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EIGHTEENTH INTERNATIONAL CONFERENCE ON LEARNING

UNIVERSITY OF MAURITIUS MAURITIUS

5 – 8 JULY 2011

www.LearningConference.com

TABLE OF CONTENTS

Eighteenth International Conference on Learning 7 Letter from Dr Bill Cope 8 Letter from Dr. G Raj Chintaram 9 Learning Conference and Journal International Advisory Board 10 Learning Conference Local Planning Committee 10 Conference Secretariat 11 2011 Learning Conference Supporters and Sponsors 12 2011 Learning Conference Plenary speakers 13 Graduate Assistants 15 About the Conference 17 Scopes and Concerns 17 Themes 18 Streams 19 Sessions 20 Session Guidelines 20 session Types 20 Program 22 Conference Dinner and Tour 22 Conference Transportation 23 Plenary Sessions and Garden Sesssions 26 Sessions: Tuesday, 05 July 27 Sessions: Wednesday, 06 July 34 Sessions: Thursday, 07 July 46 Sessions: Friday, 08 July 55 List of Participants 61 2011 Learning Conference Evaluation Form 68

Building Knowledge Communities 71 The Learning Conference Knowledge Community 72 Learning Conference Community Future Directions 72 Common Ground: Philosophy 73 Ways of Joining the Conversation 73 The Learning Community Online 74

The International Journal of Learning 75 About the Journal 76 Subscription Information 77 Other Journals Published by Common Ground 79

The Learner Book Series 81 Submit Your Book Proposal 82 Types of Books 82 Proposal Guidelines 82 Recent Books Published by Common Ground 83

EIGHTEENTH INTERNATIONAL CONFERENCE ON LEARNING Eighteenth International Conference on Learning

LETTER FROM DR BILL COPE

Dear Learning Conference Delegates,

Welcome to the Eighteenth International Conference on Learning at the University of Mauritius in Mauritius.

This series of conferences began in 1989 in Sydney, Australia, with a focus on literacy and learning. Initially, they served as an avenue for exploring ‗genre-based‘ approaches to literacy. Since then, their scope has broadened, though literacy has remained one of the key conference themes. The intellectual trajectory of the conference had broadened by the mid 1990s, with the development of the idea of ‗multiliteracies‘. This idea was grounded in the recognition that there are many more educationally relevant language forms beyond the standard forms of national languages which had been the characteristic focus of school literacy. It was also based on that idea that there are many more relevant modes of communication and representation beyond alphabetical literacy, a perspective that has become even more pressing with the emergence of the new media.

The Learning Conference is held annually in different locations around the world, each selected for the particular role education is playing in social, cultural and economic change. In recent years, the Conference has been held with Universiti Sains Malaysia, Penang, Malaysia in 1999; RMIT University, Melbourne, Australia in 2000; the University of Athens, Spetses, Greece in 2001; Beijing Normal University, Beijing, China in 2002; Institute of Education, London University, London, UK in 2003; Institute of Pedagogical Sciences, Havana, Cuba in 2004; University of Granada, Granada, Spain in 2005; Sam Sharpe Teachers College, Montego Bay, Jamaica in 2006; University of the Witwatersrand, Johannesburg, South Africa in 2007; the University of Illinois, Chicago, USA in 2008; the University of Barcelona, Spain in 2009; and the Hong Kong Institute of Education, Hong Kong in 2010.

In addition to organizing the Learning Conference, Common Ground publishes papers from the conference at www.Learning-Journal.com, and we do encourage all conference participants to submit a paper based on their conference presentation for peer review and possible publication in the journal. We also publish books at http://thelearner.com in both print and electronic formats. We would like to invite conference participants to develop publishing proposals for original works, or for edited collections of papers drawn from the journal which address an identified theme. Finally, please join our online conversation by subscribing to our monthly email newsletter, and subscribe to our Facebook, RSS, or Twitter feeds at http://thelearner.com.

Common Ground also organizes conferences and publishes journals in other areas of critical intellectual human concern, including diversity, museums, technology, humanities and the arts, to name several (see http://commongroundpublishing.com). Our aim is to create new forms of knowledge community, where people meet in person and also remain connected virtually, making the most of the potentials for access using digital media. We are also committed to creating a more accessible, open and reliable peer review process. Alongside opportunities for well- known academics, we are creating new publication openings for academics from developing countries, for emerging scholars and for researchers from institutions that have historically focused on teaching.

I would like to thank the University of Mauritius for hosting the conference. In particular, I would like to thank Gowtam Raj Chintaram, and the other generous colleagues and volunteers at the University of Mauritius, African Network for Policy Research and Advocacy for Sustainability, and Virtual Centre for Innovative Learning Technologies. I also want to thank our Common Ground colleagues who have put so much work into this conference—Izabel Szary, Emily Kasak, Brian Kornell, Rachael Little, Phillip Kalantzis-Cope and Tamsyn Gilbert.

We wish you all the best for this conference, and hope it will provide you every opportunity for dialogue with colleagues from around the corner and around the world. And we hope you will be able to join us at next year‘s conference, 9 – 12 July 2012, at The Institute of Education, University of London, London, UK.

Yours Sincerely,

Bill Cope Director, Common Ground Publishing Research Professor, Dept. of Educational Policy Studies, University of Illinois, Urbana-Champaign, USA

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LETTER FROM DR. G RAJ CHINTARAM

Dear Learning Conference Delegates,

Welcome to the Eighteenth International Conference on Learning at the University of Mauritius (UOM) in Mauritius.

The African Network for Policy Research and Advocacy for Sustainability (ANPRAS) was established in 2008 in a view to promote the concept of sustainability at grassroots in Mauritius and ultimately across Africa in the long-term. The Common-Ground and ANPRAS partnership dates back to 2007. In 2009, this collaboration led to the organisation of the 5th Sustainability Conference in Mauritius. The success of this first joint venture paved the way to an even more challenging enterprise, that of hosting the 18th International Conference on Learning with a local institution.

After a national call of interest, the University of Mauritius, namely the VCILT, was chosen to be the co-organiser and conference host. At the onset, I would place on records the great response of the UOM in this endeavor. A joint ANPRAS-UOM team was constituted to lead the project and the expertise of GRCorporate, in the field of events management, was also sought in the process. There has been a great spirit prevailing all throughout the planning stages and as we are nearing this great event; we are geared at ensuring that all the delegates and our colleagues from Common Ground enjoy a hassle-free and a most enriching conference experience in Mauritius this July 2011.

This conference represents ANPRAS‘s vision to contribute to sustainable education and innovative learning in Mauritius. This strategic partnership with Common Ground is also seen as a boon for Mauritius; it will not only inject new dynamics in the field of academic conferencing in the country but further consolidate the MICE segment of our local tourism industry. I will fail in my capacity of Chairperson if I do not give credit to my close collaborators, namely Issack, Vanessa, Taruna and Dhanvir; indeed without forgetting all the others in the LPC. My deepest appreciation goes to the administration of the UOM which ensured that every facility is extended in order to make the conference a success on all fronts. I further wish to extend my gratitude to Dr The Honorable Rajeshwar Jeetah, Minister of Tertiary Education, Science, Research and Technology for supporting this conference. My sincere thanks go to the Prime Minister‘s Office and the Ministry of Education and Human Resources.

As member of the International Advisory Board of Common Ground and on behalf of ANPRAS, I welcome all foreign delegates to Mauritius and once again I wish each and everyone a memorable experience; sharing is learning; so let‘s keep going.

Yours Sincerely,

Dr Gowtam Raj Chintaram

Chairperson, 18th Learning Conference, Local Planning Committee Chairman, African Network for Policy Research & Advocacy for Sustainability

Email: [email protected] Phone: +230 2515151

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LEARNING CONFERENCE AND JOURNAL INTERNATIONAL ADVISORY BOARD

 Michael Apple, University of Wisconsin, Madison, USA.  David Barton, Lancaster University, Milton Keynes, UK.  Mario Bello, University of Science, Cuba.  Manuela du Bois-Reymond, Universiteit Leiden, Leiden, The Netherlands.  Bill Cope, University of Illinois, Urbana-Champaign, USA.  Robert Devillar, Kennesaw State University, Kennesaw, USA.  Daniel Madrid Fernandez, University of Granada, Spain.  Ruth Finnegan, Open University, Milton Keynes, UK.  James Paul Gee, University of Wisconsin, Madison, USA.  Juana M. Sancho Gil, University of Barcelona, Barcelona, Spain.  Kris Gutierrez, University of California, Los Angeles, USA.  Anne Hickling-Hudson, Queensland University of Technology, Kelvin Grove, Australia.  Roz Ivanic, Lancaster University, Lancaster, UK.  Paul James, RMIT University, Melbourne, Australia.  Carey Jewitt, Institute of Education, University of London, London, UK.  Mary Kalantzis, University of Illinois, Urbana-Champaign, USA.  Andeas Kazamias, University of Wisconsin, Madison, USA.  Peter Kell, University of Wollongong, Wollongong, Australia.  Michele Knobel, Montclair State University, Montclair, USA.  Gunther Kress, Institute of Education, University of London, London, UK.  Colin Lankshear, James Cook University, Cairns, Australia.  Kimberly Lawless, University of Illinois, Chicago, USA.  Sarah Michaels, Clark University, Worcester, USA.  Jeffrey Mok, Miyazaki International College, Miyazaki, Japan.  Denise Newfield, University of Witwatersrand, Johannesburg, South Africa.  Ernest O‘Neil, Ministry of Education, Sana‘a, Yemen.  José-Luis Ortega, University of Granada, Granada, Spain.  Francisco Fernandez Palomares, University of Granada, Granada, Spain.  Ambigapathy Pandian, Universiti Sains Malaysia, Penang, Malaysia.  Miguel A. Pereyra, University of Granada, Granada, Spain.  Scott Poynting, Manchester Metropolitan University, Manchester, UK.  Angela Samuels, Montego Bay Community College, Montego Bay, Jamaica.  Michel Singh, University of Western Sydney, Sydney, Australia.  Helen Smith, RMIT University, Melbourne, Australia.  Richard Sohmer, Clark University, Worcester, USA.  Brian Street, University of London, London, UK.  Giorgos Tsiakalos, Aristotle University of Thessaloniki, Thessaloniki, Greece.  Salim Vally, University of Witwatersrand, Johannesburg, South Africa.  Gella Varnava-Skoura, National and Kapodistrian University of Athens, Athens, Greece.  Cecile Walden, Sam Sharpe Teachers College, Montego Bay, Jamaica.  Nicola Yelland, Victoria University, Melbourne, Australia.  Wang Yingjie, Beijing Normal University, Beijing, China.  Zhou Zuoyu, Beijing Normal University, Beijing, China.

LEARNING CONFERENCE LOCAL PLANNING COMMITTEE  Dr. G. Raj Chintaram, Chariperson  Issack Mohammad Santally, Conference Director  Vanessa Gowreesunkar GB, Conference Coordinator  Taruna Shalini Ramessur, Conference Coordinator

KEY OFFICIALS

 Roshan Halkoree (OIC)  Youshra Rajabalee  Dr Roshan Ramessur  Dr Papayah Guruvadoo  Dorothy Cooshna Naik  Sandhya Guness  Dhanvir Seewoosaha 10 Eighteenth International Conference on Learning

 Goonesh Bahadur  Damodarsing Surnam  Heerun Goolaup  Girish Mautadin  Read Tagaully  Bhemeswaree Dunneram  Lily-Claire Deenmamode  Yatendra Ropon  Vishwaduth Ramdonee

CG SECRETARIAT SUPPORT

 Samy Leroy  Shanil Jughdharree  Yann Nursoo  Sabine Asiriah  Rohan Mungree  Charlotte Cicerone  Kasaven Casavooloo

TECHNICAL SUPPORT

 Shivraj Bhungee  Parvahan Bhoonah  Revtish Hurkoo  Sundy Ramah

STUDENT VOLUNTEERS

 Randy Begue  Asraaf Ali Bhuttoo  Milesh Fowdar  Pooja Jhary  Nitish Juggesssur  Alvin Kissoon  Christophe Li To Tseung Tat How  Zafiirah Nasroollah  Irfaan Ozeer  Ravi Rajputh  Ambareen Salamut  Moheenee Balgobin  Pooja Seegoolam  Kavish Shunker  Ruqayyah Mira  Anusha Guruvadoo  Zunaid Antoaroo  Wasiim Peerun  Teevien Ramasamy  Ravi Chinasamy  Pawan Kumar Agnoo

CONFERENCE SECRETARIAT  Izabel Szary  Emily Kasak  Tamsyn Gilbert  Rachael Little  Brian Kornell

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THANK YOU TO OUR 2011 LEARNING CONFERENCE SUPPORTERS AND SPONSORS

University of Mauritius

Virtual Centre for Innovative Learning Technologies

The Mauritius Research Council: A Premium Partner

African Network for Policy Research and Advocacy for Sustainability

GRCorporate – Events Management

College of Education, University of Illinois, Urbana-Champaign, USA

In addition we would like to thank Cargo Handling and the Mauritius Port Authority. A special acknowledgment goes to The Government of the Republic of Mauritius and the Ministry of Tertiary Education, Science, Research and Technology. 12 Eighteenth International Conference on Learning

2011 LEARNING CONFERENCE PLENARY SPEAKERS Vivienne Bozalek Professor Vivienne Bozalek is the Director of Teaching and Learning at the University of the Western Cape (UWC), South Africa. Prior to this she was Chairperson of the Department of Social Work, University of Western Cape. She holds a PhD from Utrecht University. Her areas of research, publications and expertise include innovative pedagogical approaches in Higher Education, including the use of educational technologies, feminist and participatory research methodologies, critical family studies, and the use of post-structural, social justice and the political ethics of care perspectives to analyse policies and practices. She was a member of the Standards Generating Body for Social Work in South Africa and a member of the Quality Assurance Task Team, which has been involved in capacity building in relation to benchmarking of the Bachelor of Social Work curriculum in South African Higher Education Institutions. She is involved in numerous inter-institutional projects in teaching and learning and has been recognised as one of the academics at UWC and in Social Work education who has pioneered e-pedagogy in the academy. She was a recipient of the Vice Chancellor‘s Award for Excellence in Teaching and Learning at UWC in 2007. In 2010 she received the Council on Higher Education (CHE) and Higher Education Learning and Teaching Association of Southern Africa (HELTASA) National Excellence in Teaching and Learning Award and the Association of Southern African Social Work Education Institutions (ASASWEI) Distinguished Educator of the Year Award.

Tejanand Dewoo Mr. Tejanand Dewoo (also known as Shekar) is currently Principal of the High School at Le Bocage International School, Mount Ory, Mauritus. He holds a BSc Hon Maths (University of Delhi), Post-Graduate Certificate in Education (MIE), Principal Training Certificate for international schools, PTC (Imperial College, London), MSc Human Resource Studies (UOM) and MA in Educational Management (University of Bath, UK). He is further a workshop leader for IB- International Baccalaureate, examiner; former Mayor of Curepipe and chairman of Agricultural Marketing Board, represented the LBIS in various international forums and have run many educational workshops.

Denise Newfield Denise Newfield is a teacher educator in the School of Literature and Language Studies at the University of the Witwatersrand. She has been associated with the Learning Conference for over a decade and was co-organiser of the highly praised Learning Conference in Johannesburg in 2007. Her interests span literature, literacy, media, popular culture, pedagogy and transnational research. Her PhD study was concerned with processes of multimodal meaning- making in classrooms. Other research has focused on the role of poetry (on the page and in performance) for English second language students in township and rural schools in South Africa. She publishes in the fields of English education, multiliteracies and multimodality. She co-edited a special edition of English Studies in Africa, entitled ‗English Education in Africa‘ (49.1, 2006), which includes her award-winning paper, ‗Mobilising and modalising poetry in a Soweto classroom‘. She is leader of the Wits Multiliteracies Research Project, and is a member of an India-South Africa- UK English classroom research project and of the TESOL Research Committee. She was a frequent research partner and collaborator of Professor Pippa Stein‘s, until Pippa‘s untimely death in August 2008.

Bernard Ouma Mikume Bernard is the current Head of English and Library Department and Guidance and Counselling Department at St. Albert‘s Girls High School, Ulanda, in Migori County, Kenya; where he also teaches English and Literature to pre- university students in the Kenya‘s 8-4-4 system of education. He also gives lectures in English Education courses at the Southern Nyanza-Rongo Campus of Moi University. Bernard holds a Master of Education (M.Ed) degree (Teacher Education Option) from the Institute for Educational Development, Eastern Africa, Aga Khan University (AKU-IEDEA), located in Dar es Salaam, Tanzania and a Bachelor of Education degree from Kenyatta University, Kenya. His research interests are mainly on language and related pedagogical issues with a current focus on the area of feedback provision on learners‘ writing. He aspires to pursue his PhD in the same area of language and related pedagogical issues and do more publications in the same area.

Samuel Ouma Oyoo Dr Samuel Ouma Oyoo is currently a Senior Lecturer at the School of Education, University of the Witwatersrand, Johannesburg, South Africa. He is the current leader of the Language and Communication in Science Research Thrust at the Wits School of Education‘s Marang Centre for Mathematics and Science Education. As well, he coordinates the Master of Science in Science Education Degree programme, teaches physics and physics related courses to undergraduate and postgraduate student teachers and supervises a number of honours, Masters and PhD students on their research projects. Previously he has held the position of Assistant Professor at the Aga Khan University‘s Institute for Educational Development Eastern Africa (AKU-IEDEA) located in Dar es Salaam Tanzania, where he led the Educational Inquiry, Science Education and the Academic Writing Courses in the Master of Education (MEd) programme. He served in a similar capacity and performed similar roles (immediately prior to joining the University of the Witwatersrand) at the Department of Educational Communication, Technology and Curriculum Studies, Faculty of Education, Maseno University, Kenya. Samuel holds a First Class Honours Bachelor of Education Degree and a Master of Education Degree with Distinction in Science Education respectively from Nottingham and Leeds Universities in England, United Kingdom, and a PhD in Education from Monash University, Clayton Campus, Melbourne, Australia. Samuel has research and publication interests in education in general with a bias in language and gender issues in education including science education. His most recent publication appeared in the Research in Science Education journal and is entitled: Language in Science Classrooms: An analysis of physics teachers’ use of and beliefs about language. DOI: 10.1007/s11165-011-9228-3.

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Mohammad Issack Santally Mr. Santally Mohammad Issack is a Senior Lecturer in Educational Technology and currently in charge of the Virtual Centre for Innovative Learning Technologies (VCILT) of the University of Mauritius. His area of research is educational technology. He has particular interests in personalisation of web-based learning and the instructional integration of Open Educational Resources in online courses. He was the team leader for the Mauritian Team on the SIDECAP project, an ACP-EU funded project on distributed education, led by the Open University of the UK. He has a number of publications in the educational technology field and is among the early pioneers of online learning in Mauritius. He has also been involved in a number of consultancy projects in e-Learning at the International level for the SADC, COMESA, the Hamdan Bin Mohamed e-University of Dubai and the Seychelles. After being awarded the outstanding young person in 2006 in Mauritius, he led the VCILT to be a finalist in the World Innovation Summit for Education Awards in 2009 and contributed to the VCILT in 2011 to receive the Commonwealth of Learning Award of excellence in the development of distance education materials.

A. Rechad Sayfoo Dr A. Rechad Sayfoo is currently Professor; Regional Director and Coordinator and Graduate Research Supervisor of the Universidad Azteca, de Chalco (Mexico) for the East Africa region. He is also Manager and Director of Studies of the Vocational Training Institute (VTI) Mauritius. He further serves at the Board of Governors at the University of Technology Mauritius. Dr Sayfoo has a lecturing experience of more than 20 years. He holds a Bachelor of Engineering; Master of Business Administration and a Doctor of Philosophy [PhD] in vocational and technical education. He has introduced many technical courses and international examinations in Mauritius since 1975 and is at present acting as Regional Coordinator for the Institute of Commercial Management (ICM) and the Confederation of Tourism and Hospitality (UK) for Mauritius.

Crain Soudien Professor Crain Soudien is formerly the Director of the School of Education at the University of Cape Town and currently Deputy Vice-Chancellor. He is a widely published sociologist and educationalist. He was educated at the Universities of Cape Town, South Africa and holds a PhD from the State University of New York at Buffalo. He is involved in a number of local, national and international social and cultural organisations and is the Chairperson of the District Six Museum Foundation, President of the World Council of Comparative Education Societies and was in 2008-2009 the Chair of a Ministerial Committee on Transformation in Higher Education.

Chryssi Vitsilaki Chryssi Vitsilaki completed undergraduate studies in Trinity College, Hartord, Ct. and received her MA and Ph.D. degrees from the Department of Sociology, University of Chicago, Illinois, USA. She is currently Professor in the Department of Pre-School Education and Educational Design of the University of the Aegean, Rhodes, Greece. She is also the Director of the Department‘s post-graduate program ―Gender and New Educational and Employment Environments in the Information Age‖ which is the only masters program in Greece offered through e-learning, and which received by the European Commission the ―2009 Award for Quality in e-Learning‖. Her academic work has focused on the issues of gender and of new forms of education, new pedagogies and the role of technology in the learning processes, on which she has published 10 books and some 50 articles. She has served as elected Dean of the School of the Humanities for a two year term and also as elected Vice-Rector of Finance and Development for the last four year term, at the University of the Aegean. From this position she was a member of the Greek Rector‘s Association and served on multiple advisory committees regarding university funding, research and development, as well as on issues regarding education, such as teacher training and teacher pedagogical certification, university entrance, etc. She is presently Secretary for Education of the Greek Socialist Party, and highly involved in the undergoing educational reform and especially the pending reform of higher education in Greece.

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GRADUATE ASSISTANTS Graduate scholar recipients contribute to the flow and overall success of the conference. Their key responsibilities include chairing the parallel sessions, keeping the conference on schedule, providing audio-visual technical assistance and assisting with the registration process.

We would like to thank all of our graduate scholar recipients for their help throughout the conference.

Diana Damean Diana Damean holds a PhD in Sociology and is currently working as a researcher at the Babes-Bolyai University in Romania. She is the coordinator of the Centre for Evaluating the Socio-Educational Profiles, that provides online instruments for assessing school performance and consultancy for implementing evidence based intervention programs in order to improve children‘s school success. She is also a consultant for the educational projects of The Romanian Foundation for Children, Community and Family, a Romanian NGO that provides services to socially vulnerable children. Her main areas of interest are education reform, school improvement, school effectiveness, pupils‘ school performance, evaluation and quality assurance in education.

Washington T. Dudu Washington Takawira Dudu is a PhD research fellow at Marang Centre for Mathematics and Science Education at the University of Witwatersrang, Johannesburg, South Africa. Washington Dudu joined Marang Centre as a fellow in January 2010. He has been the Editor of Marang News a biannual publication for Marang Centre. Washington is working on a PhD topic entitled ―South African Grade 11 teachers‘ and learners‘ conceptions of the nature of scientific inquiry (NOSI) in relation to instructional practices‖. His other research interests are in the Nature of Science and Scientific Inquiry. Washington Dudu holds a Diploma in Education, Bachelor of Education degree in Chemistry and a Master of Science Education degree all from the University of Zimbabwe. Previously, Washington was a lecturer at Great Zimbabwe University in the Curriculum Studies Department.

Lesley Emanuel Lesley Emanuel was born in Johannesburg, South Africa. She completed her PhD at the University of the Witwatersrand. She was involved in an innovative programme to develop the employability skills of postgraduate Humanities students at the Graduate Centre at Wits University from 2002 to 2008. Lesley has worked extensively as a training consultant in various South African and Mauritian organisations. She now lives and works in Mauritius.

Genevieve Hundermark I was born in Johannesburg, South Africa. I trained as a secondary/ high school teacher and after three years of school teaching moved into the arena of adult learning and education and have been involved in this field for the last 15 years. I have worked as an adult educator/trainer and change consultant in various organisations in South Africa. I am currently a PhD student at the School of Education, University of Witwatersrand. The focus of my study is how the concept of a learning organisation is taken up in a small company and how this concept contributes to the company‘s sustainability. My areas of interest/research are: learning styles, adult learning theories, organisational learning and development, change management.

Namrata K I am a PhD scholar at the Department of Educational Administration, National University of Educational Planning and Administration (NUEPA), New Delhi. My research topic is on Discipline and Punishment in Indian schools. I have done my MPhil from the same university on teachers‘ attitude, expectations and classroom behaviour towards marginalized children. I have done Master‘s degree in Psychology from the University of Allahabad. My key research interests are in School Education, Educational Psychology, Educational Policy and Planning.

Kyriaki Kourouni Kyriaki Kourouni is a Senior Fellow at the Department of Translation and Intercultural Studies, School of English, Aristotle University, Greece. She teaches courses related to scientific and technical translation as well as translation technology. Her research interests include translator training, translation technology. She is currently working on her PhD thesis on translator training at the Universita Rovira i Virgili, Spain. She is a member of the Panhellenic Association of Translators (www.pem.gr) and a member of the Intercultural Studies Group (http://isg.urv.es).

Lutasha Ann-Louise Ndesi I am a lecturer and student at the University of the Western Cape. I currently teach Academic Literacy to mainly first year students. I am also a lay preacher and teacher within my local parish. I also serve as the co-ordinator of the Diocesan Gender Desk ministry with the Anglican Church. I am married to Onele and we have a great son (13 months old), Kwame. In my spare time I like to read and interact with people from all walks of life.

