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Journal articles on the topic 'Visual learning Australia'
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Kashiwa, Mayumi. "Visualizing language learning environments beyond the classroom in study abroad." Study Abroad Research in Second Language Acquisition and International Education 7, no. 2 (October 3, 2022): 240–72. http://dx.doi.org/10.1075/sar.21003.kas.
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Abstract Employing an ecological framework, this study explores learners’ visual representation of their language learning practices and environments beyond the classroom in an Australian context. Specifically, this study’s aim is to better understand the features of individual language learning environments, the role of self-reflection, and the affordances involved in the construction of these environments. One hundred and seventy international students enrolled in English Language Intensive Courses for Overseas Students (ELICOS) in Sydney drew mind maps on “Activities to improve my English in Australia.” The mind maps were analyzed thematically using NVivo 11 software and subsequent themes were developed. Findings showed individual differences in features of language learning environments, learners’ perceptions of their affordances, and insight into the degree of learner agency as seen from the visualization. This article closes by discussing the implications for using such visual materials in second language pedagogy in order to understand student language learning beyond the classroom.
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Clarke, Robert, and Andrea Adam. "Digital storytelling in Australia." Arts and Humanities in Higher Education 11, no. 1-2 (June 20, 2011): 157–76. http://dx.doi.org/10.1177/1474022210374223.
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This project explored the experiences of a small sample ( N = 6) of Australian academics with the use of digital storytelling as a pedagogical tool in higher education contexts. This article describes two case studies of academic uses of digital storytelling, along with interpretive analysis of six semi-structured interviews of academics working within media and communication studies and their reflections on the potential of digital storytelling to enhance student learning and the student experience. Three consistent themes emerged, based around issues of definition, the need for ‘constructive alignment’, and resource and planning requirements. Academics regarded digital storytelling as a complement to, not a substitute for, conventional methods of learning and assessment such as the critical research essay. Overall, reservations exist regarding the promise of digital storytelling as a pedagogical tool that some academics have recently claimed for it.
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Esteban-Maluenda, Ana, and Rute Figueiredo. "Learning from the Opposite? Iberian Journals Glance at Australia." Fabrications 31, no. 1 (January 2, 2021): 24–53. http://dx.doi.org/10.1080/10331867.2021.1907028.
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Paech, Merri, and Helen Calabretto. "Children's Vision Screening: A Primary Health Care Controversy." Australian Journal of Primary Health 4, no. 4 (1998): 89. http://dx.doi.org/10.1071/py98064.
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Registered nurses around Australia are presently involved in screening processes which assess children's vision. The issue of how best to do this screening has a complex and lengthy multi-disciplinary history, with different views expressed in the literature by optometrists, ophthalmologists, psychologists and teachers. Research in Australia has demonstrated that as many as 4 out of 10 children may not automatically develop the efficient binocular visual skills necessary for ease of learning. These visual skills have become the specific professional interest of Behavioural (Developmental) optometrists and current child screening techniques are possibly out-dated given today's optometrical knowledge. This controversial issue is explained and future research directions for registered nurses and other primary health care practitioners are suggested.
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Luo, Hui, Jessica Bhardwaj, Suelynn Choy, and Yuriy Kuleshov. "Applying Machine Learning for Threshold Selection in Drought Early Warning System." Climate 10, no. 7 (June 30, 2022): 97. http://dx.doi.org/10.3390/cli10070097.
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This study investigates the relationship between the Normalized Difference Vegetation Index (NDVI) and meteorological drought category to identify NDVI thresholds that correspond to varying drought categories. The gridded evaluation was performed across a 34-year period from 1982 to 2016 on a monthly time scale for Grassland and Temperate regions in Australia. To label the drought category for each grid inside the climate zone, we use the Australian Gridded Climate Dataset (AGCD) across a 120-year period from 1900 to 2020 on a monthly scale and calculate percentiles corresponding to drought categories. The drought category classification model takes NDVI data as the input and outputs of drought categories. Then, we propose a threshold selection algorithm to distinguish the NDVI threshold to indicate the boundary between two adjacent drought categories. The performance of the drought category classification model is evaluated using the accuracy metric, and visual interpretation is performed using the heat map. The drought classification model provides a concept to evaluate drought severity, as well as the relationship between NDVI data and drought severity. The results of this study demonstrate the potential application of this concept toward early drought warning systems.
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Rourke, Arianne, and Zena O’Connor. "Investigating Visual Literacy Levels and Predominant Learning Modality Among Undergraduate Design Students in Australia: Preliminary Findings." Design Principles and Practices: An International Journal—Annual Review 3, no. 2 (2009): 17–28. http://dx.doi.org/10.18848/1833-1874/cgp/v03i02/37629.
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Clark, Stephanie R. "Unravelling groundwater time series patterns: Visual analytics-aided deep learning in the Namoi region of Australia." Environmental Modelling & Software 149 (March 2022): 105295. http://dx.doi.org/10.1016/j.envsoft.2022.105295.
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Morris, Julia E. "Arts engagement outside of school: Links with Year 10 to 12 students’ intrinsic motivation and self-efficacy in responding to art." Australian Educational Researcher 45, no. 4 (March 28, 2018): 455–72. http://dx.doi.org/10.1007/s13384-018-0269-8.
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Abstract This study draws on student engagement factors to examine the relationship between students’ non-school-based arts experiences on their intrinsic motivation and self-efficacy to participate in visual arts responding tasks. Visual arts responding in the curriculum includes learning about artists and artworks, decoding art and making critical judgements, and is important in building twenty-first century learning skills such as critical thinking and communication. A total of 266 Year 10 to 12 students from 18 schools in Western Australia (WA) participated in the quantitative research, which explored outside-school arts engagement as well as cognitive and psychological engagement factors in their current year of secondary schooling. The findings showed that while being an art consumer appears to impact on intrinsic motivation and self-efficacy, producing art as a hobby outside of school does not appear to do so. The research raised questions about links between practice and theory, and how to promote students’ engagement in responding.
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Bechet, Quentin, Xavier Philoleau, Melissa Mellado-Ruiz, Amanda Siqueira, and Michelle Aguilar. "Using artificial intelligence to improve pipe condition assessment." Water e-Journal 5, no. 3 (2020): 1–12. http://dx.doi.org/10.21139/wej.2020.020.
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Inspection and condition assessments of network infrastructure are critical for water utilities and city councils to ensure the structural integrity and functionality of sewer pipes and stormwater drains. These assessments are necessary to identify the pipes requiring rehabilitation before they deteriorate past the point of renewal. In practice, these assessments are performed manually through camera inspection of the pipes. However, the visual observation of the resulting footage can be biased by the operator subjectivity. VAPAR.Solutions is a cloud platform that automates condition assessment directly from a pipe’s CCTV footage. In this context, VAPAR, an Australian-based company, developed a deep-learning algorithm to code inspection videos automatically and consistently. This study aimed to evaluate the performance of this auto-coding algorithm by using a dataset of 203 inspection videos captured in stormwater and sewer pipes in Victoria, Australia. This study revealed that the VAPAR algorithm missed fewer defects in sewer and stormwater pipes (13.2%) than the operator during visual inspection (36.6%). The VAPAR algorithm was, however, ‘over-sensitive’ and generated 28.1% of false alarms, against 7.8% for the operator. This study also revealed that the VAPAR algorithm was significantly more accurate than the operator at grading the pipes, with an accuracy between 76.3-79.8% against 48.5-52.2% for the operator.
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Daniels, Bruce C. "Learning to Live with "Britain's Eldest Daughter": Anti-Americanism in Canada and Australia." Journal of American Culture 25, no. 1-2 (March 2002): 172–80. http://dx.doi.org/10.1111/1542-734x.00026.
