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While it is recognized that farming alternatively is inherently knowledge intensive, in the United States, farmer knowledge has been widely overlooked and under-documented within the scientific literature. Farmer knowledge of soil in particular is understudied in the US, especially given that healthy soils have been identified as the basis for resilient agriculture. Applying an exploratory, case study approach, we interviewed 13 organic farmers based in Yolo County, California to understand how organic farmers in this region acquire knowledge about their soils, to document what organic farmers in this region know about their soils, and to share key management practices organic farmers use to build soil health in the region. We found the organic farmers in this study acquire knowledge about their farming systems primarily through direct observation, personal experience, experimentation, and inherited wisdom. To evaluate soil health, farmers in this study cited using a range of indicators, including soil structure, crop health, growth habits of weeds, and soil biology. We found that these organic farmers possess extensive place-based knowledge of their local farming systems, and that this knowledge base represents an important source for innovation and adaptive management in scientific and policy-making contexts.

An ongoing problem for teacher education institutions is bridging the gap between theory and practice and offering authentic experiences to challenge preservice teachers' pedagogical decision-making. Preservice practicums simulate teaching and can, at best, offer controlled experiences in familiar settings. This restricts the opportunities for preservice teachers to develop confidence in their own pedagogical decision-making and to adapt curriculum to meet unknown or unforeseen conditions. This paper describes, through a small-scale qualitative case study, a teaching experience in an unfamiliar setting, the persistent actions taken to respond to a specific context and the impact this had on preservice teacher knowledge and self-efficacy. The study found that preservice teacher self-efficacy can be scaffolded in real-world contexts provided sufficient planning, peer support and mentoring is available.

This paper reports on two experiments in mapping the affordances of mobile devices in supporting teaching and learning. The first argues for personally imagined rather than fixed affordances of educational technologies--what a technology "affords" is not static but is rather how an individual imagines a technology's use and how this is enacted. The second melds affordance theory with the structure of realist evaluation and positions affordances as mechanisms in selected educational settings. The paper's findings are drawn from observation and a review of literature. [Note: The publication year (2019) shown on the full text is incorrect. The correct publication year for v5 n1 is 2018.]

The "Journal of Learning Design" (JLD) has had a relatively short history of open-access peer-reviewed publication in the broad field of multidisciplinary pedagogy and learning design in higher education with a focus on the innovative use of technology. It began in 2005 and its decade of publication has coincided with a period of great volatility in higher education largely wrought by technology and changes in the demographics and location of our student populations. During this decade, learning design has received growing attention as educational institutions have grappled with shifts to blended learning, incorporation of Web 2.0 technologies in course offerings, and conduct of fully online program suites. MOOCs, certification and badging have swept us off our feet at the same time as increasing scrutiny has been applied to ensure program quality and more efficient delivery methods. The "Journal of Learning Design" (JLD) has been a contemporaneous witness to this period of change and, along with others of its ilk, has provided an authentic discourse of how our authors, who identify as system leaders, academics and learning designers, have addressed the challenge of a changing learning environment.

There has been a progressive move towards the adoption of social media in formal post compulsory learning. This qualitative study evaluated the readiness of teachers and students to use Facebook to enhance learning in a tertiary vocational setting in Australia despite a lack of support from the institute. Readiness was understood to be the balance sought between potential energy available (power) and the energy required for change (load). The findings, from surveys and focus group interviews, show that students were much more likely than teachers to have a Facebook account and to be interested in using Facebook as part of their learning. Agreed benefits, evident through a student-initiated closed Facebook group, included collaboration through sharing resources, knowledge and ideas, increased communication with peers and teachers, and a platform that was familiar to students. The difference lay in perceptions of purpose, places and spaces for learning, and an understanding of social norms.

A program's development and implementation in a higher education institution is usually launched with great fanfare, goodwill and a huge effort on the part of the whole development team to ensure a worthwhile cohesive set of learning experiences aligned to the desired course learning outcomes. It is often not long before the glue starts to come unstuck arising from staffing changes, subtle migration of course resources, opportunistic inclusions of "off the shelf" or unit based innovative teaching and learning approaches, and perhaps general poor attention to detail with regard to the impact of new introductions and electives. This paper presents an initial investigation into the elusive goal of achieving course cohesion. The authors consider building cohesion into a course as it is being designed through identified cohesion factors and in sustaining course cohesion through active leadership. (Contains 1 footnote.)

