the 1980s and beyond. Despite challenges posed by the critical turn in health education in the late 1980s, the governmental forces that shape health education are strong and have remained difficult to displace. Originality/value Many public health and schooling histories fail to take into account insights from the history of education and curriculum studies. The authors argue that in order to grasp the complexities of school health education, we need to consider insights afforded by curriculum histories. Historical insights can provide us with an understanding of the changing approaches to governing health in schools.
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Johnson, Thomas C., Kerry Kelts, and Eric Odada. "The Holocene History of Lake Victoria." AMBIO: A Journal of the Human Environment 29, no. 1 (February 2000): 2–11. http://dx.doi.org/10.1579/0044-7447-29.1.2.

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Ratcliffe, Barrie M. "History in Crisis: Crisis Management through Curriculum Planning." History Teacher 21, no. 1 (November 1987): 21. http://dx.doi.org/10.2307/492800.

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Djordjevic, Dejan, Tijana Dabovic, and Bojana Poledica. "The justification of the subject planning history." Glasnik Srpskog geografskog drustva 97, no. 2 (2017): 65–85. http://dx.doi.org/10.2298/gsgd1702065d.

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Over the last decade of the 20th century the history of the spatial planning was accredited as a subject at schools worldwide, gained its special periodical and accompanying professional organization. When it comes to the Belgrade school of planning, the subject called spatial planning was introduced by the accreditation of the new curriculum at the Department of Spatial Planning of the Faculty of Geography in Belgrade in 2007. Nowadays at the international level and in our country, a serious theoretical discussion on the reach, direction and practical purpose of this subject is underway, and the questions which are posed thereby are sometimes provocative, controversial and far-reaching. These are the most common questions: What is the definition of the planning history? Why teach it? Who can teach it? How to teach it? What is the suitable content of the curriculum of the planning history? Although, this paper aims at the consolidation of the topics and providing the logical connections between the answers to the above questions, it, at same time, reflects the diversity of the individual approaches to planning history, which are the result of the peculiar circumstances in which spatial planning is taught in some countries, with different traditions of planning and different value systems. Nevertheless, the aim of the paper is the definition of something which can be called "intellectual nucleus" of a great topic called history (of spatial and urban) planning and which should be based on the logical theoretical and methodological premises, and, at the same time, should be comprehensible to students, through the flexible curriculum, and it should be applicable in practice.
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REINFELDS, IVARS, IAN RUTHERFURD, and PAUL BISHOP. "History and Effects of Channelisation on the Latrobe River, Victoria." Australian Geographical Studies 33, no. 1 (April 1995): 60–76. http://dx.doi.org/10.1111/j.1467-8470.1995.tb00685.x.

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Johnson, G. Wesley, and Noel J. Stowe. "The Field of Public History: Planning the Curriculum: An Introduction." Public Historian 9, no. 3 (1987): 10–19. http://dx.doi.org/10.2307/3377184.

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Silvera, Alain. "Victoria College, Alexandria." Middle Eastern Studies 40, no. 1 (January 2004): 166–75. http://dx.doi.org/10.1080/00263200412331301947.

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Dissertations / Theses on the topic "Curriculum planning Victoria History"

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Lui, Man-ho Joseph. "A study of the implementation of the S.I - S.III local history curriculum in three schools." Click to view the E-thesis via HKUTO, 1994. http://sunzi.lib.hku.hk/hkuto/record/B3195733X.

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Lui, Man-ho Joseph. "A study of the implementation of the S.I - S. III local history curriculum in three schools /." [Hong Kong] : University of Hong Kong, 1994. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13832748.

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Blyth, Andrew, and mikewood@deakin edu au. "Using the Victorian curriculum and standards framework in music education." Deakin University. School of Social and Cultural Studies in Education, 2004. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20050815.114322.