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Gu, Xin, and Justin O'Connor. "Teaching ‘tacit knowledge' in cultural and creative industries to international students." Arts and Humanities in Higher Education 18, no. 2-3 (May 2019): 140–58. http://dx.doi.org/10.1177/1474022218824554.
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Universities in Australia – as in many other Anglophone countries – have benefited from an influx of full fee paying international students. Cultural and Creative Industries (CCIs) as an increasingly desirable career for these students and associated with rising state investment has given Anglophone universities the privilege in this international educational market. The disembeddedness of these students from very different urban context impact further their learning experiences. The unprecedented growth of ‘internationals’ has also put the curriculum at odds with its original intent based on tacit knowledge training targeting local professionals. The Master of Cultural and Creative Industries at Monash University is illustrative of this multiplicity of conflicts and tensions. Via the two field trip units designed based on ‘experiential learning', the model for tacit learning, we lay out how conflicts on fundamental cultural values have been important in our course design as part of acquiring ‘a special kind of city knowledge'.
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McLaughlan, Rebecca, Michael Annear, and Alan Pert. "Dementia, ageing, and the city: learning from the streets of Melbourne." Architectural Research Quarterly 22, no. 2 (June 2018): 104–14. http://dx.doi.org/10.1017/s1359135518000350.
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One of the most difficult challenges associated with an ageing population will be a significant increase in the number of people living with dementia. In Australia, this number is estimated to triple by 2050; a situation that is reflected globally. This will place increased demands on health and long-term care providers but it should also force an examination of the ability of contemporary cities to facilitate or constrain inclusion. Globally, designers and students of this discipline are contributing their skills to the challenge of dementia but solutions are typically proposed at a product, institutional or suburban scale. This paper will present two propositional projects, created using a speculative design methodology within a design studio at The University of Melbourne, that provoke architects to more seriously interrogate what it means for a city to support social inclusion, independence and choice for those who are ageing in place. These projects illuminate new avenues for critical and necessary research. This paper will begin with a reflection on the limitations of the Hogeweyk Dementia Village (Amsterdam), considered the current gold standard in dementia design, to highlight the value of thinking speculatively within the context of dementia; to disrupt the limitations of contemporary design thinking and ask what role the architect can play in improving the lives of those living with dementia?
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Yu, Ying, Jodie Price, Vincent Pearson, Leeanne Pront, Angie Sterland, Maurine Redden, and Fathimath Shifaza. "Picture guided learning - A picture-based clinical skill teaching resource in undergraduate nursing in South Australia." International Journal of Advanced Health Science and Technology 1, no. 2 (December 6, 2021): 42–49. http://dx.doi.org/10.35882/ijahst.v1i2.2.
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A competent nursing graduate is required to perform psychomotor skills related to clinical procedures, articulate knowledge to support their activities, work in a team with efficient time management skills and have strategies to perform in the increasingly busy clinical environment and with complex patient acuity. Student Evaluation of Teaching data from an undergraduate nursing clinical subject 2014-2018 identified an inconsistency in clinical skill teaching/delivery by educators which needed to be addressed. This study aimed to evaluate the outcome of implementing the Clinical Skill Storybook as an additional teaching resource for students’ clinical skill development. A descriptive analysis approach was applied to summarise quantitative and qualitative subject evaluation data along with Clinical Skill Storybook evaluation questionnaires (2018-2020). Data analysis identified five themes: (1) Clinical Skill Storybook as a Learning Resource, (2) Self-directed learning and peer support, (3) Developing clinical skill competency, (4) Preparation for clinical placement, and (5) Maintaining teaching consistency. It was evident that the Clinical Skill Storybook provided an easy-to-follow visual guide which assisted students’ confidence and competence of skill development. The subject evaluation highlights that students were significantly more satisfied with the teaching resources than in previous years. The implementation of the Clinical Skill Storybook actively improved students’ skill acquisition, confidence, and readiness for placement. The findings indicated that picture-based resources such as the Clinical Skill Storybook are beneficial for nursing students’ clinical skill development. Further involvement with stakeholders such as clinical venues in developing the clinical skill storybook is planned for future exploration.
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Maeni, Purmaningrum, Firli Herdiana, and Asiah Hanifah Qudwatunna. "Illustrations for Encyclopedia Erupting Mountain Theme as Visual Culture." Jomantara: Indonesian Journal of Art and Culture 1, Vol. 1 No. 1 (January 31, 2021): 27–45. http://dx.doi.org/10.23969/jijac.v1i1.3529.
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Indonesia's geographical location in the growth zone of three plates namely Eurasia, Indo-Australia and Pacifica or commonly known as ring of fire, causes Indonesia to have many active volcanoes. The study intends to determine the design of illustrations in the encyclopedia of volcanoes as an alternative learning media for for inspiring the students. To collect detailed actual information that describes the symptoms of nature as well as the situation of social symptom conditions then this research is carried out with descriptive qualitative and quantitative research methods. This study uses illustration theory and visual culture as the main reference literature. Visual culture is an interdisciplinary field with visual concepts as the basis for the study of knowledge and understanding. One part of visual culture that has a very important role in this research is illustration. Illustration design is conveyed through drawings, illustrations, or photos about disaster situations and conditions that are equipped with narratives though effective language. It is expected that by the illustrations through visual images and combined with the narrative the interest of students, especially children can be more aroused so that the information presented can be more quickly captured and understood.With the availability of the book Encyclopedia of Mount Erupting for elementary school students, it is expected that knowledge about the erupting mountain can be conveyed interestingly so that children can have better understanding of the causes and how to deal with the disaster of erupting mountains. Keywords:Encyclopedia, Illustration, Book, Mountain Eruption, Visual Culture.
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Garvis, Susanne. "What is going on in early years music planning? A study of early years teachers' weekly plans." Australasian Journal of Early Childhood 37, no. 2 (June 2012): 122–26. http://dx.doi.org/10.1177/183693911203700216.
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ARTS EDUCATION IS AN Important element of the early years curriculum. Children first learn to express themselves through the arts (dance, drama, media, visual arts and music). Furthermore, numerous studies provide evidence that quality learning experiences in the arts contribute in significant ways to social success and impact positively on a child's academic achievement and long-term education. In Australia, early years teachers are expected to teach arts education. This study explored the weekly planning of 76 early years teachers across kindergartens, preparatory classes and Years 1, 2 and 3 in Queensland, Australia. Settings took a structured ‘curriculum-focused’ approach to learning in the early years, which made the exploration of planning important. Our study looked for segments of time devoted to music throughout the week. Content analysis was used to interpret the weekly plans, with three themes emerging: (1) The majority of the weekly plans were dedicated to literacy and numeracy; (2) Little time was devoted to the teaching of music apart from the scheduled 30-minute music lesson with a specialist teacher in some schools; and (3) Of the limited number of weekly plans that featured music, activities were teacher-directed. These results provide insight to the current understanding and value of music education in the early years curriculum. Key messages can be drawn about the importance of professional development, music advocacy in the early years, and curriculum and policy planning.
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Logie, Lea. "Developing a Physical Vocabulary for the Contemporary Actor." New Theatre Quarterly 11, no. 43 (August 1995): 230–40. http://dx.doi.org/10.1017/s0266464x00009118.
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One of the distinguishing qualities of live theatre is its built-in ephemerality: yet all too often this involves the loss not only of the fruits of theatrical experience but of ‘experience’ itself, understood as the learning of craft – and this puts experimental companies and practitioners alike in danger of constantly reinventing the wheel. Connecting this to the needs of serious performers to acquire a wide range of expressive movements, and to explore the process of relating these movements to thoughts and feelings, Lea Logie discusses both common elements and contrasting approaches in the work of some of the great European practitioners, whose insights are too valuable to be forgotten or consigned to scholarly archives. Lea Logie is a tutor in Theatre and Drama Studies at Murdoch University, Western Australia, where she specializes in cross-cultural studies of Asian and western theatre.