Nishta D. Rosunee I was born in Mauritius and now I live in Melbourne. I am currently in my third year PhD at the School of Education, Faculty of Arts and Education, Deakin University, Australia. My research focuses on reconciling my different roles as artist /researcher/ teacher (within a/r/t identities), to investigate on notions of how identit(ies) and culture(s) are enacted through artistic expression. I use a/r/tography as a framework that merges use of narratives, art as a generative process and representation, and a reflexive analysis. My self-reflexive perspectives unfold narratives from Postcolonial and Diasporic cultural history, inheritances and its influences, nostalgia and memories of lived life experiences of my home 15 Eighteenth International Conference on Learning country, transitions through migration and the challenges of relocation in Australia and my professional and gender roles within new grounds. Such experiences and perspectives, I translate them through my own visual representations. My reflections are entwined with my artistic representations as a ‗medium‘ that portrays hybrid structures of identit(ies) and culture(s) as underlined through transitions in the ‗self‘, my art and teaching. Research interests: Postcolonial Diaspora theory, globalisation, migration and relocation, hybridity within identit(ies) and culture(s) and art as expression, art as a generative process, recognition of identit(ies) and culture(s) through Visual Art Education, cultural diversity and art as representation. I am registered with Victorian Institute of Teaching (VIT) and a member of Art Education Australia (AEA), Art Education Victoria (AEV) and of A/r/tographic inquiry:artograhicinquiry.grouply.com.

Anitha Thalluri My name is Anitha Thalluri and I am a third year medical student at the University of Adelaide, South Australia, Australia. I currently hold a casual position at the University of South Australia as an administrative officer. I‘m a member of the Australian and New Zealand Association for Health Professional Educators.

Wan Safuraa Wan Osman My name is Wan Safuraa Binti Wan Osman and I have completed ‗Bachelor of Education with Honours (Teaching of English as a Second Language) [Distinction]‗ from Universiti Kebangsaan Malaysia (2010) and currently pursuing M. Ed. at National University of Malaysia.

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ABOUT THE CONFERENCE

SCOPES AND CONCERNS LEARNING ABOUT LEARNING: AN AGENDA FOR INQUIRY The International Conference on Learning, The International Journal of Learning and The Learner Book Imprint and News Blog set out to foster inquiry, invite dialogue and build a body of knowledge on the nature and future of learning.

NEW LEARNING We might have heard the talk in recent years of a ‗knowledge society‘ and ‗new economy‘ and listened with a great deal of skepticism, as we did to earlier talk of a new society. As educators, however, we need to grasp what is rhetorically or genuinely new in our times. We must seize the drift of contemporary public discourse, and position ourselves centrally. And how more appropriately than in an epoch that styles itself as a ‗knowledge society‘? Here is our chance: the stuff of knowledge is no more and no less than the stuff of learning. Surely too, this new kind of society requires a new kind of learning and that a new social status is ascribed to education.

This is how we may come to consider the dimensions of a ‗new learning‘. It is also how we might imagination of a possibly better society which locates education at the heart of things. This heart may well be economic in the sense that it is bound to personal ambition or material self improvement. Equally, however, education is a space to re-imagine and try out a new and better world which delivers improved material, environmental and cultural outcomes for all. Education must surely be a place of open possibilities, for personal growth, for social transformation and for the deepening of democracy. Such is the agenda of ‗new learning‘, explicitly or implicitly. This agenda holds whether our work and thinking is expansive and philosophical or local and finely grained.

LEARNERS No learning exists, however, without learners, in all their diversity. It is a distinctive feature of the new learning to recognise the enormous variability of lifeworld circumstances that learners bring to learning. The demographics are insistent: material (class, locale, family circumstances), corporeal (age, race, sex and sexuality, and physical and mental characteristics) and symbolic (culture, language, gender, affinity and persona). This is a conceptual starting point which helps explain the telling patterns of educational and social outcomes. Behind these demographics are real people, who have always already learned and whose range of learning possibilities are both boundless and circumscribed by what they have learned already and what they have become through that learning. Here we encounter the raw material diversity - of human experiences, dispositions, sensibilities, epistemologies and world views. These are always far more varied and complex than a first glance at the demographics would suggest. Learning succeeds or fails to the extent that it engages the varied identities and subjectivities of learners. Engagement produces opportunity, equity and participation. Failure to engage produces failure, disadvantage and inequality.

PEDAGOGY And what makes for engagement? Learning is how a person or a group comes to know, and knowing consists of a variety of types of action. In learning, a knower positions themselves in relation to the knowable, and engages (by experiencing, conceptualizing, analyzing or applying, for instance). A learner brings their own person to the knowing, their subjectivity. When engagement occurs, they become a more or less transformed person. Their horizons of knowing and acting have been expanded. Pedagogy is the science and practice of the dynamics of knowing. And assessment is the measure of pedagogy: interpreting the shape and extent of the knower‘s transformation.

CURRICULUM In places of formal and systematic teaching and learning, pedagogy occurs within larger frameworks in which the processes of engagement are given structure and order, often defined by content and methodology, hence the distinctive ‗disciplines‘. Then, well might we ask, what is the nature and future of ‗literacy‘, ‗numeracy‘, ‗science‘, ‗history‘, ‗social studies‘, ‗economics‘, ‗physical education‘ and the like? How are they connected, with each other, and a world in a state of dynamic transformation? And how do we evaluate their effectiveness as curriculum?

EDUCATION Learning happens everywhere and all the time. It is an intrinsic part of our human natures. Education is learning by design, in community settings specially designed as such—the institutions of early childhood, school, technical/vocational, university and adult education. Education also sometimes takes informal or semiformal forms within settings whose primary rationale is commercial or communal, including workplaces, community groups, households or public places. What are the similarities and differences between these settings? And how do these different settings connect?

The Learning Conference, Journal, Book Imprint and News Weblog provide a forum for dialogue about the nature and future of learning. They are places for presenting research and reflections on education both in general terms and through the minutiae of practice. They attempt to build an agenda for a new learning, and more ambitiously an agenda for a knowledge society which is as good as the promise of its name.

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THEMES Theme 1: Educational Values and Values in Education

 What kinds of people? Reviewing the fundamentals of education.  Education‘s role in responding to social challenges.  Developing people in a world of technology.  Maintaining culture and identity in the face of global pressures.  Creating community in educational settings.  When minorities add up to majorities: the new mainstream.  The changing purposes of education: shaping new kinds of worker, citizen and personal identities.  Learning in and about cultural environments: identity, belonging and the cultural conditions of learning.  Values in education and values education.  The costs and benefits of freedom: citizenship, responsibility and community.  Roles for learning: equity, social justice and social change.  Special education, learning difficulties, disability.  Diversity in the classroom: cultural, gender, (dis)ability.  International, global, multicultural and cross-cultural education.  Education for first nations or indigenous peoples.  Knowing the world in order to transform the world: education for personal and contextual transformation.

Theme 2: Learning How to Communicate, Represent and Mean

 Languages of power: literacy‘s role in social access.  Literacy and literacies: new perspectives and approaches.  Reading and writing since the computer: the screen and connectivity.  The visual and the verbal: multiliteracies and multimodal communications.  Literacy in learning: language in learning across the subject areas.  Libraries in the digital age.  Assessing literacies in a meaningful way.  Languages education and second language learning.  Multilingual learning for a multicultural world.  Girls, boys and literacy.  The arts and design.  Academic literacies.  Adult, community and workplace literacies.

Theme 3: Humanising Science and Technology

 Crossing the digital divide: access to learning in, and about, the digital world.  Multimedia, the internet and today‘s media: educational challenges and responses.  New tools for learning: online, multimedia and digitally mediated learning.  Virtual worlds, virtual classrooms: interactive, self-paced and autonomous learning.  Technology and human values: learning through and about technology.  Mathematics, science and technology learning.  Learning in and about the natural environment: learning about science, nature and the human presence.  Apprenticeship and other models of technical and further education.

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Theme 4: Sites of Learning

 Learning environments: the changing shape of educational institutions, and changing sites of learning.  Curriculum and pedagogy revisited.  Ubiquitous learning: using the affordances of the new media.  Formal and informal learning.  Lifelong learning for the society of constant change.  Learning in local communities: community consultation as an educational process.  Popular and community education.  Adult, vocational, tertiary and professional learning.  The learning organization.  Equity, participation and opportunity: addressing disadvantage in education.  Pedagogies for a world in flux.  Intelligence or ability, competence or capacity: what are the ends of education?  Creating learning pathways: between the real world and places of learning.  Teachers‘ work: how is it changing?  Educational leadership and management: how to create institutional change.  Educational reform and curriculum redesign for a changing world.  Challenges for teacher training and professional development.  Distance learning: reducing the distance.  The future of the university: its links to work, citizenship and identity.  Vocational education and training for the future.  Educational leadership, management, and organizational change.  New teachers and new teaching: the role of pre-service and in-service professional training.

STREAMS

 Curriculum and Pedagogy  Student Learning, Learner Experiences, Learner Diversity  Educational Leadership and Management  Equity, Social Justice and Social Change  Technology in Learning  Community, Culture, Globalization  Adult, Vocational, Tertiary and Professional Learning  Literacy, Language, Multiliteracies  Languages Education and Second Language Learning  Special Education, Learning Difficulties, Disability  Maths, Science and Technology Learning  Arts, Drama and Design  Organizational Learning, Organizational Change  Teacher Training and Development

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SESSIONS

SESSION GUIDELINES CHAIRING OF PARALLEL SESSIONS Common Ground usually provides graduate students to chair all of the parallel sessions. If you wish, you are welcome to chair your own session, or provide your own chair or facilitator for your session. The chair's role is to introduce the presenter and keep the presentation within the time limit.

PROGRAM CHANGES Please see the notice board near the conference registration desk for any changes to the printed program (e.g., session additions, deletions, time changes, etc.). If a presenter has not arrived at a session within 5 minutes of the scheduled start time, we recommend that participants join another session. Please inform the registration desk of ‗no-shows‘ whenever possible.

SESSION TYPES PLENARY Plenary sessions, by some of the world‘s leading thinkers, are 30 minutes in length. As a general rule, there are no questions or discussion during these sessions. Instead, plenary speakers answer questions and participate in discussions during their Garden Conversation sessions (see below).

GARDEN CONVERSATIONS Garden Conversations are unstructured 60-minute sessions that allow delegates a chance to meet plenary speakers and talk with them informally about the issues arising from their presentation. When the venue and weather allow, we try to arrange for a circle of chairs to be placed outdoors.

PAPER (30-minute) Thirty-minute paper sessions provide participants the opportunity to make a formal 15-minute presentation on their intellectual work (be that research, theory, practice or aesthetic work), followed by 15 minutes of audience interaction. The formal, written paper will be available to participants if accepted to the journal.

WORKSHOP (60-minute) Sixty-minute workshop sessions involve extensive interaction between presenters and participants around an idea or hands-on experience of a practice. These sessions may also take the form of a crafted panel, staged conversation, dialogue or debate – all involving substantial interaction with the audience. A single article (jointly authored, if appropriate) may be submitted to the journal based on a workshop session.

COLLOQUIM (90-minute) Ninety-minute colloquium sessions consist of five or more short presentations with audience interaction. A single article or multiple articles may be submitted to the journal based on the content of a colloquium session.

VIRTUAL PRESENTATION Virtual presentations are papers submitted without the participant attending the conference in person, but are eligible to be refereed and published (if accepted) in the journal. A virtual presentation allows participants to join the conference community in the following ways:  The conference proposal will be listed in the Session Descriptions of the conference. Acceptance of a conference proposal for a virtual participant is based on the same criteria as that for an attending participant.  The full paper may be submitted to the journal. The journal paper submission will be refereed against the same criteria as attending participants. If accepted, the paper will be published in the same volume as conference participants from the same year.  Online access to all papers published in the journal from the time of registration until one year after the conference end date.

TALKING CIRCLES Talking circles are meetings of minds, often around points of difference or difficulty. They are common in indigenous cultures. The inherent tension of these meetings is balanced by protocols of listening and respect for varied viewpoints. From this, rather than criticism and confrontation, productive possibilities may emerge.

The Purpose of Talking Circles in this Conference The purpose of the Talking Circles is to give shape to a conference that is wide-ranging in its scope and broad-minded in its interests. They also give people an opportunity to interact around the key ideas of the Conference away from the formalities of the plenary, paper, workshop and colloquium sessions. They are places for the cross-fertilisation of ideas, where cycles of conversation are begun, and relationships and networks formed.

Talking Circles are not designed to force consensus or even to strive towards commonality. Their intention is, in the first instance, to find a common ground of shared meanings and experiences in which differences are recognised and respected. Their outcome is not closure in the form of answers, but an openness that points in the direction of pertinent questions. The group finally identifies axes of uncertainty that then feed into the themes for the Conference of the following year.

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How Do They Work? The Talking Circles meet for two 45-minute sessions during the Conference, and the outcomes of each Talking Circle are reported back to the whole Conference in the closing plenary session. They are grouped around each of the Conference streams and focus on the specific areas of interest represented by each stream. Following is the Talking Circles outline that is currently in use, but we welcome feedback and suggestions for improvement from participants.  Talking Circle 1 (45 minutes): Who Are We? What is our common ground?  Talking Circle 2 (45 minutes): What is to be done?  Closing Plenary: Talking Circles report back.

It is important to note that each Talking Circle may be organised in any way that members of the group agree is appropriate. They may be informal and discursive, or structured and task-oriented. Each Talking Circle group has a facilitator.

The Role of the Facilitator The facilitator must be comfortable with the process of thinking 'out of the square' and also embracing multiple and diverse scenarios. The process is one of creating a kind of collective intelligence around the stream. The facilitator should shape a conversation that is open to possibilities and new lines of inquiry or action; they should embody a spirit of openness to new knowledge rather than the closure of advocacy. The facilitator is required to keep a record of the main discussion points. These points need to be summarised for the closing plenary session at the Conference.

Possible Session Contents - Suggestions to Assist Facilitators Talking Circle 1 (45 minutes): Who are we?  Orientation: members of the group briefly introduce themselves.  What could be the narrative flow of the Talking Circle sessions?  What could be the outcomes of the work of this group and its contribution to the closing plenary session, the Journal and the Conference as a whole (including the themes for next year's conference)?  Assessing the landscape, mapping the territory: What is the scope of our stream? Do we want to rename it?  What are the burning issues, the key questions for this stream?  What are the forces or drivers that will affect us as professionals, thinkers, citizens, and aware and concerned people whose focus is this particular stream?  Where could we be, say, ten years hence? Scenario 1: optimism of the will; Scenario 2: pessimism of the intellect.

Talking Circle 2 (45 minutes): What is to be done? What are our differences?  The setting: present and imminent shocks, crises, problems, dilemmas - what are they and what is the range of responses?  What are the cleavages, the points of dissonance and conflict?  What are the dimensions of our differences (1)? Politics, society, economics, culture, technology, environment.  What are the dimensions of our differences (2)? Persons, organisations, communities, nations, the global order.

What is our common ground?  Where are the moments of productive diversity?  What are the bases for collaboration (1)? Politics, society, economics, culture, technology, environment.  What are the bases for collaboration (2)? Persons, organisations, communities, nations, the global order.  Alternative futures: outline several alternative scenarios.  What are the forces that drive in the direction of, or mitigate against, each scenario?

What is to be done?  What's been coming up in the parallel sessions in this stream since the last Talking Circle?  What is the emerging view of the future?  Can we foresee, let alone predict alternative futures?  Looking back a decade hence, what might be decisive or seminal in the present?  Scenarios: can we create images of possibility and agendas for robust alternative futures?  Directions: conventional and unconventional wisdoms?  Strategies: resilience in the face of the inevitable or creative adaptation?  What could be done: review the scenarios developed in Talking Circle 1.  Axes of uncertainty: working towards the right questions even when there's no certainty about the answers.

Closing Plenary: 15-minute contribution to the closing plenary by the Talking Circles Co-ordinator based on summaries provided by each Talking Circle.

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PROGRAM

CONFERENCE DINNER AND TOUR

CONFERENCE DINNER – WEDNESDAY, 06 JULY 2011, 7:00PM (19:00) Nestled in the Casela Nature and Leisure Park is Le Mirador. The restaurant is made of carved stone, thatched roofs and is finely decorated. From its location in the middle of the garden, you will be able to enjoy stunning views of the west coast.

Dinner will include light hors d'oeuvres and a multicultural buffet of salads, main courses, dessert, non-alcoholic drinks and beer.

If you previously reserved a place for the dinner, please stop by the registration desk to confirm your booking. A limited number of tickets are still available for the conference dinner, please ask about availablility at the conference registration desk.

CONFERENCE TOUR – MONDAY, 04 JULY 2011, 10:00AM – 6:30PM (18:30) The uniqueness of Mauritius lays in the fact that in spite of being small. It offers wide-ranging natural and heritage attractions to the visitors. The ‗Unbelievable Mauritius‘ trip has been specially tailored for the Learning Conference delegates to get a feel of Mauritius, its multi diversity and some of its fascinating landscapes.

Itinerary

* Institutional Visit- Royal College Curepipe The Royal College of Curepipe is one of the oldest institutions of the Republic of Mauritius. The actual building was completed in 1914, but the history of the Royal College of Curepipe stretches back to 1791.

* Trou-aux-Cerfs and Curepipe-La Marie-Petrin-GrandBassin Curepipe has the extinct Trou aux Cerfs (Crater of Stags) volcano lying in the middle of the city. It hosts the Curepipe Botanic Gardens, with the rarest palm tree of the world (unique specimen of Hyophorbe Amaricaulis). Grand Bassin is also known as Ganga Talao and is a crater lake situated in the district of Savanne, deep in the heart of Mauritius. It is considered the most sacred Hindu place in Mauritius and there is a Hindu Temple there.

* Alexandra Falls Situated in the Petrin region, the Alexandra Falls is one of the most picturesque natural reliefs in the island.

* Black River Gorges National Park Black River Gorges National Park is a national park in the mountainous south-western part of Mauritius. Enjoy some breathtaking vistas at the Gorges. Many endemic plants and animals still occur in the park including the Mauritian flying fox and all of the island's endemic birds: Mauritius kestrel, pink pigeon, Mauritius parakeet, Mauritius cuckoo-shrike, Mauritius bulbul and the Mauritius olive white-eye.

* Chamarel The Seven-Coloured Earth of Chamarel is one of the most amazing natural wonders. Volcanic rocks have been powdered into sands which form beautiful patterns into the hillside, creating a most magical effect.

* Flic-en-Flac Public Beach As the trip reaches its end, enjoy the mesmeric sunset at Flic-en-Flac. And on top of all, before the start of the conference, the organisers invite you to enjoy one of the finest beaches of the island.

Important Notes • Packed lunch and refreshments will be provided, however, delegates should cater for extra provisions as required. • You are most welcomed to bring swimming costumes, swim towels and sun lotion • Grand Bassin is a sacred Hindu religious place do not enter the temples as a sign of respect for the local culture. • Entrance to Chamarel is included. 22 Eighteenth International Conference on Learning

CONFERENCE TRANSPORTATION

Transportation to and from the University of Mauritius is being provided by the conference from the conference hotels; the Le Labourdonnais Waterfront Hotel, the Le Suffren Hotel, and the Hotel St Georges and Le Champ de Mars Hotel (PL City). If you are staying at a non-conference hotel you may still use the transportation provided, please just meet at one of the pick-up locations. Buses will be leaving the respective hotels as per the schedule below:

Expected Departure Date Pick-Ups Departure Destination From UOM Tue 05th July Bus 1: Le Labourdonnais WH 07hrs30 UOM Bus 2: Le Suffren Hotel 07hrs30 UOM Bus 3 : CDM, HSG, PL City 07hrs30 UOM Bus 1: UOM to LWH 17hrs30 Bus 2: UOM to Le Suffren 17hrs30 Bus 3: UOM to City Centre 17hrs30

Wed 06th July Bus 1: Le Labourdonnais WH 08hrs00 UOM Bus 2: Le Suffren Hotel 08hrs00 UOM Bus 3 : CDM, HSG, PL City 08hrs00 UOM Bus 1: UOM to LWH 17hrs30 Bus 2: UOM to Le Suffren 17hrs30 Bus 3: UOM to City Centre 17hrs30

Thu 07th July Bus 1: Le Labourdonnais WH 08hrs00 UOM Bus 2: Le Suffren Hotel 08hrs00 UOM Bus 3 : CDM, HSG, PL City 08hrs00 UOM Bus 1: UOM to LWH 17hrs00 Bus 2: UOM to Le Suffren 17hrs00 Bus 3: UOM to City Centre 17hrs00

Fri 08th July Bus 1: Le Labourdonnais WH 08hrs00 UOM Bus 2: Le Suffren Hotel 08hrs00 UOM Bus 3 : CDM, HSG, PL City 08hrs00 UOM Bus 1: UOM to LWH 17hrs00 Bus 2: UOM to Le Suffren 17hrs00 Bus 3: UOM to City Centre 17hrs00

GENERAL COMMENTS

 Bus 1 will leave Le Labourdonnais Waterfront Hotel and Bus 2 will depart from Le Suffren Hotel.  Bus 3 will collect delegates from Hotel St Georges (HSG) and Le Champ de Mars Hotel (CDM). The bus will also pick up delegates at the Victoria Bus Terminus (Port-Louis) at the indicated Conference Sign Plate.  Each bus will depart from the respective hotels on a first boarded; first seated basis. As soon as the bus will reach it maximum quota, it will proceed to the conference venue and thereafter, delegates should arrange for their own transport.  The bus route to the University of Mauritius is approximately 30 minutes by bus and 15 minutes by taxi.  All transfers will be done by Rose-Hill Transport (RHT); if any delegate wishes to join the conference venue on his own; there will be normal shuttle after each 30 minutes from the RHT stand at Victoria Terminus.

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UNIVERSITY OF MAURITIUS CAMPU S AND CONFERENCE LAYOUT

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PLENARY SESSIONS AND GARDEN SESSSIONS Tuesday, 05 July

Vivienne Bozalek, University of the Western Cape, Cape Town, South Africa Plenary Session: 10:30 – 11:05 Garden Session: 13:15 – 14:15

Crain Soudien, University of Cape Town, Cape Town, South Africa Plenary Session: 11:05 – 11:40 Garden Session: 13:15 – 14:15

Wednesday, 06 July

Mohammad Issack Santally, University of Mauritius, Mauritius Plenary Session: 9:00-9:35 Garden Session: 10:25 – 11:25

Denise Newfield, University of the Witwatersand, Johannesburg, South Africa Plenary Session: 9:35 – 10:10 Garden Session: 10:25 – 11:25

Thursday, 07 July

Mokubung Nkomo, University of Pretoria, Pretoria, South Africa Plenary Session: 9:00-9:35 Garden Session: 10:25 – 11:25

Dr. A. Rechad Sayfoo, Universidad Azteca, Chalco, Mexico Plenary Session: 9:35 – 10:10 Garden Session: 10:25 – 11:25

Friday, 08 July

Tejanand Dewoo, Le Bocage International School, Mount Ory, Mauritius Plenary Session: 9:00-9:35 Garden Session: 10:25 – 11:25

Chryssi Vitsilaki, University of the Aegean, Rhodes, Greece Plenary Session: 9:35 – 10:10 Garden Session: 10:25 – 11:25

Bernard Ouma Mikume, St. Albert‘s Girls High School, Ulanda, Kenya Dr. Samuel Ouma Oyoo, University of Witwatersand, Johannesburg, South Africa Plenary Session: 12:50 – 13:25 Garden Session: 13:30 – 14:30

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SESSIONS: TUESDAY, 05 JULY

8:00-9:00 CONFERENCE REGISTRATION DESK OPEN 9:00-9:10 WELCOME ADDRESS – Gowtam Raj Chintaram, African Network for Policy Research and Advocacy for Sustainability (ANPRAS) and Chairperson of Local Planning Committee, Mauritius 9:10-9:20 CULTURAL ITEM – MGI (MAHATMA GANDHI INSTITUTE) GROUP 9:20-9:30 KEYNOTE ADDRESS – Philip Kalantzis-Cope, Common Ground Publishing, USA 9:30-10:00 ADDRESS – Konrad Morgan, Vice Chancellor, University of Mauritius, Mauritius OFFICIAL CONFERENE OPENING – Address of the Honourable Ministers: Dr. The Honorable Vasant Kumar Bunwaree, Minister of Education and Human Resources, Mauritius and Dr. The Honorable Rajeshwar Jeetah, Minister of Tertiary Education, Science, Research and Technology, Mauritius VOTE OF THANKS – Taruna Shalini Ramessur; CULTURAL ITEM - University of Mauritius 10:00-10:15 Students 10:15-10:30 COFFEE BREAK 10:30-11:05 PLENARY SESSION – Vivienne Bozalek, University of the Western Cape, Cape Town, South Africa ―Participatory Parity in Teaching and Learning‖ 11:05-11:40 PLENARY SESSION – Crain Soudien, University of Cape Town, Cape Town, South Africa ―A Pedagogy of Care – Engages its ―Ifs‖ and ―Buts‖ 11:45-12:30 TALKING CIRCLES (Streams Listed Below) Room 1 Curriculum and Pedagogy; Teacher Training and Development Room 2 Student Learning, Learner Experiences, Learner Diversity; Other Room 3 Educational Leadership and Management Room 4 Equity, Social Justice and Social Change; Organisational Learning, Organisational Change Room 5 Technology in Learning; Maths Science and Technology Learning Room 6 Community, Culture, Globalisation; Arts, Drama and Design Room 7 Adult, Vocational, Tertiary and Professional Learning; Special Education, Learning Difficulties, Disability Room 8 Literacy, Language, Multiliteracies; Language Education and Second Language Learning 12:30-13:15 LUNCH 13:15-14:55 PARALLEL SESSIONS 13:15-13:45 13:50-14:20 14:25-14:55 Room 1 Can Streaming Lead to Students Perceptions of an The Effectiveness of Multiple Improved Outcomes? A Innovative Process Orientated Intelligence on 10th Grade Strategic Approach to Psychotherapy Training Students‟ Chemistry Improve Academic Literacy in Group Achievement and Attitude in Undergraduate Nursing Assoc. Prof. Clare Rees, the United Arab Emirates Students Psychology, Perth, Australia Dr. Nagib Mahfood Balfakih, Dr Sharon Patricia Hillege,The Overview: This study Curriculum and Instruction, University of Western Sydney, investigated the impact of a new United Arab Emirates University, Janice Catterall, University of approach to teaching Al Ain, Dr. Sufian Forawi, Western Sydney, Lyn Stewart, psychotherapy skills to Faculty of Education, The British Unversity of Western Sydney, postgraduate students using University in Dubai, Dubai, Barbara Beale, School of both qualitative and quantitative United Arab Emirates Nursing and Midwifery, methodology. Overview: This study University of Western Sydney, Stream: Student Learning, investigated the effectiveness of Frances Williamson, Universtiy Learner Experiences, Learner multiple intelligent for tenth- of Western Sydney, Sydney, Diversity grade students‘ achievement Australia and attitude in chemistry. Overview: Streaming at the Stream: Student Learning, university level can be a sound Learner Experiences, Learner option given the diverse entry Diversity levels of students and demands on university resources. Cross- disciplinary team teaching can improve scarce learning resources, Stream: Student Learning, Learner Experiences, Learner Diversity