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This research examines the usefulness of the Curriculum and Standards Framework as the basis for school music education in Victoria. The thesis consists of a folio of four short research tasks and a Dissertation that examine the question in different ways. The first of the short research tasks uses document and discourse analysis to examine and critique the philosophies of music education and aesthetic education that inform the Curriculum and Standards Framework. The same techniques are used in the second research task to trace the adoption and dissemination of the philosophy of music education as aesthetic education in a range of curriculum documents from around Australia. These two tasks show how centralised curriculum development often produces abstract and impractical goals and strategies. Research tasks three and four use interview and participant observation with teachers based in one Melbourne secondary school to illuminate the highly contextual nature of teaching practice. The theoretical formulations of learning presented in Victorian curriculum materials and policy documents is contrasted with the practical approaches that teachers take in developing educational programmes. These tasks show how school education is always developed in relation to students and resources and not according to abstract standards. The Dissertation reports on a major research project with thirty-two experienced music teachers working in the northern metropolitan region of Melbourne. Interviews with both primary and secondary teachers sought to determine the extent to which the Curriculum and Standards Framework had impacted upon their classroom teaching practice. The research was guided by Grounded Theory (Glaser and Strauss 1967) principles and it showed that the Framework and the associated process of centralising curriculum production failed to deliver any measurable gains or changes in music education in schools.
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Li, Fuxin 1963. "Decentralisation of educational management and curriculum development : a case study of curriculum reform in Shanghai and Victorian schools (1985-1995)." Monash University, Faculty of Education, 2001. http://arrow.monash.edu.au/hdl/1959.1/9140.

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Tatnall, Arthur, and mikewood@deakin edu au. "A curriculum history of business computing in Victorian Tertiary Institutions from 1960-1985." Deakin University, 1993. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20051201.145413.

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Fifty years ago there were no stored-program electronic computers in the world. Even thirty years ago a computer was something that few organisations could afford, and few people could use. Suddenly, in the 1960s and 70s, everything changed and computers began to become accessible. Today* the need for education in Business Computing is generally acknowledged, with each of Victoria's seven universities offering courses of this type. What happened to promote the extremely rapid adoption of such courses is the subject of this thesis. I will argue that although Computer Science began in Australia's universities of the 1950s, courses in Business Computing commenced in the 1960s due to the requirement of the Commonwealth Government for computing professionals to fulfil its growing administrative needs. The Commonwealth developed Programmer-in-Training courses were later devolved to the new Colleges of Advanced Education. The movement of several key figures from the Commonwealth Public Service to take up positions in Victorian CAEs was significant, and the courses they subsequently developed became the model for many future courses in Business Computing. The reluctance of the universities to become involved in what they saw as little more than vocational training, opened the way for the CAEs to develop this curriculum area.
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Ferris, Alison Jill 1949. "Classroom music in Victorian state primary schools 1934 to 1981 : curriculum support." Monash University, Faculty of Education, 2002. http://arrow.monash.edu.au/hdl/1959.1/8472.

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Sproston, Carlyn. "When students negotiate: An action research case study of a year 8 English class in a Catholic secondary college in regional Victoria." Thesis, Australian Catholic University, 2005. https://acuresearchbank.acu.edu.au/download/e46f143e249c69606d6805767aad1f4b7852e47ade9cfbc640f0d4c8764777af/793569/65095_downloaded_stream_320.pdf.

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Mgandela, Luthando Loveth. "An evaluation of the implementation of the new history curriculum." Thesis, Nelson Mandela Metropolitan University, 2008. http://hdl.handle.net/10948/1031.

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The objective of this study was to evaluate the implementation of the new History curriculum at Grade 10 level of Further Education and Training band in the Qumbu district of the Eastern Cape Province. The focus of the study was on evaluating: (a) the extent to which the new History curriculum was implemented as intended; (b) concerns harboured by History educators in relation to the new History curriculum; and the (c) degree of support undertaken by principals in the implementation of the new History curriculum. A review of literature related to the implementation, evaluation and support in curriculum implementation was done. It was the basis for establishing a theoretical framework. The approach used in the study was the survey method. Data was gathered by means of a Stages of Concern (SoC) questionnaire and principal intervention questionnaire. The sample was made up of 15 educators from 15 high schools. The findings indicate that History educators have intense concerns about the new History curriculum. Also, the data shows that principals provide support during the implementation of the new History curriculum. However, the data indicates an occurrence of a disjuncture. It seems that there is no correlation between the intensity of educator concerns and the degree of support undertaken by the principals. It is acknowledged that due to the limitations of this study, further studies on curriculum implementation should be done. It should encapsulate the use of an interview schedule and observation method of data gathering. It is recommended that principals should be trained by the Eastern Cape Department of Education by using stages of concern as the diagnostic tool of evaluating the degree of curriculum implementation. Principals should undertake to provide relevant and effective support to educators during curriculum implementation. Support should be provided according to the findings of the study.
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Cowling, Judy K. "Curriculum development : Fairmount architectural history unit for Park Elementary School." Virtual Press, 1998. http://liblink.bsu.edu/uhtbin/catkey/1115729.