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Rourke, Arianne, and Zena O’Connor. "Look Before You Leap: Testing Some Assumptions on Visual Literacy and Predominant Learning Modalities of Undergraduate Design Students in Australia and New Zealand." International Journal of Learning: Annual Review 16, no. 8 (2009): 33–46. http://dx.doi.org/10.18848/1447-9494/cgp/v16i08/46466.
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Hartman, Sarah. "NCSS Notable Trade Book Lesson Plan The Impossible Patriotism by Linda Skeers." Social Studies Research and Practice 4, no. 1 (March 1, 2009): 131–35. http://dx.doi.org/10.1108/ssrp-01-2009-b0011.
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This lesson seeks to delve into the minds of 3rd- and 4th-grade students for their grasp of the concept of patriotic symbols. Reading The Impossible Patriotism Project by Linda Skeers is beneficial for students as they compare and contrast their own emotions and processes of learning associated with the concept and usage of patriotic symbols to those of Caleb, the book’s main character. Students conduct research using the Internet to find patriotic symbols representing views of patriotism in various countries, such as China, Japan, Australia, England, France, or Canada. In the writing assignment, students will discuss their definitions of patriotic symbols and why the symbols are important to them. Students design and present their patriotic symbols to the class and explain their choices of design. Two rubrics have been designed and for assessment purposes: Rubric One assesses students’ written knowledge of patriotic symbols, and Rubric Two assesses students’ methods of arriving at what patriotic symbols are through artistic, visual, and creative models.
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Arakawa, Etsuo, Wolfgang Voegeli, Chika Kamezawa, Ryutaro Iwami, Tetsuroh Shirasawa, Yudai Yamaguchi, Masashi Kamogawa, Masataka Nakata, and Kazuyuki Hyodo. "Gemstones and Salts as Light Emitters for Learning X-ray Detectors." Acta Crystallographica Section A Foundations and Advances 70, a1 (August 5, 2014): C1818. http://dx.doi.org/10.1107/s2053273314081820.
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The scintillation counter is a widely-used X-ray detector. It contains a scintillator as a luminescent material that converts X-rays into visible light, which is detected with a sensor. A well-known scintillator in the X-ray region is sodium iodide, NaI, an ionic crystal. Before use, it is important to understand how the detector works. For students, the material name and the chemical formula of the scintillator are not familiar, however. In addition, students cannot watch or touch the key element in the detector, because the scintillator is installed inside the housing. Many jewels emit visible light or change their colors under ultraviolet light irradiation. Under X-ray irradiation, the same jewels exhibit similar responses as well. If popular jewels instead of special ionic crystals were used as scintillators, students might show interest in these materials. We propose that photographs of beautiful, brightly shining gemstones and salts could be used as visual educational materials for students to learn the principles of X-ray detectors. Different gemstones and salts were irradiated by intense white synchrotron X-ray radiation at beamline NE7A1 of the PF-AR synchrotron radiation facility at KEK, Japan. Photographs of fluorescence and phosphorescence from the gemstones, and of color changes due to the irradiation, were taken with a remote controlled digital camera. It should be noted that the experimental setup of this study is an easily understood handmade X-ray detector. We will present photographs of exciting gemstones such as Fluorite from the US, Hackmanite from Afghanistan, Mangano Calcite from China, Ruby from Brazil, Selenite from Canada, and Black Opal from Australia. We also irradiated different kinds of colored Himalayan Rock Salt from India or Pakistan, shown in Fig. 1. We will explain basic concepts of X-ray detectors, such as photon counting, dead time, recording, and quantum efficiency, with these photographs.
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Taylor, Miranda, and Bronwyn Struthers. "Safe supervisor competency program (SSCP): a new approach to training and skills development—the behavioural revolution." APPEA Journal 53, no. 2 (2013): 443. http://dx.doi.org/10.1071/aj12054.
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Although the safety performance of the Australian offshore oil and gas industry is best performing in Australia, evidence shows that it performs lower than the oil and gas industries in other parts of the world. In addition, there has been a huge intake of new and inexperienced workers—often from other Australian industry sectors with worse safety performances—particularly in the high-risk offshore construction sector. This industry has also experienced unprecedented growth in recent times. These challenges, combined with a strong commitment from the industry's CEOs to relentlessly pursue continual improvement, provided a compelling case for change. Everyone, from the frontline to the boardroom, plays a critical role in improving safety performance. A range of CEO-safety leadership programs, including the Common Safety Training Program (CSTP) targeted at new entrants to the oil and gas industry, address safety performance. Supervisors are major leaders in workplaces; they are often selected based on technical skills and experience, not always on their people and leadership skills. Before becoming supervisors, many do not receive any related training and/or development, particularly in the offshore construction sector where high turnover and constant change are typical. The solution was seen to be a standard approach to supervisor competence, commonly recognised by all industry players. The Safe Supervisors Competence Program (SSCP) was launched in early March 2011. SSCP is a new industry initiative focused on safety leadership. The program provides supervisors with the skills and behaviours to ensure the safety of individuals and workplace teams and the ability to influence safe behaviours. This extended abstract addresses the SSCP: The problems that promoted its development. How the industry views it as a key solution to those problems. Its philosophy and approach to learning Its differences compared with other programs. Visual testimonials and footage of its participants. Its future and why it is now with APPEA.
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Askell-Williams, Helen, and Michael J. Lawson. "Relationships between students’ mental health and their perspectives of life at school." Health Education 115, no. 3/4 (June 1, 2015): 249–68. http://dx.doi.org/10.1108/he-02-2014-0007.
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Purpose – The purpose of this paper is to explore relationships between students’ self-reported mental health and their perspectives about life at school in metropolitan Adelaide, South Australia. Design/methodology/approach – The Strengths and Difficulties Questionnaire (SDQ) and a purpose designed Living and Learning at School Questionnaire (LLSQ) were administered to 1,715 early adolescents in school Years 7-9. Correspondence analysis, which is a perceptual mapping technique available in SPSS, was used to examine relationships between students’ SDQ subscale scores (Emotional Symptoms, Hyperactivity, Conduct Problems, Pro-social Skills) and the LLSQ subscale scores (Motivation, Learning Strategies, Coping with Schoolwork, Bullying, Numbers of Friends, Safety at School and Teacher Intervention in Bullying Events). Findings – The correspondence analysis produced a two-dimensional visual display (a perceptual map) showing that students’ abnormal, borderline and normal SDQ subscale scores were closely related to their low, medium and high LLSQ subscale scores, respectively. A clear Dimension (factor) emerged, showing a progression from mental health difficulties to strengths, in close association with students’ reports about their school experiences. Research limitations/implications – Caution should be exercised when using the results to interpret events in other contexts. The limitations of self-report methods must be considered. Practical implications – The two-dimensional visual display provides a powerful tool for dissemination of the findings of this study about students’ perspectives to system-level and school-based personnel. This can inform the selection of intervention programs, such as strategies for self-regulation of emotions and learning behaviours, fostering friendships, and supporting academic achievement, that are related to positive mental health. Social implications – This paper can inform school-level policies and practices, such as those relating to professional development to support teachers’ and students’ capabilities (e.g. to manage and prevent bullying) and thus influence the nature of the school experiences that shape students’ perceptions. Originality/value – This paper adds students’ perspectives to the emerging field concerned with designing programs for mental health promotion in schools.
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Islam, Rafiqul, and Habibullah Habibullah. "Place Recognition with Memorable and Stable Cues for Loop Closure of Visual SLAM Systems." Robotics 11, no. 6 (December 4, 2022): 142. http://dx.doi.org/10.3390/robotics11060142.