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TUES. PARALLEL SESSIONS 13:15-13:45 13:50-14:20 14:25-14:55 Room 2 From Testing to Teaching What Creole Grammars Can Marju Toomsalu, Department of English, Ryerson University, Teach Us about How the Mind Toronto, Canada Works: A Case Study of Overview: This study seeks to identify desired foci for undergraduate Mauritian Creole language and writing courses. It also questions the rules for English Dr Diana Guillemin, Griffith proficiency testing at English speaking universities. University, Brisbane, Australia Stream: Languages Education and Second Language Learning Overview: The process of creolization can give an insight into the Language Faculty, which is innate in all humans. New languages, like creoles provide evidence that semantic universals have grammatical reflexes. Stream: Languages Education and Second Language Learning Room 3 The Role of Personal and Reflections on Portfolios as a Organisational Characteristics Means of Authentic in Determining Academic Assessment in a Teacher Performance: An International Education Programme Comparison Bandita B. Mohanty, District Dr. Hong T. M. Bui, Dr. Dermot Institute of Education and McCarthy, Business School, Training Keshavpuram, Dr Bournemouth University, Kalyani kalankam, Department Bournemouth, UK of Elementary Education Lady Overview: This paper Uses Shriram College, University of survey data from a United Delhi, Delhi, India Kingdom and Vietnamese Overview: This is an intervention university to examine the role in teacher education individual and institutional programme. This paper presents characteristics play in the experiences of student- dertermining academic teachers in using portfolios as performance. alternate assessment of Stream: Educational Leadership environmental studies in a and Management multicultural classroom. Stream: Student Learning, Learner Experiences, Learner Diversity Room 4 Empowering Secondary Diagrams: To Draw or Not to School Learners to Conduct Draw? Research about HIV and AIDS Dr Vimolan Mudaly, School of Dr. Ronicka Mudaly, University Science, Mathematics and of KwaZulu Natal, Durban, Technology Education, South Africa University of KwaZulu-Natal, Overview: This work explores Durban, South Africa ways in which secondary school Overview: The paper describes learners can engage in research the use of diagrams as self- about socioscientific issues like explanatory tools in the teaching HIV and AIDS, using strategies of mathematics. which are meaningful to them. Stream: Maths, Science and Stream: Maths, Science and Technology Learning Technology Learning Room 5 Science Textbook Analysis Seoul Accord ePortfolio eLearning for Climate Change Based on UAE Social and Template Examples: A New and Coastal Vulnerability: Culture Background Tool for Learning Online Modules in Mauritius Dr. Nagib Mahfood Balfakih, Dr. Andrew Marriott, Francis Dr Roshan T Ramessur, United Arab Emirates University, Chomba, Department of University of Mauritius, Reduit, Al Ain, United Arab Emirates Computing, Dr. Brian von Mauritius Overview: Recently the United Konsky, Curtin University, Overview: ICT tools for climate Arab Emirates adapted western Bentley, Australia change and coastal zone science textbooks to be taught in Overview: This paper details management education in public schools. This study design of ―contrived‖ example Mauritius investigated the extent in which evidence for student ePortfolios Stream: Technology in Learning the content has with the UAE so as to aid in student learning. students‘ culture. Stream: Technology in Learning Stream: Curriculum and Pedagogy 28 Eighteenth International Conference on Learning

Room 6 Foreign Language Teacher Evaluating Educational The Uptake of Technology- Training: An Enquiry into Professional Development in Supported Learning and Context an International Context Teaching Practices across Assoc Prof Robyn L. Najar, Michael Dean, Research, Disciplines as a Result of Humanities, Flinders University, Anthony Tait, Professional Teachers‟ Professional Adelaide, Australia Development, Gee Kim, Development Overview: This paper concludes Research, International Roy Kam, Educational that the highly interpretive nature Baccalaureate, New York, USA Development Centre, Lydia Lee of teachers‘ work results in the Overview: The purpose of this Hong Kong Polytechnic development of a personal rather paper is to evaluate the University, Hong Kong, China than an externally imposed theory effectiveness of educational Overview: This is a reflection on of teaching. professional development in an the uptake of technology- Stream: Teacher Training and international context. supported learning and teaching Development Stream: Teacher Training and practices through a range of Development teachers‘ professional development offered by a centre in the Hong Kong tertiary institution. Stream: Teacher Training and Development Room 7 Faculty Identity in the Age of Critical Social Literacy: Classroom Climate Globalization: Lessons from Empowering Young Women in Supporting Civic South African Universities a Disadvantaged Community Participation: A Case Study Prof. Reitumetse Obakeng Jenny Stirling, All Saints from Sultanate of Oman Mabokela, Higher, Adult, and Catholic Girls College, Sydney, Badar Hamood Al kharusi, Lifelong Education (HALE) Iris Nastasi, Clancy Catholic Assoc. Prof. Bill Atweh, Curtin Program, Michigan State College, Jennifer Symington, University, Perth, Australia University, East Lansing, USA All Saints Catholic Girls College, Overview: This paper reports Overview: This presentation Australia results of qualitative data explores how the intersection of Overview: A discussion of the intended to explore classroom race and gender has impacted initiatives we have devised to climate and civic participation in South African universities‘ efforts encourage girls to stand up for the Sultanate of Oman. to create an equitable and themselves, using a range of Stream: Equity, Social Justice accessible system of higher resources to develop higher- and Social Change education. order social thinking from critical Stream: Equity, Social Justice and perspectives. Social Change Stream: Equity, Social Justice and Social Change Room 8 Learning Boundaries: Managing across Borders: Empowering Staff to Lead Global Experiences Cross Cultural Teaching Teams Research Project Dr. Heather Clay, Hendon, Dr Catherine Minett-Smith, Business Dr Karolina Parding, Department School, Middlesex University, London, UK of Human Work Science, Dr. Overview: This workshop invites delegates to consider the key Krister Hertting, Prof. Eva challenges to supporting and developing academics leading and Alerby, Luleå University of working with colleagues in remote/global communities of practice. Technology, Sweden, Jill Brown, Stream: Community, Culture, Globalisation Faculty of Education, Monash University, Melbourne, Australia Overview: This paper examines obstacles and possibilities when it comes to carrying out research in a cross-cultural research project, focusing on the phenomenon of learning. Stream: Community, Culture, Globalisation

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TUES. PARALLEL SESSIONS 13:15-13:45 13:50-14:20 14:25-14:55 Room 9 Siyakhulisa: An Attempt to Learner Autonomy among Examination of Relationships Improve the Quality of Early Malaysian Polytechnic ESL between Teachers‟ Childhood Education Learners: Do Students‟ Beliefs Epistemological Beliefs and Dr. Elsa Fourie, North-West Determine Their Learning? Attitude of Resistance to University, Vanderbijlpark, South Muniamal Perumal, Malaysian Organizational Change Africa Higher Education Ministry, Kulim, Prof. Nezahat Güçlü, Gazi Overview: The project aimes to Malaysia University, Ankara, Cemile empower teachers from Overview: Fostering autonomous Bacanlı Kurt, Sincan Fatih disadvantged areas in South learning among ESL learners in Anatolian High School, Turkey Africa to provide quality teaching a Malaysian Polytechnic Overview: This study examines and learning to pre-school Stream: Languages Education the relationships between learners. and Second Language Learning teachers‘ epistemological beliefs Stream: Community, Culture, and their attitude of resistance to Globalisation organizational change. Stream: Organisational Learning, Organisational Change Room 10 The Appropriation of Why Do Lecturers in Law Need The Clinical Education Government Policy on PhDs? Experience of Student- Information and Dr Hilary Geber, Centre for Physiotherapists Within a Communication Technology in Learning, Teaching and Transforming Healthcare South African Schools Development, University of the System Thirusellvan Vandeyar, Faculty Witwatersrand, Johannesburg, Dr Serela Ramklass, University of Education Department of Cornelius Visser, School of law, of KwaZulu-Natal, Durban, South Math, Science and Technology University of the Witwatersrand Africa Education. Computer Integrated Johannesburg, Gauteng, South Overview: Reflections of clinical Education, University of Pretoria, Africa education experiences of final Pretoria, South Africa Overview: Mentoring and year student physiotherapists are Overview: The purpose of this coaching for lecturers in Law examined in relation to post study is to explore how shows increased publication apartheid societal Government policy on rates and doctoral completion transformation, a changed information and communications rates during a specially designed healthcare system and the technology influences teaching support programme. response of the physiotherapy and learning in South African Stream: Adult, Vocational, curriculum. schools. Tertiary and Professional Stream: Adult, Vocational, Stream: Technology in Learning Learning Tertiary and Professional Learning Room 11 Higher-Order Thinking Skills: At Risk Students in Higher A Comparison of Model- and Education: Where is the Regular-School Students in Problem with Throughput? the United Arab Emirates Prof. Labby Ramrathan, School Prof. Mohamed Albaili, of Education and Development Department of Psychology at the Faculty of Education University Faculty of Humanities and Social of KwaZulu-Natal, University of Sciences, United Arab Emirates KwaZulu-Natal, Durban, Dr. University, Al-Ain, United Arab Daisy Pillay, School of Emirates Education and Development, Overview: The purpose of the University Of KwaZulu-Natal, present investigation was to Pinetown, South Africa compare higher-order thinking Overview: Drawing on interview skills among model- and regular- data, this paper explores, the school students in the United experiences of student academic Arab Emirates. co-coordinators working in the Stream: Curriculum and Academic Support programme, Pedagogy supporting students at risk of failing their modules/dropping out. Stream: Student Learning, Learner Experiences, Learner Diversity GARDEN SESSSION Vivienne Bozalek and Crain Soudien 14:55-15:10 COFFEE BREAK

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15:10-16:50 PARALLEL SESSIONS TUES. 15:10 – 15:40 15:45-16:15 16:20-16:50 Room 1 UseMyAbility: A Web Resource to Enable Disabled Students‟ High Attainment Low Development of Employability Skills Employment: The How and Dr. Val Chapman, Centre for Inclusive Learning Support Quality and Why Educational Educational Development, University of Worcester, Worcester, Professionals Are Failing Judith Waterfield, Disability Assist Services Student Services, Children with Visual University of Plymouth, Plymouth, UK Impairment Overview: This workshop will introduce the web-based resource Dr John Ravenscroft, ―UseMyAbility‖ that has been developed through a UK National University of Edinburgh, UK Teaching Fellowship Scheme project, ―Employability and Disability‖. Overview: This paper examines Stream: Special Education, Learning Difficulties, Disability the reasons as to why children with visual impairment are achieving high attainment rates at school but low employment and the solutions to readdress this. Stream: Special Education, Learning Difficulties, Disability Room 2 Socially Responsible Education for Sustainability: Challenging Critical Thinking Is Hijacked Students and Supporting Teachers through Ethical Dilemma by Whom? Story Pedagogy Dr. Ka-ka Lam, The Chinese Dr Elisabeth Taylor, School of Education Division of Humanities, Dr University of Hong Kong, China Peter Taylor, Science and Mathematics Education Centre, Curtin Overview: Liberal Studies is one University, Perth, Australia of the subjects of new senior Overview: In this workshop we will involve participants in a practical secondary school curricula in workshop on ethical dilemma story pedagogy for sustainability Hong Kong. Six Panel Heads Stream: Curriculum and Pedagogy were interviewed, and public examination is still their core concern. Stream: Curriculum and Pedagogy Room 3 The Relevance of Vedic Ways Shared Decision-Making in School Leaders‟ Perceptions of Learning in the School Governance: A Case of the Use of Total Quality Contemporary Management Study of Two Soweto Management Concepts for Education System: An Secondary Schools School Improvement in Evolving Holistic Model Patrick Mafora, Educational Mauritius Leveraging Modern Studies, University of South Jean Claude Ah-Teck, School Technology Africa, Pretoria, South Africa of Education, Prof. Karen Starr, Mr Puneet Bindlish, Fellow Overview: A report on a case Deakin University, Australia Program in Management, Dr. study conducted in two schools Overview: This paper Neera Jain, Management in Soweto regarding perceptions investigates principals‘ Development Institute, India and experiences of participants perspectives on how current Overview: To understand how in the shared decision-making school leadership practices ancient wisdom can help us process. bearing resemblance with the develop a world view to meet the Stream: Educational Leadership Total Quality Management challenges of our management and Management philosophy can inform school education system with an improvement in Mauritius. emphasis on judicious use of Stream: Educational Leadership latest technologies. and Management Stream: Educational Leadership and Management Room 4 Problem Posing and the Development of Mathematical Insights Post-Graduate Educational Dr. Atara Shriki, Mathematics Education, Oranim Academic College Psychology Students‟ Self- of Education, Tivon, Ilana Lavy, Emek Yezreel Academic College, Efficacy Beliefs about their Emek Yezreel, Israel Service-Learning Experiences Overview: In this workshop, we engage the participants in inquiry Suzanne Bester, Educational mathematical assignments. We will focus on problem posing, through Psychology, Prof. Ronel implementing the What-If-Not? strategy. Ferreira, University of Pretoria, Stream: Maths, Science and Technology Learning Pretoria, South Africa Overview: This study is an exploration of post-graduate educational psychology students‘ self-efficacy beliefs about their service-learning experiences and its implication for practice. Stream: Student Learning, Learner Experiences, Learner Diversity 31 Eighteenth International Conference on Learning

TUES. PARALLEL SESSIONS 15:10 – 15:40 15:45-16:15 16:20-16:50 Room 5 Reflective Journals for Considering Ethics in Blended A Critical Analysis of e- Postgraduate Students‟ Learning Assessment with Particular Learning: An Australian Case Dr Reem Alebaikan, curriculum Emphasis on the Use of Study and Instruction Department, King Different Types of Online Dr. Tomayess Issa, Dr. Saud University, Riyadh, Saudi Quizzes Theodora Issa, School of Arabia, Dr Salah Troudi, Dr. Rooma Roshnee Information Systems, Curtin University of Exeter, Exeter, UK Ramsaran-Fowdar, School of University, Perth, Australia Overview: This study is an Management and Marketing, Overview: This paper examines attempt to review major ethical CQUniversity, Rockhampton, the value of learning through issues that are associated with Australia, Dr. Priya Baguant, reflective journal assessment in the implementation of blended University of Mauritius, Reduit, postgraduate units at Curtin learning in higher education. Mauritius, Sooraj Fowdar, University. Stream: Technology in Learning School of Commerce and Law, Stream: Technology in Learning CQUniversity, Rockhampton, Australia Overview: This paper discusses the advantages and disadvantages of practice quizzes and assessed online quizzes and recommends ways of improving the setting of online quizzes. Stream: Technology in Learning Room 6 You Don‘t Have to be a Phonetician to Pronounce English Words Seeking Professional Correctly Development through Being a Mehnaz Hanzala, Centre of English Language Institute for Mentor Educational Development, Aga Khan University, Karachi, Pakistan Xiaoling Ke, Guangdong Overview: The primary aim of the presentation is to share useful tips University of Foreign Studies, that can help learners become completely self-reliant in deciphering Guangzhou, China the code of correct English pronunciation. Overview: Using the data from Stream: Curriculum and Pedagogy interviews, mentors‘ class observation notes, mentor‘s reflexive journals, and documents, this paper discusses the benefits of a mentoring program for mentors in a university in China. Stream: Teacher Training and Development Room 7 Constitution, Negotiation and The InQuRRI: Introducing Training for a Vocation or for Representation of Immigrant Quick Reference for Reflective the Labour Market? Student Identities in South Inventory Dr. Jean Dillon, Middlesex African Schools Wan Nurul Elia Haslee Sharil, University, St. Albans, UK Prof. Saloshna Vandeyar, Associate Prof. Faizah Abd. Overview: This presentation Department of Humanities Majid, Faculty of Education, Nor focuses on social work Education Faculty of Education, Hashima Mohd Sukor, Universiti education, which has come under University of Pretoria, Pretoria, Teknologi MARA, Shah Alam, close government scrutiny vis-à- South Africa Malaysia vis ‗appropriate‘ academic Overview: The qualitative study Overview: This is an inventory credentials of applicants, sets out to explore how Black designed to help educators potentially resulting in equally immigrant students construct, measure their reflection on their important softer/dispositional negotiate and represent their teaching practice. This inventory skills receiving less recognition. identities within the South African helps educators to gauge their Stream: Equity, Social Justice schooling context. strengths and weaknesses in and Social Change Stream: Equity, Social Justice their reflection. and Social Change Stream: Teacher Training and Development

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TUES. PARALLEL SESSIONS 15:10 – 15:40 15:45-16:15 16:20-16:50 Room 8 Learning without Limits: The Learning and the Sustainability Techniques for Training Needs Promise of High-Speed of Small Organisations: An Analysis in Organizations Learning Networks in Remote Examination of Senge‟s Theory Dr. Gokhan Ofluoglu, Dr. Rural and Inner-City of a Learning Organisation in a Ahmet Ferda Cakmak, Faculty Communities South African Context of Economics and Administrative Barbara Craig, Victoria Genevieve Hundermark, Sciences, Zonguldak Karaelmas University of Wellington, University of Witwatersrand, University, Zonguldak, Turkey Wellington, New Zealand, Prof. Johannesburg, South Africa Overview: The analysis of the Ken Stevens, Memorial Overview: Theory postulates that training needs must indeed be University of Newfoundland, St. to be sustainable, organisations determined accurately. Johns, Canada should be learning. This paper Otherwise, a training inaccurately Overview: This paper considers looks at how Senge‘s theory can applied, will cause an pedagogical and administrative be understood and applied in unnecessary rise in cost for the benefits of aggregated learning small organisations in South business. networks in contrasting contexts, Africa. Stream: Organisational Learning, Canadian rural and New Zealand Stream: Organisational Learning, Organisational Change inner-city schools, challenging Organisational Change the traditional standalone school. Stream: Organisational Learning, Organisational Change Room 9 The Relationship between Partnering with Students in Managing Teaching Teams School Administrators‟ School Leadership: Lessons Effectively Leadership Style and Physical from Starehe Boys Centre and A/Prof Martijntje M. Kulski, Education Teachers‟ Exposure School, Kenya Centre for eLearning, Perth, Dr. to Mobbing Dr. Peter Otiato Ojiambo, Rosemary Kerr, Curtin Dr. Murat Kul, Bartın University University of Kansas, Lawrence, University, Australia Physical Education and Sports USA Overview: This case study Academy, Ankara, Dr. Mehmet Overview: This paper is a critical explores a course coordinator‘s Güçlü, Turkey examination of Starehe Boys approach to the collegial Overview: This study aims to Centre and School's student development and management of identify the relationship between leadership system, its an effective teaching team in a school administrators‘ leadership involvement in central large enrollment undergraduate style and physical education administrative structure, and Business Studies course. teachers‘ exposure to mobbing. emerging educational leadership Stream: Educational Leadership Stream: Educational Leadership partnering lessons. and Management and Management Stream: Educational Leadership and Management Room 10 A Framework for Curriculum The Non-Teacher: Orgasmic Motivating Masters Students to Sequencing Anti-Identitarian Embodiment Successfully Complete Their Dr. Kalyani Akalamkam, in Education Projects University of Delhi, New Delhi, Chris W.H. Woo, Universiti Dr Maria Ponto, Faculty of India Brunei Darussalam, Gadong, Health and Social Care Sciences Overview: In this study a Brunei Darussalam School of Nursing, Kingston framework for sequencing the Overview: The project of this University, Kingston upon curriculum has been evolved paper is to challenge the Thames, UK using data from primary sources identities of teachers in education Overview: This presentation (teacher's perspectives and through embodiment, desire and focuses on how to best motivate learners understanding) and anti-identitarian philosophies. Masters students to successfully document analysis. Stream: Curriculum and complete their research projects. Stream: Curriculum and Pedagogy Stream: Student Learning, Pedagogy Learner Experiences, Learner Diversity

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SESSIONS: WEDNESDAY, 06 JULY

8:30-9:00 CONFERENCE REGISTRATION DESK OPEN 9:00-9:35 PLENARY SESSION – Mohammad Issack Santally, University of Mauritius, Mauritius ―Innovative Approaches to Teacher Training Programmes in Mauritius‖ PLENARY SESSION – Denise Newfield, University of the Witwatersand, Johannesburg, South Africa 9:35-10:10 ―The Evolution of Multiliteracies and Multimodality in South Africa‖ 10:10-10:25 COFFEE BREAK 10:25-12:05 PARALLEL SESSIONS 10:25-10:55 11:00-11:30 11:35-12:05 Room 1 Closing the Gap: Effective Postgraduate Supervision: The Effects of Choosing the Open Distance Learning Developing Independent Exam Level on Students‟ Dr Erna Oliver, Department of Researchers or Spoon Perceptions Concerning Their Christian Spirituality, Church Feeding? Attitude towards Mathematics History and Missiology College Ansie Lessing, Department Orly Zarfin, Mathematics of Human Sciences, University Educational Studies, University Education, The Academic of South Africa, Pretoria, South of South Africa, Pretoria, South College of Education - Oranim, Africa Africa Tel-Aviv, Ilana Lavy, Overview: Effective planning and Overview: This investigation look Management Information new programme development into the role of the supervisor in Systems, The Academic College will provide students with an the process of supervision. of Emek Yezreel, Afula, Israel effective toolkit enabling them to Stream: Adult, Vocational, Overview: Examination of the succeed in the ODL environment Tertiary and Professional effects of providing 9th grade and transfer successful learning Learning students with the opportunity to strategies to their respective choose exams‘ level on their self communities. perception concerning Stream: Adult, Vocational, mathematics. Tertiary and Professional Stream: Student Learning, Learning Learner Experiences, Learner Diversity Room 2 The Subject of Terrorism in Rolling Over or Resisting? Teaching Project University Level Education: Voices of Early Career Management: A New How It Might Be Taught and Teachers Perspective Why It Won‟t Dr. Anne Elizabeth Price, Dr. Judy Hemming, School of Dr Michael McKinley, School of School of Education, Murdoch Business Australian Defence Politics and International University, Perth, Australia Force Academy, University of Relations Research School of Overview: The paper will present New South Wales, Canberra, Social Sciences College of Arts initial findings from qualitative Australia and Social Sciences, Australian data gathered from Early Career Overview: This paper will National University, Canberra, Teachers regarding their highlight the need to rethink the Australia understandings of what teaching of project management Overview: This paper argues resilience means for beginning to include the social, economic that the teaching of the subject teachers. and political issues associated of terrorism is impeded by the Stream: Curriculum and with projects. refusal of many political actors to Pedagogy Stream: Curriculum and acknowledge their own Pedagogy embarrassing violent and terrorist histories. Stream: Curriculum and Pedagogy Room 3 The Evaluation of a Addressing the Affective Domain in Online University Courses Multidisciplinary Approach to Dr. Denise Hexom, Department of Special Education, Sacramento, Training People Who Work Dr. Judith Menoher, Department of Special Education Department with Students with Severe and of Teacher Education, National University, Redding, USA Challenging Behaviours Overview: Why are some online instructor‘s student evaluations Dr. Jill Bevan-Brown, Massey much higher when the course content, organization, and University College of Education, assignments are the same? This presentation will address these Palmerston North, New Zealand issues. Overview: This presentation Stream: Special Education, Learning Difficulties, Disability outlines the evaluation results of a multidisciplinary training programme for people who work with students who have severe and challenging behaviours. Stream: Special Education, Learning Difficulties, Disability

