Vol. 4, No. 1* ISSN: 1832-83420

Contents

Editorial
A learning design for academic engagement with online professional development modules 1-14
Ian Doherty of University of Auckland, NEW ZEALAND
Full Paper
Law graduate attributes in Australia: Leadership and collaborative learning within communities of practice 15-23
Susanne Owen of University of South Australia, AUSTRALIA and Gary Davis of Flinders University Law School, AUSTRALIA
Full Paper
Spiral learning: An introductory course on reading LOTE online 24-31
Ulf Schuetze of University of Victoria, CANADA
Full Paper
The Gang’s all here: Grammar goes global for Purdue, UniSA and Adelaide University 32-40
Andrea Duff et al, of University of South Australia, AUSTRALIA
Full Paper
Electronic blending in virtual microscopy 41-51
Terrence Maybury and Camile Farah of University of Queensland, AUSTRALIA
Full Paper
Interacting Online: A Content Analysis of Museum Education Websites 52-62
Diana Saiki of Ball State University, INDIANA USA
Full Paper

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Vol. 3, No. 1* ISSN: 1832-83420

Contents

Experiential placements: Dissemination and stakeholder engagement for curriculum planning action to prepare future pharmacy professionals  1-10
Susanne Owen and Ieva Stupans of University of South Australia, AUSTRALIA
Abstract  Full Paper
Sharing the journey of facilitator and learner: Online pedagogy in practice  11-20
Shirley Reushle of University of Southern Queensland, AUSTRALIA, and Maxine Mitchell of University of the Sunshine Coast, AUSTRALIA
Abstract  Full Paper
Designing ready to deliver Units of Learning: A case study  21-33
Marcello Maina of Télé-université, Member of LORNET project Open University of Catalonia, SPAIN
Abstract  Full Paper
Reframing narrative cases for ill-structured contexts: The design with learners in mind  34-40
Ching-Huei Chen of National Changhua University of Education, TAIWAN R.O.C.
Abstract  Full Paper
Engaged service learning – implications for higher education  41-56
Tony Webb and Shelley Burgin of University of Western Sydney, AUSTRALIA
Abstract  Full Paper
Problem Based Learning: Does it provide appropriate levels of guidance and flexibility for use in police recruit education?  57-67
Brett Shipton of Charles Sturt University, AUSTRALIA
Abstract  Full Paper

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Vol. 2, No. 1* ISSN: 1832-83420

Contents

Report of best practice: Development of ethics manual as an integral component of undergraduate curriculum and application for graduates and practitioners  1-13
Lyndall Annette Angel and Maree Donna Simpson of Charles Sturt University, Australia
Abstract  Full Paper
Applying authentic learning to social science: A learning design for an inter-disciplinary sociology subject  14-24
Fiona Borthwick, Sue Bennett, Gerry Lefoe, Elaine Huber, from University of Wollongong, Australia
Abstract  Full Paper
Delivering on the e-learning promise: A case for a learning environment that enables collaborative online problem solving (COPS)  25-36
Sylvia Lauretta Edwards, Jason Watson, Ann Farrell, Robyn Nash, from Queensland University of Technology, Australia
Abstract  Full Paper
An academic integrity approach to learning and assessment design  37-51
Margaret Hamilton and Joan Richardson of RMIT University, Australia
Abstract  Full Paper
Designed and user-generated activity in the mobile age  52-65
Agnes Kukulska-Hulme, The Open University, UK; John Traxler, University of Wolverhampton, UK; John Pettit, The Open University, UK
Abstract  Full Paper
Designing for reflective practice in legal education  66-76
Judith McNamara and Rachael Field, Queensland University of Technology, Australia
Abstract  Full Paper
Reflexive practice: To enhance student learning  77-91
Joanne Roebuck, James Cook University, Australia
Abstract  Full Paper

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Vol. 1, No. 1* ISSN: 1832-83420

Contents

Keynote Paper:

Unlearning pedagogy  1-11
Erica McWilliam, Queensland University of Technology, Australia
Abstract   Full Paper

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Multiple perspectives on blended learning design  12-21
Betty Collis and Anoush Margaryan, University of Twente, The Netherlands; Marc Amory, Shell Internation Exploration and Production, The Netherlands
Abstract   Full Paper
Incorporating real experience into the development of a classroom –based simulation  22-32
Brian Ferry, Lisa Kervin, Brian Cambourne, Jan Turbill, all from University of Wollongong, Australia; John Hedberg, Macquarie University, Australia; and David Jonassen, University of Missouri, USA
Abstract   Full Paper
Informing future learning designs in preservice teacher education through quantitative research: a primary science example  33-44
Peter Hudson, Queensland University of Technology, Australia
Abstract   Full Paper
Using conceptual mapping as a tool in the process of engineering education program design  45-55
Alistair Inglis, Victoria University, Australia; and Alan Bradley, RMIT University, Australia
Abstract   Full Paper
Dimensions for blended learning technology: learners’ perspectives  56-76
Kathleen Matheos, University of Manitoba, Canada; and Ben K. Daniel and Gordon I. McCalla, University of Saskatchewan, Canada
Abstract   Full Paper
An investigation of computer generated knowledge retention activities in computer-based training with adult learners   77-85
Doug Reid, University of Wollongong, Australia; and D. Michele Jacobsen and Larry Katz, University of Calgary, Canada
Abstract   Full Paper

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