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Visual Place Recognition (VPR) is a fundamental yet challenging task in Visual Simultaneous Localization and Mapping (V-SLAM) problems. The VPR works as a subsystem of the V-SLAM. VPR is the task of retrieving images upon revisiting the same place in different conditions. The problem is even more difficult for agricultural and all-terrain autonomous mobile robots that work in different scenarios and weather conditions. Over the last few years, many state-of-the-art methods have been proposed to solve the limitations of existing VPR techniques. VPR using bag-of-words obtained from local features works well for a large-scale image retrieval problem. However, the aggregation of local features arbitrarily produces a large bag-of-words vector database, limits the capability of efficient feature learning, and aggregation and querying of candidate images. Moreover, aggregating arbitrary features is inefficient as not all local features equally contribute to long-term place recognition tasks. Therefore, a novel VPR architecture is proposed suitable for efficient place recognition with semantically meaningful local features and their 3D geometrical verifications. The proposed end-to-end architecture is fueled by a deep neural network, a bag-of-words database, and 3D geometrical verification for place recognition. This method is aware of meaningful and informative features of images for better scene understanding. Later, 3D geometrical information from the corresponding meaningful features is computed and utilised for verifying correct place recognition. The proposed method is tested on four well-known public datasets, and Micro Aerial Vehicle (MAV) recorded dataset for experimental validation from Victoria Park, Adelaide, Australia. The extensive experimental results considering standard evaluation metrics for VPR show that the proposed method produces superior performance than the available state-of-the-art methods.
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Fuentes, Sigfredo, Claudia Gonzalez Viejo, Chelsea Hall, Yidan Tang, and Eden Tongson. "Berry Cell Vitality Assessment and the Effect on Wine Sensory Traits Based on Chemical Fingerprinting, Canopy Architecture and Machine Learning Modelling." Sensors 21, no. 21 (November 3, 2021): 7312. http://dx.doi.org/10.3390/s21217312.
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Berry cell death assessment can become one of the most objective parameters to assess important berry quality traits, such as aroma profiles that can be passed to the wine in the winemaking process. At the moment, the only practical tool to assess berry cell death in the field is using portable near-infrared spectroscopy (NIR) and machine learning (ML) models. This research tested the NIR and ML approach and developed supervised regression ML models using Shiraz and Chardonnay berries and wines from a vineyard located in Yarra Valley, Victoria, Australia. An ML model was developed using NIR measurements from intact berries as inputs to estimate berry cell death (BCD), living tissue (LT) (Model 1). Furthermore, canopy architecture parameters obtained from cover photography of grapevine canopies and computer vision analysis were also tested as inputs to develop ML models to assess BCD and LT (Model 2) and the intensity of sensory descriptors based on visual and aroma profiles of wines for Chardonnay (Model 3) and Shiraz (Model 4). The results showed high accuracy and performance of models developed based on correlation coefficient (R) and slope (b) (M1: R = 0.87; b = 0.82; M2: R = 0.98; b = 0.93; M3: R = 0.99; b = 0.99; M4: R = 0.99; b = 1.00). Models developed based on canopy architecture, and computer vision can be used to automatically estimate the vigor and berry and wine quality traits using proximal remote sensing and with visible cameras as the payload of unmanned aerial vehicles (UAV).
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He, Xiangjun, Charanjit Kaur Swaran Singh, and Nader Ale Ebrahim. "Quantitative and qualitative analysis of higher-order thinking skills in blended learning." Perspectives of Science and Education 59, no. 5 (November 1, 2022): 397–14. http://dx.doi.org/10.32744/pse.2022.5.23.
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The problem and the aim of the study. Higher-order thinking skills is a very popular concept in education field around the world. Among the broad range of higher-order thinking skills, recent studies are concentrating on fostering higher-order thinking skills in education. The number of related publications demands a bibliometric study for finding the keywords, sources, countries, and research clusters. And the study carried out a bibliometric analysis of the relevant publications on higher-order thinking skills from Scopus database between 2011 and 2020. Research methods. A visual system of top keywords in higher-order thinking skills research has been produced by analyzing of keywords co-occurrence. And by using bibliography inquiry, the most common topic of blended learning has been found. This study also investigates the recent publication trend of higher-order thinking skills in blended learning. Results. The annual number of publications demonstrates an uptrend in the area of higher-order thinking skills, and the publication rates have increased distinctively in 2018 and 2019. Indonesia and the United States have already become the two major research centers while Malaysia and Australia are joining the research circle in the near future. Related publications had been related to the field of education and metacognition from the very beginning in 2016, and then to the field of higher education, critical thinking and assessment, followed by active thinking and learning in 2017, and eventually to blended learning and flipped classroom in 2018. The systematic structure shows that the United States and Korea have more papers from joint efforts than other countries. In particular, Korea became the most collaborative country. The Journal of Physics: Conference series has signified an increasing occurrence in publications on Higherorder thinking skills in blended learning with “student” acting as the most influential word. Fostering higher-order thinking skills cultivation in flipped classroom and scaffolding higher-order thinking skills activities in learning approaches are both crucial areas involved. In conclusion, the quantitative analysis on higher-order thinking skills through bibliometric study has revealed the recent subfield of blende learning. Thus, the dataset is further refined by blended learning, considering publication year, sources, countries and organizations, keywords and topics. The annual output of publications on higher-order thinking in blended learning have risen in the past ten years, showing it is more likely to keep developing in the near future.
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Amici, Stefania, and Alessandro Piscini. "Exploring PRISMA Scene for Fire Detection: Case Study of 2019 Bushfires in Ben Halls Gap National Park, NSW, Australia." Remote Sensing 13, no. 8 (April 7, 2021): 1410. http://dx.doi.org/10.3390/rs13081410.
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Precursore IperSpettrale della Missione Applicativa (Hyperspectral Precursor of the Application Mission, PRISMA) is a new hyperspectral mission by the ASI (Agenzia Spaziale Italiana, Italian Space Agency) mission launched in 2019 to measure the unique spectral features of diverse materials including vegetation and forest disturbances. In this study, we explored the potential use of this new sensor PRISMA for active wildfire characterization. We used the PRISMA hypercube acquired during the Australian bushfires of 2019 in New South Wales to test three detection techniques that take advantage of the unique spectral features of biomass burning in the spectral range measured by PRISMA. The three methods—the CO2-CIBR (continuum interpolated band ratio), HFDI (hyperspectral fire detection index) and AKBD (advanced K band difference)—were adapted to the PRISMA sensor’s characteristics and evaluated in terms of performance. Classification techniques based on machine learning algorithms (support vector machine, SVM) were used in combination with the visual interpretation of a panchromatic sharpened PRISMA image for validation. Preliminary analysis showed a good overall performance of the instrument in terms of radiance. We observed that the presence of the striping effect in the data can influence the performance of the indices. Both the CIBR and HFDI adapted for PRISMA were able to produce a detection rate spanning between 0.13561 and 0.81598 for CO2-CIBR and that between 0.36171 and 0.88431 depending on the chosen band combination. The potassium emission index turned out to be inadequate for locating flaming in our data, possibly due to multiple factors such as striping noise and the spectral resolution (12 nm) of the PRISMA band centered at the potassium emission.
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AMES, MARGARET, DAVE CALVERT, VIBEKE GLØRSTAD, KATE MAGUIRE-ROSIER, TONY MCCAFFREY, and YVONNE SCHMIDT. "Responding to Per.Art'sDis_Sylphide: Six Voices from IFTR's Performance and Disability Working Group." Theatre Research International 44, no. 1 (March 2019): 82–101. http://dx.doi.org/10.1017/s0307883318000846.