It is widely held, through the Socratic tradition, that discussion is at the heart of learning. Moderated discussion forums have been shown to replicate the debate, argument and verbal defence of viewpoints that we have come to expect in face-to-face learning environments and that we generally accept to underpin learning. While much has been written about discussion forums in educational settings, particularly in how to moderate and promote effective interaction with students at a distance, this paper takes a different approach. It looks at how forums may be used to support face-to-face learning in the contemporary context of the massification of on-campus classes. Further to this, it will argue for discussion forums as an indicator of social presence in the learning environment. It will cautiously conclude that, through purposeful design, this form of asynchronous communication has a valuable role to play in creating a positive and supportive environment for students entering university. Discussion forums are tools with a versatility yet to be fully exploited. (Contains 1 table and 4 figures.)

The literature on critical thinking in higher education is constructed around the fundamental assumption that, while regarded as essential, is neither clearly nor commonly understood. There is elsewhere evidence that academics and students have differing perceptions of what happens in university classrooms, particularly in regard to higher order thinking. This paper reports on a small-scale investigation in a Faculty of Education at an Australian University into academic and student definitions and understandings of critical thinking. Our particular interest lay in the consistencies and disconnections assumed to exist between academic staff and students. The presumption might therefore be that staff and students perceive critical thinking in different ways and that this may limit its achievement as a critical graduate attribute. The key finding from this study, contrary to extant findings, is that academics and students did share substantively similar definitions and understandings of critical thinking.

The research project described in this paper was designed to explore the potential of a wiki to facilitate collaboration and to reduce the isolation of postgraduate students enrolled in a professional doctoral program at a Queensland university. It was also intended to foster a community of practice for reviewing and commenting on one another's work despite the small number of students and their disparate topics. The students were interviewed and surveyed at the beginning and during the face-to-face sessions of the course and their wikis were examined over the year to monitor, analyse and evaluate the extent to which the agency of the technology (wiki) mediated their development of scholarly skills. The study showed that students paradoxically eschewed use of the structured wiki and formed their own informal networks. This paper will contend that this paradox arose from a mismatch between the agency of technology and its intended purpose.

There is a "reality" to being online which we know to be false. We are simultaneously "there" but "not there" as we talk, work and play with others in online spaces. We move between physical and virtual spaces in ways that realise the predictions made for computers in the mid-20th Century and enact scenarios from science fiction. We are left wondering if our thoughts--through our disembodied selves--have become a "second self" or if we have become part of the machine itself. Information and communication technology (ICT) have brought differing human and technological agencies to all aspects of contemporary life including teaching and learning. This paper attempts to identify and categorise these agencies through the genres of technics and to illustrate them--and our relationships with technology--through reference to philosophy, fiction and reality. It also stands as an introduction to this special issue on the agency of technology. (Contains 10 figures.)

The intent and content of teacher professional learning has changed in recent times to meet the demands of performativity. In this article, we offer and demonstrate a pragmatic way to map teacher professional learning that both meets current demands and secures a place for teacher-led catalytic learning. To achieve this, we position identified characteristics of performative professional learning on intersecting continua modelled on Bourdieu's mapping of social capital, which we have called a Pragmatic Model of Teacher Professional Learning. The continua are labelled (after) as: "domain of influence," "sphere of action," and "autonomy-transformation." While the pragmatic model is illustrated through three examples of teacher professional learning in use in Australia and its characteristics have been drawn from Australian regulatory requirements for teacher registration, it will be applicable in other national jurisdictions. The model aims to move "beyond performativity" and to define a systematic and pro-active approach for regulators, managers, professional learning providers and teachers to actively contribute to ongoing innovation and directedness of teacher professional learning toward real student outcomes.

