Relevant bibliographies by topics / Royal Melbourne Institute of Technology (Australia) Students

Academic literature on the topic 'Royal Melbourne Institute of Technology (Australia) Students'

Author: Grafiati
Published: 10 December 2022
Last updated: 29 January 2023

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Journal articles on the topic "Royal Melbourne Institute of Technology (Australia) Students"

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Joseph, Dawn, Rohan Nethsinghe, and Alberto Cabedo-Mas. "“We learnt lots in a short time”: Cultural exchange across three universities through songs from different lands." International Journal of Music Education 38, no. 2 (October 3, 2019): 177–93. http://dx.doi.org/10.1177/0255761419880027.

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Establishing strong connections between universities within initial teacher education (ITE) programs not only takes time, but it also presents opportunities and challenges. Tertiary music educators are called to prepare ITE students/pre-service teachers to be culturally responsive. This article forms part of our wider study “See, Listen and Share: Exploring Intercultural Music Education in a Transnational Experience Across Three Universities (Royal Melbourne Institute of Technology University, Australia; Deakin University, Australia; and Universitat Jaume I of Castelló, Spain). For this article, we draw on student web survey data, anecdotal feedback, and our reflections. We employ Interpretative Phenomenological Analysis as a tool to thematically group our surveys into three broad overarching themes to inform our findings and discussions. We argue that music education is an effective vehicle for exploring culture and diversity through song. Our findings show that our ITE students built positive attitudes about using songs in their generalist primary and early childhood classrooms. They also recognized the importance of collaborative sharing using face-to-face and Skype. This project proved a worthy experience for all concerned, it formed a rich part of our professional learning. We encourage others to consider the approach as one way to promote multicultural music and cultural diversity within ITE programs and across other educational settings.
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Thomas, Ian. "Sustainability in tertiary curricula: what is stopping it happening?" International Journal of Sustainability in Higher Education 5, no. 1 (March 1, 2004): 33–47. http://dx.doi.org/10.1108/14676370410517387.

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The concepts of environmental education and education for sustainability have been acknowledged by many tertiary institutions for over a decade. An appreciable number of institutions have signed agreements to educate students in all disciplines about sustainability. Although several Australian institutions of higher education have signed the Talloire Declaration, a recent survey finds little indication that their curricula have been changed to include sustainability education. Despite the apparent widespread support for the concept of student education in sustainability, there is little implementation. The experience of Royal Melbourne Institute of Technology (RMIT) University suggests that those concerned about education and environment/sustainability need more than conviction and vision. A strategic approach – based on change management and supported by staff development – is needed to implement these sorts of changes. Rather than attempting to outline a grand plan or model for implementation, this paper identifies key issues and looks into the current experience associated with implementation approaches.
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Lim, William S. W. "Asian Architecture in The New Millennium - A Postmodern Imagery." Journal of Architectural/Planning Research and Studies (JARS) 2 (September 30, 2004): 101–20. http://dx.doi.org/10.56261/jars.v2.168992.

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This lecture was first delivered at the Royal Melbourne Institute of Technology (RMIT), Melbourne, Australia (05-2003). Following this delivery, the text and project illustrations are constantly being amended, expanded and updated. The lecture was subsequently delivered at:1. Thammasat University at Rangsit Campus, Bangkok, Thailand, (08-2003)2. Nanjing University, Nanjing, China (09-2003)3. Goethe Institute Hanoi and The University for Civil Engineering, Hanoi, Vietnam (12-2003)4. AESA Awards Presentation, Pune, India (01-2004)
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John Gleeson, Damian. "Public relations education in Australia, 1950-1975." Journal of Communication Management 18, no. 2 (April 29, 2014): 193–206. http://dx.doi.org/10.1108/jcom-11-2012-0091.

