Hi Mark,

Here are the titles and abstracts for the new edition.

The Gutenberg Galaxy and the Readers Education by María Teresa Blasco Quílez, University of Valladolid, Spain.
http://ultibase.rmit.edu.au/Articles/nov02/blasco1.htm

Abstract:

Literacy is a subject that appears in policy programs, psycho-pedagogical approaches and conversations between teachers and parents. As every burning point in society, the problem of teaching and learning to read is charged with stereotypes, such as the death of readers in fight with the New Communication Technologies. Such a commonplace is a sign of a quite restricted view about this matter that we have to change. In this paper I am doing a reflection on the limits of the literacy concept, the meaning of a media competence and the education of readers in the Gutenberg Galaxy.

Beyond Univocal Authority: An Exploration of Creative Voices in Academic Research by Laura Brearley, Faculty of Education Language, Community Services, RMIT University, Australia.
http://ultibase.rmit.edu.au/Articles/nov02/brearley1.htm

Abstract:

The experience of transition in organizational life has been the focus of my doctoral research. Over a two-year period, I tracked the experiences of ten middle and senior managers while their organization merged with two others, to form a new corporate entity. The amalgamation was government driven, with none of the three merging organizations wanting the amalgamation to occur. For the managers, it was a protracted and intense experience of job spills and restructures.

In this paper, I will describe my exploration of creative forms of data representation which attempt to do justice to the texture and complexity of the managers' experiences. The original research data were in the form of images drawn by the managers in response to trigger questions. In my research, I have used these images and the managers' stories to develop a range of different forms to represent their experience, such as poetic text, songs and multi-media tracks. This paper describes my experiences of working with the original data to develop these creative forms of representation and also describes the rationale for exploring alternative forms of representation.

Web-based learning - local and offshore perspectives by Andrew Finegan, School of Business Information Technology, RMIT University, Australia.
http://ultibase.rmit.edu.au/Articles/nov02/finegan1.htm

Abstract:

This paper examines some of the practical issues that are associated with development and delivery of an undergraduate business degree using web-based online learning. The study is based upon a real situation at RMIT University, and incorporates opinions, concerns, and viewpoints of the staff and students - both local and offshore - that represent some the major stakeholders in this project. There is considerable complexity associated with this topic, especially with regard to the variety of stakeholders. Therefore, study applies Soft Systems Methodology (SSM), a "systems approach" that is suited to the analysis of issues and stakeholders in complex and 'messy' situation.

RMIT ICT DLS Competency Framework - A basis for effective staff development: by John Kenny, James Quealy and Janene Young, RMIT Learning Technology Services, RMIT University, Australia.
http://ultibase.rmit.edu.au/Articles/nov02/kenny1.

Abstract
Learning Technology Services (LTS) conducts training and professional development activities for RMIT teaching staff to design and deliver courseware using the Distributed Learning System (DLS). Often this training has occurred in isolation from the normal work planning processes of the university. Many staff will complete a DLS tools training session but do not have the time to maintain their skills or sufficient knowledge to fully develop a course within the DLS without  assistance.

To address this problem, LTS is developing a model of professional development that links the training and course development with the teachers’ work through a competency framework. This framework will enable staff development to more effectively link into institutional processes such as strategic projects, accreditation, work planning and the particular roles staff perform. This paper discusses the model and the associated process for professional development that LTS is planning to trial. It also discusses how this same model may have application across RMIT as a means of linking professional development more effectively into the work planning process and building a strong information, communication technology (ICT) skills base. This will then enable staff to perform their duties more effectively and efficiently.