While it is recognized that farming alternatively is inherently knowledge intensive, in the United States, farmer knowledge has been widely overlooked and under-documented within the scientific literature. Farmer knowledge of soil in particular is understudied in the US, especially given that healthy soils have been identified as the basis for resilient agriculture. Applying an exploratory, case study approach, we interviewed 13 organic farmers based in Yolo County, California to understand how organic farmers in this region acquire knowledge about their soils, to document what organic farmers in this region know about their soils, and to share key management practices organic farmers use to build soil health in the region. We found the organic farmers in this study acquire knowledge about their farming systems primarily through direct observation, personal experience, experimentation, and inherited wisdom. To evaluate soil health, farmers in this study cited using a range of indicators, including soil structure, crop health, growth habits of weeds, and soil biology. We found that these organic farmers possess extensive place-based knowledge of their local farming systems, and that this knowledge base represents an important source for innovation and adaptive management in scientific and policy-making contexts. [ABSTRACT FROM AUTHOR]

Moderation is a quality assurance process that plays a central role in the teaching, learning, and assessment cycle in higher education. While there is a growing body of research globally on teaching, learning, and, to a lesser degree, assessment in higher education, the process of moderation of assessment has received even less attention. In a context of heightened accountability and greater transparency in the tertiary sector, the formalising of moderation processes has not been a part of established practice. In light of these changes, the purpose of this qualitative study was to identify and investigate current marking and moderation processes and practices operating within one faculty in a large urban university in eastern Australia to gain insight into the challenges to effective moderation. The findings suggest the need for moderation to be considered holistically as an inherent part of teaching and learning, and the need for ongoing staff development.

There is increased accountability of initial teacher education (ITE) programs in Australia to develop Graduate teachers who are better prepared. Most ITE programs have been designed using Pedagogical Content Knowledge. Informed by the growing Technological Pedagogical Content Knowledge (TPACK) research, this journal article suggests that ITE programs need to develop Graduate teachers who have the TPACK capabilities to use technologies to support teaching and student learning. Insights from the research and evaluation of the "Teaching Teachers for the Future (TTF) Project," which was guided by the TPACK conceptualisation, are provided. The "TTF Project," which involved all Higher Education Institutions providing ITE programs in Australia, drew upon the TPACK conceptualisation. The "TTF Project" research and evaluation included the development and administration of a "TTF TPACK Survey" and the implementation of the Most Significant Change Methodology. Key findings resulting from the employment of these methodologies are summarised to provide guidance to inform the improvement of ITE programs to develop Graduate TPACK capabilities.

The oz-Teachers listserv, an email list for teachers, ran continuously for 20 years, from 1995 to 2015. It provided the technical infrastructure for professional communication with the majority of its members being Australian teachers based in classrooms across the country. An analysis of the list archives provides us with interesting insights as to how teachers learn from and within communities of their peers and how such communities offer social and educational affordances to allow teachers to generate and enhance their own learning. This paper begins with a brief review of the response to the announcement of the list's closure. It then moves to a report of the types of communication which emerged from the list over time with comparisons drawn from extant research, namely, an early analysis of email lists and a more contemporary study of teacher communication through microblogging. We identified 14 categories with eight of these being paired, namely, as asking/seeking and responding/giving. The key finding of this analysis was that the list, and its professional discussions, were sustained through reciprocity and collective intelligence, that is, sharing of information and resources and that this was evident through the life of the listserv.

The student evaluation of teaching (SET) in higher education has become an increasingly complex and subjectively contested area. From a singular purpose in seeking information to improve teaching in the 1920s, evaluation has now expanded to encompass administrative and regulatory purposes. Currently, evaluation impacts on personal and institutional reputation and is frequently used as a benchmark in determining and shaping individual academic careers. The value and purpose of evaluation is open to ongoing debate, as is the notion of transparency regarding who should have access to evaluation data (quantitative scores and/or free text comments). This paper presents the outcome of a situational mapping we conducted to better understand student evaluations of teaching in Australian higher education. We identified the component actors, actants and elements of the setting and derived a list of the discursive constructions which drive the relationships between them. To test the efficacy of our mapping in terms of isolating situations within the broader setting, we describe three hypothetical case studies: making student evaluations public, closing the loop and academic surveillance. [ABSTRACT FROM AUTHOR]

There is a song at the beginning of the musical, West Side Story, where the character Tony sings that "something's coming, something good." The song is an anthem of optimism, brimming with promise. This paper is about the long-held promise of information and communication technology (ICT) to transform teaching and learning, to modernise the learning environment of the classroom, and to create a new digital pedagogy. But much of our experience to date in the schooling sector tells more of resistance and reaction than revolution, of more of the same but with a computer in the corner and of ICT activities as unwelcome time-fillers/time-wasters. Recently, a group of pre-service teachers in a postgraduate primary education degree in an Australian university were introduced to learning objects in an ICT immersion program. Their analyses and related responses, as recorded in online journals, have here been interpreted in terms of TPACK (Technological Pedagogical and Content Knowledge). Against contemporary observation, these students generally displayed high levels of competence and highly positive dispositions of students to the integration of ICT in their future classrooms. In short, they displayed the same optimism and confidence as the fictional "Tony" in believing that something good was coming.

