http://hdl.handle.net/10453/249 2013-05-21T00:58:15Z 2013-05-21T00:58:15Z Lister Raymond Box Ilona http://hdl.handle.net/10453/12712 2012-09-03T04:36:35Z 2009-01-01T00:00:00Z

A Citation Analysis of the ICER 2005-07 Proceedings Lister Raymond; Box Ilona Margaret Hamilton and Tony Clear Abstract: This paper identifies the most commonly cited conferences, journals and books of the 43 papers within the first three ICER proceedings. A large array of conferences, journals, and books were cited. However, only a small set of journals and conferences were cited frequently, and the majority were only cited within a single paper, which is consistent with a power law distribution, as predicted by Zipf's Law. The most commonly cited books are concerned with education in general (29%) or psychology (20%), while 17% of books are concerned with computer science education and 12% with computing content. The citation results for ICER are contrasted with earlier published citation analyses of SIGCSE 2007 and ACE2005-07.

2009-01-01T00:00:00Z Litchfield Andrew Nettleton Skye http://hdl.handle.net/10453/12713 2010-07-13T08:51:07Z 2008-01-01T00:00:00Z

Work-ready wiki: Supporting the learning and teaching of professional graduate attributes Litchfield Andrew; Nettleton Skye None known The paper presents the background, design and formative evaluation of a wiki of workready learning activities and teaching support resources to improve the learning of professional graduate attributes. The `Improving graduate work-readiness¿ project is a University of Technology Sydney curriculum renewal project involving five Faculties. The project aims to improve graduates¿ professional attributes and employability skills by designing new subjects, new subject modules and integrating short well-designed contextualised work-ready learning activities into existing subjects. The authors inquired of relevant professional societies their understandings of the key professional attributes required of a graduate in the contemporary workplace. These findings informed the design of a matrix of 11 professional attributes and associated sub-attributes and aligned understandings and skills that can be learnt. The work-ready wiki gives access to a matrix of generic work-ready learning activities and 16 matrixes of learning activities contextualised for each professional area of study involved in the project to-date.

2008-01-01T00:00:00Z Anderson Theresa Meyers Eric M. Druin Allison Fleischmann Kenneth Nathan Lisa Unsworth Kristene http://hdl.handle.net/10453/12710 2012-10-11T23:14:36Z 2009-01-01T00:00:00Z

Children, Technology and Social Values: Enabling Children's Voices in a Pluralistic World Anderson Theresa; Meyers Eric M.; Druin Allison; Fleischmann Kenneth; Nathan Lisa; Unsworth Kristene Grove, Andrew The landscape of childhood in the 21st century increasingly involves technology. As information and communication technologies (ICTs) become ubiquitous in homes, schools, libraries, and play spaces, children are plugged-in and online with greater frequency and at a younger age. Concerns regarding new and emerging technologies like the immersive Internet, mobile phones, and social networking sites often lead to highly charged, emotive responses aimed at reducing the risks associated with such technologies. These reactions focus our attention on children in the role of victimized consumer, and privilege the perspective of a single stakeholder, the parent. This desire to protect young technology consumers runs contrary to the participatory techniques intended to give greater voice to users in the design and development of technology. A broader, more enlightened perspective on the role of technology in the lives of children recognizes the multiple roles, stakeholders, and value propositions which affect these interactions with ICTs. Rather than casting children in the limited role of consumer of technology, participatory and value-sensitive design techniques afford children the role of tester, evaluator, appropriator, remediator, co-designer, or co-investigator. Creating and sustaining a pluralistic society means providing sufficient opportunities for the voices of children in the decisions that affect their lives and their futures.

2009-01-01T00:00:00Z Craven Elizabeth http://hdl.handle.net/10453/12708 2010-07-13T08:51:05Z 2009-01-01T00:00:00Z

International students: Sojourners or immigrants? A changing role for tertiary learning advisors. Craven Elizabeth Silvester, M.A.F. Reforms to Australia's skilled migration policy since 1999 have led to a marked increase in the proportion of the skilled migration intake coming from former international students, in particular from students graduating from accounting programmes. Birrell (2009) indicated that many of these former students who obtained permanent residence visas by this route in 2005~06 had not achieved a proficiency level in English required for employment as professionals. This paper describes how the transformations in the migration context and the accompanying transformations in the aims and desires of international students have led to transformations in the role of tertiary learning advisors in one context in Australia.

2009-01-01T00:00:00Z