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The purpose of this creative project is to address the lack of knowledge and understanding by Park Elementary school children of the historic architecture in Fairmount Township, Grant County, Indiana. This report documents the process utilized to develop, implement and evaluate a fourth-grade curriculum of Fairmount Township architectural history.A survey of students who had previously completed the Indiana history course assessed their knowledge of local history. The curriculum unit was developed based on the survey results. The unit was developed in two stages. First it was piloted, then after revision, it was fully implemented. A handout was developed and used to familiarize the students with the architectural concepts. A guide for teachers was developed to assist others in the use or adaptation of this unit to other communities.
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Lui, Man-ho Joseph, and 雷文浩. "A study of the implementation of the S.I - S.III local history curriculum in three schools." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B3195733X.

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Books on the topic "Curriculum planning Victoria History"

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Unbuilt Victoria. Toronto: Dundurn, 2012.

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Noble, Paul. Curriculum planning in primary history. London: Historical Association, 1985.

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Goodson, Ivor F. School subjects and curriculum change: Studies in curriculum history. London: Falmer, 1987.

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School subjects and curriculum change: Studies in curriculum history. Washington, D.C: Falmer Press, 1993.

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Mockler, Nicole. Australian curriculum: Classroom approaches : history. South Yarra, Vic: Palgrave Macmillan, 2012.

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Gatherer, W. A. Curriculum development in Scotland. Edinburgh: Scottish Academic Press, 1989.

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Lomas, T. Planning primary history for the revised National Curriculum. London: Historical Association, 1996.

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D, Bishop George. Curriculum development: A textbook for students. London: Macmillan, 1985.

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Canada, Curriculum Services. A history of Curriculum Services Canada. 2nd ed. Toronto, ON: Curriculum Services Canada, 1992.

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Marilyn, Fleer, and Edwards Susan, eds. Early childhood curriculum: Planning, assessment, and implementation. Cambridge ; Port Melbourne: Cambridge University Press, 2010.

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Book chapters on the topic "Curriculum planning Victoria History"

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Marsh, Colin J. "Curriculum History." In Planning, Management and Ideology: Key Concepts for Understanding Curriculum 2, 253–61. Routledge, 2018. http://dx.doi.org/10.4324/9781315786698-22.

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"Planning, Teaching and Assessing Historical Knowledge, Skills and Understanding." In Primary History Curriculum Guide, 25–36. David Fulton Publishers, 2013. http://dx.doi.org/10.4324/9781315069128-7.

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MacKenzie, Judith-Anne, and Aruna Nair. "5. Unregistered land." In Textbook on Land Law, 68–83. Oxford University Press, 2020. http://dx.doi.org/10.1093/he/9780198839828.003.0005.

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Course-focused and comprehensive, the Textbook on Land Law provides an accessible overview of one key area on the law curriculum. This chapter continues the discussion of the planned purchase of 2 Trant Way, which has an unregistered title, by Barbara Bell. It looks at what Barbara (or, more likely, her professional adviser) will have to do, either before or after exchanging contracts, to ensure that it is safe for her to buy the property. Barbara will need to check two things about the property she is planning to buy. She needs to ensure that: Victoria Ventnor, the vendor, owns the property she is offering to sell; and the property is free from any encumbrances (third-party rights) other than those which have already been revealed. The chapter explains how these two aspects of proving title are dealt with in the unregistered system.
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MacKenzie, Judith-Anne, and Aruna Nair. "5. Unregistered land." In Textbook on Land Law. Oxford University Press, 2018. http://dx.doi.org/10.1093/he/9780198809586.003.0005.

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Course-focused and comprehensive, the Textbook on Land Law provides an accessible overview of one key area on the law curriculum. This chapter continues the discussion of the planned purchase of 2 Trant Way, which has an unregistered title, by Barbara Bell. It looks at what Barbara (or, more likely, her professional adviser) will have to do, either before or after exchanging contracts, to ensure that it is safe for her to buy the property. Barbara will need to check two things about the property she is planning to buy. She needs to ensure that: Victoria Ventnor, the vendor, owns the property she is offering to sell; and the property is free from any encumbrances (third-party rights) other than those which have already been revealed. The chapter explains how these two aspects of proving title are dealt with in the unregistered system.
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Allen, Janet, and Christine Landaker. "Making Learning Meaningful." In Reading History. Oxford University Press, 2013. http://dx.doi.org/10.1093/oso/9780195165951.003.0006.