Moderation of student assessment is a critical component of teaching and learning in contemporary universities. Yet, despite this, it tends to be marked by idiosyncratic and sporadic processes informed by liminal understanding. This paper, in the light of forthcoming radical national requirements for the declaration of moderation processes in tertiary curricula in Australia, will present four discourses of moderation we identified in a recent study in a Faculty of Education in a large metropolitan university. The discourses are equity, justification, community building and accountability. Together, they will act as a starting point for academics to review their beliefs and attitudes towards the moderation of student assessment.

How do you identify "good" teaching practice in the complexity of a real classroom? How do you know that beginning teachers can recognise effective digital pedagogy when they see it? How can teacher educators see through their students' eyes? The study in this paper has arisen from our interest in what pre-service teachers "see" when observing effective classroom practice and how this might reveal their own technological, pedagogical and content knowledge. We asked 104 pre-service teachers from Early Years, Primary and Secondary cohorts to watch and comment upon selected exemplary videos of teachers using ICT (information and communication technologies) in Science. The pre-service teachers recorded their observations using a simple PMI (plus, minus, interesting) matrix which were then coded using the SOLO Taxonomy to look for evidence of their familiarity with and judgements of digital pedagogies. From this, we determined that the majority of pre-service teachers we surveyed were using a descriptive rather than a reflective strategy, that is, not extending beyond what was demonstrated in the teaching exemplar or differentiating between action and purpose. We also determined that this method warrants wider trialling as a means of evaluating students' understandings of the complexity of the digital classroom. (Contains 4 tables and 2 figures.)

This paper presents a summary of the key findings of the TTF TPACK Survey developed and administered for the Teaching the Teachers for the Future (TTF) Project implemented in 2011. The TTF Project, funded by an Australian Government ICT Innovation Fund grant, involved all 39 Australian Higher Education Institutions which provide initial teacher education. TTF data collections were undertaken at the end of Semester 1 (T1) and at the end of Semester 2 (T2) in 2011. A total of 12881 participants completed the first survey (T1) and 5809 participants completed the second survey (T2). Groups of like-named items from the T1 survey were subject to a battery of complementary data analysis techniques. The psychometric properties of the four scales: Confidence--teacher items; Usefulness--teacher items; Confidence--student items; Usefulness--student items, were confirmed both at T1 and T2. Among the key findings summarised, at the national level, the scale: Confidence to use ICT as a teacher showed measurable growth across the whole scale from T1 to T2, and the scale: Confidence to facilitate student use of ICT also showed measurable growth across the whole scale from T1 to T2. Additional key TTF TPACK Survey findings are summarised. (Contains 4 figures, 1 footnote, and 5 tables.)

Fresh-market tomatoes (Lycopersicon esculentum Mill.) are increasingly produced with subsurface drip irrigation in California, as growers adapt to decreased water availability. Drip irrigation improves water use efficiency, but may reduce the soil volume where conditions are optimal for microbial and root activity. This poses complications for organic growers, whose cropping systems are dependent on microorganisms to convert the nitrogen (N) from organic sources into plant-available N. To investigate grafting as a potential practice to increase access to N, grafted and non-grafted "Brandywine" heirloom tomatoes were grown with drip irrigation in a two-year field trial. The three rootstocks were "Maxifort," "Fortamino," and "DRO138TX." Prior to each growing season, a legume cover crop mix was grown and labeled with 15N ammonium sulfate to track tomato N uptake from cover crop residues. There were no significant differences in yield, N uptake and N partitioning in the plants due to rootstock treatments. Leaf analyses suggested that the tomato plants were not N deficient in either year. However, there was a significant difference in total N uptake from cover crop residues between years. This was caused by large differences in N concentration in the cover crop. Plants responded to a lower N availability by producing less vine biomass, while producing the same fruit yield. A budget revealed that the tomato plants accessed a considerable amount of N from the soil below 60 cm of the profile to cover their demand. [ABSTRACT FROM AUTHOR]