Academic literature on the topic 'Environmental education Victoria'
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Journal articles on the topic "Environmental education Victoria"
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Brookes, Andrew. "Outdoor Education: Environmental Education Reinvented, or Environmental Education Reconceived?" Australian Journal of Environmental Education 5 (August 1989): 15–23. http://dx.doi.org/10.1017/s0814062600002111.
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AbstractIn most Victorian schools outdoor education has meant the weekend bushwalk or the end of year camp. It has been extra-curricula. But that is changing.Outdoor education appears poised to achieve subject status is Victoria. It is included in official curriculum developments and is served by recognised specialist tertiary courses.Outdoor education has been distinguished from physical education by its focus on environmental education, and a converse argument probably applies. But is the environmental education which occurs in outdoor education distinguished by anything other than an association with adventure activities? After all, field trips are not a new idea.This paper argues that the distinctiveness of outdoor education as a form of environmental education is derived from its physical and conceptual isolation from schooling. Conceptual isolation provides the opportunity to construct powerfully affective forms of de-schooled environmental education.The ways in which an outdoor education context can provide different situational constraints from those existing in schools or other institutions are outlined. An action research project is used to exemplify ways in which teachers might reconceive education within those new constraints.The paper concludes that outdoor education can allow powerful forms of environmental education to develop, but that a technocratic rationalisation of the field associated with its increasing institutionalisation threatens to negate that potential.
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Armstrong, Patricia, Brian Sharpley, and Stephen Malcolm. "The Waste Wise Schools Program: Evidence of Educational, Environmental, Social and Economic Outcomes at the School and Community Level." Australian Journal of Environmental Education 20, no. 2 (2004): 1–11. http://dx.doi.org/10.1017/s0814062600002159.
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AbstractThe Waste Wise Schools Program was established by EcoRecycle Victoria to implement waste and litter education in Victorian schools. It is now operating in over 900 schools in Victoria and 300 schools in other Australian states / territories. This paper provides detailed case studies of two active schools in the Waste Wise Schools Program and considers for each school how the Program started, what it meant to the school, the environmental, educational, social and economic outcomes of the Program and the key success factors. It discusses evidence that the Program has changed the thinking and behaviour of many families at the schools, suggesting that the children may be acting as catalysts to influence their parent's waste wise behaviour, i.e. having an intergenerational influence. Guidelines for promoting this influence are proposed.
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Schaefer, Valentin H. "Viewpoint: Thinking Locally in Environmental Education: The Victoria, B.C., Experience." Journal of Environmental Education 24, no. 1 (September 1992): 5–8. http://dx.doi.org/10.1080/00958964.1992.9943489.
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Slattery, Deirdre. "Adult Environmental Education and Ecology." Australian Journal of Environmental Education 15 (1999): 85–93. http://dx.doi.org/10.1017/s0814062600002640.
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AbstractLand management is often a three-way partnership between management agencies, scientists and community members. Co-operation between these three sectors in working for better environmental outcomes has a long history in Victoria, and nature conservation has often previously been achieved through successful adult environmental education. The recent development of an ecology course on the Box and Ironbark forests continues this tradition. It was organised by the Department of Natural Resources and Environment (DNRE) for community interest groups and was taught by scientists.This article presents the results of qualitative research into some participants' view of their learning on the course. It suggests significant directions for adult learning in environmental education. An intensive experience of field-based scientific inquiry appeared to prompt not only ecological learning but also development of aesthetic, moral and action dimensions for the interviewees. The article suggests that environmental education needs to embrace fruitful elements of various learning methods for adults, including scientific learning about ecology. The process of enabling people to extend their knowledge of natural settings and processes can also enhance their relationship with and commitment to these places.
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Muhlebach, Robyn. "Curriculum and Professional Development in Environmental Education: A Case Study." Australian Journal of Environmental Education 11 (1995): 49–58. http://dx.doi.org/10.1017/s0814062600002962.
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This particular case study looks at the problem of curriculum and professional development in environmental education at a small semi rural primary school in south western Victoria. In this paper the ‘study’ refers to the case study research at Elliminyt Primary School and the ‘project’ refers to a wider OECD-CERI ENSI project which included many other case studies other than the one described here.
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Armstrong, Patricia, and Jim Grant. "How Research Helped Us To Move From Awareness to Action and Then to Systems Development." Australian Journal of Environmental Education 20, no. 1 (2004): 13–24. http://dx.doi.org/10.1017/s0814062600002263.
