Faculty of Education - Theses
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Item“We need to provide structure, but with open arms": An Exploration of Intent and Practice of Social Learning Design by University Teachers and Learning Designers( 2023-03)The student benefits of social learning in online environments are widely recognised, yet explicit design for social learning is often overlooked during development. This study explored the intent and practice of designing for social learning in online subjects by university teachers and their associated learning designers. The aim was to investigate the relationship between intention and practice to design for social learning. The study also sought to identify factors that influence design participants’ social design practice. For this qualitative study, multiple data collection methods were used to examine four online subjects at a single university in Australia. Semi-structured interviews provided insight into design participants’ perceptions of designing for social learning. Analysis of planning documents and expert review of online subjects allowed comparison between intention and practice. Goodyear’s (2005) framework describing the problem space for educational design was used to guide data analysis. This multi-case analysis suggests three main findings. Firstly, teachers and their associated learning designers have an intentionality to design for social learning, however this is not always implemented in practice in online subjects. Secondly, the influence of the organisational context shaped the design process with institutional pressures identified, which impact efforts to implement social learning designs. Thirdly, the study highlighted the importance of collaboration between teacher and learning designer when designing for social learning. This relationship was influenced by the teacher’s own expectations, experience, and expertise of designing and developing online subjects. Contribution from this study is an enhanced conceptual framework describing the problem space for educational design. This includes greater regard and awareness of the people and technology which impact designing for learning. This study also contributes to the development of a broader typology for social design indicators which were found to be consistently observable. It provides insights on the importance of the learning designer and teacher relationship - to ensure planned and intended activities eventuate through a more positive, collaborative and efficient dynamic. Study findings have significant implications for institutional processes and operational practices that aim to partner teachers with learning designers, and to develop online subjects that meet the intentions of educators in a more collaborative fashion. The resulting outcome of the design process are subjects with potentially greater social outcomes for teachers and students, enriching the learning experience for all.
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ItemTertiary music education and musicians' careers( 2018)Australian tertiary institutions offer many courses for musicians intent on working in the music industry. There has been, however, limited research into how these courses from different providers contribute to musicians’ careers. The rationale for conducting this research was to provide insights to educators on how they might design courses to meet better the needs of musicians preparing to work in the music industry. A review of the literature highlighted the concerns of educators and academics about the balance in curriculum emphasis between musical expertise and industry practice. This study examined the merits of different pedagogical paradigms through the experiences of graduates from different tertiary music offerings. Using a mixed methods approach and a descriptive, interpretive research design, this study explored the experience of tertiary music graduates and how their learning contributed to establishing their music careers. Data were analysed around three themes, (1) the characteristics of music portfolio careers, (2) tertiary music education experiences and graduate outcomes, and (3) the ongoing professional development needs of musicians for sustaining a music career. The findings demonstrate the formidable challenges of working in a music portfolio career including the self- management of a career in a precarious employment market. Such careers required a mix of work realms such as music practice, teaching and entrepreneurial activities to generate new work. Consequently, career trajectories were found to be necessarily circuitous and “messy” but there is evidence that tertiary music education is a significant intervention in the continuum of learning for a musician’s career. It is argued that there are five broad categories of proficiencies that are required first to establish and then sustain a music career. The pedagogies and course emphases from different tertiary music providers in the Australian state of Victoria contributed in different ways towards musicians’ careers. Furthermore, there were some shortcomings in requisite proficiencies which suggest the potential for further curricular development. This potential lay in both undergraduate courses to better prepare musicians for starting out in their careers, and post-graduate courses to provide further development for the sustainability of musicians’ careers.