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WED. PARALLEL SESSIONS 10:25-10:55 11:00-11:30 11:35-12:05 Room 4 Home: The Basis for Education Innovative Methods of Oral Assessment: Preparing and Training in a New South Teaching in Higher Education Learners for Discourse in Africa Angela Gattu, Botany, Osmania Communities of Practice Rev Willem Hendrik Oliver, University, Radha Karamchedu, Prof Penny Singh, Department FET, Delta Education, Pretoria, Chemistry, Affiliated to Osmania of Information and Corporate South Africa University, Hyderabad, India Management Faculty of Overview: The total change of Overview: There is a need for Accounting and Informatics, the learning environment in innovative methodology in Durban University of Technology, South Africa, after the teaching as it helps in continuous Durban, South Africa legalisation of home schooling in scientific studies on the Overview: This paper focuses on 1996, is investigated. behavioral attitude of the learner. learning in local communities Stream: Student Learning, Stream: Student Learning, using community consultation as Learner Experiences, Learner Learner Experiences, Learner an integral part of the educational Diversity Diversity process. Stream: Student Learning, Learner Experiences, Learner Diversity Room 5 The Influence of First Year Active Openings: Using Education and its Relationship Students‟ Perception of Focusing Events in the to Social Cohesion: Education Achievement and Their Classroom and Social Cohesion in Experience Regarding Dr. Paige Schulte, Department Saskatchewan University Academic of Teaching and Learning, Abu Mohamed Bockarie, Performance Southeastern Louisiana Faculty of Education, University Shalini Dukhan, School of University, New Orleans, USA of Regina, Regina, Canada Animal, Plant and Environmental Overview: Participants will Overview: The study explores Sciences, Dr Ann Cameron, engage in a variety of short several dimensions of the Science, Dr E.A. Brenner, lesson openers that can be used relationship between education School of Molecular and Cell in middle and high school and social cohesion in Biology, University of the classrooms as well as university Saskatchewan Witwatersrand, Johannesburg, education classes to actively Stream: Other South Africa engage students. Overview: High achieving Stream: Student Learning, students are accepted into Learner Experiences, Learner university. However, based on Diversity their anticipated performance and lecturer perceptions and expectancies, students clearly find their academic acclimatisation to this environment challenging. Stream: Student Learning, Learner Experiences, Learner Diversity Room 6 The Violation of Child Rights to Preparing New Paradigm Researchers to Transform Educational Education: Teachers‟ Attitudes Landscapes and Discriminatory Behaviour Dr Peter Taylor, Science and Mathematics Education Centre, Curtin towards Marginalised Children University, Perth, Australia Namrata, Department of Overview: This workshop will engage participants in new paradigms Educational Administration, of educational research that enable professional teachers to develop National University of as agents of cultural transformation. Educational Planning and Stream: Teacher Training and Development Administration, New Delhi, India Overview: Prejudices of the society, in present scenario, highlights the issues of violation of right to education of the marginalized groups . Stream: Teacher Training and Development

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WED. PARALLEL SESSIONS 10:25-10:55 11:00-11:30 11:35-12:05 Room 7 Let‟s Ask the Kids! Familiarity of Computer Use A Framework to Support Practising Citizenship and and its Relationships with Automation in Collaborative Democracy in Australian Scientific Literacy for Macao‟s Projects Schools 15-Year-Olds M. Ajmal Chaumun, Math and Dr Sally Elizabeth Anne Prof. Kwok-cheung Cheung, Computer Department Varnham, University of Educational Testing and Foundation Program, Qatar Technology, Australia Assessment Research Centre, University, Doha, Qatar Overview: This research Macao, Dr. Pou-seong Sit, Overview: Learning Management considers the meaningful University of Macau, Macao Systems (LMS) tools offer participation of children and Overview: The extent, scope and support to project assignments. young people in decision efficacy of computer use for 15- A framework is proposed to making in schools: its year-old students in Macao, and provide automated project implementation, and its relationships of these process delivery. effectiveness and impact on variables with scientific literacy Stream: Technology in Learning school communities. Stream: Technology in Learning Stream: Equity, Social Justice and Social Change Room 8 Pupil Grouping Practices in A Discussion on International Legislation and Guidance around New Zealand Schools: A Special Educational Needs since the Salamanca Statement Survey of Fourteen Andy Bloor, Department of Primary Education, Canterbury Christ Elementary Schools Church University, Canterbury, UK Prof. Garry Hornby, University Overview: This workshop will consider international legislation and of Canterbury, New Zealand governmental guidance in the field of special educational needs since Overview: Survey of pupil the Salamanca Statement of 1994. grouping practices in the final Stream: Special Education, Learning Difficulties, Disability two years of fourteen elementary schools and discussion of consequences of these groupings for pupils with special needs. Stream: Special Education, Learning Difficulties, Disability Room 9 Investigating the Myths ESL Learners Learning Neurodidactics: Brain-Based Surrounding Mathematics Content Subjects through the Ideas for ICT and Computer Learning: Seeing Medium of English: What Do Science Education Mathematics in a New Light the Malaysian Primary School Univ. Ass. MMag. Dr. Barbara Anne D’Arcy-Warmington, Students Say? Sabitzer, Institute of Informatics Department of Mathematics and Dr Souba Rethinasamy, Centre Systems, Informatics Didactics, Statistics, Curtin University of for Language Studies, Mohd. Klagenfurt, Austria Technology, Perth, Australia Hafizan Hashim, Faculty of Overview: Based on findings of Overview: ―The more questions Cognitive Sciences and Human brain research Neurodidactics you do, the better you will Development, Kee Man Chuah, provides proposals for effective understand‖ and ―Know your Universiti Malaysia Sarawak, teaching and learning. This times tables‖ are quoted as Kuching, Malaysia paper shall present important essential to learning Overview: This paper focuses on neurodidactical principles based mathematics but are they really, the emergence of English as on examples of ICT and though? global medium of academic computer science education. Stream: Maths, Science and instruction and issues related to Stream: Maths, Science and Technology Learning it, with specific reference to Technology Learning Malaysia Stream: Maths, Science and Technology Learning

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WED. PARALLEL SESSIONS 10:25-10:55 11:00-11:30 11:35-12:05 Room 10 Effectivness of Online Investigating the Effect of Perceived Learning from Learning Communities as an Implementing Reform-Based Faculty Development Approach to Professional Mathematics Instruction on Programmes of Faculty in Development for Elementary Elementary Students Including Higher Education Teachers Students with Learning Dr. Shefali Nandan, Dr. Tanuj Dr. Iman Alghazo, UAE Difficulties Nandan, Motilal Nehru National University, United Arab Dr. Othman Alsawaie, UAE Institute of Technology, India Emirates University, United Arab Emirates Overview: Faculty Development Overview: An online Overview: The purpose of this Progammes (FDPs) are a means professional development for intervention study is to examine to impart learning to faculty in elementary school teachers. It the effects of implementing higher education. This study was done by forming an online reform-based mathematics explores the impact of work learning community. instruction on students‘ experience on learning of faculty Stream: Technology in Learning achievement, motivation, and from FDPs. self-efficacy. Stream: Teacher Training and Stream: Student Learning, Development Learner Experiences, Learner Diversity GARDEN Mohammad Issack Santally and Denise Newfield SESSION 12:05-12:50 LUNCH 12:50- 14:30 PARALLEL SESSIONS 12:50-13:20 13:25-13:55 14:00-14:30 Room 1 The Concept of Continuing Putting the Jigsaw Together: Education in Organizations, Using the Authentic Learning and Its Effects on the Learning Framework in Teacher Organization Process Education Dr. Sinem Somunoglu, Uludag Dr Deirdre Russell-Bowie, University, Health Services School of Education, University Vocational School, Bursa, of Western Sydney, Sydney, Turkey, Dr. Gokhan Ofluoglu, Australia Faculty of Economics and Overview: The authentic learning Administrative Sciences, framework is used to develop a Zonguldak Karaelmas University, teacher education arts subject to Zonguldak, Turkey address identified classroom Overview: This presentation challenges and to develop covers continuing education in students‘ personal confidence organizations, the concept of and professional competence in learning organization, the the arts. contribution of continuing Stream: Curriculum and education to the learning Pedagogy organization process, and the overall characteristics of the learning organization. Stream: Organisational Learning, Organisational Change Room 2 Math Anxiety Related to Social and Educational Contexts: Myths and Misconceptions Dr. Magdalena Caproiu, Learning Center/Math Center, Antelope Valley College, Lancaster, USA Overview: Math Anxiety has been an on-going serious problem among people and represents a barrier for career choice and problem solving in everyday life. Stream: Curriculum and Pedagogy

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WED. PARALLEL SESSIONS 12:50-13:20 13:25-13:55 14:00-14:30 Room 3 Importance of Geological- Real World Learning for the Tectonic-Petrographic New Economy in the Training in Prevention of Work Knowledge Society Accidents in Northwestern Sylila Monteiro, Faculty of Anatolian Coal Basin of Creative Industries and Turkey Business, Rashika Sharma, Dr Ibrahim Buzkan, Mining- Faculty of Technology and Built Geology Engineering, Zonguldak Environment, UNITEC Institute Karaelmas University, of Technology, Auckland, New Zonguldak, Turkey Zealand Overview: It is possible to Overview: This paper minimize accidents with researches student perspectives casualties and deaths by training on PBL. The results confirm that the workers and raising PBL enhances team work and awareness on geologic-tectonic- collaborative skills, presentation petrographic characteristics of skills, problem solving, enquiry productions panels and by and research skills and self taking necessary precautions in directed learning. time. Stream: Adult, Vocational, Stream: Adult, Vocational, Tertiary and Professional Tertiary and Professional Learning Learning Room 4 Enhancing Linguistics and The Impact of Motivation and Self-Directed Learning: First Communication Skills through Classroom Environment on Year Medical Radiation Project-Based Learning in a Learner Achievement in Program Malaysia Public University Geography Map Work in High Dr. Jyothi Thalluri, School of Faridah Musa, Centre for School Level Pharmacy and Medical General Studies, Rozmel Abdul Dr. Elbie Mwenesongole, Sciences, Dr. Sharron King, Latiff, The Centre for General School of Continuing Education, Division of Health Sciences, Studies, Bangi, Norlaila Mufti, North-West University, Mafikeng University of South Australia, Maryam Mohamed Amin, Campus, Mafikeng, South Africa Adelaide, Australia Centre of General Studies, Overview: This paper is a follow- Overview: This study examines Universiti Kebangsaan Malaysia, up of the study that was done in first year health sciences student Bandar Baru Bangi, Malaysia 2006 and 2009 on factors that expectation and student Overview: To investigate how influence learner achievement in experience. It was found that, project based learning helped Geography map work at Grade there was significant student develop students‘ linguistics and 12 level. satisfaction gap on the topic of communication skills in a Stream: Student Learning, self directed learning. Workplace Communication Learner Experiences, Learner Stream: Student Learning, Course. Diversity Learner Experiences, Learner Stream: Student Learning, Diversity Learner Experiences, Learner Diversity Room 5 Enhancing Writing Skills in IT Work Based Literacy and Academic Literacy: Students Numeracy Training in Implementation, Challenges Dr Jocelyn Armarego, School Indigenous Contexts and the Way of Information Technology, Lorraine Sushames, Language Dr Livingstone Makondo, Dr Murdoch University, Murdoch, and Literacy Division, Ruth Mamolahluwa A. Mokoena, Australia Wallace, Social Partnerships in Academic Development Centre, Overview: A project to embed Learning Research Consortium North-West University, Mafikeng automated support for School of Education, Charles Campus, Mmabatho, South enhancing writing unobtrusively Darwin University, Darwin, Africa within the learning environment Australia Overview: This paper discusses is described and the results of a Overview: This presentation the role of academic literacy pilot discussed. profiles pedagogical approaches enhancement efforts at the Stream: Literacy, Language, to implementing work based North-West University, Mafikeng Multiliteracies literacy and numeracy Campus, South Africa programmes that have been Stream: Literacy, Language, developed to support growing Multiliteracies Indigenous workforces in the Northern Territory of Australia. Stream: Literacy, Language, Multiliteracies

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WED. PARALLEL SESSIONS 12:50-13:20 13:25-13:55 14:00-14:30 Room 6 Action Research Project in Lesson Study in Continuing Teacher Education Professional Teacher Programme: Pre-Service Development Teachers‟ Competency and Dr. Karen L. Coe, West Junior Weaknesses High School, Stellenbosch Dr. Moi Mooi Lew, Department University, South Africa, Boise, of Research and Development, USA, Prof. Arend Carl, Faculty Dr. Munira Mohsin, Physical of Education, Stellenbosch, Dr. Education Department, Liezel Frick, Curriculum Specialist Teacher Education Studies, Stellenbosch University, Institute, Malaysia South Africa Overview: This research report Overview: With the increased has documented some important pressure that educational reform findings about the competency has placed on teachers in South in doing action research among Africa, lesson study offers a a group of pre-service teachers viable professional development in Malaysia. strategy to effect the kind of Stream: Teacher Training and change necessary. Development Stream: Teacher Training and Development Room 7 Controlling and Lecturing or MLearning in a New Zealand Integrating E-Portfolios in Controlling? An Australian Secondary School: A Case Innovative Pedagogical Standpoint Study Scenarios for Enhancement of Dr. Theodora Issa, Curtin Dr. Noeline Wright, Wilf Students‟ Online Learning Business Faculty, Dr. Malcolm Institute of Educational Experiences: Learning Design Tomayess Issa, School of Research Professional Studies Specification for an Innovative Information Systems, Curtin in Education School of E-portfolio Module for the University, Perth, Australia Education, University of University of Mauritius Overview: This paper aims at Waikato, Hamilton, New Zealand Girish Mautadin, Lifelong providing an Australian Overview: This commissioned Learning Cluster VCILT, perspective in relation to the research delves into the use of Mohammad Issack Santally, control modes being adhered to mobile devices for learning VCILT, University of Mauritius, at some of the Australian purposes and shares findings Reduit, Mauritius, Ravindra Universities. with implications for the Boojhawon Stream: Technology in Learning classroom and teacher Overview: Investigating how e- preparation. portfolios are being used in Stream: Technology in Learning different educational contexts. It will further investigate how they can be integrated in innovative online pedagogical scenarios as a skills development facilitator tool. Stream: Technology in Learning Room 8 Second Language Learning - The Canadian Way Some Benefits of an Yushy Wallace, Sooke School District (#62), Victoria, Canada Interdisciplinary Approach to Overview: Second language learning and teaching - the Canadian Second or Foreign Language way: This session will look at the successes and challenges of the Learning French Immersion program at a school district level. Inna V. Atamanova, English Stream: Languages Education and Second Language Learning Language Department Foreign Languages Faculty, Tomsk State University, Tomsk, Russian Federation Overview: Second or foreign language learning is discussed in the frameworks of the dynamic systems perspective, the sociocultural theory of mind and the neuron mirroring mechanism. Stream: Languages Education and Second Language Learning

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WED. PARALLEL SESSIONS 12:50-13:20 13:25-13:55 14:00-14:30 Room 9 Multigrade Pedagogy and Socially Response-able Learnings on the Margins: Practice: Accelerating Mathematics Education: A University Education for the Millennium Development Tale of Three Teachers Homeless, Social Theory and Goals for Sub-Saharan Africa Assoc. Prof. Bill Atweh, Meaning Making Dr. Charles Kivunja, School of Science and Mathematics Assoc Prof. Lindsay Farrell, Education, University of New Education Centre, Curtin School of Arts and Sciences, England, Armidale, Dr. D. Wood, University, Perth, Australia Australian Catholic University, School of Communication, Overview: This is a story of three Brisbane, Australia International Studies and teachers managing change in Overview: This paper reports on Languages, University of South their teaching of middle school the Catalyst homeless university Australia, Australia mathematics to make it more education project (2005 – 2010) Overview: With 5 years to 2015, engaging and relevant to their in Australia. Sub-Saharan Africa is not on students‘ immediate social lives. Stream: Equity, Social Justice track to meet the Millennium Stream: Equity, Social Justice and Social Change Development Goals (MDGs). and Social Change Education based on multigrade teaching holds the key to accelerating the goals. Stream: Equity, Social Justice and Social Change Room 10 Foreign Language Learning Utopia or Dystopia: Mediations Malaysian Gifted Students: and Advanced Age: The 3- and Multilingualism The Use of General Power-Model; A New Prof Ayub Sheik, School of Intelligence as a Substitute in Conceptual Approach Languages, Literacies, Media the Absence of Specified- Dr. Helga Linhart, English and Drama Education, University Domain Intelligence in Department Linguistics, of Kwazulu-Natal, Durban, South Language Learning University of Vienna, Vienna, Africa Wan Safuraa Wan Osman, Austria Overview: This paper TESL Program (Teaching of Overview: This study focuses on deconstructs language as a site English as a Second Language) the adult foreign language of ideological struggle and claims Faculty of Education, Dr. Melor learner beyond a space for local languages in Md. Yunus, Faculty of secondary/tertiary education. For the face of the linguistic Education, National University of reasons of an all-embracing imperialism of English Malaysia, Bangi, Malaysia insight into learner-relevant Stream: Languages Education Overview: This study seeks to aspects, it is interdisciplinary in and Second Language Learning investigate the connection of its approach. general intelligence and Stream: Languages Education specified-domain intelligence in and Second Language Learning language learning. Stream: Languages Education and Second Language Learning 14:30-14:45 COFFEE BREAK 14:45-16:50 PARALLEL SESSIONS 14:45-15:15 15:20-15:50 15:55-16:25 16:30-16:50 Room 1 Facilitating Institutional Curriculum Change Breaking Our Own Changes in Students‟ Dr. Pamela Parker, Prof. Susannah Quinsee, Codes: Designing Beliefs Concerning Learning Development Centre, City University Instruction for Greater the Characteristics of London, London, UK Clarity and Appropriate Good Programmer Overview: The workshop provides an outline of Control Ilana Lavy, The strategies to facilitate institutional change for Dr. Mark Stoner, Academic College of curriculum design and an opportunity to share California State Emek Yezreel, Afula, institutional processes and barriers. University, Sacramento, Dr Rami Rashkovits, Stream: Curriculum and Pedagogy USA Emek Yezreel, Israel Overview: This study Overview: A good explores communicative programmer as effect of the interaction of perceived by production and Management reproduction codes in the Information Systems design of curricula in students in their first higher education. and last study year and Stream: Curriculum and its correspondence to Pedagogy research literature and employers expectations. Stream: Adult, Vocational, Tertiary and Professional Learning 40 Eighteenth International Conference on Learning

WED. PARALLEL SESSIONS 14:45-15:15 15:20-15:50 15:55-16:25 16:30-16:50 Room 2 Preparing Learners University Pedagogy Collaborative Design Everyday Life in School Holistically for Life in the Age of of Lesson-Plans That through Children‘s Eyes Annemarie. Loubser, Supercomplexity: A Integrate Mathematics Dr. Aino Hannula, School of Continuing Case of and Science Kreeta Niemi, Teacher Education Misalignment? Michal Krupnik- Department of Teacher Faculty of Education Mr. Norman Brady, Gottlieb, Science Education, University of Sciences, North-West University of Education, Dr. Atara Jyväskylä, Jyväskylä, University, Greenwich, London, UK Shriki, Oranim Finland Potchefstroom, South Overview: This paper Academic College of Overview: In our paper, Africa addresses the issue of Education, Israel we present some Overview: This paper the undervaluation of Overview: The study preliminary findings and will report on Life Skills pedagogy in examines the affect of a methodological as part of teaching in Universities. The author collaborative considerations of the the Foundation Phase presents evidence development of lesson on-going research (Gr. R – 3) in South based on primary units that integrate project, ―Children as Africa. research into tutor mathematics and Co-researchers of Stream: Curriculum and attitudes to pedagogy in sciences to the Finnish School Life‖. Pedagogy a UK business school. development of Stream: Curriculum and Stream: Curriculum and pedagogical-content- Pedagogy Pedagogy knowledge of mathematics, science, and science-technology teachers. Stream: Curriculum and Pedagogy Room 3 An Experimental The Impact of Crossing Borders in Transfer of Learning Study of Russian and Knowledge in the Biotechnology and Its Ascendancy in Swedish Value Internal Marketing of Tertiary Education in Higher Education: A Systems Island Tourism: Southern Africa Cultural Critique Dr Ulla Damber, Mid Northern Mauritius as Jean Mollett,University Jonathan H. Green, Sweden University, a Case Study of the Witwatersrand, Humanities and Sweden, Prof. Vladimir Vanessa GB Johannesburg, South Language Division, Shabes, Dr Ekaterina Gowreesunkar, Africa Mahidol University Troshschenkova, University of Overview: An International College, Tamara Potapova, Technology Mauritius, investigation of Salaya, Thailand Russian Federation, Dr The Mount, Mauritius epistemological access Overview: This Lena Ivarsson, Overview: This paper issues which will inform discussion presents a Härnösand, Assoc. explores the potentials cross-border teaching cultural psychological Prof. Göran Bostedt, of internal marketing at and learning in perspective on the Sundsvall, Sweden tourism destinations. biotechnology tertiary current emphasis in Overview: A method for Stream: Community, education in two higher education on comparing Russian and Culture, Globalisation multicultural universities transfer of learning to Swedish university in the SADC region. the workplace, holding students‘ value systems Stream: Community, that divergent cultural will be presented. The Culture, Globalisation values need greater results of a two year recognition. Swedish-Russian value Stream: Community, study will be elaborated Culture, Globalisation on. Stream: Community, Culture, Globalisation

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WED. PARALLEL SESSIONS 14:45-15:15 15:20-15:50 15:55-16:25 16:30-16:50 Room 4 An Authentic Learning An Analysis of the Case Based Learning When a Question Met Experience Aimed at Contextual Factors in the Early Years of a Story: An Assisting Tertiary Influencing Undergraduate Exploration of Inquiry Education Students to Performance in Medical Education: A Learning on a Masters Take Responsibility Geometry at the Upper Student‟s Perspective Level of Study for Their Vocational Primary Level in Anitha Thalluri, The Dr Ksenija Napan, Readiness Mauritius Adelaide University, Unitec, Auckland, New Dr Meryl Pearce- Ravi Jawahir, School Adelaide, Australia Zealand Churchill, Flinders of Innovative Overview: Examining Overview: Reflecting on University, Adelaide, Technologies and the pros and cons of their practice Masters Australia Engineering, Mauritius, Case Based Learning in course enabled Overview: This paper Dr Kay Owens, Charles the early years of advanced practitioners reports on authentic Sturt University, Dubbo, undergraduate medical to critically examine learning experiences Australia, Dr Kaviraj course -from a student‘s their practice and conducted in 2009 and Sukon, Human angle. develop creative ways 2010 aimed at Resource Development Stream: Student of improving it. The encouraging students to Council, Dr Sameer Learning, Learner course was co-created take some responsibility Sunhaloo, University of Experiences, Learner by students and for enhancing their Technology, Mauritius Diversity lecturers. employability on Overview: Exploring Stream: Adult, graduating. contextual factors Vocational, Tertiary and Stream: Student influencing performance Professional Learning Learning, Learner in geometry at primary Experiences, Learner level. Diversity Stream: Student Learning, Learner Experiences, Learner Diversity Room 5 Learning in Diverse Sites: International Perspectives Underprepared Post- Dr. Willie Pearson, Jr., School of History, Technology, and Society, Georgia Graduate Students: Institute of Technology, Atlanta, Geesje van den Berg, University of South The Need for Africa, USA, Tony Lelliott, University of Witwatersrand, South Africa, Tiffany Transformative Plantan, Michael Gaines, University of Miami, USA, Prof. Tinus Van Rooy, Research Supervision University of South Africa, South Africa, Susan Cozzens, Georgia Institute of Prof Christine Technology, Wanda E. Ward, National Science Foundation, USA Winberg, Cape Overview: Presentations focus on informal, formal and collaborative Peninsula University of (North/South countries) learning in South Africa. The goal is to understand the Technology, Cape context in which learning takes place. Town, South Africa Stream: Maths, Science and Technology Learning Overview: The focus of this study is the learning experiences of under- prepared post-graduate research candidates, and resultant implications for transforming the practice of research supervision. Stream: Adult, Vocational, Tertiary and Professional Learning

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WED. PARALLEL SESSIONS 14:45-15:15 15:20-15:50 15:55-16:25 16:30-16:50 Room 6 Improving the Quality What Matters in Aboriginal Preservice English Language of Teaching and Surviving at School: Teacher Perspectives Proficiency and Learning: Teacher = Beginning Teachers‟ on the Professional Learning: The Case of Learner-Centred Sense of Community, Experience International Approach Self-Efficacy, Job Cathie Burgess, Koori Postgraduate Dr. John Buchanan, Satisfaction and Centre, University of Accounting Students Education, University of Intrinsic Motivation Sydney, Sydney, in Australia Technology, Sydney, Merilyn Meristo, Australia Neelam Goela, Asit Australia Educational Sciences, Overview: This Bhattacharyya, Overview: This paper Dr. Eve Eisenschmidt, presentation explores Newcastle Business proposes the adoption Educational Sciences Aboriginal preservice School, Callaghan, Dr. of a learner-centred Haapsalu College, teachers‘ perspectives Suzanne Ryan, approach to teacher Tallinn University, on the Professional Newcastle, Katerina professional Tallinn, Estonia, Prof. Experience which is Stratilas, University of development as a Erika Löfström, part of their teacher Newcastle, Australia counter to professional University of Helsinki, education degree at the Overview: The impact development which is Helsinki, Finland, Prof. University of Sydney, of professional imposed externally. Katrin Poom-Valickis, Australia. development and Stream: Teacher Educational Sciences, Stream: Teacher support on the ability of Training and Tallinn University, Training and contingent academics Development Tallinn, Estonia Development to deliver quality Overview: The study teaching and learning aims at exploring novice outcomes is analysed in teachers‘ perceptions of this paper. self-efficay, sense of Stream: Teacher community, job Training and satisfaction and intrinsic Development motivation in order to assess the effectiveness of the Induction Year Programme. Stream: Teacher Training and Development Room 7 Adolescent Violence: The Webquest as a Translation Insights into The Risks and Teaching Tool in Technologies Development of e- Benefits of Electronic Knowledge Society Companies as Communities of Media Technology Carmen de Lourdes Learning Practice in Malaysian Petro van der Merwe, Laraque, Sociology of Organizations Smart Schools by University of South Education Department, Iulia Mihalache, Comparing Key Africa, Pretoria, South Universidad University of Quebec, Dimensions Africa Pedagógica Nacional, Gatineau, Canada Assoc. Prof. Siew Overview: The rise of Mexico City, Mexico Overview: This Ming Thang, Universiti Internet use in schools, Overview: The proposal presentation shows how Kebangsaan Malaysia, and homes has of a webquest as a translation technologies Bandar Baru Bangi, transformed children‘s teaching tool that can developers reconsider Puvaneswary learning environment bridge the gap between their know-how sharing Murugaiah, Universiti into a vast technological our students, who are and transform Sains Malaysia, Assoc. landscape, a state of digital natives, and themselves into Prof. Hazita Azman, Dr affairs that has both teachers, with an old- learning organizations Radha Nambiar, numerous benefits and school background and that maximize Universiti Kebangsaan pitfalls. teaching practices. knowledge acquisition, Malaysia, Malaysia Stream: Technology in Stream: Technology in sharing and use among Overview: This paper Learning Learning professional and non- undertook a comparison professional translator of the key dimensions groups. as expounded in Stream: Technology in Wenger‘s (1998) CoP Learning framework, of cohorts of Malaysian teachers by calculating the postings that belonged to each dimension. Stream: Technology in Learning