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AbstractHow can an organisation move from awareness raising, in the form of natural history poster production, to the development of systems that change organisations? Through close integration of research and practice, the Gould League has achieved this transformation. It began with extensive research into best practice environmental education, going beyond the traditional boundaries of environmental education to areas that included the psychology of culture change, business management, systems thinking, governance, drug education, marketing and organisational psychology. This broad approach to research has led to the development of highly effective sustainability education programs, such as Waste Wise Schools and Sustainable Schools.The Waste Wise Schools Program, funded by EcoRecycle Victoria and managed in consultation with the Gould League, is an action-based waste education program. Originating in Victoria in 1998, it has been adopted by over a third of Victorian schools and has led to widespread outcomes, including waste reductions of up to 95%. There is strong evidence from surveys that this program is sustainable in schools over time and research confirms that the program is contributing to changes in the waste-wise thinking and behaviour of the families of the children at these schools.A model for culture change in schools, based on the experiences of the Waste Wise Schools Program, has also been developed. This model, a valuable tool in the continual improvement of Waste Wise Schools, has applications to sustainability education in general.
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Cutler, Jane. "EXPLORATION, ENVIRONMENT AND COMMUNITY EDUCATION." APPEA Journal 33, no. 1 (1993): 411. http://dx.doi.org/10.1071/aj92032.
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BHP Petroleum practice is to undertake a comprehensive environmental management program for exploration activities in environmentally sensitive areas. The planning for the exploration program in the Otway and Duntroon Basins is presented as a case study.BHP Petroleum's exploration activities in the Otway Basin, offshore Victoria, have been the subject of community debate as a result of the perceived effects on sensitive environmental values. The environmental management program undertaken for this exploration project included:a community consultation and information program;development of a geographic information system (GIS) recording a range of environmental and logistical (spill response) information;a whale research program; andformulation and implementation of an environmental management plan.This program and the issues it is designed to address has been an education for the Company, the community and government agencies.
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Pfueller, Sharron L., Ian Innes-Wardell, Helen Skondras, Dianne Marshall, and Tarnya Kruger. "An Evaluation of Saltwatch: A School and Community Action Research Environmental Education Project." Australian Journal of Environmental Education 13 (1997): 61–68. http://dx.doi.org/10.1017/s0814062600002846.
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AbstractThe Saltwatch environmental education program aims to increase awareness and understanding of salinity and thereby to stimulate remedial and preventative action. An evaluation of the program in Victoria in 1995 revealed its wide use across school curricula, and subsequent practical environmental action in 53% of schools. Participation in Saltwatch and subsequent environmental activities were more restricted in community groups. The paper concludes with a discussion of Saltwatch's success and possible improvements.
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Sellers, Eileen T. "EDUCATION FOR REGISTERED NURSE MIDDLE MANAGERS IN RURAL VICTORIA." Australian Journal of Rural Health 4, no. 4 (November 1996): 254–61. http://dx.doi.org/10.1111/j.1440-1584.1996.tb00220.x.
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Johnson, Barbara, and Peter Fensham. "What Student's Perceptions Tell Us About Teaching Environmental Education." Australian Journal of Environmental Education 3 (July 1987): 22–25. http://dx.doi.org/10.1017/s0814062600001294.
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Throughout Australia there has been a substantial interest in enviromental education for more than a decade. Much human and financial effort has gone into curriculum development at the school level and into support for implementation via inservice education, conferences, workshops, etc. Relatively little systematic evaluation of these efforts has been undertaken at the level of what students are learning.Most definitions of enviromental education internationally and in Australia emphasise the importance of affective learning concerning the environment alongside more usual cognitive knowledge and skills. Accordingly any evaluation should recognise this somewhat unusual balance among the intended learnings compared with most other subject areas.Recent research in several areas of school learning has brought out the importance of starting with an explicit recognition of the perceptions and understandings students already hold about topics. Teaching and learning of the topic then ought to be processes that enable the learners to generate or construct from these starting points, new understandings and perceptions. There has, however, been almost no research, apart from a comparative study by Schaeffer and his co-workers of West German and Phillippino secondary school students' associations with the word, ENVIRONMENT. (Schaeffer, 1979; Hernandez, 1981; Villavicencio, 1981). This paper reports an attempt in Victoria to begin to fill these gaps.