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Purpose – The purpose of this paper is to explore the foundation and development of public relations education (PRE) in Australia between 1950 and 1975. Design/methodology/approach – This paper utilises Australian-held primary and official industry association material to present a detailed and revisionist history of PR education in Australia in its foundation decades. Findings – This paper, which locates Australia's first PRE initiatives in Sydney, Melbourne and Adelaide in the 1960s, contests the only published account of PR education history by Potts (1976). The orthodox account, which has been repeated uncritically by later writers, overlooks earlier initiatives, such as the Melbourne-based Public Relations Institute of Australia, whose persistence resulted in Australia's first PR course at Royal Melbourne Institute of Technology in 1964. So too, educational initiatives in Adelaide and Sydney pre-date the traditional historiography. Originality/value – A detailed literature review suggests this paper represents the only journal-length piece on the history of PRE in Australia. It is also the first examination of relationships between industry, professional institutes, and educational authorities.
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Rogers, Hannah Star. "Superhuman: Revolution of the Species Australian Network for Art & Technology (ANAT) and the Royal Melbourne Institute of Technology (RMIT), RMIT Galleries, Melbourne, Australia, 5 November–5 December 2009." Leonardo 43, no. 5 (October 2010): 503–4. http://dx.doi.org/10.1162/leon_r_00055.

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Mejía, Glenda, and Nancy Agray Vargas. "La competencia comunicativa intercultural en cursos de inmersión en ELE. Una experiencia con estudiantes australianos en Colombia." Signo y Pensamiento 33, no. 65 (September 15, 2014): 104. http://dx.doi.org/10.11144/javeriana.syp33-65.lcci.

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El objetivo de este artículo es presentar la organización y realización de un curso de inmersión de español como lengua extranjera (ELE) por parte del Royal Melbourne Institute of Technology (RMIT), de Australia, y la Pontificia Universidad Javeriana (PUJ), de Bogotá, Colombia. El curso fue realizado durante dos semanas, en noviembre de 2012, y en él participaron diez estudiantes australianos. Se presenta la manera como se realizó la experiencia y sus resultados, entre los cuales se destacan el mejoramiento en la competencia comunicativa y en la competencia cultural e intercultural de los estudiantes, a propósito de haber trabajado la lengua y la cultura como aspectos intrínsecamente relacionados. Se concluye que esta modalidad de cursos permite un mayor desarrollo lingüístico y también un aprendizaje cultural e intercultural invaluable para el estudiante, en el proceso de adquisición de la denominada competencia comunicativa intercultural.
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Liang, Yaqun, George Binh Lenon, Mingdi Li, and Angela Wei Hong Yang. "Feasibility of self-administered acupressure for allergic rhinitis: a pilot randomized controlled trial and lessons learnt for future studies." Acupuncture in Medicine 40, no. 2 (November 12, 2021): 142–51. http://dx.doi.org/10.1177/09645284211055757.

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Objectives: Allergic rhinitis (AR) is an immunoglobulin (Ig)E-mediated inflammatory condition that is highly prevalent worldwide. The aim of this pilot trial was to evaluate the feasibility and safety of self-administered acupressure for AR. Methods: A randomized, single-blind, non-specific controlled clinical trial was conducted at Royal Melbourne Institute of Technology (RMIT) University, Melbourne, Australia. Fifteen AR patients were randomized into two groups: self-administered acupressure at five specific acupressure (SA) points or five non-specific acupressure (NSA) points (1 min/point, twice a day), and treated for 4 weeks with an 8-week follow-up period. The primary outcome was the change in 7-point scale symptom severity. Secondary outcomes included the rhinoconjunctivitis quality of life questionnaire and standardized activities (RQLQs), medication usage, adverse events and participants’ opinions of the blinding method. The Statistical Package for the Social Science (SPSS) version 26 was used for data analyses. Results: Fourteen participants completed the study and no major adverse events were reported. No statistically significant differences between SA and NSA groups were identified in 7-point scale symptom severity scores, RQLQs or medication usage. However, participants in the SA group believed that SA was useful for AR and recommended it for self-care. The credibility of the blinding method was successful. No adverse effects were considered to be related to the intervention. Conclusion: Acupressure is feasible and appears to be safe for self-administration by AR sufferers. Experience from this pilot study has guided minor amendments to the protocol. A large-scale randomized controlled trial is warranted to further investigate the efficacy and safety of self-administered acupressure for the management of AR.
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Lim, William S. W. "Asian architecture in the new millennium: A postmodern imagery." Ekistics and The New Habitat 73, no. 436-441 (December 1, 2006): 132–39. http://dx.doi.org/10.53910/26531313-e200673436-441108.