Full textAbstract:
This submission by IFTR's Performance and Disability working group features responses by six participants – voices projected from Canada, New Zealand, Norway, Wales, England and Australia – to Per.Art's productionDis_Sylphide, which was presented on 7 July 2018 at the Cultural Institution Vuk Karadžić as part of IFTR's conference in Belgrade at the invitation of the Performance and Disability working group. Per.Art is an independent theatre company founded in 1999 in Novi Sad, Serbia, by the internationally recognized choreographer and performer Saša Asentić, the company's artistic director. The company brings together people with learning disabilities, artists (theatre, dance and visual arts), special educators, representatives of cultural institutions, philosophers, architects and students to make work. This co-authored submission examines how the production responds to three important dance works of the twentieth century – Mary Wigman'sHexentanz(1928), Pina Bausch'sKontakthof(1978) and Xavier Le Roy'sSelf Unfinished(1998) – to explore normalizing and normative body concepts in dance theatre and in society, and how they have been migrating over the course of dance histories. The shared experience of witnessing the performance provoked discussion on the migration of dance forms across time and cultures, as well issues of access and (im)mobility, which are especially pertinent to a disability studies context.
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Othenin-Girard, Corinne. "A Personal Narrative: Living with the Experience of Aphasia, Verbal Dyspraxia and Foreign Accent Syndrome." Brain Impairment 15, no. 3 (December 2014): 202–15. http://dx.doi.org/10.1017/brimp.2014.24.
Full textAbstract:
This paper is a personal exploration of one woman's lived experience with aphasia, verbal dyspraxia and accent change following cryptogenic ischaemic stroke. I share insights into my experiences, especially of an emotional and cultural nature, after growing up multilingual in Europe and then living with communication changes in a predominantly English-speaking country (Australia) and following return to Europe. My formal reflections commenced 15 years after the stroke and, following my previous studies in the medical field, multimodal visual arts and philosophy, were initiated in the context of postgraduate study emphasising a multimodal arts-based, collaborative, experiential approach to reconstructing understandings of experiences, values and meanings. Central features of this personal narrative include emergent, iterative enquiry and learning: emergent, in that the enquiry was open-ended, allowing for an element of surprise and the opportunity to pursue unanticipated directions; iterative, in that it involved knowingly experiencing and conversing about what had been discovered in order to engage with the process of continuous meaning-making. Following the enquiry, fellow students provided intersubjective responses to issues that touched personal reflection on their part. In particular, I highlight one fellow student's intersubjective responses that touched me in return by providing especially pertinent understanding and images.
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Scott, Rachel Elizabeth. "Refugee Youth Leverage Social, Physical, and Digital Information to Enact Information Literacy." Evidence Based Library and Information Practice 12, no. 4 (December 30, 2017): 253. http://dx.doi.org/10.18438/b8th4w.
Full textAbstract:
A Review of:
Lloyd, A., & Wilkinson, J. (2017). Tapping into the information landscape: Refugee youth enactment of information literacy in everyday spaces. Journal of Librarianship and Information Science. Advance online publication. http://dx.doi.org/10.1177/0961000617709058
Abstract
Objective – To describe the ways in which refugee youth use everyday information to support their learning.
Design – Photo voice technique, a process by which the population under consideration is provided with cameras and asked to visually document an aspect of their experience.
Setting – Social agency in New South Wales, Australia
Subjects – Fifteen 16-25 year old refugees resettled from South Sudan or Afghanistan
Methods – Three workshops were conducted. In the first, participants learned how to use the cameras and the protocols for participation. Between the first and second workshops, participants took several photographs of places, sources and types of information that were personally meaningful. In the second workshop, participants were first split into small groups to share and discuss the five images that they selected as their most important information sources and later reconvened as a large group in which participants again shared and discussed their images. In the third and final workshop, the authors shared their findings and analysis with the participants and invited discussion. The authors analyzed both photos and group transcripts from the workshops using Charmaz’s constant comparative method.
Main Results – Refugee youth use digital, vernacular, meditational, and visual literacies in everyday settings in to order to understand and create their new information landscapes. Information literacy enactment is agile and responsive to context.
Conclusion – Engaging with digital, vernacular, and visual information in a variety of contexts is central to how young refugees (re)form their information landscapes.
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Ulhaq, Anwaar, Peter Adams, Tarnya E. Cox, Asim Khan, Tom Low, and Manoranjan Paul. "Automated Detection of Animals in Low-Resolution Airborne Thermal Imagery." Remote Sensing 13, no. 16 (August 19, 2021): 3276. http://dx.doi.org/10.3390/rs13163276.
Full textAbstract:
Detecting animals to estimate abundance can be difficult, particularly when the habitat is dense or the target animals are fossorial. The recent surge in the use of thermal imagers in ecology and their use in animal detections can increase the accuracy of population estimates and improve the subsequent implementation of management programs. However, the use of thermal imagers results in many hours of captured flight videos which require manual review for confirmation of species detection and identification. Therefore, the perceived cost and efficiency trade-off often restricts the use of these systems. Additionally, for many off-the-shelf systems, the exported imagery can be quite low resolution (<9 Hz), increasing the difficulty of using automated detections algorithms to streamline the review process. This paper presents an animal species detection system that utilises the cost-effectiveness of these lower resolution thermal imagers while harnessing the power of transfer learning and an enhanced small object detection algorithm. We have proposed a distant object detection algorithm named Distant-YOLO (D-YOLO) that utilises YOLO (You Only Look Once) and improves its training and structure for the automated detection of target objects in thermal imagery. We trained our system on thermal imaging data of rabbits, their active warrens, feral pigs, and kangaroos collected by thermal imaging researchers in New South Wales and Western Australia. This work will enhance the visual analysis of animal species while performing well on low, medium and high-resolution thermal imagery.
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Bolt, Susan, Jody Fenn, and Christian Ohly. "Let them see it: A project to build capacity by raising awareness of teaching-development pathways." Journal of University Teaching and Learning Practice 13, no. 4 (October 1, 2016): 39–48. http://dx.doi.org/10.53761/1.13.4.4.
Full textAbstract:
In an ideal world, university teaching and research would be valued equally; however, this is not currently the case. Research continues to be better rewarded and valued in most universities (Bexley, James & Arkoudis 2011; Gill 2016; Probert 2013). The notion that university reputation should be judged predominantly by research metrics has been challenged by a global trend towards a demand-driven system that encourages widening participation, student choice and social mobility. Consequently we have seen an increased number of teaching-focused roles (BIS 2016). Paradoxically, the drive to increase university reputation based on research has also contributed to the increased numbers of teaching-focused roles (Probert 2013). The introduction of these roles has been welcomed due to the perceived increased professionalism of the workforce and recognition of teaching quality, and criticised because of its potential to undermine the teaching-research nexus and erode academic identities (Probert 2013). Although opinion is divided regarding the reasons for and benefits of creating teaching-focused roles, there is consensus about the dearth of clear promotional pathways based on teaching (Bexley, James & Arkoudis 2011; Probert 2013). In response to this need, the Australian Office for Learning and Teaching (OLT) and the United Kingdom’s Higher Education Academy (HEA) collaborated to deliver the Transforming Practice Programme Reward and Recognition: Promotion, Process and Policy; known as TPP (Transforming Practice Programme) in Australia and PPP (Promotion, Process and Policy) in the UK. The TPP/PPP was a transnational change program designed to build universities’ capacity to identify, capture, compare and reward evidence of teaching excellence (HEA 2016, OLT 2016). Universities in the TPP/PPP initiative focused on process or policy development to transform practice in relation to promotion based on teaching excellence. The study presented in this paper was not part of the TPP/PPP initiative, although one of the authors was involved in a TPP project at Curtin University in 2014. The previous TPP project had involved implementation of peer-based professional-learning strategies to enhance teaching and provide participants with evidence for academic promotion. Understandings about the links between professional development (e.g. peer review of teaching), the enhancement of teaching quality and academic-career pathways that emerged from the 2014 TPP project informed the study. In this paper we describe the steps we took to make teaching-development opportunities visible to staff. The focus was on creating visual artefacts underpinned by robust technology that our users could navigate and interact with. Our strategy included a short video, an interactive map and a database (Figure 1).