Dissertations / Theses on the topic "Environmental education Victoria"
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Moy, Sina. "The importance of incorporating Education for Sustainable Development (ESD) into the secondary curriculum in order to minimise the problems of waste on South Tarawa : a thesis submitted to the Victoria University of Wellington in partial fulfilment of the requirements for the degree of Master of Science in Geography /." ResearchArchive@Victoria e-Thesis, 2008. http://hdl.handle.net/10063/1017.
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Williams, Pam. "University leadership for sustainability : an active dendritic framework for enabling connection and collaboration : a thesis submitted to the Victoria University of Wellington in fulfilment of the requirements for the degree of Doctor of Philosophy in Environment Studies /." ResearchArchive@Victoria e-Thesis, 2008. http://hdl.handle.net/10063/625.
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Yamashita, Lina A. "Learning to Eat Appreciatively and Thoughtfully (EAT): Connecting with Food through School Gardens." Oberlin College Honors Theses / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=oberlin1242295804.
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Humphrey, Bryan, and edu au jillj@deakin edu au mikewood@deakin edu au kimg@deakin. "Insider Research, the Process and Practice: Issues arising from professionals conducting research within their own working environments." Deakin University. School of Education, 1995. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20040614.122119.
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This thesis explores the chaotic, dynamic, ambiguous, complex and confusing world of the insider researcher. The proliferating species of insider researcher is common in public sector organisations and is particularly prevalent among post-graduate students who have combined study with work. Insider researchers range from the in-house researcher employed to conduct research to those who are conducting research in addition to their normal duties. This thesis, through five illustrative case-studies, discusses, reflects upon, explains, and clarifies the possibilities, limitations and the issues arising from a consideration of the practice of professionals conducting research in the large government education system in Victoria.
The central focus of this thesis, that of exploring issues arising from professionals conducting research in their own working environments, has an importance that hitherto has had little direct recognition in the qualitative education research literature. And yet the practice of insider research is common and has a potentially large impact on the nature of the decision making process in public sector organisations. This relative invisibility in the social research literature of a discussion of issues relating to insider research demands to be made more visible. It is both useful and necessary to explore the particular possibilities, conditions and challenges of insiders conducting research in public organisations as the practice of insider research contines to grow. This thesis adds to the literature by locating insider research in a discussion of the wider soial context of ideology, culture, relationships, politics, language and meaning, and the decision-making process.
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Hinton, Susan E., and Susan Mayson@BusEco monash edu au. "Organisational contestation over the discursive construction of equal employment opportunities for women in three Victorian public authorities." Swinburne University of Technology, 1999. http://adt.lib.swin.edu.au./public/adt-VSWT20051102.140031.
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The central arguments in this thesis rest on two premises. Firstly language and context are intimately bound up in the social construction of workplace gender inequalities. Secondly, organisational understandings and management of women�s access to employment opportunities and rewards in modern bureaucratic organisations are constituted through discourses or systems of organisational knowledges, practices and rules of organising.
This study uses the concept of discourse to account for the productive and powerful role of knowledge and language practices in constituting the organisational contexts and meanings through which people make sense of and experience complex organisations.
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Wallace, Heather D. "Authentic Learning in the Kitchen and Garden: Synthesising planning, practice and pedagogy." Thesis, 2014. https://vuir.vu.edu.au/25923/.
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This study identifies and articulates the interrelationships between six key components
essential for authentic learning to maximise the student-centred learning opportunities in
kitchen and garden-based learning projects. Interpretative case study methodology using
multiple qualitative methods for data analysis were used to direct three layers of inquiry
around kitchen and garden-based learning: the context, content and characteristics of
kitchen and the garden-based learning, the student learning, and the teachers’ work.
Review of the literature indicated significant gaps in understanding how teachers can
foster children’s interest in nature, and plan for effective authentic learning experiences in
the garden. Through analysis of the literature, together with the perspectives of the
Grades 4, 5 and 6 children, and their teachers, key components for authentic,
contextualised learning were identified. These included: a real-world context, the
opportunity for working as professionals, within a collaborative learning community,
work requiring higher-order thinking, ownership of learning and authentic integrated
assessment.
