Faculty of Education - Research Publications
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ItemClimate change and COVID-19: the views of two generations on the most important issues in Australia(University of Melbourne, 2022)This report presents findings from survey data collected in 2020 from participants of the first two Life Patterns Program cohorts. In 2020, cohort 1 participants were aged 46 – 47 years (corresponding to generation X) and cohort 2 were aged 31 – 32 years (corresponding to generation Y). In 2020, we included an open text question in the questionnaires distributed to both cohorts asking our participants to nominate the three most important issues facing Australia today. Our analysis shows that, for both cohorts, the two major issues in 2020 were the environment/climate change and COVID-19. Despite the pandemic context, the environment has remained one of the most important concerns for Australians. For cohort 1, the older cohort, these two issues are followed by the economy, Australians’ physical and mental health, and public services. For cohort 2, i.e. adults in their early 30s, public services, the economy and social issues are the other widespread concerns. We conclude that, alongside the concerns directly associated with COVID-19, both cohorts urge governments to do more to address the issues of climate change, economic wellbeing, and the availability, quality and affordability of public services, including health systems.
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ItemAn analysis of the Labour, Financial and Social Impact of Covid-19 in Young Adults’ Lives(Melbourne Graduate School of Education, 2022)This research report examines the labour, financial and material impact of COVID-19 on members of cohort 2 (aged 33) of the Life Patterns program. It does so by drawing on data from a 2021 survey question related to the impact of COVID-19. This open-ended question asked the participants to consider the impact of COVID-19 in terms of their work, income, and ability to pay living expenses. The survey was completed by 470 participants, and 71 percent wrote a response to this question. Of the total cohort, almost a third decided not to respond to this open-ended question (29%), a third (31%) mentioned being negatively impacted by the crisis, another third (30%) stated no impact, and 10 percent commented that COVID-19 had impacted them positively (mostly through their ability to save money, although a small number also commented on the benefits of working from home, including having their partner helping in the house and with their children).
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ItemHigher education in regional and rural Victoria: Distribution, provision and access(Youth Research Centre, 2020)This research report examines the provision of higher education degrees and courses in regional Victorian campuses. It reveals the spatial inequity against regional and rural youth in Victoria due to the scarce availability of university options to study compared to their urban counterparts.
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ItemSystematic review of learning environments and student learning outcomes(University of Melbourne, 2018)To test the propositions made that there is currently a lack of substantive, empirical data on the purported claims that different spatial layouts affect student learning outcomes.
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ItemDefining student deep learning(University of Melbourne, 2018)The ILETC team collectively set out to define the notion of student deep learning through a literature-based reflection about the issues central to our project. The aim was to map out a common research landscape that the large multidisiplinary research team could navigate across, as well as to frame the study and provide a scope to respond to the project’s key research question.
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ItemDefining teacher mind frames(University of Melbourne, 2018)The ILETC team collectively set out to define the notion of teacher mind frames through a literature-based reflection about the issues central to our project. The aim was to map out a common research landscape that the large multidisiplinary research team could navigate across, as well as to frame the study and provide a scope to respond to the project’s key research question
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ItemDefining innovative learning environments(University of Melbourne, 2018)The ILETC team collectively set out to define the concept of an innovative learning environment through a literature-based reflection about the issues central to our project. The aim was to map out a common research landscape that the large multidisiplinary research team could navigate across, as well as to frame the study and provide a scope to respond to the project’s key research question.
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ItemChanging teacher practices(University of Melbourne, 2017)This workshop focused on examining what types of supports are required to enable teachers to undertake change in their practices. Activities involved participants visualising metaphors to help them describe the conditions in which changes in practice take place, as well as using these metaphors to describe the ideal system that would support a teacher adapting to a more innovative learning environment.
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ItemTransition Journey Maps(University of Melbourne, 2017)The aim of the workshop was to better understand the journey teachers go on when they transition to an innovative learning environment. Participants were involved in a ‘journey-map’ activity which encourages peer discussion around their formative early experiences, followed by individual reflections and perspectives on what they did, felt and thought when they transitioned into the new learning spaces. Because of the nature and focus of the workshop, we sought participants who had experience transitioning from a traditional space to a more innovative one.
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ItemStudent Deep learning and the ILE(University of Melbourne, 2017)The workshop in Christchurch focused on Deep Learning and ILEs. Participants worked in small groups to describe what students’ deep learning is and model the learning scenarios this takes place in. The workshop inspired an increased awareness of what deep learning is, and how learning spaces currently support or could better support deep learning.