Dear subscriber,

The May 2001 edition of ultiBASE e-journal is now available at http://ultibase.rmit.edu.au

Abstracts

Teaching Technology to Share - Karin Geiselhart, RMIT University, Australia
http://ultibase.rmit.edu.au/Articles/may01/geiselhart1.htm

Abstract: The use of information technology is one of the factors transforming education. It is changing the way students approach learning, and also the kinds of relationships that are possible between teachers and students. At a more fundamental level, these are part of the processes of globalisation that use technology as a tool. The potential for technology to democratise and empower, as well as educate, is enormous. However, these outcomes are not assured. Governance at all levels is also affected by the ways technology is designed and deployed. Thus, the use of information technology within educational institutions can be used to empower from within, not just provide 'student focussed' learning experiences. Institutions also need to learn to share more effectively.
This paper teases out some of the implications of democratic design criteria for information systems, and ways these may be used to ensure the continued relevance of educational structures.

In search of cybercarrots and other pre-service teachers' experiences of self-paced language learning software - Lesley Harbon, Faculty of Education, University of Tasmania, Australia.
http://ultibase.rmit.edu.au/Articles/may01/harbon1.htm

Abstract: This report describes findings of a small-scale Tasmanian study involving pre-service primary teachers who wanted to begin or refresh their learning of either French, German, Japanese or Indonesian. Aware that commercially-produced CD-ROM language learning software was available as a 'quick fix', and doubtful that successful language learning could occur entirely through CD-ROM use, the pre-service primary teachers reported their experiences in using such software.
These highly motivated pre-service teachers, who wanted to learn a language for personal benefit or in order to teach a foreign language upon graduation, elected to take part in the study. The language learning task was undertaken in addition to the regular assessment requirements in a Curriculum Studies unit. Data were collected from a total of 14 participants through a survey and informal interview. An e-mail journal was also completed by two of the participants.
The perceptions and experiences of these pre-service teachers whilst using the software (on themes of user-friendliness, self-pacing, CD-ROM as teaching tool, learning strategies and motivation) are discussed in this paper. Also included are perceptions of their achievements and reasons given on decisions to complete the program or discontinue.
But why 'cybercarrots'? A 'carrot' within the language learning program is a component mentioned by one participant as being highly necessary to maintain motivation whilst using the software.

Cross Cultural Learning Behaviour in Higher Education: Perceptions versus Practice - Dr. Prem Ramburuth, Faculty of Commerce and Economics, University of New South Wales
http://ultibase.rmit.edu.au/Articles/may01/ramburuth1.htm

Abstract: With the internationalisation of Higher Education in Australia, tertiary institutions have become extremely diverse. Despite this diversity, and the implications for teaching and learning, there is insufficient understanding of how students from diverse backgrounds approach their learning, or how they may differ in their learning behaviour from local students. Much of the available evidence tends to be anecdotal and based on generalisations.
This paper reports on the results of a study that investigated learning diversity in a sample of 1235 undergraduate and postgraduate, local and international students in the Faculty of Commerce and Economics at the University of New South Wales. The study focuses on cross cultural learning behaviour in relation to international students because of a pressing need to understand the learning styles, needs and expectations of these student who comprise 30% of the Faculty's student population. The main source countries are in Asia and South East Asia. Through implementation of the Study Process Questionnaire, initially devised by Biggs (1987a) and modified for the purposes of this study (Consultation, Biggs, 1998), significant differences were identified between local and international students on several constructs of their approaches to learning. The results support some of the findings and discussion in the literature on cross cultural learning and refute others. They serve to question some of the anecdotal evidence relating to the learning behaviour of international students, and have implications for teaching, learning, and diversity management in tertiary classrooms, and in the Faculty of Commerce and Economics

Postgraduate Research Supervision: A Process of Knowledge Management - Dr. Fang Zhao, Centre for Management Quality Research, Bundoora West, RMIT University
http://ultibase.rmit.edu.au/Articles/may01/zhao1.htm

Abstract: Knowledge-based industries are increasingly becoming a key part of our industrial landscape. The changing environment has profound implications for research education/training in universities where knowledge business dominates. The central issue confronting research supervisors is how to achieve quality, effectiveness and productivity of their work in the new changing environment. This paper aims to develop an innovative model using knowledge management approach to research supervision to address the central issue.

Mark Laidler
(mark.laidler@rmit.edu.au)