Teachers’ pedagogy and practices are often hidden but were nevertheless significant
factors affecting student outcomes. Teachers made the learning experiences more
meaningful by ensuring student reflection was embedded in learning tasks. Planning and
providing arenas or “safe platforms” for discursive reflection was an essential step in
transforming tacit understandings to explicit knowledge enabling children to connect
their personal experiences with the experiences of others. From this discourse deeper
understanding of ecoliteracy emerged with one cohort, and understandings about the
intricacies of collaborative teamwork with another. The focus group discussions about
common experiential learning experiences had wider implications for teaching; they were
a key step in making the children’s tacit understandings explicit. Examination of the staff
and students’ immersive experiences within a kitchen garden learning environment, led to
the development of a model of learning that provides educators with a comprehensive
approach to scaffold authentic learning opportunities.
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Lawrence, Karen. "Developing an innovated flexible clinical education model : enhancing student learning." Thesis, 2014. https://vuir.vu.edu.au/25839/.
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The purpose of this study was to enhance the clinical experience of undergraduate nursing students through an investigation into a Flexible Clinical Education Model offered at Victoria University.
Clinical education is a vital component of the undergraduate nursing curriculum that provides students with the opportunity to develop the knowledge, attitudes and skills needed to function effectively as a qualified nurse. Despite the commitment of universities to produce competent graduates, there is continued debate regarding models of clinical education that provide best practice in the clinical learning environment.
Books on the topic "Environmental education Victoria"
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Urban Stormwater. CSIRO Publishing, 1999. http://dx.doi.org/10.1071/9780643100596.
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The intense concentration of human activity in urban areas leads to changes in both the quantity and quality of runoff that eventually reaches our streams, lakes, wetlands, estuaries and coasts. The increasing use of impervious surfaces designed to provide smooth and direct pathways for stormwater run-off, has led to greater runoff volumes and flow velocities in urban waterways. Unmanaged, these changes in the quantity and quality of stormwater can result in considerable damage to the environment.
Improved environmental performance is needed to ensure that the environmental values and beneficial uses of receiving waters are sustained or enhanced.
Urban Stormwater - Best-Practice Environmental Management Guidelines resulted from a collaboration between State government agencies, local government and leading research institutions. The guidelines have been designed to meet the needs of people involved in the planning, design or management of urban land uses or stormwater drainage systems. They provide guidance in ten key areas: Environmental performance objectives; Stormwater management planning; Land use planning; Water sensitive urban design; Construction site management; Business surveys; Education and awareness; Enforcement; Structural treatment measures; and Flow management.
Engineers and planners within local government, along with consultants to the development industry, should find the guidelines especially useful. Government agencies should also find them helpful in assessing the performance of stormwater managers.
While developed specifically for application in Victoria, Australia, the information will be of value to stormwater managers everywhere.
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Belvadi, Anilkumar. Missionary Calculus. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190052423.001.0001.
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Missionary Calculus tells the story for the first time of the making of the Sunday school in Victorian India (1858–1901), focusing on American missionaries, its most active promoters. Unlike other mission histories, this book studies the means missionaries adopted in building this institution rather than on their evangelical ends. Based on extensive archival research, it addresses the question: How did the process of building institutions affect the Christian values to establish which they were built? The book provides a richly detailed account of Indian colonial educational history, discussing the Christian pedagogical encounter with a non-Christian learning environment. It tells of lavish missionary lifestyles in a land frequently stricken by famine, and of missionary solidarity with British colonial authorities, accompanied though by Christian caritative commitment for the plight of the colonized. Missionaries resolved these contradictions by telling their audiences that becoming Christian would lead them to prosperity, while telling themselves that they needed to work out a plan for civilizational correction. Sunday schools began to be seen as at once the instrument of evangelization as of reschooling India. American missionaries brought with them Sunday school curricula and organizational methods from back home, and tried to customize them to Indian conditions. But this meant having to compromise with hiring heathen teachers, allowing heathen students to wear their caste-marks, commissioning a heathen-style hymnody, and paying money to key people to fill the classrooms with heathens. Could such a hybrid institution be Christian? And whom could it serve? Here is an East Indian tale.
Book chapters on the topic "Environmental education Victoria"
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Mainali, Bandita, Joe Petrolito, John Russell, Daniela Ionescu, and Haider Al Abadi. "Integrating Sustainable Engineering Principles in Material Science Engineering Education." In Civil and Environmental Engineering, 1318–35. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-9619-8.ch059.