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Hapidin, R. Sri Martini Meilanie, and Eriva Syamsiatin. "Multi Perspectives on Play Based Curriculum Quality Standards in the Center Learning Model." JPUD - Jurnal Pendidikan Usia Dini 14, no. 1 (April 30, 2020): 15–31. http://dx.doi.org/10.21009/jpud.141.02.
Full textAbstract:
Playing curriculum development based on early childhood learning is a major issue in international early childhood education discussions. This study aims to look at the concepts and practices of play-based curriculum in early childhood education institutions. The study uses qualitative methods with the CIPP model program evaluation on play-based curriculum. Data collection techniqueswere carriedout using participatory observation, document studies and interviews. Participants are early childhood educators, early childhood and parents. The results found that the play-based curriculum has not yet become the main note in the preparation and development of concepts and learning practices in early childhood. Play-based curriculum quality standards have not provided a solid and clear concept foundation in placing play in the center of learning models. Other findings the institution has not been able to use the DAP (Developmentally Appropriate Practice) approach fully, and has not been able to carry out the philosophy and ways for developing a curriculum based on play. However, quite a lot of research found good practices implemented in learning centers in early childhood education institutions, such as develop children's independence programs through habituation to toilet training and fantasy play.
Keywords: Play Based Curriculum, Center Learning Model, Curriculum Quality Standards, Early Childhood Education
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Slaughter, Virginia, Shoji Itakura, Aya Kutsuki, and Michael Siegal. "Learning to count begins in infancy: evidence from 18 month olds' visual preferences." Proceedings of the Royal Society B: Biological Sciences 278, no. 1720 (February 16, 2011): 2979–84. http://dx.doi.org/10.1098/rspb.2010.2602.
Full textAbstract:
We used a preferential looking paradigm to evaluate infants' preferences for correct versus incorrect counting. Infants viewed a video depicting six fish. In the correct counting sequence, a hand pointed to each fish in turn, accompanied by verbal counting up to six. In the incorrect counting sequence, the hand moved between two of the six fish while there was still verbal counting to six, thereby violating the one-to-one correspondence principle of correct counting. Experiment 1 showed that Australian 18 month olds, but not 15 month olds, significantly preferred to watch the correct counting sequence. In experiment 2, Australian infants' preference for correct counting disappeared when the count words were replaced by beeps or by Japanese count words. In experiment 3, Japanese 18 month olds significantly preferred the correct counting video only when counting was in Japanese. These results show that infants start to acquire the abstract principles governing correct counting prior to producing any counting behaviour.
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Schwarz, Sebastian, and Ken Cheng. "Visual discrimination, sequential learning and memory retrieval in the Australian desert ant Melophorus bagoti." Animal Cognition 14, no. 6 (May 29, 2011): 861–70. http://dx.doi.org/10.1007/s10071-011-0419-0.
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Grushka, Kathryn. "Conceptualising Visual Learning as an Embodied and Performative Pedagogy for all Classrooms." Encounters in Theory and History of Education 11 (November 28, 2010): 13–23. http://dx.doi.org/10.24908/eoe-ese-rse.v11i0.3167.
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The challenge for arts educators is to find language and conceptual framings for visual art education that resonate with the transformative and literacy aims of mainstream education and position visual learning as essential. The unique value of visual knowing is now an imperative in our ocularcentric culture where new technologies, consumerism and unprecedented mobility impacts on all students in the twenty first century. Visual creative adaptability and its culturally located critical and generative understandings draw from our sense-rich world of human experience. Grounded in the theories of communicative knowing (Habermas,1976), becoming as the experience of performing self (Deleuze, 2001, 2004), experience and creativity as personal agency (Semetsky, 2003) and informed by socio-cultural inquiry, visuality and art practice as research (Sullivan, 2005) the research connects explicitly to socio-cultural values. This paper presents a conceptual model of Visual Embodied and Performative Pedagogy as a renewed language for visual arts education. It is grounded in material embodied practices, socio-cultural learning and identities understanding as they emerge in an ethico-aesthetic learning space that contributes to participatory democracy.
The paper argues that the embodied and performative visual experience is central to personal socio-cultural inquiry and subjectivity insights. The paper will foreground the theoretical arguments for Visual Embodied and Performative Pedagogy of self with empirical Australian visual education research, between 2004-2007 (Dinham, Grushka, MacCallum, Brown, Wright, & Pasco, 2007; Grushka, 2009). It centers the significance of images in society and the need for all students to develop visual communicative competencies. The benefits of socially embedded and embodied visual inquiry are argued. In so doing it calls into question the illustrative and often secondary role afforded to visual communicative proficiency found in visual arts education and its related learning outcomes. It argues that it is an essential way of knowing for the mediation of ideas and feelings in the new image oriented society.
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Smith, Elizabeth. "Of fish and goddesses: using photo-elicitation with sex workers." Qualitative Research Journal 15, no. 2 (May 5, 2015): 241–49. http://dx.doi.org/10.1108/qrj-01-2015-0006.
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Purpose – Art-based research is about so much more than producing interesting, confronting, or pretty visuals: it is about the stories beneath, attached to, and elicited through the image. It is also about the experience of thinking about, capturing, and producing that visual. The purpose of this paper is to examine the use of participant-driven photo-elicitation interviews with six women working in sex work in Victoria, Australia. Design/methodology/approach – The author does this both through the women’s narratives and through a researcher autoethnography. From her current position, the author (re)writes her experiences of undertaking this research in 2009, in order to highlight the uncertainty and confusion that can accompany visual research methods. Findings – The multiple places that photos can take participants, researchers, and readers is explored including empathy and understandings of how a single phenomenon (such as sex work) intersects with all other aspects of people’s lives and cannot be explained through theory that does not take account of intersectionality. Originality/value – This paper is a unique exploration of two methods, one layered over the other. It contributes to learnings obtained through participant-driven photo-elicitation while also treating the researcher’s experience of using this interview technique as data as well.
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Clifton, Shirley, and Kathryn Grushka. "Rendering Artful and Empathic Arts-Based Performance as Action." LEARNing Landscapes 15, no. 1 (June 23, 2022): 89–107. http://dx.doi.org/10.36510/learnland.v15i1.1066.
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There is a critical need to consider ways to enrich the educational experiences and well-being of adolescents when the lack of empathy in the world is high. This paper presents the concepts of Artful Empathy and Artful and Empathic Learning Ecology. The concepts are exemplified from a multi-site case study within Australian secondary visual art studio classrooms. The article demonstrates how learning and making art in an artfully empathic ecology can support the legitimacy of diverse and marginalized voices. Arts-based performative approaches may facilitate empathic knowing across disciplines with global traction.
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Osmanski, Michael S., Yoshimasa Seki, and Robert J. Dooling. "Constraints on vocal production learning in budgerigars (Melopsittacus undulates)." Learning & Behavior 49, no. 1 (March 2021): 150–58. http://dx.doi.org/10.3758/s13420-021-00465-6.
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AbstractBudgerigars (Melopsittacus undulatus) are small Australian parrots with a well-documented, learned vocal repertoire and a high degree of vocal production learning. These birds live in large, social flocks and they vocally interact with each other in a dynamic, reciprocal manner. We assume that budgerigars must process and integrate a wide variety of sensory stimuli when selecting appropriate vocal responses to conspecifics during vocal interactions, but the relative contributions of these different stimuli to that process are next to impossible to tease apart in a natural context. Here we show that budgerigars, under operant control, can learn to respond to specific stimuli with a specific vocal response. Budgerigars were trained to produce contact calls to a combination of auditory and visual cues. Birds learned to produce specific contact calls to stimuli that differed either in location (visual or auditory) or quality (visual). Interestingly, the birds could not learn to associate different vocal responses with different auditory stimuli coming from the same location. Surprisingly, this was so even when the auditory stimuli and the responses were the same (i.e., the bird’s own contact call). These results show that even in a highly controlled operant context, acoustic cues alone were not sufficient to support vocal production learning in budgerigars. From a different perspective, these results highlight the significant role that social interaction likely plays in vocal production learning so elegantly shown by Irene Pepperberg’s work in parrots.