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WED. PARALLEL SESSIONS 14:45-15:15 15:20-15:50 15:55-16:25 16:30-16:50 Room 8 Cultural Capital: The Experiences of Education and Poverty Innovative Teacher Contribution of Self- Learners from Child- Alleviation through Education: Improving Concept, Time Headed Households in Capability Classroom Practices Concept and a Vulnerable School Enhancement: The with Open Educational Learning Motivation that Makes a Case of Self-Employed Resources Dr. Regina Catharina Difference Potato Farmers Freda Wolfenden,The Grobler, University of Prof. Jace Pillay, Dr Taruna Shalini Open University, Johannesburg, South University of Ramessur, University of Michèle Deane, Milton Africa Johannesburg, South Mauritius, Port Louis, Keynes, UK, Pritee Overview: This papers Africa Mauritius Auckloo, Mauritius discusses how self- Overview: This paper Overview: This paper Overview: Using Open concept, time concept explores the examines how Educational Resources and learning motivation experiences of learners education contributes to support school-based may contribute towards from child-headed towards enhancing training for basic the cultural capital households in South human capabilities, in education, a case study needed for scholastic Africa in a vulnerable the case of self- of teachers across achievement in South school that makes a employed potato multiple contexts and Africa. positive contribution in growers. cultures in Sub Saharan Stream: Community, the lives of these Stream: Community, Africa: the TESSA Culture, Globalisation learners. Culture, Globalisation initiative. Stream: Community, Stream: Teacher Culture, Globalisation Training and Development Room 9 Reasons behind Factors Impacting Indigenous The Effect of a Science Subject Students‟ Ability to Knowledge, Science Outreach Choices in a New Use Linear Scales Intellectual Property Project on Learning Zealand Secondary Dr. Michael Richard and Technology and Teaching at Three School: A Survey of Arthur Drake, School of Education Rural Schools in the Year 10 and 11 Education Policy and Dr. Ann Bondy, School Western Cape, South Students Implementation, Victoria of Educational Policy Africa Edward Rex University of Wellington, and Implementation, Prof. M. Shaheed Bartholomew, Victoria Wellington, New Wellington, New Hartley, University of University of Zealand Zealand the Western Cape, Wellington, Overview: This paper Overview: This paper South Africa New Zealand, Azra identifies a set of discusses the lack of Overview: This paper Moeed, Victoria interacting factors that teacher and student reports on an outreach University of impact students‘ ability understandings of project developed to Wellington New to work with linear indigenous knowledge enhance the teaching Zealand scales within intellectual and learning of science Overview: This Stream: Maths, Science property processes in in rural schools. research reports and Technology the technology Stream: Maths, Science findings of student Learning education ernvironment. and Technology reasoning behind Stream: Maths, Science Learning subject choices in post- and Technology compulsory secondary Learning science. Stream: Maths, Science and Technology Learning

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WED. PARALLEL SESSIONS 14:45-15:15 15:20-15:50 15:55-16:25 16:30-16:50 Room 10 Rebirth Therapy: A Technique for the E-Learning Experience Uncovering Pre- Development of Cognitive and Affective Using KeLiP among Service Teachers‟ Coping Strategies in Students TESL Students at Prior Conceptions of His Holiness Swami Paramananda, Sharone UniSZA Effective Teaching Ramasawmy, Girish Mautadin, Satyam Gyanam Wahidah Wahid, Dr Hyleen Mariaye, Anandam Society, Reduit, Mauritius Sharifah Nor Madiah Mauritius Institute of Overview: Rebirth Therapy, developed by Mr Sy. Omar, Universiti Education, Mauritius Rajendra Prasad Dassruth, is proposed as a Sultan Zainal Abidin, Overview: Pre-service technique to help students of different categories Malaysia teachers‘ prior to develop their cognitive and affective coping Overview: This paper is conceptions of effective strategies, improving learning abilities. to describe UniSZA teaching are mapped Stream: Student Learning, Learner Experiences, TESL students‘ out and discussed along Learner Diversity experience using the lines of a traditional KeLiP(an e-learning v/s constructivist application)in learning approach to teaching English and their and learning. perceptions about this Stream: Teacher application. Training and Stream: Student Development Learning, Learner Experiences, Learner Diversity

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SESSIONS: THURSDAY, 07 JULY

8:30-9:00 CONFERENCE REGISTRATION DESK OPEN 9:00-9:35 PLENARY SESSION – Mokubung Nkomo, University of Pretoria, Pretoria, South Africa ―South Africa‘s Search for Commonground: Reflection on Paradoxes and Possibilities‖ PLENARY SESSION – Dr. Arjoon Suddhoo – Mauritius Research Council, Mauritius 9:35-10:10

10:10-10:25 COFFEE BREAK 10:25-12:05 PARALLEL SESSIONS 10:25-10:55 11:00-11:30 11:35-12:05 Room 1 Accelerating Change: The Values at the Heart of School Performance Measurement of Work and Focus of Sydney Leadership: An Investigation State Secondary Schools in Centre for Innovation in of the Impact of School New Zealand: The Parents‟ Learning Culture on School Leadership Perspective Stephen Harris, Sydney Centre Lily-Claire Deenmamode, Dr. Arshad Ashfaque Malik, for Innovation in Learning, School of Business, Department of Accounting, Northern Beaches Christian Management & Finance, University of Waikato, Hamilton, School, Sydney, Australia University of Technology, New Zealand Overview: Steering a K-12 Mauritius, Rose-Hill, Mauritius Overview: This paper discusses school toward 21st century Overview: The aim of this paper the performance of secondary learning: strategies for initiating is to highlight the importance of schools in New Zealand from the and accelerating institutional values being at the heart of parents‘ perspective. change. A case study based on school leadership in a catholic Stream: Educational Leadership the Sydney Centre for Innovation school based in Pretoria, South and Management in Learning. Africa. Stream: Educational Leadership Stream: Educational Leadership and Management and Management Room 2 Productive Pedagogies as Research-Engaged Teaching Bridging the Theory-Practice Framework for Teaching to and Learning at the University Gap: Work-Based Business Improve Pre-Service Teachers‟ of Mauritius: Redesigning the Learning Practices Principles of Learning Design Christine Yap, Newcastle Khalid M Alsharif, Science and Module Business School, The University Mathematics Education Centre, Sandhya Gunness, Virtual of Newcastle, Callaghan, Assoc. Prof. Bill Atweh, Centre for Innovative Learning Australia Science and Mathematics Technologies, University of Overview: This paper describes Education Centre (SMEC), Mauritius, Reduit, Mauritius the implementation and Curtin University, Perth, Australia Overview: A fundamental evaluation of a course which Overview: This paper reports on principle of curriculum design embeds work integrated learning a study using the Productive whereby students learn primarily in the Business undergraduate Pedagogies framework with a by engagement in real research program at an Australian group of student teachers at a projects, or projects which University. teacher education college in replicate the process of research Stream: Curriculum and Saudi Arabia to improve their in their discipline. Pedagogy teaching practices. Stream: Curriculum and Stream: Curriculum and Pedagogy Pedagogy Room 3 A Game-Based Learning Cybermentoring: Teacher Environment to Encourage Candidates‟ Use of Online Problem-Solving and Feedback to Enhance Writing Engagement in 5th Graders in the Classroom John Nietfeld, Department of Dr. Paula Saine, School of Curriculum, Instruction, & Education, Health, and Society Counselor Education, Lucy Department of Teacher Shores, Curriculum, Instruction, Education, Miami University & Counselor Education, Raleigh, (OH), Oxford, USA USA Overview: An investigation of Overview: This presentation will student outcomes that resulted address Crystal Island- from online written interactions Uncharted Discovery, a game- with cybermentors, all of whom based learning environment to were teacher candidates enrolled encourage problem-solving and in a content literacy methods engagement in a self-regulated course. learning context. Stream: Technology in Learning Stream: Maths, Science and Technology Learning

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THURS. PARALLEL SESSIONS 10:25-10:55 11:00-11:30 11:35-12:05 Room 4 Achieving Personalized Guidelines to Designing The Design of an Online Learning in the Moodle Effective and Inclusive Climate Change Module in Platform Educational Strategies for Mauritius Mohammad Issack Santally, Disadvantaged Children in Goonesh Kumar Bahadur, VCILT, University of Mauritius, Romania Virtual Centre for Innovative Reduit, Mauritius Diana Damean, Faculty of Learning Technology, Moka, Dr Overview: The paper describes a Sociology and Social Work Roshan T Ramessur, Life Long functionality developed at the Department of Social Work, Learning Cluster, University of University of Mauritius that can be Babes-Bolyai University, Julia Mauritius, Reduit, Mauritius plugged in Moodle e-learning Todea, Romanian Foundation for Overview: Using highly interactive platform to provide for a Children, Community and Family, electronic teleconference media pedagogical framework to achieve Cluj-Napoca, Romania to permit a more intensive, 47nalyzing47ation of learning. Overview: The presentation is personal and dynamic dialogue. Stream: Student Learning, focused on the activity of the Stream: Student Learning, Learner Experiences, Learner Romanian Foundation for Learner Experiences, Learner Diversity Children, Community and Family, Diversity regarding the design of effective and inclusive educational strategies for disadvantaged children. Stream: Student Learning, Learner Experiences, Learner Diversity Room 5 The Student Experience of Student Resilience and Law Mentoring Programs: Learning: A Case Study of Retention in Higher Education Connection Versus Depression Technology-Enhanced Jacqueline Stevenson, Centre Dr. Angela Dwyer, Faculty of Learning for Research into Higher Law, University of Technology, Dr. Sandra Joy Kemp, Learning Education, Leeds Metropolitan Sydney, Australia Academy, Temasek Polytechnic, University, Leeds, UK Overview: This session is an Singapore Overview: This paper draws on overview and assessment of Overview: This paper reports data the theoretical concept of mentoring programs introduced to related to the student experience resilience and explores why some address the needs of law of learning in subjects which used students who face adversity students. technology-enhanced learning at remain in higher education whilst Stream: Student Learning, Temasek Polytechnic in others do not. Learner Experiences, Learner Singapore. Stream: Student Learning, Diversity Stream: Student Learning, Learner Experiences, Learner Learner Experiences, Learner Diversity Diversity Room 6 Pedagogical Approaches to The Teacher as Learner: Does Knowledge Make You blind? Teaching and Learning in a Dr Faye Charlotte Lambert, Monash College, Melbourne, Australia Mandatory Indigenous Teacher Overview: An ontological framework is used to explore the teacher‘s Education Course way of being as a learner, and provides a critical pathway to improved Katrina Thorpe, The University of classroom practice. Sydney, Cathie Burgess, Koori Stream: Teacher Training and Development Centre, University of Sydney, Sydney, Australia Overview: This presentation aims to explore curriculum design and pedagogical approaches in teaching and learning for the mandatory Indigenous Education subjects taught at the University of Sydney, Australia. Stream: Teacher Training and Development

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THURS. PARALLEL SESSIONS 10:25-10:55 11:00-11:30 11:35-12:05 Room 7 The Implementation of a Full Historical Narratives and Online Registration System for Historical Consciousness in the University of Times of Change Johannesburg: Developing a Kate Hawkey, Graduate School World Class Online of Education, University of Bristol, Registration System Bristol, UK Tinus van Zyl, University of Overview: Research into the Johannesburg, Johannesburg, perspectives of adolescents from South Africa different backgrounds on history Overview: This session will learnt at school and at home. present the positive and negative Stream: Student Learning, aspects of a full online Learner Experiences, Learner registration system and review Diversity the University of Johannesburg‘s model as a case study. Stream: Student Learning, Learner Experiences, Learner Diversity Room 8 Learning and Diverse Sites of Engagement in the United States: Access and Assessment Dr. Willie Pearson, Jr.,Georgia Institute of Technology, Atlanta, Jann Adams, Morehouse College, Dr. Cheryl Leggon, Georgia Institute of Technology, Atlanta, Medeva Ghee, Brown University, Gilda Barabino, Georgia Institute of Technology, Kareen Malone, West Georgia University, Wanda E. Ward, National Science Foundation, USA Overview: Effectiveness of programs and strategies for enhancing learning experiences for groups historically disadvantaged in US higher education, especially science and engineering disciplines, demonstrating that learning takes place in community contexts Stream: Maths, Science and Technology Learning Room 9 The Effects of Module-Based Towards an Analytical Protocol School-Based Training for Concordance Materials and for Learner Perturbable Literacy Instruction in Data-Driven Learning (DDL) Concepts in Introductory Mauritian Primary Schools: A Approach in Enhancing the Differentiation Capacity Building Challenge to Knowledge of Collocations of Judah Paul Makonye, Traditional School-Based Prepositions of Malaysian Witwatersrand University, South Practices Undergraduate Law Students Africa Dr Shakuntala Payneeandy, Kamariah Yunus, University of Overview: This paper expolores Pritee Auckloo, Mauritius Sultan Zainal Abidin (UniSZA), the mistakes students make in Institute of Education, Amrita K. Terengganu, Malaysia learning differentiation. It Mosaheb, School of Education, Overview: This paper proposes a framework for Mauriitius Institute of Education, investigates the effects of the 48nalyzing those mistakes. Mauritius use of module-based Stream: Maths, Science and Overview: This paper documents concordance materials and the Technology Learning the school-based training for DDL approach in enhancing the literacy instruction in primary knowledge of collocations of schools in Mauritius. prepositions of law Stream: Literacy, Language, undergraduates in Malaysia. Multiliteracies Stream: Technology in Learning

Room 10 Harnessing Modern Who Said Literature Study Is Undergraduate Research Technology to Enhance the Worthless? Literature as a Tool Involvement: What Can First Effectiveness of Educational to Promote Critical Thinking Year Students Benefit from It? Administration, Management Chaya Surajbali-Bissoonauth, Prof. Connie Zulu, North West and Leadership in Secondary Lecturer, University, Mmabatho, South Schools: The Mauritian Case Department of Curriculum Stud Africa Mahboob Sooltan Sohawon, ies and Evaluation, Overview: This paper presents Mauritius Institute of Education, Mauritius Institute of Education findings from a study of an Mauritius Port Louis, Mauritius undergraduate research Overview: This research paper Overview: The paper presents experience of an intact class of explores and investigates into findings from an action research first year university students from the use of modern technology investigation into how literature under-resourced public schools. by school leaders to enhance can be used as a tool to promote Stream: Student Learning, the administrative, management critical thinking. Learner Experiences, Learner and leadership of their schools. Diversity Stream: Educational Leadership and Management GARDEN SESSION Dr. Mokubung Nkomo and Dr. A. Suddhoo 48 Eighteenth International Conference on Learning

12:05-12:50 LUNCH 12:50-13:35 TALKING CIRCLE (Streams Listed Below) Room 1 Curriculum and Pedagogy; Teacher Training and Development Room 2 Student Learning, Learner Experiences, Learner Diversity; Other Room 3 Educational Leadership and Management Room 4 Equity, Social Justice and Social Change; Organisational Learning, Organisational Change Room 5 Technology in Learning; Maths Science and Technology Learning Room 6 Community, Culture, Globalisation; Arts, Drama and Design Room 7 Adult, Vocational, Tertiary and Professional Learning; Special Education, Learning Difficulties, Disability Room 8 Literacy, Language, Multiliteracies; Language Education and Second Language Learning 13:40-14:45 PARALLEL SESSIONS 13:40-14:10 14:15-14:45 Room 1 The Postgraduate Supervision: Pitfalls of Changes in Work and Organizational Structure, Research and Professional Learning by Means of a „Supportive Learning Network‟, Marike W. de Witt, University of South Africa, eg, Chefs‟ Work Pretoria, South Africa Anne Roosipõld,Tallinn University, Estonia Overview: This study explores how to assist Overview: I analyse how Estonian chefs learn in postgraduate students who would usually enroll for networks, how innovation in chef‘s work has the Master‘s studies, self-directed and filled with enhanced their method of work and what standard aspirations to conquer the research reality. they have achieved against pre-determined Stream: Adult, Vocational, Tertiary and benchmarks? Professional Learning Stream: Adult, Vocational, Tertiary and Professional Learning Room 2 Epistolary Writing as a Tool in Engaging Text and Image of Society in Transition to Academic Reading among ESL Tertiary Modernity: Minority Children and Adolescents Students: Reading – Writing Connection Dr. Billie Eilam, University of Haifa, Haifa, Israel Puteri Rohani Megat Abdul Rahim,Universiti Overview: Minority students‘ choices of women Teknologi MARA, Batu Gajah, Fatimah Hashim, images reflect transitions of women‘s role in their Universiti Malaya, Kuala Lumpur, Malaysia society. Findings have implication to the selection Overview: A study on using epistolary writing to and introduction of culturally sensitive visual engage ESL tertiary learners in their academic elements to learning materials. reading. Stream: Curriculum and Pedagogy Stream: Curriculum and Pedagogy Room 3 Environmental Print and Spelling Ability: An Developing an ESP E-learning Course: How an Investigation of Kindergarteners‟ Emergent E-learning Course Was Created for Medical Orthographic Skills University Students Dr. Sherri Franklin-Guy, Department of Dr. Ewa Donesch-Jezo, Iwona Misztal, Educational Psychology and Counseling, California Jagiellonian University, Krakow, Poland State University, San Bernardino, USA Overview: This paper describes the development Overview: This paper describes the the results of of an ESP e-learning course for undergraduate and an investigation of the impact of environmental postgraduate therapists. The issues are: the stages print on kindergarteners‘ spelling ability. of course development, its content, and types of Stream: Literacy, Language, Multiliteracies interactive exercises. Stream: Languages Education and Second Language Learning Room 4 The Split Attention Effect on Learning E-Learning in Higher Education: An Australian Outcomes in a Multimedia Learning Case Study Environment Vanessa Chang, Curtin University, Australia, Dr. Yousra Rajabalee, VCILT, University of Mauritius, Tomayess Issa, Curtin University, Dr. Theodora Reduit, Mauritius Issa, Curtin University of Technology, Perth, Overview: This paper investigates effects on Australia students‘ understanding and performance by Overview: This paper aims at providing a first-hand comparing learning outcomes of students who experience of using latest technology for the learned in split-attention settings and those who did provision of feedback to students. not. Stream: Technology in Learning Stream: Student Learning, Learner Experiences, Learner Diversity

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THURS. PARALLEL SESSIONS 13:40-14:10 14:15-14:45 Room 5 The Teaching of English Literature at the Teaching-Learning Styles in Sociology of Secondary School Level in Brunei Darussalam Education Degree Program: A Comparative Dr. Grace V. S. Chin, University of Brunei Study Darussalam, Dr Debbie Ho, Dr Sharifah Laura Magaña Pastrana, Universidad Pedagógica Nurulhuda Alkaff, Bandar Seri Begawan, Brunei Nacional Ajusco, Mexico Darussalam Overview: This paper is a 2010 comparative study Overview: This study explores the changes in the of learning styles of students and the teaching teaching of English literature as a secondary styles of teachers in the Sociology of Education school subject in Brunei Darussalam. program at the National Pedagogic University- Stream: Languages Education and Second Ajusco. Language Learning Stream: Student Learning, Learner Experiences, Learner Diversity Room 6 Three Pedagogs: A Comparison of Professional Professional Learning as Social Capital Life Stories Production: Knowledge-Building and Identity- Dr. Sivbritt Dumbrajs, SiDu Consulting, Helsinki, Building in Teacher Networks Prof. Tuula Keinonen, University of Eastern Michele Endicott, School of Education McAuley Finland, Joensuu, Finland Campus, Australian Catholic University, Brisbane, Overview: This phenomenological study concerns Australia the life stories of three teachers with different Overview: This session reports on a study of backgrounds. We look for traits in the teachers‘ teachers as peer-learners and producers of social personal identity, revealed as aspects on capital in a global context of ongoing educational situations, thoughts and actions. change at the beginning of the twenty-first century. Stream: Teacher Training and Development Stream: Adult, Vocational, Tertiary and Professional Learning Room 7 The Awareness and Knowledge of Web 2.0 Technologies in Education: An Australian Perspective Christina Chan She Ping, Pronto Development Department School of Information Systems, Curtin University, Dr. Tomayess Issa, School of Information Systems, Curtin University, Australia, Perth, Australia Overview: This research was performed to assist students in their study - to make learning more interesting and to improve their learning skills. Stream: Technology in Learning Room 8 The Use of Online Communication and Assuring Equity of Access and Equity of Collaboration Tools: Opportunities and Outcome by Student Monitoring and Academic Challenges for the e-Learner Development Dorothy Cooshna-Naik, Virtual Centre for Professor Sabiha Essack, Faculty of Health Innovative Learning Technologies, University of Sciences, Indirani Naidoo, Glen Barnes, Mauritius, Reduit, Mauritius Management Information, University of KwaZulu- Overview: This paper will analyse to what extent e- Natal, Durban, South Africa learners use online communication and Overview: Monitoring student performance in collaboration tools to support their learning. It assessments together with a questionnaire survey highlights the associated opportunities and yielded data on student development needs and challenges for the e-learner. assisted in the design and implementation of Stream: Student Learning, Learner Experiences, interventions to enhance student success. Learner Diversity Stream: Student Learning, Learner Experiences, Learner Diversity Room 9 Theorising Supplemental Instruction for Reflective Skill: Developing Learning for Chemistry Learning Personal and Contextual Transformation Prof. Reshma Sookrajh, Curriculum Studies Dr. Theodora Issa, Curtin Business School, Dr. School of Educational Studies, University of Kandy Dayaram, School of Management Curtin KwaZulu-Natal, Durban, Vino Paideya, Chemistry, Business School, Curtin University, Perth, Australia University of KwaZulu Natal, South Africa Overview: An Investigation of the processes of Overview: The focus of this paper is to theorise the reflective learning and the ways that students supplemental instruction leaders role in creating a interpret and reflect on learning for personal and social learning space through SI and SI leader contextual transformation. intervention Stream: Student Learning, Learner Experiences, Stream: Student Learning, Learner Experiences, Learner Diversity Learner Diversity

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THURS. PARALLEL SESSIONS 13:40-14:10 14:15-14:45 Room 10 Asynchronous Forum: How Does It Enhance Perception of Secondary School Teachers Off-Campus Students‟ Reading Comprehension about Corporal Punishment: A Barrier in Level? Developing Teacher-Student Relationship Maslawati Mohamad, Teacher, Dr. Muhammad Aamir Hashmi, Lahore, Punjab, Centre of General Studies, Pakistan; Ashi Zeesha, Lecturer, National University of Malaysia, Bangi, Selangor, University of the Punjab New Campus, Lahore, Malaysia; Assoc. Prof. Supyan Hussin, Punjab, Pakistan Senior Lecturer, Centre of General Studies, Overview: This work is related to new corporal National University of Malaysia, Bangi, Selangor, punishment law in Pakistan. How the teacher feel Malaysia; Dr Zaini Amir, Lecturer, about new law. Universiti Kebangsaan Malaysia, Bangi, Selangor, Stream: Student Learning, Learner Experiences, Malaysia Learner Diversity, Educational Leadership and Overview: Currently, students of higher institutions Management in Malaysia read a lot more of online materials. Stream: Technology in Learning

14:45-15:00 COFFEE BREAK 15:00-16:40 PARALLEL SESSIONS THURS. 15:00-15:30 15:35-16:05 16:10-16:40 Room 1 Pedagogy for the A Study of the learning Evaluating Transformation in International Scholar: experience, progression and Teaching and Learning in Narrative Inquiry as Method performance of students with South African Higher Dr. Meeri Hellstén, School of and without first degrees, Education Culture and Communication, undertaking a UK post- Prof. Chrissie Boughey, Centre Södertörn University, Huddinge, graduate Masters programme for Higher Education Research, Sweden in Advanced Practice Teaching & Learning, Rhodes Overview: The presentation Dr Sylvie Marshall-Lucette, University, Grahamstown, South highlights scholarly career Faculty of Health & Social Care Africa choices in different social, Sciences, Dr Julia Gale, Overview: This paper evaluates cultural, linguistic, economic Kingston University & St progress against goals of policy and political contexts. George’s University of London, intended to transform the South Stream: Adult, Vocational, London, UK African higher education system Tertiary and Professional Overview: A study relating to following the shift to democracy Learning widening participation for the in 1994. Masters level professional learner Stream: Equity, Social Justice in a UK Higher Education setting. and Social Change The learning experiences of students with and without first degrees are compared. Stream: Adult, Vocational, Tertiary and Professional Learning Room 2 Understanding Climate Change Urgency through the Interactive Learning Impact on Research Reality Novella Output of Higher Education Prof. Nancy E. Wright, Political Science, Long Island University, Institutions in Pakistan Brooklyn & City College, The City University of New York, New York, Wajeeh-ul-Husnain Syed, Phd USA Studen, Overview: This workshop presents the interactive reality novella as a Institute of Management Scien learning tool to better understand diverse responses to urgency ces, Peshawar, Khyber- about climate change, and to respond ourselves with greater self- Pakhtunkhwa, Pakistan awareness and wisdom. Overview: Learning behaviour of Stream: Curriculum and Pedagogy people and its effect on their daily life: Do only degrees guarantee change? Stream: Student Learning, Learner Experiences, Learner Diversity