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The increasing demands on earth's resources require the need for engineering disciplines to address the limitations of materials and energy as well as the need to reduce waste production. This requirement is particularly acute for material science engineers as their work has a lasting impact on our future sustainability. Recent developments and innovations in material science can be useful tools for achieving sustainable development, provided material science engineers are aware of the issues. They should be particularly aware of global sustainability challenges, and should be able to understand how they can contribute to the solutions of these problems. Therefore, this chapter discusses how sustainable engineering principles can be introduced into material science education. It also discusses the curriculum for the subject Sustainable Infrastructure that is offered at La Trobe University in Victoria (Australia) for senior Civil Engineering students.
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Anderson, Deb. "Grim Humor and Hope." In Oral History and the Environment, 13—C1.N*. Oxford University PressNew York, 2022. http://dx.doi.org/10.1093/oso/9780190684969.003.0002.
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Abstract The Mallee Climate Oral History Collection is the product of a four-year research partnership with Museum Victoria. From 2004 to 2007, a series of annual recordings were conducted on the experience of drought with people in wheat-belt communities dotted across the semiarid Mallee. The timing of the project during the millennium drought coincided with a momentous shift in Australian public awareness of climate change, prompting reflexive discussion of the meaning of drought. Interviewees wore several “hats” in life—farming to health work, public service to parenting, local business to education, government science to community advocacy for rural social and environmental sustainability. These stories bear the mark of rural endurance: as the drought wore on, just one interviewee left the Mallee; the rest were determined to continue making a living here, at the inland edge of the Australian cropping zone.
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Cavitt, Dennis, and Danielle Kovach. "Challenges and Victories of Virtual Environments With Students With Disabilities." In Multidisciplinary Perspectives on Diversity and Equity in a Virtual World, 233–56. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-8028-8.ch013.
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The COVID-19 pandemic that began in 2020 altered the educational environment for everyone. Moving from an in-person environment to a virtual one can be highly problematic for individuals (specifically, students with disabilities) whose teachers most often use direct instruction strategies that require face-to-face interaction. This chapter will help the reader understand the variations of the characteristics of the different disability categories served under the Individuals with Disabilities Education Act (IDEA). This chapter will provide the readers with instructional strategies that effectively mitigate difficulties with instruction in a virtual environment. Additionally, this chapter will examine the challenges observed in students with disabilities that make accessing the virtual educational setting problematic. These areas include race, culture, disability, and low socioeconomic factors. Finally, this chapter will provide the reader with tips from teachers and students as they have struggled to navigate this new educational environment.
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O'Connor, Eileen, and Jelia Domingo. "Designing for Immersion." In Cognitive and Affective Perspectives on Immersive Technology in Education, 22–50. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-3250-8.ch002.
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Although immersive realities are not new, new applications, more available development tools, and expanding frontiers require educators to better understand how to design in these areas. This chapter develops a guiding pathway for exploration and development within a very broadly defined field of technology and of study. It establishes the range of variables that need to be considered and elucidates a systematic, applied, yet unfettered way for discovering the new potential. With scenarios, immersions, interactions and role-playing, shared and solo experiences now possible, imagination and creativity can move designs well beyond present text, image, and video limitations by using elements of gaming, storytelling, and conversation. Envisioning and designing for these environments is challenging; audience integration, assessment, and evaluation will be required throughout. However, since learning can reach beyond past boundaries, educators must use persistence when they move into these new realms, documenting and sharing their experiences, stumbles-along-the-way, and victories.
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Mathew, John, and Pushkar Sohoni. "Teaching and Research in Colonial Bombay." In History of Universities: Volume XXXIV/1, 259–81. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780192844774.003.0013.
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Bombay did not play the kind of administrative nodal role that first Madras and later Calcutta did in terms of overarching governance in the Indian subcontinent, occupying instead a pivotal position for the region’s commerce and industry. Nonetheless, the nineteenth and twentieth centuries in Bombay were a formative age for education and research in science, as in the other Presidencies. A colonial government, a large native population enrolled in the new European-style educational system, and the rise of several institutions of instruction and learning, fostered an environment of scientific curiosity. The Asiatic Society of Bombay (1804), which was initially the hub of research in all disciplines, became increasingly antiquarian and ethnographic through the course of the nineteenth century. The Victoria and Albert Museum (conceived in 1862 and built by 1871 and opened to the public in 1872), was established to carry out research on the industrial arts of the region, taking for its original collections fine and decorative arts that highlight practices and crafts of various communities in the Bombay Presidency. The University of Bombay (1857) was primarily tasked with teaching, and it was left to other establishments to conduct research. Key institutions in this regard included the Bombay Natural History Society (1883) given to local studies of plants and animals, and the Haffkine Institute (1899), which examined the role of plague that had been a dominant feature of the social cityscape from 1896. The Royal Institute of Science (1920) marked a point of departure, as it was conceived as a teaching institution but its lavish funding demanded a research agenda, especially at the post-graduate level. The Prince of Wales Museum (1922) would prove to be seminal in matters of collection and display of objects for the purpose of research. All of these institutions would shape the intellectual debates in the city concerning higher education. Typically founded by European colonial officials, they would increasingly be administered and staffed by Indians.