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Krajewski, Sabine, and Matthew Khoury. "Daring spaces." Learning and Teaching 14, no. 1 (March 1, 2021): 89–113. http://dx.doi.org/10.3167/latiss.2021.140105.
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In this article, we argue that physical rooms cannot be replaced by virtual space without literally losing the student’s body and that experimenting with rooms and active learning is imperative for improving and advancing students’ learning. Our case study offers insight into a ‘soft room experiment’ without hard furniture or audio-visual equipment at one Australian university and makes recommendations that will be useful in many other educational environments. Our qualitative research project is based on feedback from students and staff as well as on class observation. Findings show that learning spaces need to be designed with appropriate pedagogies in mind, be multifunctional and ideally also multi-sensory.
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Narendra, Ajay, Aung Si, Danielle Sulikowski, and Ken Cheng. "Learning, retention and coding of nest-associated visual cues by the Australian desert ant, Melophorus bagoti." Behavioral Ecology and Sociobiology 61, no. 10 (April 6, 2007): 1543–53. http://dx.doi.org/10.1007/s00265-007-0386-2.
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Constable, Sophie, Roselyn Dixon, and Robert Dixon. "Learning Preferences and Impacts of Education Programs in Dog Health Programs in Five Rural and Remote Australian Indigenous Communities." Australian Journal of Indigenous Education 40 (2011): 48–58. http://dx.doi.org/10.1375/ajie.40.48.
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As part of strategies to improve dog and community health in rural and remote Indigenous communities, this study investigated preferences and impacts of dog health education programs. Semistructured interviews with 63 residents from five communities explored learning preferences. Though each community differed, on average yarning was preferred by most (68.4%) respondents, followed by visual (65.0%) and practical learning (46.9%). Text-based and computer/screen-based learning were important to 16.2% and 14.6% of respondents respectively. With paper-based visual and text resources, respondents reported a preference for locally made (28/36 or 78%) over mainstream resources. Twenty eight residents involved in the creation of locally made resources reported satisfaction, knowledge exchange, and displayed enthusiasm for the process. Colour resources were more successful than black and white resources or word of mouth in terms of program advertising, alerting 67% (10/15) of respondents compared to 6% to 24% for programs using word of mouth. Dog health programs that incorporated education programs based on these identified preferences achieved significantly better results in terms of improvements in mange prevalence and average condition score, partly through increased community understanding and engagement with the program. Thus, culturally appropriate and locally relevant education programs can significantly improve the success of dog health programs.
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Whillier, Stephney, Reidar P. Lystad, David Abi-Arrage, Christopher McPhie, Samara Johnston, Christopher Williams, and Mark Rice. "The learning style preferences of chiropractic students: A cross-sectional study." Journal of Chiropractic Education 28, no. 1 (March 1, 2014): 21–27. http://dx.doi.org/10.7899/jce-13-25.
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Objective The aims of our study were to measure the learning style preferences of chiropractic students and to assess whether they differ across the 5 years of chiropractic study. Methods A total of 407 (41.4% females) full-degree, undergraduate, and postgraduate students enrolled in an Australian chiropractic program agreed to participate in a cross-sectional survey comprised of basic demographic information and the Visual, Aural, Read/Write, Kinesthetic (VARK) questionnaire, which identifies learning preferences on four different subscales: visual, aural, reading/writing, and kinesthetic. Multivariate analysis of variance and the χ2 test were used to check for differences in continuous (VARK scores) and categorical (VARK category preference) outcome variables. Results The majority of chiropractic students (56.0%) were found to be multimodal learners. Compared to the other learning styles preferences, kinesthetic learning was preferred by a significantly greater proportion of students (65.4%, p < .001) and received a significantly greater mean VARK score (5.66 ± 2.47, p < .001). Conclusions To the best of our knowledge, this is the first time chiropractic students have been shown to be largely multimodal learners with a preference for kinesthetic learning. While this knowledge may be beneficial in the structuring of future curricula, more thorough research must be conducted to show any beneficial relationship between learning style preferences and teaching methods.
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Joseph, Dawn, and Richard Johnson. "Intercultural practicum: Perceptual learning through video in the pandemic context." Teachers' Work 17, no. 1and2 (December 14, 2020): 56–72. http://dx.doi.org/10.24135/teacherswork.v17i1and2.309.
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In our work with Australian initial teacher education (ITE) students our emphasis is on encouraging students to understand different cultural practices. Drawing on narrative reflection, we discuss intercultural and pedagogical concerns in which ITE students undertake international practicums. We recognise these students have a predominantly Western lens when undertaking practicums in Asian countries. To address this issue a video A Day in the Life… of Tamil School Children (https://youtu.be/vPdiogRR-Ig) in India was produced to change, improve and help students learn about the social and cultural environment of the ‘international student’. Students who took part in previous international practicums agreed that the video was an effective tool for cultural familiarisation. During this time of COVID-19 with travel restrictions abroad, the video resource serves as an effective visual pedagogy to build cultural understanding, embrace diversity, enable perceptual learning and empowering students to cultivate intercultural understandings of ‘the other’.
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WANG, Ting. "Using Photovoice as Methodology, Pedagogy and Assessment Tool in Education: Graduate Students’ Experiences and Reflections." Beijing International Review of Education 2, no. 1 (April 3, 2020): 112–35. http://dx.doi.org/10.1163/25902539-00201008.
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Participatory visual methods are increasingly used in various disciplines. This article focuses on using photovoice as a methodology, pedagogy and participatory assessment tool in education through Chinese graduate students’ experiences with a photovoice project. The study investigated the efficacy of photovoice as a pedagogical and assessment tool, and the utility of photovoice as a participatory visual research method to examine impacts of globalization on China. A group of sixty Chinese students who studied an Australian transnational Master of Education program participated in this photovoice project. Analysis of the participants’ photographs, narratives, and reflections provided evidence that photovoice can be employed as an effective pedagogical and assessment tool. The findings showed that photovoice related learning was emancipatory and transformative. Photovoice offered opportunities for the participants to deepen understanding and enhance critical consciousness. The study suggests that photovoice as a participatory research methodology has educational and cultural appropriateness for Chinese students.
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Shum, David H. K. "Development of Neuropsychological Measures: Personal Experience and Lessons Learnt." Brain Impairment 16, no. 1 (April 17, 2015): 64–70. http://dx.doi.org/10.1017/brimp.2015.6.
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This paper briefly reviews the history and purposes of neuropsychological assessment, as well as advancements in this area, and discusses the development of neuropsychological tests, using examples developed by the author and his colleagues to measure different aspects of human memory. These include the Shum Visual Learning Test, the Australian Retrograde Memory Test, the Comprehensive Assessment of Prospective Memory and the Virtual Reality Prospective Memory Task. The intended uses and psychometric properties of these tests, as well as examples of their use in research and clinical settings, will also be discussed. The paper will conclude with recommendations and advice on the development of neuropsychological tests based on the author's own experience.
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Innes-Brown, Hamish, Jeremy P. Marozeau, Christine M. Storey, and Peter J. Blamey. "Tone, Rhythm, and Timbre Perception in School-Age Children Using Cochlear Implants and Hearing Aids." Journal of the American Academy of Audiology 24, no. 09 (October 2013): 789–806. http://dx.doi.org/10.3766/jaaa.24.9.4.