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THURS. PARALLEL SESSIONS 15:00-15:30 15:35-16:05 16:10-16:40 Room 3 Strengthening Indigenous The Implementation of Academic Women‟s Inclusive Education in South Leadership in Australian Africa: The Role of School Universities Management Teams Prof Nereda White, Australian Prof Johanna L Geldenhuys, Catholic University, Brisbane, Deidre Geduld, Nelson Mandela Australia Metropolitan University, Port Overview: This presentation Elizabeth, South Africa details a project which focused Overview: This qualitative on strengthening Indigenous research aimed to explore and academic women‘s leadership in describe South African school 52ehavior52n universities management teams‘ views on through their participation in a their role in transformation series of workshops and towards an inclusive education membership of a Tiddas system in the country. network. Stream: Educational Leadership Stream: Educational Leadership and Management and Management Room 4 “Value Leadership” The “Will to Learn”: An International Students in Development of Management Essential Element for Australia: The Divide between Students through Education Successful Learning Attitude to Mathematics Class Madhulika Sonawane, Venicia Flora McGhie, and Perception of Classroom Department of Management Academic Development Environment Studies, Dr. Arvind Chaudhari, Department Faculty of Economic Dr Peter W. Kilgour, Avondale Commerce College, Dr. Pramod and Management Sciences, College, Lake Macquarie, Dr Chaudhari, North Maharashtra University of the Western Cape, Tony Rickards, Curtin University, Jalgaon, India Bellville, South Africa University, Perth, Australia Overview: ―Value addition‖, Overview: This paper explores Overview: Report on and discuss creativity, and effective and the concept of Barnett‘s (2007) a study that analysed overseas efficient management have ―will to learn‖ as an essential students‘ attitudes to become key factors. Across the element for successful learning mathematics and how it was globe, one finds various types of in higher education. different to their perceptions of practices, knowledge Stream: Student Learning, secondary classroom dimensions, and styles of Learner Experiences, Learner environments in Australia. management. Diversity Stream: Student Learning, Stream: Adult, Vocational, Learner Experiences, Learner Tertiary and Professional Diversity Learning Room 5 Shaping Tomorrow Today The Relevance of General Heather Ratcliffe Hood, Pacific Secondary Alternate School, School Education in Law Schools: District 62, Victoria, Canada Evidence from Legal Overview: The workshop considers the challenges and successes of Education Reforms and four alternative learning programs that address the diverse needs of Emerging Practices a disadvantaged ―at risk‖ youth population in the aftermath of youth Dr. Muruga Perumal tragedy. Ramaswamy, Faculty of Law, Stream: Student Learning, Learner Experiences, Learner Diversity University of Macau, Macau, China Overview: The successful establishment of a rule of law and effective functioning of legal system warrants a wider knowledge base for legal professionals as much as others if not more. Stream: Curriculum and Pedagogy

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THURS. PARALLEL SESSIONS 15:00-15:30 15:35-16:05 16:10-16:40 Room 6 Curriculum Studies as a Field The Promotion of Science Gender-Stereotyped Attitudes of Studies within Teacher Teachers‟ Understanding about and Gender-Stereotyped Training: The South African the Nature of Scientific Behavior in Kindergarten Case Knowledge through Explicit- Students Prof. Arend Carl, Faculty of Reflective Workshop Margit Kanka, Department of Education, Stellenbosch Dr. Khajornsak Buaraphan, Economic Psychology, University, Stellenbosch, South Institute for Innovative Learning, Educational Psychology, and Africa Mahidol University, Salaya, Evaluation Faculty of Psychology, Overview: This work in progress Thailand University of Vienna, Vienna, reports on a research project Overview: An explicit-reflective Petra Wagner, School of Applied investigating whether and how approach was effective in Health and Social Sciences curriculum studies as a field of promoting thirty in-service Faculty of Psychology, Upper study, is included in teacher science teachers‘ conceptions of Austria University of Applied training programmes in South nature of scientific knowledge Sciences, University of Vienna, Africa. (NOSK). Science teachers‘ Linz, Austria Stream: Teacher Training and conceptions of NOSK were stable Overview: While former studies Development and resistant to change. have mainly concentrated on Stream: Teacher Training and gender-stereotyped behavior, the Development present study investigated not only behavior but also attitudes in kindergarten students. Hence, recommendations for educators could be deduced. Stream: Teacher Training and Development Room 7 Unlocking and Negotiating Essence of Teacherhood: The The Museum as Laboratory: Meanings through Narratives Story of a Young Class Unlocking the Pedagogical and Visual Representations: Teacher Potential in Museums for K- “The Medium Is the Message” Dr. Sivbritt Dumbrajs, SiDu Life-Long Learning Nishta D. Rosunee, School of Consulting, SiDu Consulting, Dr. Amy Gorman, Muscarelle Education, Faculty of Arts and Helsinki, Prof. Tuula Keinonen, Museum of Art, The College of Education, Deakin University, School of Applied Education and William and Mary, Williamsburg, Melbourne, Australia Teacher Education, University of USA Overview: This paper examines Eastern Finland, Joensuu, Overview: This paper presents the how narratives and visual Finland potential for learning in the representations address issues Overview: Two interdisciplinary museum setting where learners that investigate between identity, approaches, the life story of a are engaged in authentic learning culture, and artistic expression. primary school teacher and from school to life-long learning. A/r/tography as a framework is drawings of the teacher by her Stream: Other used to address those issues. students, are used to achieve a Stream: Arts, Drama and Design deep understanding of the teacher identity. Stream: Other Room 8 Students as Global Citizens: Nou Base: A „Safe Space‟ at an Using Weblogs to Develop and Lessons for the Campus From Internationalising South Show Employability Skills Study Abroad African University Lesley Emanuel, Graduate Dr David Killick, Leeds Aditi Hunma, University of Cape Centre, University of the Metropolitan University, Leeds, Town, Cape Town, South Africa Witwatersrand, Grand Baie, UK Overview: While Mauritius Overview: Research into the lived internationalization policies seek Overview: Besides being valuable experience of undergraduate to foster equity on campus, at teaching and learning resources, students participating in times subculture practices weblogs as an e-learning tool in international mobilities revealed emerge and run counter to policy Higher Education work readiness journeys towards self efforts. The institution could programmes have the potential to identification as global citizens. explore the potential of such effectively connect the university What are the lessons for our spaces. environment and the workplace. campus communities? Stream: Community, Culture, Stream: Community, Culture, Stream: Community, Culture, Globalisation Globalisation Globalisation

53 Eighteenth International Conference on Learning

THURS. PARALLEL SESSIONS 15:00-15:30 15:35-16:05 16:10-16:40 Room 9 Teacher Knowing: Complicity Wither pre-Service Teacher and Conjecture Education in Zimbabwe? Object Dr Nyna Amin, School of Lessons from Teacher Education Studies Faculty of Education Systems in the Education, University of United Kingdom, United States KwaZulu-Natal, Pinetown, South of America, and South Africa Africa Ishmael Jeko, Department of Overview: An empirical study Educational Foundations examining how and what Management and Curriculum teachers know about those they Studies, Midlands State teach and the ways in which University, Gweru, Zimbabwe students consciously prevent and Overview: Facing teacher quality subvert their knowing. issues, Zimbabwe seems to be Stream: Teacher Training and dithering at the crossroads of Development teacher education policy. Given these circumstances, international best practices in teacher education may point the way forward. Stream: Teacher Training and Development Room 10 AIDS Online International: An Malaysian Gifted Student's Online University Course on Interpersonal Connectedness: HIV/AIDS Education, The Variability of Evaluators in Prevention, and Behavioral Social Interaction Research; A Pilot Study for Dr. Melor Md. Yunus, Bangi, International Collaboration Selangor, Malaysia Prof Fatima Suleman, School of Overview: The importance of Pharmacy and Pharmacology, identifying student's social University of KwaZulu-Natal, evaluators when dealing with Durban, South Africa, Prof learning and social problems Sharron Jenkins, Purdue Stream: Teacher Training and University North Central, Development Westville, USA Overview: This paper looks at an online module for HIV and AIDS education of US and S. African University students, while at the same time researching their knowledge, attitude and 54ehavior. Stream: Student Learning, Learner Experiences, Learner Diversity

54 Eighteenth International Conference on Learning

SESSIONS: FRIDAY, 08 JULY

8:30-9:00 CONFERENCE REGISTRATION DESK OPEN 9:00-9:35 PLENARY SESSION – Tejanand Dewoo, Le Bocage International School, Mount Ory, Mauritius ―Student Centered and Problem-Based Learning Should be the Leitmotiv that Drives New Curriculum in Secondary Schools.‖ 9:35-10:10 PLENARY SESSION – Chryssi Vitsilaki University of the Aegean, Rhodes, Greece 10:10-10:25 COFFEE BREAK 10:25-12:05 PARALLEL SESSIONS 10:25-10:55 11:00-11:30 11:35-12:05 Room 1 Survival of Malay Literature in Study on Required Verbal and Examining the Educational Contemporary Education: Communication Capabilities Values and Experiences of Malaysian Perspective for Electrical Engineering Lecturers in Relation to Viva Dr Fadzilah Amzah, Arts and Technology Students in Voce Examinations: An Education, Universiti Sains Higher TVE System in Taiwan Exploratory Study Malaysia, Minden, Malaysia Prof. Farn-Shin Chen, Tina Moore, Nursing Division Overview: This is a qualitative Department of Industrial School of Health and Social research on the survival of Malay Education and Technology, Sciences, Marion Hinds, School literature subject in Malaysia. National Changhua University of of Nursing, Middlesex University, Stream: Curriculum and Education, Yi-Chia Cheng, London, UK Pedagogy Changhua, Mu-Chu Chen, Overview: This is an exploratory Department of Industrial study which examines the Education and Technology, educational values and National Changhua University of experiences of lecturers in Education, Taiwan relation to viva voce or oral Overview: Hope to become a examinations. reference to set up the research Stream: Curriculum and and development center for Pedagogy Higher TVE System at electrical engineering department for all engineering fields. Stream: Curriculum and Pedagogy Room 2 Education in School-Age Childcare and Learning Studies Dr. Anna-Lena Ljusberg, Dr. Ann Philgren, Dr. Malin Rohlin, Gudrun Schön, Anneli Hippinen, Department of Education in Arts and Professions, Stockholm University, Stockholm, Sweden Overview: Education in school-age childcare and learning studies at Stockholm University, historically, now, and a glimpse into the future. Stream: Adult, Vocational, Tertiary and Professional Learning Room 3 Examining Preservice Classroom Rules as Teachers‟ Participation in Interactional Resources: A Asynchronous Online Case Study from Finnish Discussions: Conceptions Primary School about Teaching and Learning Kreeta Niemi, Department of Brinda Oogarah-Pratap, School Teacher Education, University of of Applied Sciences, Mauritius Jyväskylä, Jyväskylä, Finland Institute of Education, Reduit, Overview: Integrating Mauritius conversation analytic and Overview: This paper looks at ethnographic approaches, this the participation of preservice paper examines how school teachers‘ in asynchronous online children construct, invoke and discussions in relation to their maintain local classroom rules in conceptions about teaching and Finnish primary school peer learning. interaction. Stream: Teacher Training and Stream: Curriculum and Development Pedagogy

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FRI. PARALLEL SESSIONS 10:25-10:55 11:00-11:30 11:35-12:05 Room 4 It‟s about Ability: Becoming Efficacy of Monitoring and Flexibility is Key: How Aware of the Needs of Supporting College Students University Learning Support Students with Optical Teamwork: A Case Study Programs Can Be Diversified Disabilities Dr. Anthony Joseph, Pace to Support Undergraduate Prof. Elize J Terblanché, University, New York, Mabel Student Needs Department of Communication Payne, Bronx, USA Imogen Moore, Faculty of Science, Univerity of South Africa Overview: The session intends to Applied Science, University of (Unisa), Pretoria, South Africa show for the sample under study Canberra, Canberra, Australia Overview: The research attempts that monitoring and supporting of Overview: This will discuss to determine the needs of student teams and their members flexibility in student learning students with disability and result in better student learning support programs. discusses a pilot questionnaire outcomes. Stream: Student Learning, done in the academic Stream: Student Learning, Learner Experiences, Learner department. Learner Experiences, Learner Diversity Stream: Student Learning, Diversity Learner Experiences, Learner Diversity Room 5 Using Courseware for The Developing e-Learning in Introducing Massidea.org as a Teaching and Learning the Field of Land Use Planning Virtual Learning Environment English: Effective or Useless? Yashwaree Baguant- for Higher Education Harwati Hashim, Department of Moonshiram, Faculty of Information and General Studies, Polytechnic of Engineering, Department of Civil Communication Technology Merlimau, Melaka, Melaka, Dr. Engineering, Reduit, Dr. Manta Studies Melor Md. Yunus, Faculty of Devi Nowbuth, Civil Engineering, Dr. Teemu Santonen, Laurea Education, National University of University of Mauritius, Mauritius University of Appiled Sciences, Malaysia, Bangi, Malaysia Overview: The most useful Espoo, Finland Overview: Integrating of ICT in elements in e-learning, within the Overview: Massidea.org is an the teaching and learning of context of the emergent trends in open innovation and learning English language education and training, which can community grounded on open Stream: Technology in Learning be useful to planners and the source. This case study is planning sector in Mauritius. introducing Massidea.org as a Stream: Technology in Learning virtual learning environment for higher education information and communication technology. Stream: Technology in Learning Room 6 The Influence of Social An Onine Evaluation System of The Role of Instructional Support on Internet Self- the Experts in the Romanian Leadership Using Data to Efficacy in Computer and Agency for Quality Assurance Improve Teaching and Information Technology in Higher Education Learning Course Prof Mircea Ivanescu, Council, Mathakga Botha, Curriculum, Prof. Jui-Chang Kung, Prof. University of Craiova, Bucharest, University of the Witwatersrand, Hsi-Chi Hsiao, Graduate Prof. Ion Vladimirescu, Craiova, Johannesburg, South Africa Institute of Business and Prof. Dan Popescu, Criova, Overview: To promote positive Administration, Cheng Shiu Prof. Mircea Zavaleanu, culture of teaching and learning, University, Niaosong, Ya-Ling Craiova, Romania schools need competent and Tu, Changhua, Hsin-Nan Overview: The paper presents skilled leadership with vision and Chung, Department of Industrial the policies of the Romanian goals to initiate and support Education and Technology, Agency for Quality Assurance in shared leadership and focus on National Changhua University of Higher Education in order to learners academic improvement Education, Changhua City, improve the data base of Stream: Educational Leadership Taiwan evaluator experts. and Management Overview: The purpose of this Stream: Educational Leadership study aims to investigate the and Management influence of social support on Internet self-efficacy for Taiwanese high school students in computer and information technology course. Stream: Technology in Learning

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FRI. PARALLEL SESSIONS 10:25-10:55 11:00-11:30 11:35-12:05 Room 7 The Role of Democratic Young Adults‟ Understandings Greed and Fear in Finance: Political Education in The of Sexual Risk within (Future) The Urgent Need for a Holistic Gambia: Political Education in Marriage and Transformative Education Democratizing States Dr Shakila Reddy, Gender Namratta Bye Becceea, Dr. Paula Saine, School of Education (Discipline) School of Department and Accounting and Education, Health, & Society Educational Studies Faculty of Finance Faculty of Law and Department of Teacher Education, University of KwaZulu Management, University of Education, Miami University Natal, Durban, South Africa Mauritius, H. H. Swami [OH], Dr. Abdoulaye Saine, Overview: This paper addresses Paramananda, Satyam Gyanam College of Arts and Sciences, young men‘s and young women‘s Anadam Society, Dubreuil, Miami University (OH), Oxford, understandings of and Mauritius USA preparedness for dealing with Overview: This paper Overview: This paper looks at the sexual risk and sexual safety investigates the need for a role and need for political within (future) marriage. holistic education in the financial education in democratizing states Stream: Equity, Social Justice world which is much affected by like The Gambia, West Africa to and Social Change greed and fear, given the enhance both political and ineffectiveness of legislation in economic reforms. such areas. Stream: Equity, Social Justice Stream: Organisational Learning, and Social Change Organisational Change Room 8 Appraisal of Entrepreneurship Older Adults and Information The Role of Phonology in the Education of Adekunle Ajasin Communication Technologies: Word Decoding Skills of Poor University, Nigeria, on the Learning Needs and Support Readers Production of Small and Mechanisms Dr. Paul Miller, Haifa, Israel, Medium Scale Industrialists Jatinder Sandhu, College of Art Prof. Tevhide Kargin, Faculty of Dr Moshood Ayinde Hassan, Design and Built Environment, Educational Sciences Special Department of Arts Education Nottingham Trent University, Education Department, Ankara, Faculty of Education, Adekunle Nottingham, Dr. Paula J Forbes, Turkey Ajasin University, Akungba School of Computing, Dundee Overview: The presented study Akoko, Nigeria University, Dundee, UK seeks to clarify the relation Overview: The purpose of the Overview: This paper, drawing on between the phonological skills study is to appraise the findings derived from the Sus-IT of both dyslectic readers and entrepreneurship education of project, discusses the learning prelingually deafened readers, Adekunle Ajasin University, needs and challenges older and their ability to conceptually Nigeria, on its capacity to adults face in learning to use process written stimuli. develop entrepreneurial ability in ICTs. Stream: Special Education, students. Stream: Adult, Vocational, Learning Difficulties, Disability Stream: Adult, Vocational, Tertiary and Professional Tertiary and Professional Learning Learning Room 9 The Inclusion of Social Justice in Teacher Education in South Africa Dr. Sylvan Everton Blignaut, Faculty of Education, Nelson Mandela Metropolitan University, Port Elizabeth, South Africa Overview: In this article I will make a case for the inclusion of a social justice focus in teacher education in South Africa. Stream: Equity, Social Justice and Social Change

GARDEN Chryssi Vitsilaki and Tejanand Dewoo SESSION 12:05-12:50 LUNCH 12:50-13:25 PLENARY SESSION – Bernard Ouma Mikume, St. Albert’s Girls High School, Ulanda, Kenya. ―Improving the Practice of Giving Feedback on ESL Learners‘ Written Compositions‖

57 Eighteenth International Conference on Learning

13:30-14:35 PARALLEL SESSIONS 13:30-14:00 14:05-14:35 Room 1 Plagiarism; „Ownership and Competence in The Effects of Teaching Chemistry through Academic Writing‟ Concept Formation Teaching Model: Student George Makubalo, Department of Curriculum and Achievement Instruction, University of Johannesburg, Dr. Aamna Saleem Khan, Lecturer, Johannesburg, South Africa Department of Education, University of Wah, Overview: The paper discusses plagiarism in Wahcanntt, Pakistan student writing. Overview: The study aimed to investigate the Stream: Literacy, Language, Multiliteracies effectiveness of concept formation teaching model on Class IX students‘ achievement. Stream: Teacher Training and Development

Room 2 Enhancing Learning in Pre-Service Primary Literature Review of Mobile Learning in School Teachers Using Web 2.0 Applications at Developing Countries the Mauritius Institute of Education Umera Imtinan, School of Information Systems Avinash Oojorah, Waaiza Udhin, Centre for Open Curtin Business School, Vanessa Chang, Dr. and Distance Learning, Mauritius Institute of Tomayess Issa, School of Information Systems, Education, Reduit, Mauritius Curtin University, Perth, Australia Overview: Web 2.0 tools greatly influence Overview: This paper presents a critical snapshot of professional networking and learning. Through a state-of-the-art mobile learning research in new course for pre-service school teachers, the developing countries. Developing countries may get MIE aims at ensuring continuity of teacher advantages of implementing mobile learning in development using Web 2.0 applications. learning environments. Stream: Technology in Learning Stream: Technology in Learning Room 3 Bullying in the Military University: A Threat to Cognitive Apprenticeship: An Effective Classroom Performance Learning Mode In Pre-Service Teacher Training Makatipe Charles Kgosana, Researcher, Dr. Asia Yarkandi, Curriculum & Methods of Centre for Military Studies, Teaching Department, Umm Al-Qura University, Faculty of Military Science, Stellenbosch University, Makkah, Saudi Arabia Cape Town, Western Cape Province, South Africa Overview: Many teacher professional development Overview: This study aims to establish the activities are criticized for having little impact on existence of bullying in the military university and student outcomes. Cognitive apprenticeship model how it affects classroom performance. has potential to be a highly effective method of Stream: Student Learning, Learner Experiences, teachers training. Learner Diversity Stream: Teacher Training and Development

Room 4 The need for Individual Transformation in building a Learning Organisation in the 21st century Vittiyaiye Teeroovengadum, Department of Management, University of Mauritius, Rose Hill, H. H. Swami Paramananda, Satyam Gyanam Anadam Society, Dubreuil, Girish Mautadin, Lifelong Learning Cluster VCILT CPDL, Viraiyan Teeroovengadum, Department of Management, University of Mauritius, Reduit, Mauritius Overview: This study focuses on the importance and value of individual transformation and self development for achieving higher organisational performance through the concept of a learning organisation. Stream: Organisational Learning, Organisational Change Room 5 A Student Systematic Learning Theory: Four-Year Degree Students: Reasons for Their Initiative and Development Success Dr. Zaid Al-Shammari, Education Porgram College Lutasha Ann-Louise Ndesi, Department of of Arts and Science, Gulf University for Science and Academic Development, Economic and Technology, Mubarak Al-Abdullah Area, Kuwait, Dr. Management Sciences, University of the Western Thomas Yawkey, Curriculum and Instruction Cape, Bellville, South Africa Department College of Education, The Overview: The objective in this paper is to closely Pennsylvania State University, State College, USA investigate the reasons for the success of four-year Overview: This research addresses a proposed degree students. student systematic learning theory. This theory Stream: Student Learning, Learner Experiences, includes three theoretical principles developed Learner Diversity based on research findings and evidence. Stream: Student Learning, Learner Experiences, Learner Diversity 58 Eighteenth International Conference on Learning

FRI. PARALLEL SESSIONS 13:30-14:00 14:05-14:35 Room 6 Assessing Language Learning in the K-6 Learning of Family Narratives in Higher Context: Student Engagement Education: Intercultural Reflections on Identity Penelope Rae Johnstone, Language Division, Prof. Katrin Goldstein-Kyaga, Department of Oatley Public School, Oatley, Australia Culture and Communication, Education, Södertörn Overview: The purpose of this paper is to address University, Stockholm, Sweden the challenges of developing and implementing Overview: How to teach about identity issues and to relevant, valid, and practical assessment processes make students reflect on the concept of identity in a in the primary school context. transnational context. This method connects social Stream: Languages Education and Second theories with the students‘ own life. Language Learning Stream: Community, Culture, Globalisation

Room 7 No Sustainable Social Change Is Possible without Self-Transformation Soobhagwatee Dhunookchand, Public Service Commission, Quatre Bornes, Mauritius, His Holiness Swami Paramananda, Satyam Gyanam Anandam Overview: Self-education is proposed as the missing link which can help the learner discover other dimensions making his learning process holistic. Stream: Equity, Social Justice and Social Change Room 8 Science Teachers‟ Readiness in Conducting Perceptions of the Hearing Impaired Students Laboratory Assessment: A Malaysian Regarding the Elimination of Opportunity Divide Perspective at a Turkish School for the Handicapped and Rabiatul-Adawiah Ahmad Rashid, School of Problems of Hearing Impaired Ceramic Art Educational Studies, Ramizah Othman, Universiti Students Regarding Their Educational Sains Malaysia, Malaysia Experiences Overview: This is a research-based paper which Cigdem Onder Er, Anadolu University, Eskisehir, focuses on the readiness of science teachers in Turkey; Dr. Ahmet Cuneyt Er, , conducting laboratory assessment in the school- Anadolu University, Eskisehir, Turkey based assessment system in Malaysia. Overviews: The current study was conducted with Stream: Maths, Science and Technology Learning 14 hearing impaired students. They were asked to compare their educational experiences with their other educational or life experiences in other settings. The other current study was conducted with 14 hearing impaired students. They were asked to compare their educational experiences with their other educational or life experiences in other settings. Stream: Special Education, Learning Difficulties, Disability GARDEN SESSION Bernard Ouma Mikume and Dr. Samuel Ouma Oyoo 14:35-14:50 COFFEE BREAK 14:50-15:55 PARALLEL SESSIONS 14:50 – 15:20 15:25-15:55 Room 1 What Is the Purpose of Learning – Really? Towards a Holistic and Transformative Prof. Johannes Slabbert, Department of Approach to Education: The Emergence of a Humanities Education, University of Pretoria, New Paradigm through Self Education Pretoria, South Africa Viraiyan Teeroovengadum, University of Overview: Learning becomes a contentious issue Mauritius, Reduit, H. H. Swami Paramananda, the moment that the highest possible quality of Satyam Gyanam Anadam Society, Dubreuil, learning as the aim of education is pursued. Mauritius, Prof. T. J. Kamalanabhan, Indian Stream: Other Institute of Technology Madras, Chennai, India Overview: This study investigates into the emergence of a new paradigm based on the current move towards adopting a holistic and transformative approach to education. Stream: Organisational Learning, Organisational Change Room 2 Student Agency, Peer Authority and Social Work Education at the Intersection of Participatory Learning Technology and Pedagogy Keith Kirkwood, School of Language and Dr. Gokul Mandayam, Thomas Peterson, Learning, Victoria University, Melbourne, Australia University of Southern California, Irvine, USA Overview: This paper explores the pedagogies of Overview: This paper examines how participatory and peer learning that are enabled by communication technologies have impacted social the affordances of the read/write web. work education at a university in western United Stream: Technology in Learning States, specifically towards enhancing learner- centric pedagogical models within a virtual academic environment. Stream: Technology in Learning 59 Eighteenth International Conference on Learning