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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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Škobo, Milena, and Ana Sentov. "ONLINE LITERATURE COURSE MODEL: AN ALTERNATIVE TO FACE-TO-FACE TEACHING." In JEZIK, KNJIŽEVNOST, ALTERNATIVE/LANGUAGE, LITERATURE, ALTERNATIVES - Književna istraživanja, 359–71. Filozofski fakultet u Nišu, 2022. http://dx.doi.org/10.46630/jkal.2022.25.
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In recent months, educators have been striving to design and introduce new remote learning formats in order to offer an alternative to in-person classroom teaching, adapt the content of their courses to online teaching and create compelling and engaging material that can be efficiently used in the virtual learning environment (VLE). Most teachers in Serbia and the Republic of Srpska, countries with a challenging social and economic situation where the education system offers limited access to high-quality alternative teaching and learning models, have never experienced or experimented with more advanced forms of remote teaching. Literary studies pose a particular challenge in this regard, as it is difficult to find reliable models of online literary courses in these countries, where formal information or recommendations on teaching literary courses online are unlikely to be found. Therefore, this paper aims to provide literature teachers at the tertiary education level with a viable alternative to face-to-face literature courses by proposing an online English literature course model that would primarily serve as a basic online counterpart to traditional English literature courses and as such, can be offered as a solid reference point for planning, designing, managing, and conducting more advanced online literature classes. The authors’ purpose is to encourage their peers to exchange ideas and to be ready to creatively adapt the ideas offered within this online literature course model to suit their needs. The online literature course model that focuses on conducting lectures in the VLE has been developed using the Victorian Literature syllabus (Department of English, Sinergija University) and the Nineteenth-Century English Literature syllabus (Department of English, Faculty of Law and Business Studies Dr. Lazar Vrkatić). This paper offers various online activities and tools that can be used to efficiently conduct literature courses with detailed procedures and guidelines to create an effective learning environment.
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Harris, James C. "Family, Psychoeducational, Behavioral, Interpersonal, and Pharmacologic Interventions." In Intellectual Disability. Oxford University Press, 2005. http://dx.doi.org/10.1093/oso/9780195178852.003.0012.
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The capacity to adapt to disability and assist others with disability may have an evolutionary origin. De Waal (1996) describes assistance to an injured group member among primates as evidence of altruistic behavior. Mother monkeys will provide additional care to compensate for injuries, and other members of the group may “babysit” injured infants, as do other young of the group. If the risk of predation is low and food is adequate, handicapped animals may live to adulthood. In human evolution, Berkson (1993) described an adult Neanderthal male with severe arm and head injuries that occurred at an early age. Apparently, this individual adapted to the injury by using his teeth to hold objects. Other conditions, such as disabling arthritis, were found in Neanderthals as well. Thus, individuals with minor or even significant impairments in primate and human societies before the evolution of modern humans, in some instances, received adaptive assistance from other members of the group. Drawing on these possible evolutionary origins of assistance to others in need, this chapter reviews the historical background of care for persons with intellectual disability and discusses environmental provisions and supports, education and skill development, normalization and self-determination, and interventions for those with co-occurring mental and behavioral disorders (psychotherapy, behavioral interventions, and psychopharmacologic treatments). The modern developmental approach to understanding learning and development began with Jean Itard, at the end of the eighteenth century. As a member of the medical staff at the Institute for Deaf Mutes in Paris, he considered the link between deafness and learning. Because of this background, he was asked to study a feral child discovered living alone in the wild in southern France. It was thought that this boy might approximate “man in the state of nature.” Because the child was mute, he entered a school for the deaf in Paris although he was not deaf. Pinel (1809), the leading psychiatrist of the time, proposed that the boy, named Victor, was not teachable. Yet Itard, during the next five years, sought to instruct Victor, using approaches established for deaf persons.