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When encouraging readers of history, we have several broad goals for our students as readers and as learners. We want them to leave their reading with some knowledge of content and to be able to discriminate among ideas for significance, bias, point of view, and perspective. We would like them to think about what they learned and how they learned it, acknowledging the value of talk and others’ opinions and ideas when they are forming their own opinions. We would also hope the study we’ve done would prompt them to ask new questions that lead them to further reading and study. At this stage in their lives, these readers have assumed the reader role of “Text Critic” as they analyze, synthesize, apply, and extend their learning into independent learning and historical expertise. Many of us have enjoyed students who see themselves as historical experts. On Christine’s first day as a social studies teacher, before the bell had rung to allow students to enter class, she encountered her first expert in her new students, Stephen:… “So, you’re going to be my U.S. History teacher. What do you know about Patton?” “Do you mean George Patton from World War II?” “Yes. If you’re going to expect me to learn from you, you better know your World War II stuff. And, you’re going to have to have seen the movie. Have you seen it?” “Well, no. But if you have it . . . “I have it right here with me. Watch it tonight and we can talk about it tomorrow.”… Christine had found her first expert—and her first ally. This is the kind of student we hope we foster as we are planning curriculum and instruction throughout the year. In Ways That Work: Putting Social Studies Standards into Practice, Tarry Lindquist expects these outcomes and plans for them at the beginning of the unit. “Whenever I plan a unit, I first brainstorm ways my students can acquire knowledge, manipulate data, practice skills, and apply their understanding through group activities” (1997, 101). As a result of the time Christine and her students spend working on questioning, thoughtful and careful reading, exposure to multiple texts, and sharing ideas with others, the satisfaction of those goals is evident in her classroom.
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Abd Elmoneim, Samhaa. "Clinical Curriculum Revolution to Integrity and “Attunity”." In Medical Education for the 21st Century [Working Title]. IntechOpen, 2022. http://dx.doi.org/10.5772/intechopen.99460.

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Reviewing the history of clinical educational curricula reveals enormous change and progress through successive antiquity up-to the current 21th century. Surely, there are stable fundamental criteria which are pillars in designing any curriculum; however there are torrential inevitable reforms which are important in filling the changeable gaps and fulfilling the ecological and temporal aspects. Over the last 20th century, numerous new paradigms for curricula reforms were constructed to adapt ebullient millennium needs, interactive pedagogical approaches and psychological/sociological learning theories. These reforms fostered clinical practice, integrating core competencies and reflection on designing, and achieving clinical curricula depending on outcome-based models such as clinical competences milestones. On the other hand, systematic approach of Kern′s framework adopts curriculum development through six consecutive interlinked and intersected steps which are refined to eight steps later. Moreover, taking contextual factors into account during curricula planning was evolved in other models such as PRISMS model. Despite all these pearly efforts, there are still caveats about inclusive gaps negligence between education process and overall health system. 3P-6Cs toolkit is deemed a recent novel paradigm that enrolls this role of health systems in clinical training during curricula design.
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Baker, Parris J. "Afrocentric Thought in Adult Education." In Handbook of Research on Adult Learning in Higher Education, 175–98. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-1306-4.ch007.

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The failure of the American education system to teach African American students has been well chronicled. This chapter draws attention to the history of Eurocentric pedagogy and its ineffectiveness to educate African American students. The principles of Afrocentricity are presented as a plausible way to counter ineffective, hegemonic, and ethnocentric curriculum planning for all students, with particular emphasis on students of color. Differentiated instruction offers adult educators a way to vary instruction and integrate an Afrocentric paradigm and content into student-centered curricula. This chapter concludes with two Afrocentric application activities.
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Stone, Anne M., and Melissa E. Nelson. "Co-Curricular Learning Across Campus." In Applying Design Thinking to the Measurement of Experiential Learning, 181–200. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7768-4.ch012.

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Prototyping is an essential part of the design thinking process and an important part of imagining the future of design thinking pedagogy. This chapter highlights prototypes of design thinking pedagogy that engage faculty, staff, and students at a liberal arts institution. The authors share the history of the social impact hub and various iterations of curricular and co-curricular collaboration connected to a social innovation pitch competition. The authors also highlight the value of collaboration between innovation spaces and career and life planning offices through meaningful student employment opportunities. Finally, the authors describe modules being piloted to infuse design thinking throughout the curriculum.
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Waring, Scott M. "Framing Historical Thinking in the Digital Age." In Advances in Early Childhood and K-12 Education, 436–58. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-8009-6.ch021.