FRI. PARALLEL SESSIONS 14:50 – 15:20 15:25-15:55 Room 3 Efficacy in German Teacher Education Learning and Growth Experiences of Graduate Prof. Dr. Ewald Kiel, Ludwig Maximilians Students Satisfied with Their Graduate Careers University, Germany Assoc. Prof. Yii-nii Lin, National Tsing Hua Overview: The presentation is about motivation, University, Hsin Chu, Taiwan self-efficacy, stress experience, previous Overview: The purpose of this study was to pedagogical experiences and expectations of describe the learning and growth experiences of German teacher students. It is asked whether the graduate students satisfied with their graduate best students enter the teacher training system. careers at a university in Taiwan. Stream: Teacher Training and Development Stream: Teacher Training and Development Room 4 The Extraordinary Evolution of Education Business Management Prof. Karen Starr, Deakin University, Australia Overview: This paper explores the rapidly changing role of business managers in education and the reasons why they will assume increasing importance. Stream: Educational Leadership and Management Room 5 A Semantic-Based Learning and Knowledge Educators‟ Perceptions of Soft Skills Platform for Low-Skilled and Ageing Workers Development: An Examination within the Anne Carina Thelen, Aachen, Anja Richert, Prof. Malaysian Public Higher Education Sector Sabina Jeschke, Institute for Information Wan Sofiah Meor Osman, Dr. Antonia Girardi, Management, Center for Learning and Knowledge Murdoch University, Australia, Dr. Megan Paull, Management, RWTH Aachen University, Germany Murdoch University, Australia Overview: Demographic change diminishes labour Overview: In this study, the focus is on how force potential and demands lifelong learning. educators‘ perceptions influence the teaching and Future labour forces are ageing, the need for learning of soft skills. demographic-sensitive learning offers arises. Such Stream: Adult, Vocational, Tertiary and Professional a learning offer is presented with RELOAD. Learning Stream: Adult, Vocational, Tertiary and Professional Learning Room 6 Discerning Skilled and Less Skilled Deaf The Potential to Buffer or Alienate: Children's Readers: Evidence from Four Different Perspectives on Their Schooling Experiences Orthographies Whilst Being Raised in an Institution Dr. Paul Miller, University of Haifa, Israel, Prof. Dr Kesh Mohangi, University of Pretoria, South Tevhide Kargin, Ankara University, Ankara, Africa Turkey, Assist. Prof. Peter Hauser, Rochester Overview: This presentation showcases children‘s Institute of Technology, USA, Prof. Christian perspectives on their schooling experiences, Rathman, Germany reporting on a study at a children‘s institution in Overview: The aim of this study was to bring about South Africa of the lived experiences of orphan and a better understanding of the factors underlying vulnerable children. variance in the reading comprehension skills of Stream: Community, Culture, Globalisation prelingually deaf readers from four different orthographies. Stream: Special Education, Learning Difficulties, Disability Room 7 Higher education and the World of Work From Content vs. Context: From the Aura of an Activity Theory Perspective Substance to the Pseudo-Aura of the Teacher Dr. James Garraway, Cape Peninsula University Dr. Andrej Blatnik, University of Ljubljana, of Technology, Cape Town, South Africa Ljubljana, Slovenia Overview: This session is an examination of the Overview: Does content still matter or is it the boundary between the university curriculum and context, the brand name of the teacher, what really learning at work. counts? This session will explore the relationship Stream: Adult, Vocational, Tertiary and Professional between these two. Learning Stream: Community, Culture, Globalisation Room 8 Global Knowledge in a Global Society? An Learning by Photographing: Participants' Attempt at Definition – Large-Scale Student Experiences in the Community Project Camera Assessments as a Catalyst in Processes of Obs. in Helsinki Globalisation of Knowledge Dr. Aino Hannula, University of Jyväskylä, Dr. Eva Klemencic, Educational Research Jyvaskyla, Finland Institute, Ljubljana, Slovenia Overview: In the study are described learning Overview: Focusing on realistic theories of possibilities in a multi-professional community work, knowledge and achievements studies within an with an example of Camera Obs. project in Helsinki. attempt to define global knowledge, studies are Stream: Community, Culture, Globalisation pinpointed as a catalyst within the processes of knowledge globalization. Stream: Community, Culture, Globalisation 16:00-16:30 CONFERENCE CLOSING - Philip Kalantzis-Cope, Common Ground Publishing, USA

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LIST OF PARTICIPANTS

Jann Adams Morehouse College USA Jean Claude Ah-Teck Deakin University Australia Rabiatul-Adawiah Ahmad Rashid School of Educational Studies Malaysia Ebadollah Ahmadi Islamic Azad University Iran (Islamic Republic of) Badar Hamood Al kharusi Curtin University Australia Zaid Al-Shammari Gulf University for Science and Technology Kuwait Mohamed Albaili United Arab Emirates University United Arab Emirates Reem Alebaikan King Saud University Saudi Arabia Khalid M Alsharif Curtin University Australia Fadzilah Amzah Universiti Sains Malaysia Malaysia Jocelyn Armarego Murdoch University Australia Inna V. Atamanova Tomsk State University Russian Federation Bill Atweh Curtin University Australia Pritee Auckloo Mauritius Keshwaree Vima Babooram University of Alberta Canada Goonesh Kumar Bahadur University of Mauritius Mauritius Mohd Noor Baharin Universiti Kebangsaan Malaysia Malaysia Nagib Mahfood Balfakih United Arab Emirates University United Arab Emirates Gilda Barabino Georgia Institute of Technology USA Edward Rex Bartholomew Victoria University of Wellington New Zealand Suzanne Bester University of Pretoria South Africa Jill Bevan-Brown Massey University College of Education New Zealand Puneet Bindlish Management Development Institute India Andy Bloor Canterbury Christ Church University UK Abu Mohamed Bockarie University of Regina Canada Ann Bondy Victoria University of Wellington New Zealand Seetanah Boopen University of Mauritus South Africa Göran Bostedt Mid Sweden University Sweden Mathakga Botha University of Witwatersrand South Africa Chrissie Boughey Rhodes University South Africa Vivienne Grace Bozalek University of the Western Cape South Africa Norman Brady University of Greenwich UK Merrick Brewer Middle School Australia Khajornsak Buaraphan Mahidol University Thailand John Buchanan University of Technology, Sydney Australia Hong T. M. Bui Bournemouth University UK Cathie Burgess University of Sydney Australia Ibrahim Buzkan Zonguldak Karaelmas University Turkey Magdalena Caproiu Antelope Valley College USA Arend Carl Stellenbosch University South Africa Malcolm Cater Mentone Grammar Australia Paul Cerotti RMIT University Australia Christina Chan She Ping Curtin University Australia Vanessa Chang Curtin University Australia Val Chapman University of Worcester UK M. Ajmal Chaumun Qatar University Qatar Farn-Shing Chen National Changhua University of Education Taiwan

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Kwok-cheung Cheung University of Macau Macao Gowtam Raj Chintaram University of Technology Mauritius Mauritius Heather Clay Middlesex University UK Karen L. Coe West Junior High School USA Andrew Cooper St Joseph's College Australia Dorothy Cooshna-Naik University of Mauritius Mauritius Barbara Craig Victoria University of Wellington New Zealand Anne D'Arcy-Warmington Curtin University of Technology Australia Denise Wood University of South Australia Australia Hossein Daeizadeh Islamic Azad University Iran (Islamic Republic of) Diana Damean Babes-Bolyai University Romania Michael Dean International Baccalaureate USA Lily-Claire Deenmamode University of Technology Mauritius Tejanand Dewoo Le Bocage International School Mauritius Tejanand Dewoo Le Bocage International School Mauritius Tejanand Dewoo Le Bocage International School Mauritius Soobhagwatee Dhunookchand Satyam Gyanam Anandam Society Mauritius Mpho Dichaba University of South Africa South Africa Jean Dillon Middlesex University UK Ewa Donesch-Jezo Jagiellonian University Poland Michael Richard Arthur Drake Victoria University of Wellington New Zealand Washington T. Dudu University of Witwatersrand South Africa Shalini Dukhan University of the Witwatersrand South Africa Sivbritt Dumbrajs SiDu Consulting Finland Angela Dwyer University of Technology, Sydney Australia Billie Eilam University of Haifa Israel Lesley Emanuel University of the Witwatersrand Mauritius Michele Endicott Australian Catholic University Australia Sabiha Essack University of KwaZulu-Natal South Africa Lindsay Farrell Australian Catholic University Australia Ronel Ferreira University of Pretoria South Africa Sufian Forawi The British University in Dubai United Arab Emirates Elsa Fourie North-West University South Africa Sooraj Fowdar CQUniversity Australia Australia Sherri Franklin-Guy California State University, San Bernardino USA Jens Friedrich University of Education Freiburg Germany Michael Gaines University of Miami USA James Garraway Cape Peninsula University of Technology South Africa Johanna L Geldenhuys Nelson Mandela Metropolitan University South Africa Medeva Ghee Brown University USA Neelam Goela University of Newcastle Australia Amy Gorman The College of William & Mary USA Vanessa GB Gowreesunkar University of Technology Mauritius Regina Catharina Grobler University of Johannesburg South Africa Diana Guillemin Griffith University Australia Sandhya Gunness University of Mauritius Malaysia Papayah Guruvadoo Mauritius Institute of Education Mauritius Mehmet Güçlü Gazi University Turkey

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Nezahat Güçlü Gazi University Turkey Aino Hannula University of Jyväskylä Finland Mehnaz Hanzala Aga Khan University Pakistan Stephen Harris Northern Beaches Christian School Australia Harwati Hashim Polytechnic of Merlimau Melaka Malaysia Aroona Hashmi University of the Punjab Pakistan Moshood Ayinde Hassan Adekunle Ajasin University Nigeria Kate Hawkey University of Bristol UK Meeri Hellstén Södertörn University Sweden Judy Hemming The University of New South Wales Australia Denise Hexom National University USA Sharon Patricia Hillege The University of Western Sydney Australia Marion Hinds Middlesex University UK Anneli Hippinen Stockholm University Sweden Garry Hornby University of Canterbury New Zealand Hsi-Chi Hsiao Cheng Shiu University Taiwan Genevieve Hundermark WITS School of Education South Africa Aditi Hunma University of Cape Town South Africa Saira Ijaz Ahmad Ibn-e-Ameer College Pakistan Tatlah Ijaz Ahmad Pakistan Umera Imtinan Curtin University Australia Theodora Issa Curtin University Australia Tomayess Issa Curtin University Australia Mircea Ivanescu University of Craiova Romania Ravi Jawahir School of Innovative Technologies & Engineering Mauritius Ishmael Jeko Midlands State University Zimbabwe Penelope Rae Johnstone Oatley Public School Australia Jowati Juhary National Defence University of Malaysia Malaysia Roy Kam The Hong Kong Polytechnic University China Margit Kanka Faculty of Psychology Austria Tevhide Kargin Ankara University Turkey Xiaoling Ke Guangdong University of Foreign Studies China Tuula Keinonen University of Eastern Finland Finland Sandra Joy Kemp Temasek Polytechnic Singapore Ewald Kiel Ludwig Maximilians University Germany Peter W. Kilgour Avondale College Australia David Killick Leeds Metropolitan University UK Jenny Kingston Cranfield University UK Keith Kirkwood Victoria University Australia Charles Kivunja The University of New England Australia Eva Klemencic Educational Research Institute Slovenia Aurika Komsaare The University of Tartu Estonia Kyriaki Kourouni Aristotle University of Thessaloniki Greece Michal Krupnik-Gottlieb Oranim Academic College of Education Israel Martijntje M. Kulski Curtin University Australia Swati Suhaemi Kurnia Universitas Persada Indonesia YAI Indonesia Ka-ka Lam The Chinese University of Hong Kong China Faye Charlotte Lambert Monash College Australia Carmen de Lourdes Laraque Universidad Pedagógica Nacional Mexico 63 Eighteenth International Conference on Learning

Ilana Lavy The Academic College of Emek Yezreel Israel YiShan Lea Central Washington University USA Cheryl Leggon Georgia Institute of Technology USA Tony Lelliott University of Witwatersrand South Africa Ansie Lessing University of South Africa South Africa Moi Mooi Lew Specialist Teacher Education Institute Malaysia Consuella Lewis Transformations USA Anna-Lena Ljusberg Stockholm University Sweden Annemarie. Loubser North-West University South Africa Chau Thi Minh Ly University of Western Sydney Australia Reitumetse Obakeng Mabokela Michigan State University USA Patrick Mafora University of South Africa South Africa Laura Magaña Pastrana Universidad Pedagógica Nacional Ajusco Mexico Suriamurthee Maistry University of KwaZulu-Natal South Africa Moonsamy Livingstone Makondo North-West University, Mafikeng Campus South Africa Arshad Ashfaque Malik Massey University New Zealand M.C. Maphalala University of South Africa South Africa Hyleen Mariaye Mauritius Institute of Education Mauritius Andrew Marriott Curtin University Australia Sylvie Marshall-Lucette Kingston University & St George's University of UK London Gae Masters Richmond River High School Australia Girish Mautadin University of Mauritius Mauritius Venicia Flora McGhie University of the Western Cape South Africa Michael McKinley Australian National University Australia Puteri Rohani Megat Abdul Universiti Teknologi MARA Malaysia Rahim Merilyn Meristo Tallinn University Estonia Iulia Mihalache Université du Québec en Outaouais Canada Bernard Ouma Mikume St. Albert's Girls High School Kenya Paul Miller University of Haifa Israel Catherine Minett-Smith Middlesex University UK Maslawati Mohamad National University of Malaysia Malaysia Kesh Mohangi University of Pretoria South Africa Zulkifli Mohd Nopiah Universiti Kebangsaan Malaysia Malaysia Munira Mohsin Specialist Teacher Education Institute Malaysia Mamolahluwa A. Mokoena North-West University, Mafikeng Campus South Africa Jean Mollett University of the Witwatersrand South Africa Sylila Monteiro UNITEC Institute of Technology New Zealand Dianna Moodley University of KwaZulu-Natal South Africa Imogen Moore University of Canberra Australia Tina Moore Middlesex University UK Ronicka Mudaly University of KwaZulu-Natal South Africa Vimolan Mudaly University of KwaZulu-Natal South Africa Faridah Musa Universiti Kebangsaan Malaysia Malaysia Elbie Mwenesongole North-West University, Mafikeng Campus South Africa Muhammad Nafees International Islamic University Pakistan Robyn L. Najar Flinders University Australia Namrata National University of Educational Planning & India Administration 64 Eighteenth International Conference on Learning

Shefali Nandan Motilal Nehru National Institute of Technology India Tanuj Nandan Motilal Nehru National Institute of Technology India Ksenija Napan Unitec Institute of Technology New Zealand Lutasha Ann-Louise Ndesi University of the Western Cape South Africa Denise Newfield University of the Witwatersrand South Africa Kreeta Niemi University of Jyväskylä Finland John Nietfeld North Carolina State University USA Manta Devi Nowbuth University of Mauritius Mauritius Marco Oetken Universtity of Education Freiburg Germany Gokhan Ofluoglu Zonguldak Karaelmas University Turkey Peter Otiato Ojiambo The University of Kansas USA Erna Oliver University of South Africa South Africa Willem Hendrik Oliver Delta Education South Africa Brinda Oogarah-Pratap Mauritius Institute of Education Mauritius Avinash Oojorah Mauritius Institute of Education Mauritius Hisashi Otsuji Ibaraki University Japan Samuel Ouma Oyoo The University of the Witwatersrand South Africa Swami Paramananda Satyam Gyanam Anadam Society Mauritius Karolina Parding Luleå University of Technology Sweden Pamela Parker City University London UK Koorosh Parviz Payame Noor University Iran (Islamic Republic of) Mabel Payne Pace University USA Shakuntala Payneeandy Mauritius Institute of Education Mauritius Meryl Pearce-Churchill Flinders University Australia Willie Pearson, Jr. Georgia Institute of Technology USA Muniamal Perumal Malaysian Higher Education Ministry Malaysia Jace Pillay University of Johannesburg South Africa Bonnie A. Plummer Private Practice USA Siddharth kumar Pokhriyal Uttarakhand Open University India Maria Ponto Kingston University UK Katrin Poom-Valickis Tallinn University Estonia Dan Popescu University of Craiova Romania George Potter Texas A&M International University USA Anne Elizabeth Price Murdoch University Australia Susannah Quinsee City University London UK Raja Nor Safinas Raja Harun Sultan Idris Education University Malaysia Yousra Rajabalee University of Mauritius Mauritius Jaabir Rajani Wali ul Asr Education centre United Republic of Tanzania Roshan T Ramessur University of Mauritius Mauritius Taruna Shalini Ramessur University of Mauritius Mauritius Serela Ramklass University of KwaZulu-Natal South Africa Rooma Roshnee Ramsaran-Fowdar CQUniversity Australia Rami Rashkovits Emek Yezreel College Israel Heather Ratcliffe Hood School District 62 (Sooke) Canada John Ravenscroft University of Edinburgh UK Clare Rees Curtin University Australia Souba Rethinasamy Universiti Malaysia Sarawak Malaysia Malin Rohlin Stockholm University Sweden

65 Eighteenth International Conference on Learning

Anne Roosipõld Tallinn University Estonia Nishta D. Rosunee Deakin University Australia Pintip Ruenwongsa Mahidol University Thailand Deirdre Russell-Bowie University of Western Sydney Australia Kashif ali Sabiri Pakistan School Muscat-Sohar Campus Oman Barbara Sabitzer Informatics Didactics Austria Abdoulaye Saine Miami University USA Paula Saine Miami University USA Jatinder Sandhu Nottingham Trent University UK Mohammad Issack Santally University of Mauritius Mauritius Teemu Santonen Laurea University of Appiled Sciences Finland A. Rechad Sayfoo Vocational Training Institute Mauritius Paige Schulte Southeastern Louisiana University USA Gudrun Schön Stockholm University Sweden Rashika Sharma UNITEC Institute of Technology New Zealand Atara Shriki Oranim Academic College of Education Israel Antonia M. Simpson Brisbane State High School Australia Penny Singh Durban University of Technology South Africa Sinem Somunoglu Uludag University Turkey Crain Soudien University of Cape Town South Africa Jacqueline Stevenson Leeds Metropolitan University UK Jenny Stirling All Saints Catholic Girls College Australia Mark Stoner California State University, Sacramento USA Fatima Suleman University of KwaZulu-Natal South Africa Lorraine Sushames Charles Darwin University Australia Jennifer Symington All Saints Catholic Girls College Australia Anthony Tait International Baccalaureate USA Elisabeth Taylor Curtin University Australia Peter Taylor Curtin University Australia Viraiyan Teeroovengadum University of Mauritius Mauritius Elize J Terblanché Univerity of South Africa South Africa Anitha Thalluri The University of Adelaide Australia Jyothi Thalluri University of South Australia Australia Anne Carina Thelen RWTH Aachen University Germany Ingrid Thomson University of Cape Town South Africa Katrina Thorpe The University of Sydney Australia Marju Toomsalu Ryerson University Canada Geesje van den Berg University of South Africa USA Gilbert van der Jagt Northern Beaches Christian School Australia Petro van der Merwe University of South Africa South Africa Tinus Van Rooy University of South Africa South Africa Tinus van Zyl University of Johannesburg South Africa Saloshna Vandeyar University of Pretoria South Africa Thirusellvan Vandeyar University of Pretoria South Africa Sally Elizabeth Anne Varnham University of Technology Australia Jaroslav Veteska J. A. Komensky University Czech Republic Elaosi Vhurumuku University of Witwatersrand South Africa Chryssi Vitsilakis University of the Aegean Greece

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Ion Vladimirescu University of Craiova Romania Petra Wagner Upper Austria University of Applied Sciences Austria Ruth Wallace Charles Darwin University Australia Yushy Wallace BC Principals and Vice-Principals Association Canada Monika Wallmon Uppsala University Sweden Wan Safuraa Wan Osman National University of Malaysia Malaysia Wanda E. Ward Georgia Institute of Technology USA Judith Waterfield University of Plymouth UK Laisa Whippy Charles Darwin University Australia Graham William White Brisbane North Institute of TAFE Australia Nereda White Australian Catholic University Australia Christine Winberg Cape Peninsula University of Technology South Africa Marike W. de Witt UNISA South Africa Nancy E. Wright Long Island University-Brooklyn USA Noeline Wright University of Waikato New Zealand Christine Yap The University of Newcastle Australia Asia Yarkandi Umm Al-Qura University Saudi Arabia Yeongmahn You Hanyang University South Korea Shahwar Fatima Zaidi Aligarh Muslim University India Orly Zarfin The Academic College of Education Israel Mircea Zavaleanu University of Craiova Romania Connie Zulu North West University South Africa

67 Eighteenth International Conference on Learning

2011 LEARNING CONFERENCE EVALUATION FORM We appreciate you taking the time to complete this evaluation form. Your feedback will assist us in planning future conferences. Circle numbers when rating the conference. Please also include comments with specific feedback relating to each of the questions. This evaluation can also be found at http://thelearner.com/conference-2011/evaluation/.

1. HOW DID YOU FIND OUT ABOUT THE LEARNING CONFERENCE? [ ] Web search [ ] Email [ ] Printed brochure or poster [ ] A colleague [ ] Other. How? ......

2. CONFERENCE THEMES, SCOPE AND CONCERNS How relevant do you consider the focus of the conference to be?

Rate on a scale of 1 to 5, where 1 is least relevant and 5 is most relevant. [1] [2] [3] [4] [5]

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3. PROGRAM CONTENT How would you rate the general standard of the various kinds of presentation sessions during the conference?

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4. THE ONLINE EXPERIENCE How did you experience the conference website, the call for papers, the online registration forms and the paper submission processes?

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5. COMMUNICATIONS How have you experienced our communications before and during the conference?

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6. THE LOCATION AND VENUE

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7. WHAT WERE THE HIGH POINTS OF THE CONFERENCE?

8. PLEASE SUGGEST ANY CHANGES OR IMPROVEMENTS YOU WOULD LIKE US TO MAKE AT FUTURE CONFERENCES.

9. OVERALL ASSESSMENT Rate on a scale of 1 to 5, where 1 is lowest and 5 is highest. [1] [2] [3] [4] [5]

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10. ANY OTHER COMMENTS OR SUGGESTIONS

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Thank you for completing this evaluation form as it will help us with our conference planning in the future.

PLEASE TEAR OUT THIS PAGE AND LEAVE IT AT THE CONFERENCE REGISTRATION DESK, OR MAIL, FAX OR SCAN/EMAIL TO: Common Ground Publishing University of Illinois Research Park 2001 South First Street, Suite 202 Champaign, IL 61820 USA Fax: +1-217-328-0435 Email: [email protected]

69

BUILDING KNOWLEDGE COMMUNITIES Building Knowledge Communities

THE LEARNING CONFERENCE KNOWLEDGE COMMUNITY At a time when knowledge communities are being redefined and disciplinary boundaries challenged, Common Ground aims to develop innovative spaces for knowledge creation and sharing. Through our conferences, journals and online presence we attempt to mix traditional face-to-face interaction with new ‗social web‘ technologies. This is a part of our attempt to develop new modes of deliberation and new media for the dissemination of ideas. Common Ground is founded upon and driven by an ambitious research and knowledge design agenda, aiming to contest and disrupt closed and top-down systems of knowledge formation. We seek to merge physical and online communities in a way that brings out the strengths in both worlds. Common Ground and our partners endeavour to engage in the tensions and possibilities of this transformative moment. We provide three core ways in which we aim to foster this community.

PRESENT You have already made the first step and are in attendance. We hope this conference provides a valuable source of feedback for your current work and the possible seeds for future individual and collaborative projects. We hope your session is the start of a conversation that continues on past the last day of the conference.

PUBLISH We also encourage you to publish your paper in The International Journal of Learning. In this way, you may share the finished outcome of your presentation with other participants and members of the Learning Community. You also have access to the complete works of the International Journal of Learning in which the published work of participants from the conference who submitted papers may be found.

ENGAGE Each conference presenter is provided a personal CGPublisher website with public and private spaces where you are able to: The Public View  Post your photo, biography and CV.  Make your contact details public (or keep them private for access only by publishers and collaborators, if you like).  Maintain a personal diary or weblog.  Make links to other sites of personal interest.  Have a bookstore where your published works appear.  Have full access to the HTML and CSS so you may change the look and feel of your site (advanced users).

The Private View  Manage your personal website.  Use a secure, private digital storage space where you may create and store your works-in-progress.  Create a space where collaborators (joint creators, secondary contributors and publishers) may be invited to access and comment on your works-in-progress.  Keep a record of version development (keeping each successive draft, as well as a copy of the final work that becomes a published edition until you start working on new drafts towards a new edition).  Keep a record of messages connected to each work, mirrored in emails and capturing incoming emails.

LEARNING CONFERENCE COMMUNITY FUTURE DIRECTIONS We encourage anyone interested in hosting the Learning Conference, or who has ideas for locations and themes for upcoming conferences, to discuss these possibilities with members of Common Ground, either at the conference or via email at [email protected]. We feel it is of critical importance that the trajectory and movement of the community emerges from the community itself.