Conference papers on the topic "Environmental education Victoria"
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Miliszewska, Iwona, Anne Venables, and Grace Tan. "How Generic is I(nformation) T(echnology)?" In InSITE 2009: Informing Science + IT Education Conference. Informing Science Institute, 2009. http://dx.doi.org/10.28945/3309.
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Victoria University will introduce a generic Science Degree in 2009. Students in the degree will share a common first year and then choose a specialization, for instance biotechnology, chemistry, computing, food science, or environmental science. This paper reflects on the need for the development of enabling information technology (IT) skills among first-year students in the Degree. Many students already use IT to communicate, collaborate, work, and learn. However, they need to learn how to use technology intelligently, creatively, and ethically to accomplish intellectual pursuits; in addition, they should develop these skills at the beginning of their course, so as to optimize their learning throughout their studies and maximize educational outcomes. How could these skills be developed in students of a generic science degree? Are IT skills generic, too? The paper discusses the growing need for the development of advanced IT skills in science students; it shows the disparity between current university practice and the expectations of the world at large; it examines the generic nature and transferability of advanced IT skills; and, it proposes explicit incorporation of these skills into the curriculum of a generic science degree, including suggestions for effective implementation.
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Nedbaev, D. N., S. V. Nedbaeva, O. V. Goncharova, I. B. Kotova, and M. M. Filin. "IMPROVEMENT, GREEN CONSTRUCTION AND LANDSCAPE DESIGN AS AN ACTUAL ECOLOGICAL CHALLENGE OF YOUTH." In INNOVATIVE TECHNOLOGIES IN SCIENCE AND EDUCATION. DSTU-Print, 2020. http://dx.doi.org/10.23947/itno.2020.89-94.
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The quality of life in the urban system is closely associated with environmental conditions. With the right use of design tools, it is possible to solve the environmental problems of youth through the impact of landscape design on human opinion. Such landscaping areas as territories of memorable historical places must be complied with the modern requirements of society to preserve historical memory. It is discussed in the article the issues of solving problems to improve the factors of the urban environment that have a positive impact on maintaining intergenerational ties. The relevance of the project "Living memory of the Great Victory: for the glory of life, unity and the future" is grounded on the beautification and landscape design of Armavir. It is described a new ecological landscape approach to the planting of greenery and improvement of memorial complexes, based on the creation of a natural, relatively sustainable ecosystem. It is described the concept of laying park sites, performing cognitive, patriotic, informational, and environmental functions. The proposed style of memorial park territories supports the general historical and local history orientation of the territory in the design and improvement of urban areas with minimal resources for planting red oaks, based on the independent cultivation of seedlings from acorns. Ecological and patriotic project is aimed at creating and maintaining a sustainable landscape structure.
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Chen, Li, Penelope Manwaring, Ghaith Zakaria, Sonia Wilkie, and Daniel Loton. "Implementing H5P Online Interactive Activities at Scale." In ASCILITE 2021: Back to the Future – ASCILITE ‘21. University of New England, Armidale, 2021. http://dx.doi.org/10.14742/ascilite2021.0112.
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Online Interactive Activities (OIA) are an increasingly popular educational learning experience. OIA allows for flexible delivery with the activities used synchronously during class, or asynchronously outside of class at a time convenient for the learner, and they prompt active participation and engagement. As a result, many learning environments are implementing design and development projects to incorporate OIA. However, incorporating new tools and approaches in educational systems can be complex. In this paper we discuss the processes that Victoria University employed to develop and implement OIA, in order to facilitate efficient blended delivery on a large scale. We discuss reasons why the tool H5P was chosen for the development of OIA; outline the projects and processes used to oversee and implement OIA roll-out; present the support mechanisms and professional development provided to enable the design, development, and incorporation of OIA; and lastly provide novel case examples to inspire future use.
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Miliszewska, Iwona, Gayle Barker, Fiona Henderson, and Ewa Sztendur. "The Issue of Gender Equity in Computer Science - What Students Say." In InSITE 2006: Informing Science + IT Education Conference. Informing Science Institute, 2006. http://dx.doi.org/10.28945/2986.