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It is undeniable that students today are fundamentally different than those of previous generations and that many students of this generation do not enjoy history, as it is typically ranked as one of the least favorite subjects in K-12 schools. A large reason for this is the fact that much of the curriculum and instructional approaches are outdated and of little interest to students and do not mirror the approaches and methods employed by historians. As educators increasingly move towards teaching in online environments, it is critical that history educators structure instruction to meet the needs of the student, while making it effective, engaging, and authentic. This chapter focuses on ways that educators, in a mixed-mode or online environment, can attend to the four dimensions of the college, career, and civic life (C3) framework for social studies state standards: helping students in evaluating sources and using evidence, developing questions and planning inquiries, applying disciplinary concepts and tools, and communicating conclusions and taking informed action.
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Conference papers on the topic "Curriculum planning Victoria History"

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Hawking, Paul, and Brendan McCarthy. "Integrating E-Learning Content into Enterprise Resource Planning (ERP) Curriculum." In InSITE 2004: Informing Science + IT Education Conference. Informing Science Institute, 2004. http://dx.doi.org/10.28945/2796.

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Enterprise Resource Planning (ERP) systems offer a software-based system that handles an enterprise’s total information system needs in an integrated fashion. Such systems have seen a significant growth in the last decade in the US, Europe and Australian markets and, more recently, increasing growth in Asian countries. This increase in demand for ERP systems in Asia offers opportunities for the provision of high-quality ERP education programs in the region. This paper describes the issues and barriers associated with integrating ERP systems into university curricula. It outlines the experiences of Victoria University in offering ERP education through a strategic alliance with SAP. The University is extending its offshore programs by offering ERP education in the region to take advantage of the current increase in demand in ERP applications. To assist with the delivery of offshore ERP education an ERP e-Learning model has been developed that integrates synchronous and asynchronous content. Asynchronous e-learning does not involve the presence of a teacher. Typically the learning content is located on a web server that students can access using the Internet. Synchronous e-learning requires the learner and teacher to be present in the event at the same time. It is a real-time, instructor-led online learning event in which all participants are available at the same time and can communicate directly with each other. The model uses four technologies to facilitate teaching: application service provision (ASP), web-CT, computer-based training and virtual classroom technology. The ERP e-learning model provides an innovative and efficient means to deliver ERP curriculum. It is able to provide greater flexibility in offshore subject delivery and to maximise student learning outcomes. This is particularly relevant in light of recent international medical (SARS) and terrorists incidents.
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Hawking, Paul, Brendan McCarthy, and Susan Foster. "Teaching eBusiness Concepts using SAP's OnLine Store." In 2002 Informing Science + IT Education Conference. Informing Science Institute, 2002. http://dx.doi.org/10.28945/2500.

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Many universities around the world have formed strategic alliances with Enterprise Resource Planning (ERP) systems vendors to incorporate these types of systems into their curriculum. Over the past few years the sharing of curriculum resources between universities has facilitated this process. Universities are now struggling with the concept of how to develop e-business curriculum incorporating their existing ERP system. Universities are faced with firstly having to implement the available functionality and then develop the appropriate curriculum. This paper describes a student centric method to assist universities with this curriculum delivery. Students at Victoria University have implemented and documented the implementation process of SAP’s OnLine Store. This documentation will be freely distributed to other universities to assist them with their implementation. Staff at the University are in the process of developing ebusiness curriculum based on the OnLine Store which will also be distributed to other universities.
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3

Hawking, Paul, Susan Foster, and Penny Bassett. "An Applied Approach to Teaching HR Concepts Using an ERP System." In 2002 Informing Science + IT Education Conference. Informing Science Institute, 2002. http://dx.doi.org/10.28945/2501.

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Enterprise Resource Planning (ERP) systems offer a software-based system that handles an enterprise’s total information system needs in an integrated fashion. These systems are purported to incorporate “best business practice”. Many universities have realized the potential of these systems as educational tools and have developed curriculum accordingly. Many companies in recent times have identified the benefits of the Human Resources functionality offered by ERP systems. However universities in Australia have not realized the potential of this functionality as a teaching tool to reinforce many of the concepts covered in a Human Resource Management curriculum. This paper outlines the experiences at Victoria University where SAP Human Resources functionality was incorporated for the first time. It also describes a number of student projects under development that will enhance this curriculum development. The paper will provide a model to other universities who are considering developing similar type of curriculum. .
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Hawking, Paul, and Brendan McCarthy. "The ERP eLearning Model for the Delivery of ERP( SAP R/3) Curriculum into the Asian Region." In 2001 Informing Science Conference. Informing Science Institute, 2001. http://dx.doi.org/10.28945/2398.