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Background: Children with hearing impairments, especially those using hearing devices such as the cochlear implant (CI) or hearing aid (HA), are sometimes not encouraged to attend music classes, as they or their parents and teachers may be unsure whether the child can perform basic musical tasks. Purpose: The objective of the current study was to provide a baseline for the performance of children using CIs and HAs on standardized tests of rhythm and pitch perception as well as an instrument timbre identification task. An additional aim was to determine the effect of structured music training on these measures during the course of a school year. Research Design: The Intermediate Measures of Music Audiation (IMMA) Tonal and Rhythmic subtests were administered four times, with 6 wk between tests. All children in the study were also enrolled in “Music Club” teaching sessions. Measures were compared between groups and across the four testing sessions. Study Sample: Twenty children from a single school in Melbourne, Australia, were recruited. Eleven (four girls) had impaired hearing, including six with a unilateral CI or CI and HA together (two girls) and five with bilateral HAs (two girls). Nine were normally hearing, selected to match the age and gender of the hearing-impaired children. Ages ranged from 9–13 yr. Intervention: All children participated in a weekly Music Club – a 45 min session of musical activities based around vocal play and the integration of aural, visual, and kinesthetic modes of learning. Data Collection and Analysis: Audiological data were collected from clinical files. IMMA scores were converted to percentile ranks using published norms. Between-group differences were tested using repeated-measures analysis of variance, and between-session differences were tested using a linear mixed model. Linear regression was used to model the effect of hearing loss on the test scores. Results: In the first session, normally hearing children had a mean percentile rank of ˜50 in both the Tonal and Rhythmic subtests of the IMMA. Children using CIs showed trends toward lower scores in the Tonal, but not the Rhythmic, subtests. No significant improvements were found between sessions. In the timbre test, children generally made fewer errors within the set of percussive compared to nonpercussive instruments. The hearing loss level partially predicted performance in the Tonal, but not the Rhythmic, task, and predictions were more significant for nonpercussive compared to percussive instruments. Conclusions: The findings highlight the importance of temporal cues in the perception of music, and indicate that temporal cues may be used by children with CIs and HAs in the perception of not only rhythm, but also of some aspects of timbre. We were not able to link participation in the Music Club with increased scores on the Tonal, Rhythmic, and Timbre tests. However, anecdotal evidence from the children and their teachers suggested a wide range of benefits from participation in the Music Club that extended from increased engagement and interest in music classes into the children's social situations.
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Shopen, Glenda, and Ruth Hickey. "Meeting Teachers’ Needs: Reaching Literacy Through Grammar in Indigenous Schools." Australian Journal of Indigenous Education 31 (2003): 25–34. http://dx.doi.org/10.1017/s1326011100003665.
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AbstractMany teachers and teaching assistants report that they lack an understanding of Standard Australian English grammar and that this hinders their work with Indigenous students who are learning English as a second language. This paper reports on the success of an accredited professional development strategy in Far North Queensland. This strategy is not based on out-of-context grammar lessons but promotes the idea that grammar is best learnt in communicative and collaborative classrooms which value fun and visual performance. The grammar activities are also embedded in current strategies for the teaching of literacy. This kind of professional development can reinvigorate teachers’ practices in order to increase literacy outcomes in Indigenous schools.
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Folds, R. "Desirable Characteristics of Computer Courseware in Tribal Aboriginal Schools." Aboriginal Child at School 14, no. 3 (July 1986): 37–43. http://dx.doi.org/10.1017/s0310582200014383.
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Just as computer delivered instruction in urban Australian schools remains an unknown quantity, its role in tribal Aboriginal schools and in urban schools which increasingly cater to tribal children is even more unclear. There are some exciting possibilities for Aboriginal education. Computer courseware can provide the highly visual, graphics oriented type of instruction which appeals to Aboriginal children and may tap their learning style. Also, the new technology should be able to overcome limitations of bilingual programs set by the cost of producing language materials for many different language groups. For example, with the Prologic Authoring Language (PAL), it is a simple matter to work through a developed program and change the text from one language to another.
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Dalvean, Michael. "Changes in the style and content of Australian election campaign speeches from 1901 to 2016: A computational linguistic analysis." ICAME Journal 41, no. 1 (March 1, 2017): 5–30. http://dx.doi.org/10.1515/icame-2017-0001.
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Abstract There have been significant social and political changes in Australian society since federation in 1901. The issues that are considered politically salient have also changed significantly. The purpose of this article is to examine changes in the style and content of election campaign speeches over the period 1901-2016. The corpus consists of 88 election campaign speeches delivered by the Prime Minister and Opposition leader for the 45 elections from 1901 to 2016. I use natural language processing to extract from the speeches a number of linguistic variables which serve as independent variables and use the year of delivery as the dependent variable. I then use machine learning to develop a regression model which explains 77 per cent of the variance in the dependent variable. Examination of the salient independent variables shows that there have been significant linguistic changes in the style and content of election speeches over the study period. In particular speeches have become less linguistically complex, less introspective, more focused on work and the home, and contain more visual and social references. I discuss these changes in the context of changes in Australian society over the study period.
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Baird, Craig, and Patricia Dooey. "Using Images to Facilitate Writing for Skills Assessment: A Visual PELA." Australian Journal of Indigenous Education 46, no. 2 (January 31, 2017): 160–72. http://dx.doi.org/10.1017/jie.2016.32.
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Determining the writing skill level of students commencing tertiary education is a key element in predicting their likely study success and in providing appropriate writing development opportunities. Writing tests constructed around written instructions often assume high levels of reading and comprehension skills, which in some instances impose difficulties for students who have varying levels of comprehension and writing skills as shaped by their cultural and ethnic, learning journey experiences and previous formal English language instruction. Many universities have now established Post-Entry Language Assessment (PELA) tools as a means to determining student language skills at the commencement of their studies. Discussed here is a Visual PELA (VP) intended to stimulate student writing of a small passage of text for the purpose noted above. The visual nature of this instrument is intended to provide an alternative approach for visual learners, or those for whom written instructions pose difficulties, to demonstrate their literacy skills. This paper describes the development and initial testing of a VP with a view to it becoming an additional tool for determining writing skills levels for commencing students. A trial of this VP took place with a cohort of mostly international students having English as an Additional Language/Dialect (EAL/D) undertaking higher degree by research studies in an Australian university. The VP used here was founded on the idea of using images to stimulate the writing of a short passage of text where students can find their own context and ideas to write in an imaginative way and thus demonstrate their writing skill on entry to their tertiary studies.
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Edwards, C. Jane. "ENHANCING CONCEPT COMPREHENSION AND RECALL THROUGH IMAGERY - THE CASE FOR INTERNATIONAL STUDENTS." Jurnal Psikologi Teori dan Terapan 4, no. 1 (August 19, 2013): 1. http://dx.doi.org/10.26740/jptt.v4n1.p1-11.
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Teaching new marketing concepts to international students (from non-native speaking backgrounds) often poses challenges for lecturers. Past assessment results show that brand development strategies are poorly understood by international students studying a marketing principles course at an Australian tertiary institution. Students find difficulties in conceptualising the various brand development strategies via purely written and verbal description even when many examples are given. Therefore alternative pedagogical strategies are required to enhance students’ learning of particular concepts An empirical study, drawing upon cognitive psychology theory, was undertaken to determine whether an intervention strategy of using greater visual cues enhances international students’ understanding and recall of the brand extension concept. The study was conducted with two business diploma classes undertaking a first year university marketing principles course. The intervention class was taught the concept with diagrams using relevant pictorial cues. The control class was taught the same concept with diagrams alone. Both groups were tested for understanding and recall of the concept after one week. Participant test results and survey questionnaires support the hypothesis that the addition of picture cues enhances students’ comprehension as they mitigate the cognitive load caused by English vocabulary deficits. Picture cues prompted greater connections with students’ prior knowledge increasing meaning construction and the verbal and visual encoding enabled elaborate processing resulting in higher recall of the concepts. Additionally participants’ metacognitive reports proved the brand extension concept easier to recall when taught with imagery. These results indicate increased use of imagery can be a cost-effective strategy to enhance student learning when demonstrating new concepts to international students.