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The under-representation and poor retention of women in computing courses at Victoria University is a concern that has continued to defy all attempts to resolve it. Despite a range of initiatives created to encourage participation and improve retention of females in the courses, the percentage of female enrolments has declined significantly in recent years, from 32% in 1994 to 18% in 2004, while attrition rates soared to 40% in 2003. A recent research study investigated these negative trends with respect to gender equity in computing courses: of interest was the possibility of gender bias in the learning environment and its impact on female attrition rates. Focus groups and surveys involving computing students of both genders were used as data collection tools in the study. The overall findings from the focus groups were rather surprising, as they yielded no strong indication of gender bias in the learning environment of the computing course; this applied to the logistical arrangements, academic staff, pedagogical methods, and course content. The thesis that the existence of gender bias in the learning environment contributes to high attrition rates of females in computing courses was not sufficiently supported. While the fact that students, both male and female, found their learning environment gender neutral was comforting, the realization that reasons other than gender bias drove females away from the computing course was not. High attrition rate of females remains the reality. Possible explanations of this phenomenon were suggested by the focus groups, and the search for confirmation of these indications and discovery of other contributing factors continued.
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Burgess, Stephen, Scott Bingley, and David A Banks. "Blending Audience Response Systems into an Information Systems Professional Course." In InSITE 2016: Informing Science + IT Education Conferences: Lithuania. Informing Science Institute, 2016. http://dx.doi.org/10.28945/3424.
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Many higher education institutions are moving towards blended learning environments that seek to move towards a student-centred ethos, where students are stakeholders in the learning process. This often involves multi-modal learner-support technologies capable of operating in a range of time and place settings. This article considers the impact of an Audience Response System (ARS) upon the ongoing development of an Information Systems Professional course at the Masters level in the College of Business at Victoria University in Melbourne, Australia. The course allows students to consider ethical issues faced by an Information Systems Professional. Given the sensitivity of some of the topics explored within this area, an ARS offers an ideal vehicle for allowing students to respond to potentially contentious questions without revealing their identity to the rest of the group. The paper reports the findings of a pilot scheme designed to explore the efficacy of the technology. Use of a blended learning framework to frame the discussion allowed the authors to consider the readiness of institution, lecturers, and students to use ARS. From a usage viewpoint, multiple choice questions lead to further discussion of student responses related to important issues in the unit. From an impact viewpoint the use of ARS in the class appeared to be successful, but some limitations were reported.
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Maranelli, Francesco. "Engineering Melbourne’s “Great Structural- Functional Idea”: Aspects of the Victorian Post-war “Rapprôchement” between Architecture and Engineering." In The 38th Annual Conference of the Society of Architectural Historians Australia and New Zealand. online: SAHANZ, 2022. http://dx.doi.org/10.55939/a3998puxe9.
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In 1963, Robin Boyd wrote about a post-war “rapprôchement” between the disciplines of structural engineering and architecture. Etymologically, the term suggests the movement of two entities that draw closer to each other, either in an unprecedented fashion or resuming a suspended interaction. World War II and the “anxieties and stimulations” of the post-war period, to use Boyd’s expression, accelerated the process of overcoming longstanding educational and professional disciplinary barriers. They were the driving forces behind what he denominated the “great structural-functional idea” of the 1950s. Architecture schools embraced modernist/functionalist ideals, producing graduates with considerable technical knowledge - true “romantic engineers.” The global post-war fascination with unconventional structures played its part. Occasionally, Antoine Picon argues, architecture’s “symbolic and aesthetic discourses” walk a “strictly technical path.” Under the banner of Le Corbusier’s Esthétique de l’Ingénieur, architecture and engineering converged. New technologies made collaborations with engineers habitual. According to Andrew Saint, however, partnerships were rarely affairs of equals since “architectural jobs came to architects first.” The diversification and growing number of engineers also transformed them into a labour force, Picon suggests, affecting their prestige and, possibly, their historiographical fortune. Scholarship on post-war Melbourne architecture has generally privileged the architect as the protagonist in the creation of innovative structures, only occasionally acknowledging consultants. This does not reflect the concerted nature of design commissions and frequent evanescence of disciplinary boundaries. This paper aims to highlight the major playing grounds for this alignment within design professions. It also hints at the complex relationship between the contributions of Victorian engineers and their recognition by post-war newspapers and architectural journals, opening the analysis of Melbourne’s post-war architecture to the discourse of professional representation and arguing the importance of “unbiased” histories of the built environment.