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Enterprise Resource Planning (ERP) systems offer a software-based system that handles an enterprise’s total information system needs in an integrated fashion. Such systems have seen a phenomenal growth in the last decade in the US, Europe and Australian markets. With the recent upturn in South-East Asian economies, an increase in demand for ERP systems is expected and opportunities clearly exist for provision of high-quality ERP education programs in this region. This paper describes the issues and barriers associated with integrating ERP systems into university curricula. It outlines the experiences of Victoria University in offering ERP education through a strategic alliance with SAP. The University is extending its offshore programs by incorporating ERP education to take advantage of the current increase in demand of ERP employment opportunities in the South-East Asian The proposed ERP eLearning Model incorporates four different technologies for the delivery of ERP education into the Asian region via the internet. Each technological solution is discussed and advantages identified.
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5

Harper, Glenn. "Becoming Ultra-Civic: The Completion of Queen’s Square, Sydney 1962-1978." In The 38th Annual Conference of the Society of Architectural Historians Australia and New Zealand. online: SAHANZ, 2022. http://dx.doi.org/10.55939/a4009pijuv.

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Declaring in the late 1950s that Sydney City was in much need of a car free civic square, Professor Denis Winston, Australia’s first chair in town and country planning at the University of Sydney, was echoing a commonly held view on how to reconfigure the city for a modern-day citizen. Queen’s Square, at the intersection of Macquarie Street and Hyde Park, first conceived in 1810 by Governor Lachlan Macquarie, remained incomplete until 1978 when it was developed as a pedestrian only plaza by the NSW Government Architect under a different set of urban intentions. By relocating the traffic bound statue of Queen Victoria (1888) onto the plaza and demolishing the old Supreme Court complex (1827), so that nearby St James’ Church (1824) could becoming freestanding alongside a new multi-storey Commonwealth Supreme Court building (1975), by the Sydney-based practise of McConnel Smith and Johnson, the civic and social ambition of this pedestrian space was assured. Now somewhat overlooked in the history of Sydney’s modern civic spaces, the adjustment in the design of this square during the 1960s translated the reformed urban design agenda communicated in CIAM 8, the heart of the city (1952), a post-war treatise developed and promoted by the international architect and polemicist, Josep Lluis Sert. This paper examines the completion of Queen’s Square in 1978. Along with the symbolic role of the project, that is, to provide a plaza as a social instrument in humanising the modern-day city, this project also acknowledged the city’s colonial settlement monuments beside a new law court complex; and in a curious twist in fate, involving curtailing the extent of the proposed plaza so that the colonial Supreme Court was retained, the completion of Queen’s Square became ultra – civic.
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Nagel, Jacquelyn K. S., Robert L. Nagel, Eric Pappas, and Olga Pierrakos. "Integration of a Client-Based Design Project Into the Sophomore Year." In ASME 2012 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2012. http://dx.doi.org/10.1115/detc2012-70612.

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Often engineering design instruction based on real-world, client-based projects is relegated to a final year capstone course. The engineering program at James Madison University (JMU), however, emphasizes these real-world, client-based design experiences, and places them throughout our six-course engineering design sequence. Our six-course design sequence is anchored by the sophomore design course sequence, which serves as the cornerstone to the JMU engineering design sequence. The cornerstone experience in the sophomore year is meant to enable mastery through both directed and non-directed learning and exploration of the design process and design tools. To that end, students work in both small (4–5) and large (9–11) teams to complete a year-long design project. The course project is woven with instruction in engineering design theory and methodology; individual cognitive processes, thinking, and communication skills; decision making; sustainable design; problem solving; software; and project management. Students’ overarching task during the first semester is to follow the first two phases of the engineering design process—Planning and Concept Generation—while in the second semester, students work to reiterate on the first two phases of the engineering design process before prototyping, testing, and refining a design for the client. The project culminates with the students demonstrating their final product to the client, University, and local community. Our goal in this paper is to present our model for integrating real-world, client-based design projects into the sophomore year to facilitate meaningful design experiences across the curriculum. We believe that providing these experiences early and often not only challenges students on multiple dimensions, but also exposes them, and consequently better prepares them, for their eventual role as a practicing engineer. In this paper, we shall describe the sophomore design course sequence, the history and details of the course project, and also key learning outcome gains.
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