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The author, a graduate of the Architectural Association (AA) London , with further studies at the Department of City and Regional Planning, Harvard University, USA , has since 1960 been professionally involved in architecture , planning and development economics , as principal architect at Malayan Architects Co-Partnership, Design Partnership (later renamed DP Architects) and until 2002, William Lim Associates. In addition to his role as Co-founder and Chairman of the Asian Urban Lab and President of AA Asia, Dr Lim was President of the Singapore Heritage Society and President of the Singapore Planning and Research Group (SPUR). Presently, he is Adjunct Professor of the Royal Melbourne Institute of Technology (RMIT), Australia - where he was conferred a Doctor of Architecture Honoris Causa - and Honorary Professor of La Salle-SIA College of the Arts (Singapore). Mr Lim is a member of the World Society for Ekistics. His numerous writings and lectures on a wide range of subjects relating to architecture, urbanism and culture in Asia as well as on current issues relating to the postmodern, "glocality" and social justice, are compiled in nine books, some of which have been translated into Japanese and Thai. Furthermore, he is co-author with Tan Hock-Beng of Contemporary Vernacular: Evoking Traditions in Asian Architecture (1997), co-editor of vol. 10, Southeast Asia (1999) of World Architecture: A Critical Mosaic 1 900-2000, and Editor of Postmodern Singapore (2002).
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Ebrall, Phillip, Barry Draper, and Adrian Repka. "Towards a 21st Century Paradigm of Chiropractic: Stage 1, Redesigning Clinical Learning." Journal of Chiropractic Education 22, no. 2 (September 1, 2008): 152–60. http://dx.doi.org/10.7899/1042-5055-22.2.152.

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Objective: To describe a formal process designed to determine the nature and extent of change that may enhance the depth of student learning in the pre-professional, clinical chiropractic environment. Methods: Project teams in the Royal Melbourne Institute of Technology (RMIT) School of Health Sciences and the Division of Chiropractic explored questions of clinical assessment in several health care disciplines of the School and the issue of implementing change in a manner that would be embraced by the clinicians who supervise student-learning in the clinical environment. The teams applied to RMIT for grant funding within the Learning and Teaching Investment Fund to support two proposed studies. Results: Both research proposals were fully funded and are in process. Discussion: The genesis of this work is the discovery that the predominant management plan in the chiropractic teaching clinics is based on diagnostic reductionism. It is felt this is counter-productive to the holistic dimensions of chiropractic practice taught in the classroom and non-supportive of chiropractic's paradigm shift towards wellness. A need is seen to improve processes around student assessment in the contemporary work-integrated learning that is a prime element of learning within the clinical disciplines of the School of Health Sciences, including chiropractic. Conclusion: Any improvements in the manner of clinical assessment within the chiropractic discipline will need to be accompanied by improvement in the training and development of the clinicians responsible for managing the provision of quality patient care by Registered Chiropractic Students.
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Memon, Tayab D., Monica Jurin, Paul Kwan, Tony Jan, Nandini Sidnal, and Nazmus Nafi. "Studying Learner’s Perception of Attaining Graduate Attributes in Capstone Project Units Using Online Flipped Classroom." Education Sciences 11, no. 11 (October 31, 2021): 698. http://dx.doi.org/10.3390/educsci11110698.

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This article describes an empirical study to evaluate how the flipped learning (FL) approach has impacted a learner’s perception in attaining the graduate attributes (GAs) of five capstone project units offered at Melbourne Institute of Technology in Australia, where the authors are affiliated. The subjects include one undergraduate and one postgraduate business unit, and one undergraduate and two postgraduate units in networking. Our study is distinguished from previous research in two novel aspects. First, the subject matter concerns capstone project units which are taken by students in the final year of their degree. In these units, students are expected to apply a variety of knowledge and skills that they have acquired thus far in carrying out an industry-based project of substantial complexity. The learning outcomes (LOs) require students to apply skills and knowledge that they have learned across completed units and connect them with real-world problems. Second, the FL approach has been applied wholly in an online virtual classroom setting due to the social distancing restrictions enforced by local authorities in response to the COVID-19 pandemic. Our hypothesis is that FL has positively influenced the perception of learners in their attaining the GAs. We tested this hypothesis by using data collected by an online survey administered to the student cohorts of the five chosen units at the end of Trimester 1 of 2021. The survey, which comprised 14 questions, assesses a student’s perception of achieving the LOs through developments in three dimensions, including cognitive, affective, and behavioural, acquired in a real-world client setting. Statistical analyses of the survey data reveal that the FL approach resulted in a positive perception by students of their attaining the GAs through achieving the LOs of the capstone project units, which in turn is supported by the responses to the three measured dimensions.
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Dissertations / Theses on the topic "Royal Melbourne Institute of Technology (Australia) Students"

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Varughese, Varughese Kuzhumannil, and varughese varughese@rmit edu au. "Students' Approaches To Learning: A Case Study of Learning Biology in Foundation Studies at the Royal Melbourne Institute of Technology." RMIT University. Education, 2007. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20080530.123852.