72 Building Knowledge Communities

COMMON GROUND: PHILOSOPHY Common Ground is committed to building dynamic knowledge communities that meet regularly in face-to-face interaction connect in a virtual community of web spaces, blogs and newsfeeds, and publish in fully refereed academic journals. In this way, we are bringing to the fore our commitment to explore new ways of making and disseminating academic knowledge. We believe that the Internet promises a revolution in the means of production and distribution of knowledge, a promise, as of yet, only partially realised. This is why we are working to expand social and technical frontiers in the production of text, so that academic publishing gains the immediacy, speed and accessibility of the web whilst nevertheless maintaining—and we would hope enhancing—the intellectual standards of legacy peer refereed journals. To support these kinds of emerging knowledge communities, Common Ground continues to have an ambitious research and development agenda, creating cutting edge ‗social web‘ technologies and exploring new relationships of knowledge validation.

CONFERENCES Common Ground conferences connect with different host universities and local communities each year, seeking fresh perspectives on questions of global concern. In recent years, we have worked with a wide range of educational institutions including (to list just a few): Beijing Normal University; The Australian National University; The University of London; The Institute for Pedagogical Sciences, Cuba; University of California, Los Angeles; The University of Cambridge, UK; The University of Carthage, Tunisia; Columbia University, New York; Singapore Management University; McGill University, Montreal; The University of Edinburgh, Scotland; and New York University in New York City. At conference sites, we bring the global to the local—academics, researchers and practitioners from around the world gather to discuss conference topics. At the same time, we also bring the local to the global, as local academics and community leaders speak from the perspective of local knowledge and experience.

CONNECTING THE GLOBAL WITH THE LOCAL Common Ground conferences connect with different host universities and local communities each year, seeking fresh perspectives on questions of global concern. In recent years, we have worked with a wide range of educational institutions including (to list just a few): Beijing Normal University; The Australian National University; The University of London; The Institute for Pedagogical Sciences, Cuba; University of California, Los Angeles; The University of Cambridge, UK; The University of Carthage, Tunisia; Columbia University, New York; Singapore Management University; McGill University, Montreal; The University of Edinburgh, Scotland; and New York University in New York City. At conference sites, we bring the global to the local—academics, researchers and practitioners from around the world gather to discuss conference topics. At the same time, we also bring the local to the global, as local academics and community leaders speak from the perspective of local knowledge and experience.

WAYS OF SPEAKING Our conferences encourage people to converse in as many ways as possible.  Plenary presentations by some of the world‘s leading thinkers are followed by ‗garden conversation‘ sessions, a circle of chairs where an extended conversation may be had with plenary speakers.  Thematically defined ‗talking circles‘ at the beginning of the conference encourage people to meet each other and discuss their reasons for being at the conference. The group meets again near the end of the conference to reflect on the most striking ideas emerging from the discussions, and to report back agenda items for future conferences in the closing session.  Thirty-minute paper sessions provide participants the opportunity to make a formal 15-minute presentation on their intellectual work, be that research, theory, practice or aesthetic work, followed by 15 minutes of audience interaction.  Sixty-minute workshop sessions involve extensive interaction between presenter and participants around an idea or hands-on experience of a practice.  Ninety-minute colloquium sessions consist of five or more short presentations with audience interaction. The range and breadth of conversational opportunities reflects Common Ground‘s belief that each conference belongs ultimately to its participants.

WAYS OF JOINING THE CONVERSATION We try to make sure that our conferences do not exclude people who cannot afford to travel or who are unable to travel at the time of the conference. Virtual participation means that a participant may submit a paper for possible publication in the journal, take part in the peer referee process, and access the conference content, published at the journal website, through the journal subscription that comes with conference registration. For graduate students, we have a Graduate Scholar Award, in which they are granted a fee waiver, present a paper and are presented an award in return for chairing parallel sessions at the conference.

TURNING CONVERSATIONS INTO FORMAL KNOWLEDGE All too often, ideas circulating at conferences disappear into the ether once they have been uttered. People and their ideas are often hard to tie down during the conference and even harder to track down afterwards. For Common Ground, the conference is just one step in a formal knowledge-making process, from presentation proposal, to presentation and audience feedback, to submission and peer refereeing in a formal journal process. This is how the conference becomes an integral part of a systematic, dynamic and open academic knowledge-making ecology.

73 Building Knowledge Communities

THE LEARNING COMMUNITY ONLINE The Learning Community has a strong online presence via our blog, email newsletter and social networking sites. The blog and links to Facebook, Twitter, Flickr and our YouTube Playlist can be found at http://thelearner.com/ .

EMAIL NEWSLETTER Please send suggested links for news items with a subject line ‗Email Newsletter Suggestion‘ to [email protected]. The email newsletter will be sent to all conference participants.

FACEBOOK Find us on Facebook at http://www.facebook.com/pages/The-Learner/121335787883348.

TWITTER You can now follow the Learning Community on Twitter: http://twitter.com/thelearners.

FLICKR View and share pictures from the Learning Conference at our Flickr site: http://www.flickr.com/groups/learningconference/.

YOUTUBE CHANNEL VIEW Online presentations can be found on The Learner YouTube channel at http://thelearner.com/wp- content/plugins/youtube-uploader/action.php?action=list.

CREATE A YOUTUBE PRESENTATION Whether you are presenting at this conference, or are a virtual participant, we encourage all participants to present on the Learning Conference YouTube Playlist. Here are two suggestions: 1. Record a video of your presentation before or after the conference, or ask a colleague to record a video of your presentation at the conference, and then submit it to our YouTube channel. 2. Create a PowerPoint presentation with voice-over before or after the conference, or record the audio of the presentation at the conference, then link this to the PowerPoint presentation.

These presentation recordings will be published to YouTube with a link to your session description on the conference website, and (if your paper is accepted to the journal), a link to the abstract of your paper on the journal website.

For instructions on how to create and upload these presentations, visit the conference website at http://thelearner.com/conference-2011/online-presentations/.

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THE INTERNATIONAL JOURNAL OF LEARNING

ABOUT THE JOURNAL The International Journal of Learning sets to foster inquiry, invite dialogue, and build a body of knowledge on the nature and future of learning. In so doing, the journal provides a forum for any person with an interest in, and concern for, education at any of its levels and in any of its forms, from early childhood, to schools, to higher education and lifelong learning – and in any of its sites, from home to school to university to workplace.

EDITORS Mary Kalantzis, University of Illinois at Urbana-Champaign, USA Bill Cope, University of Illinois at Urbana-Champaign, USA.

OPEN PEER REVIEW The International Journal of Learning is a fully peer reviewed scholarly journal, one of approximately twenty-four academic journals published by Common Ground. Common Ground‘s approach to peer review is open and inclusive. Instead of being dominated by the exclusive academic hierarchies represented by many traditional editors and their networks, Common Ground journals build lateral knowledge communities. Our referee process is criterion-referenced, and referees are selected on the basis of subject matter and disciplinary expertise. Ranking is based on clearly articulated criteria. The result is a refereeing process that is scrupulously fair in its assessments. At the same time, the process offers a carefully structured and constructive contribution to the shape of the published paper.

INTELLECTUAL EXCELLENCE The result of our peer-review process is a publishing method which is without prejudice to institutional affiliation, stage in career, national origins, or disciplinary perspective. If the paper is excellent, and has been systematically and independently assessed as such, it will be published. This is why Common Ground journals have such a vast amount of exciting new material. Much of the content originates from well known research institutions, but a considerable amount material comes from brilliantly insightful and innovative academics in lesser known institutions in the developing world, emerging researchers, people working in hard-to-classify interdisciplinary spaces, and researchers in liberal arts colleges and teaching universities. In recognition of the highest levels of excellence, an international prize is awarded annually for the top-ranked paper in each journal.

ACCESSIBILITY Common Ground is developing a low-cost commercial approach to academic publishing. We believe there are limitations in both the high-cost commercial publishing and the seemingly no-cost open access publishing models. This is why we are seeking to find a practical middle way between the idealism of open access and the inefficiencies and greed of which the big journal publishers are increasingly accused. The idealism of open access often creates new problems, leaving academics in the often less-than-happy role of amateur publisher. And ironically, open access journals and repositories sometimes give insider networks even greater control over what gets published than was traditionally the case with the big commercial publishers.

Common Ground journals are highly accessible on the web. They are not hidden behind subscription walls. Every article has its own page; and every author has their own self-maintainable website, which includes any articles and books they have published with Common Ground, a blog, and places to paste their bionote, photo and CV. We have modest tiered subscription charges for libraries and a small per-article charge for electronic access by non-subscribers. Conference participants are granted free electronic access to the corresponding journal for a year. Our journals are also available in hardcover print editions and through EBSCO.

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JOURNAL AWARDS The International Journal of Learning presents an annual International Award for Excellence in the area of learning and education. All papers submitted for publication in The International Journal of Learning are entered into consideration for this award. The review committee for the award is the International Advisory Board for the journal and the conference, who will select the winning paper from the ten highest-ranked papers emerging from the referee process and according to the selection criteria outlined in the referee guidelines. The winning author(s) will be invited to the next annual Learning Conference, where they will be formally presented with their award. They will receive a free registration to attend this conference.

This year‘s award winner is: Bernard Ouma Mikume, St. Albert’s Girls High School, Ulanda, Kenya and Dr. Samuel Ouma Oyoo, University of the Witwatersand, Johannesburg, South Africa.

For the paper: ―Improving the Practice of Giving Feedback on ESL Learners‘ Written Compositions‖

Abstract: There has been increased research interest in the area of feedback in students‘ written compositions since Truscott‘s (1996) article that strongly argued against error correction in ESL learners‘ writings. Many of these research studies have, however, concentrated on the effect of teacher written corrective feedback (WCF) on ESL learners‘ writing. Little attention has been given to the use of alternative feedback strategies to supplement teacher written feedback on learners‘ writing. Besides, many of these studies have been more concerned with describing students‘ responses rather than trying to improve teachers‘ feedback practice. This study was, therefore, aimed at improving the practice of giving feedback on ESL learners‘ written compositions through use of self-correction and conferencing on ESL learners‘ compositions to supplement improved teacher written feedback. The study this paper draws from employed a qualitative approach within an action research design. It used a sample of Form 3 (Year 10 equivalent) ESL class in a secondary school in Dar es Salaam, Tanzania. Data collected from interviews, observations, informal conversations and feedback exit slips with students and the subject teacher formed the basis of reflections and analysis. The findings show that the use of these additional strategies (self-correction and conferencing on ESL learners‘ compositions) can lead to improved quality of learners‘ written compositions and learners‘ increased motivation and confidence in writing. This study concludes by recommending the use of these strategies to improve the practice of providing feedback on ESL learners‘ compositions to improve their writing skills.

SUBSCRIPTION INFORMATION Website: http://thelearner.com/journal/ Publisher: Common Ground - www.CommonGroundPublishing.com ISSN: 1447-9494 Frequency: Twelve issues per volume

EDITORS Mary Kalantzis, University of Illinois, Urbana-Champaign, USA Bill Cope, University of Illinois, Urbana-Champaign, USA

INSTITUTIONAL SUBSCRIPTION Further information on library subscriptions may be found at http://thelearner.com/journal/subscribe/

COMPLIMENTARY SUBSCRIPTION As part of the conference registration, participants are provided with a complimentary electronic subscription to all full- text papers published in The International Journal of Learning. The duration of this access period is from the time of registration until one year after the end date of the conference. To view articles, go to http://thelearner.com/journal/publications/ select the ‗Login‘ option and provide a CGPublisher username and password. Then, select an article and download the PDF. For lost or forgotten login details, select ‗Forgot your login‘ to request a new password.

LIBRARY RECOMMENDATION FORM If you wish to recommend the journal to your library we have a library recommendation form available for download from http://thelearner.com/journal/subscribe/#LR.

CONTACT If you have any questions, do not hesitate to contact [email protected].

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SUBMISSION INFORMATION

Registration for the Learning Conference allows participants the opportunity to publish in The International Journal of Learning. Presenters may submit their papers up to one month after the conference. Submitted papers will be fully refereed. The publication decision will be based on the referees‘ reports.

To submit, at least one author of each paper must be registered to attend the conference (to a maximum of one paper per registered author).

General Requirements:  We only accept text files or files in .doc format (such as from Microsoft Word or OpenOffice). We do not accept PDF submissions or .docx files.  Papers should be approximately 2,000-5,000 words in length. They should be written as continuous expository narrative in a chapter or article style – not as lists of points or a PowerPoint presentation.  Please remember that the papers are to be published in a fully refereed academic journal. This means that the style and structure of your text should be relatively formal. For instance, you should not submit a verbatim transcript of your oral presentation, such as ‗Today I want to speak to you about …‘.  Paper submissions must contain no more than 30% of textual material published in other places by the same author or authors, and these other places must be acknowledged and cited; in other words, the remaining 70% of the paper must be unique and original to your current submission.  Authors must ensure the accuracy of citations, quotations, diagrams, tables and maps.  You may use any referencing style you choose, as long as you use it consistently and to the appropriate standards.  Spelling can vary according to national usage, but should be internally consistent.  Papers should be thoroughly checked and proofread before submission, both by the author and a critical editorial friend – after you have submitted your paper you are unable to make any changes to it during the refereeing process.  Papers will be assessed by referees against ten criteria – or fewer if some criteria do not apply to a particular kind of paper (see the Peer Review Process).

Illustration/Electronic Artwork Guidelines:  Figures and images must be clear and easy to view. Common Ground cannot improve the quality of images.  Figures and tables need to be placed where they are to appear in the text. If preferred, you may also place images and tables at the end of your paper.  Please refrain from using Word Drawing objects. Instead use images imported from a drawing program. Word Drawing objects will not be rendered in the typeset version.

Keyword Guidelines: Keywords are extremely important in search engine rankings. To achieve better exposure for your paper, please make sure your keywords are clear and accurate.

Resubmission Policy: If your paper has been rejected, we will allow a maximum of TWO further resubmissions until TWO months prior to the anticipated publication date.

How to submit a paper: For information on how to submit a paper, please visit the ‗Publish Your Paper' page at http://thelearner.com/journal/publish-your-paper/.

The publication process is as follows:  When we receive a paper, it is verified against template and submission requirements. If there are any problems, authors will be asked to resubmit the paper.  The paper will then be prepared and matched to two appropriate referees. When a paper has been submitted to the referees, authors will receive an email notification. Additionally, authors may be asked to referee up to 3 papers.  When the referee reports are uploaded, authors will be notified by email and provided with a link to view the reports (after the referees' identities have been removed).  If a paper is accepted, we will confirm conference registration before sending a Publishing Agreement.  Authors will then be asked to accept the Publishing Agreement and submit the final paper.  Papers will be typeset and proofs made available for final approval before publication in the journal‘s online bookstore as well as in individual author Creator Sites.

The final date for submission of papers to the journal (for one way blind refereeing) is 8 August 2011 – one month after the close of the conference.

Papers are published continuously in the online bookstore. Authors may view the status of their paper at any time by logging into their CGPublisher account at www.CGPublisher.com.

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OTHER JOURNALS PUBLISHED BY COMMON GROUND Aging and Society: An Interdisciplinary Journal provides an international forum for the discussion of a rapidly growing segment of the population, in developed countries as well as in developing countries. Contributions range from broad theoretical and global policy explorations to detailed studies of the specific physiological, health, economic, and social dynamics of aging in today‘s global society. Website: www.AgingandSociety.com/Journal

The International Journal of the Arts in Society aims to create an intellectual frame of reference for the arts, and to create an interdisciplinary conversation on the role of the arts in society. This peer-reviewed journal is intended as a place for critical engagement and examination of ideas that connect the arts to their contexts in the world. Website: www.ArtsinSociety.com/Journal

The International Journal of the Book provides a forum for publishing professionals, librarians, researchers, authors, retailers, and educators to discuss that iconic artifact, the book—and to consider its past, present, and future. Discussions range from the reflective to the highly practical, with an eye towards new practices of writing, publishing, and reading. Website: www.BooksandPublishing.com/Journal

The International Journal of Climate Change: Impacts and Responses seeks to create an interdisciplinary forum for discussion of evidence of climate change, its causes, its ecosystemic impacts, and its human impacts. This peer-reviewed journal also explores technological, policy, strategic and social responses to climate change. Website: www.Climate-Journal.com

The International Journal of the Constructed Environment publishes broad-ranging and interdisciplinary articles on human configurations of the environment and the interactions between the constructed, social and natural environments. This peer- reviewed journal brings together researchers, teachers, architects, designers, and others interested in how we interact with our environment. Website: www.ConstructedEnvironment.com/journal

Design Principles and Practices: An International Journal is a site of discussion exploring the meaning and purpose of ―design‖ and the use of designed artifacts. This peer-reviewed journal examines transdiciplinary conversations between the theoretical and the empirical, the pragmatic and the idealistic. Website: www.Design-Journal.com

The International Journal of Diversity in Organizations, Communities and Nations allows educators, professionals, and anyone interested in the mediation of cultural difference and diversity to empirically and strategically discuss globalization, identity and social group formation. This peer-reviewed journal reflects the business of negotiating diversity in organizations and communities. Website: www.Diversity-Journal.com

Food Studies: An Interdisciplinary Journal provides an interdisciplinary forum for the discussion of agricultural, environmental, nutritional, health, social, economic and cultural perspectives on food. Contributions range from broad theoretical and global policy explorations, to detailed studies of specific human-physiological, nutritional and social dynamics of food. Website: www.Food-Studies.com/Journal/

The Global Studies Journal is devoted to mapping and interpreting new trends and patterns in globalization. This peer- reviewed journal attempts to do this from many points of view and from many locations in the world, working between empirical and general modes of engagement with one of the central phenomena of our contemporary existence. Website: www.GlobalStudiesJournal.com

The International Journal of Health, Wellness and Society addresses a number of interdisciplinary health topics, including: physiology, kinesiology, psychology, health sciences, public health, and other areas of interest. This peer-reviewed journal is relevant to anyone working in the health sciences, or researchers interested in exploring the intersections between health and society. Website: www.HealthandSociety.com/Journal

The International Journal of the Humanities provides a space for dialogue and publication of new knowledge which builds on the past traditions of the humanities whilst setting a renewed agenda for their future. This peer-reviewed journal is relevant for anyone with an interest in and concern for the humanities, including academics, researchers, students, and educators of all levels. Website: www.Humanities-Journal.com

The International Journal of the Image interrogates the nature of the image and the functions of image-making. This peer- reviewed, cross-disciplinary journal brings together researchers, practitioners, and teachers from areas of interest including: architecture, art, cultural studies, design, education, history, linguistics, media studies, philosophy, religious studies, semiotics, and more. Website: www.OntheImage.com/Journal

The International Journal of Knowledge, Culture and Change Management examines the nature of the organization in all its forms and manifestations. Across a variety of contexts, a pragmatic focus persists—to examine the organization and management of groups of people collaborating to productive ends, and to analyze what makes for success and sustainability. Website: www.Management-Journal.com

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The International Journal of the Inclusive Museum asks: In this time of fundamental social change, what is the role of the museum, both as a creature of that change, and as an agent of change? This peer-reviewed journal brings together academics, curators, researchers, and administrators to discuss the character and future of the museum. Website: www.Museum-Journal.com

The International Journal of Religion and Spirituality in Society aims to create an intellectual frame of reference for the academic study of religion, and to create interdisciplinary conversations on the role of religion and spirituality in society. This peer-reviewed journal seeks to critically examine ideas that connect religious philosophies to their contexts throughout history. Website: www.Religion-Journal.com

The International Journal of Science in Society provides an interdisciplinary forum to discuss the past, present, and future of the sciences and their relationships to society. This peer-reviewed journal examines broad theoretical, philosophical and policy explorations and detailed case studies of particular intellectual and practical activities at the intersection of science and society. Website: www.Science-Society.com/Journal

The International Journal of Interdisciplinary Social Sciences aims to examine the nature of disciplinary practices and the interdisciplinary practices that arise in the context of ‗real world‘ applications. This rigorously peer-reviewed journal also interrogates what constitutes ‗science‘ in a social context, and the connections between the social and other sciences. Website: www.SocialSciences-Journal.com

Spaces and Flows: An International Journal of Urban and ExtraUrban Studies addresses some of the most pressing and perturbing social, cultural, economic and environmental questions of our time. This peer-reviewed journal focuses on spaces of production, consumption, and living, and flows of people, goods, and information as crucibles and vectors of ongoing transformation. Website: www.SpacesandFlows.com/Journal

The International Journal of Sport and Society provides a forum for wide-ranging and interdisciplinary examination of sport. This peer-reviewed journal examines the history, sociology, and psychology of sport; sports medicine and health; physical and health education; and sports administration and management. Discussions range from broad conceptualizations to highly specific readings. Website: www.SportandSociety.com/Journal

The International Journal of Environmental, Cultural, Economic and Social Sustainability creates a place for the publication of papers presenting innovative theories and practices of sustainability. This peer-reviewed journal is cross- disciplinary in its scope, a meeting point for natural and social scientists, researchers and practitioners, professionals and community representatives. Website: www.Sustainability-Journal.com

The International Journal of Technology, Knowledge and Society creates a place for the publication and presentation of innovative theories and practices relating technology to society. This peer-reviewed journal is cross-disciplinary in its scope and provides a meeting point for technologists with a concern for the social and social scientists with a concern for the technological. Website: www.Technology-Journal.com

Ubiquitous Learning: An International Journal sets out to define an emerging field. Ubiquitous Learning is a new educational paradigm made possible in part by the affordances of digital media. Our changing learning needs can be served by ubiquitous computing. This peer-reviewed journal investigates the affordances for learning through digital media, in school, and throughout everyday life. Website: www.Ubi-Learn.com/Journal

The Journal of the World Universities Forum seeks to explore the meaning and purpose of the academy in times of striking social transformation. This peer-reviewed journal brings together university administrators, teachers and researchers to discuss the prospects of the academy and to exemplify or imagine ways in which the university can take a leading and constructive role. Website: www.Universities-Journal.com

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THE LEARNER BOOK SERIES

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SUBMIT YOUR BOOK PROPOSAL Common Ground is setting new standards of rigorous academic knowledge creation and scholarly publication. Unlike other publishers, we‘re not interested in the size of potential markets or competition from other books. We‘re only interested in the intellectual quality of the work. If a book is a brilliant contribution to a specialist area of knowledge that only serves a small intellectual community, we still want to publish it. If it is expansive and has a broad appeal, we want to publish it too, but only if it is of the highest intellectual quality.

TYPES OF BOOKS Each conference and journal community has an accompanying book imprint. We welcome proposals or completed manuscript submissions of:  Individually and jointly authored books;  Edited collections addressing a clear, intellectually challenging theme;  Collections of papers published in The International Journal of Learning

Editorial selection can occur after the conference; or a group of authors may first wish to organize a colloquium at the conference to test the ideas in this broader intellectual context.

PROPOSAL GUIDELINES Books should be between 30,000 words to 150,000 words in length. They are published simultaneously in print and electronic formats.

To publish a book, either send us a completed manuscript for review or a proposal including:  Title  Author(s)/editor(s)  Back-cover blurb  Table of contents  Author bionote(s)  Intended audience  Sample chapters or complete manuscript  Manuscript submission date

Proposals can be submitted by email to [email protected] (please note the book imprint you are submitting for in the subject line).

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RECENT BOOKS PUBLISHED BY COMMON GROUND Limited quantities are available for purchase at the Registration Desk. These and other books are available at http://thelearner.com/books/bookstore/.

Framing My Name: Extending Educational Boundaries edited by Margaret Kumar, Supriya Pattanayak, and Richard Johnson

Framing My Name: Extending Educational Boundaries addresses issues of name and the naming process and its impact on higher education pedagogy. In bringing together the perspectives of the authors, the book shows how students‘ names are an agency of their learning. The manner in which names are articulated impacts on how students relate to learning. The process of naming involves an ontology that is related to students‘ histories, their culture, their place and position within a social matrix of group and community. For educators, this means undergoing a scaffolding process of learning the background to names and naming processes and then applying this knowledge to an understanding of students.

Greek Ethnic Schools in Australia in the Late 1990s: Selected Case Studies by Eugenia Arvanitis

This book is a detailed illustration of the broader socio-historical and educational milieu of the Greek ethnic schools in Australia in the late 1990s. It presents ethnic schools‘ efforts to maintain and develop the Greek language and cultural heritage as well as to support Greek-Australian identity amongst second and third generation Greek-Australians. The detailed school profiles (case studies) presented in this book constitute part of a Ph.D. thesis (Arvanitis 2000) and provide a pedagogical framework of practice in dealing with diverse learning environments and diverse learner populations.

A Comparative Analysis of Grammatical and Lexical Cohesive Devices in Selected Authentic Texts by Kelechukwu U Ihemere

Despite years of practice in reading, many learners find difficulty in making sense of texts they want to read. A number of reasons have been given for this difficulty in comprehension experienced by foreign learners of English. Ranging from failure to interpret the writer‘s cohesive signals as intended; lack of practice in applying ―grammatical‖ knowledge when reading; lack of practice with texts containing a variety of cohesive features; to the tradition of teaching such features as part of the grammatical system and practicing them in isolation and at single sentence level in grammar/or writing lessons. Hence, this book presents the results of a comparative analysis of grammatical and lexical cohesive devices in selected British newspaper reports and short stories, identifying the cohesive devices that tend to occur more frequently in these texts. The findings indicate that students‘ in reading and writing classes can benefit from the rich lexical contents of short stories as well as the formal style and specialist lexis in newspaper reports. Therefore, EFL teachers will benefit their students by using a combination of these types of texts in reading and writing classes.

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