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The large influx of international students to universities of the developed world, the increased use of Problem-Based method of teaching and learning in the field of Health Education and growing awareness of the need to accommodate varying learning styles in any classroom are the three factors that influenced this research. This study was designed to investigate the effect of learning styles and demographic differences on performance in Biology when taught using two different methods of teaching. One was the teacher-directed Traditional Teaching and Learning (TTL) and the other was the student-centred Problem-Based Learning (PBL). The preferred learning styles of all Foundation Studies (FS) Biology students over four academic years at RMIT were determined using the Paragon Learning Style Inventory (PLSI). These students were taught two selected topics in Biology by the researcher using the two different methods and their performance assessed by a written test at the end of each topic. Two instruments were developed to assess student participation in PBL. The first instrument Students' Participation in Group Discussions (SPGD) rating scale was designed for teacher evaluation of student participation in PBL group discussions while the second instrument the Student Self Evaluation (SSE) rating scale was for self-evaluation by stud ents. Individual interviews provided students' views and opinions about their learning styles and the two teaching methods. The analysis of data was predominantly conducted by quantitative methods, supported by qualitative analysis of the interview data. Effect size analyses were used to investigate differences in performance under the two teaching methods on the basis of demographic and learning style differences. Further probes were conducted to elicit any interactions among the demographic variables and the learning style traits in their effect on performance under the two teaching methods and a quantitative measure for interaction was derived using effect sizes. While results confirmed some of the trends displayed by learning style traits in other disciplines, a number of interactions among variables were found to affect performance in Biology as well as performance under the two teaching methods. Gender, age, prior qualification and the language of instruction of prior education had various levels of interactions with the introvert/extrovert, intuitive/sensing, thinking/feeling and perceiving/judging learning traits and affected performance in Biology to varying extents. However, it was found that international students from diverse backgrounds were able to cope with both methods of teaching though there was a definite preference expressed for the traditional teacher directed method. The conclusions from this study have resulted in a number of recommendations for Biology educators, FS administrators, authors and all practitioners of PBL. Several suggestions have opened new avenues for future research. These recommendations for pedagogy and suggestions for future research can improve the outcomes of Biology education as well as other disciplines in related fields. As a consequence of this study two new instruments have been developed to assess student participation in the group discussions of PBL. These could prove to be valuable assessment tools for practitioners of this methodology.
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Books on the topic "Royal Melbourne Institute of Technology (Australia) Students"

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A, Reilly, Indo-Pacific Fishery Commission. Working Party on Fish Technology and Marketing., and Food and Agriculture Organization of the United Nations., eds. Spoilage of tropical fish and product development: Proceedings of a symposium held in conjunction with the sixth session of the Indo-Pacific Fishery Commission Working Party on Fish Technology and Marketing : Royal Melbourne Institute of Technology, Melbourne Australia, 23-26 October 1984. Rome: Food and Agriculture Organization of the United Nations, 1985.

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Rahmi, Akçelik, ed. Turkish youth in Australia: Conference papers, 29 August 1992, Royal Melbourne Institute of Technology. Melbourne: Australian-Turkish Friendship Society, 1993.

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Building 8: Edmond & Corrigan at Rmit. Schwartz City, 1998.

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RMIT Storey Hall. Melbourne, Vic., Australia: Faculty of Environmental Design and Construction, Royal Melbourne Institute of Technology, 1996.

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Book chapters on the topic "Royal Melbourne Institute of Technology (Australia) Students"

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Tynan, Belinda, Carina Bossu, and Shona Leitch. "Academic Professional Development to Support Mixed Modalities." In Handbook of Open, Distance and Digital Education, 1–16. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-0351-9_36-1.

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AbstractThis chapter will explore professional development (PD) of academic and teaching staff in the use of technologies to support learning in mixed modalities including blended and online modalities in higher education contexts. The authors will explore current practices in both face-to-face (f2f) and online/distance education contexts. A succinct annotated review of key seminal and recent texts will be provided of current trends in relation to PD of staff and the implications that arise from this research for practitioners. Two very different but relevant examples of PD will be provided to bring the discussion to life: (i) at the Open University, UK, and (ii) at Royal Melbourne Institute of Technology, Australia.
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Tynan, Belinda, Carina Bossu, and Shona Leitch. "Academic Professional Development to Support Mixed Modalities." In Handbook of Open, Distance and Digital Education, 659–74. Singapore: Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-19-2080-6_36.

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AbstractThis chapter will explore professional development (PD) of academic and teaching staff in the use of technologies to support learning in mixed modalities including blended and online modalities in higher education contexts. The authors will explore current practices in both face-to-face (f2f) and online/distance education contexts. A succinct annotated review of key seminal and recent texts will be provided of current trends in relation to PD of staff and the implications that arise from this research for practitioners. Two very different but relevant examples of PD will be provided to bring the discussion to life: (i) at the Open University, UK, and (ii) at Royal Melbourne Institute of Technology, Australia.
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Khan, Tehmina. "Sustainability, Ethics and Education." In Practice, Progress, and Proficiency in Sustainability, 424–40. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-5856-1.ch021.

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Accounting education has faced limitations as a highly technical and discipline-specific body of knowledge. The case presented in this chapter demonstrates and reflects on an attempt at incorporating the study of sustainability-related accounting knowledge through multiple forms of delivery and assessment. Sustainability-related material that draws from business, accounting and ethics' perspectives was included in an accounting ethics course for accounting majors at Royal Melbourne Institute of Technology (RMIT) University in Melbourne, Australia. This pedagogy has encouraged the development of students' soft skills including their emotional intelligence. Sustainability education has been found as engaging and thought provoking, albeit involving a steep learning curve for students as far as knowledge and awareness are concerned. It has allowed for the promotion of multiple and broader perspectives and education on key sustainability-related concerns, from a range of angles including ethics and accounting frameworks for sustainability as well as multidisciplinary approaches to sustainability and business.
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Conference papers on the topic "Royal Melbourne Institute of Technology (Australia) Students"

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"Flipping Business Computing Class: An Integration of Design Thinking and Blended Implementation in the Vietnamese Educational Culture." In InSITE 2018: Informing Science + IT Education Conferences: La Verne California. Informing Science Institute, 2018. http://dx.doi.org/10.28945/3973.

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Aim/Purpose: This study aims to provide a description of how flipped classroom was designed in the Business Computing (BC) course in order to adapt with the changes in the Vietnamese students’ learning needs, as well as social and technological developments that disrupt student’ behaviours and living styles. Background: The flipped classroom (FC) model is widely implemented, especially in the English language classes due to an immensely high demand in the Vietnamese market. However, there has not been any imperative published research on the impact of using FC models on higher education in Vietnam. The BC course was implemented the FC model across the Royal Melbourne Institute of Technology (RMIT) University’s campuses. The idea of using this model was to adapt with changes in social and technological developments. Methodology: A comprehensive literature related to the common pedagogy in practice in Vietnam was provided. This helped the design team of the BC course to understand the characteristics of the Vietnamese students and subsequently, offer a suitable flipped model that improves student’s engagement. A proposed method of using the design thinking (DT) approach while flipping a BC class was underlined. Contribution: The outcome of this study assists national educators in Vietnam to confidently embrace the FC concept as a model for pedagogical modernisation and advocate the real need to provide a dynamic learning environment. Findings: The initial conclusion showed that there is an existence of preparation for student’s study, especially during post-class periods. Recommendations for Practitioners: It is vital to conduct a rigorous student’s need and their learning styles before designing learning contents that matches with course learning outcomes. Recommendation for Researchers: In order to increase student’s engagement with the course content and materials, educators and designers may explore a combination of multimedia, pictures and narrative sources to enrich learning sessions while simplifying theoretical concepts. Impact on Society: Utilizing advanced technologies in teaching gives students advantages to interact and gain other skills that meet the demands of potential employers.
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