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Many universities claim to provide flexible learning opportunities, but most still require students to keep pace with prescribed curriculum delivery and assessment deadlines, and few have disrupted the academiccalendar. In this paper, we report on an innovation called ‘Start anytime’ that was purposefully designed to break from a trimester model and instead give students the flexibility to study in their own space andpace online. Here we report on measures put in place to support students during self-paced online study, and share insights from research investigating students’ expectations and experience of ‘Start anytime’.For many students, the self-management required for self-paced study was a challenge, but for most students those challenges were out weighted by the benefits of flexible learning. Importantly, the majorityof students thought that access to learning support and teaching staff was the same or better in ‘Start anytime’ units than in a timetabled unit, and many students found that self-paced study was easier andmore enjoyable. Thus, we have shown that where it is carefully designed and supported, self-paced online learning and disruption of the academic calendar, can have considerable benefits for experienced adult learners who have difficulty fitting study around their busy lives.

Teamwork skills have been a recognised key employability attribute in university graduates for at least the last two decades, as analysed by Curtis and McKenzie (2002) and continue to be a significant key selection criterion of many Australian employers (Graduate Outlook, 2014). This paper outlines the implementation process, learning and future directions associated with the use of an online self and peer assessment strategy, aimed to develop teamwork skills in engineering students, at Deakin University. Initially student feedback from a pilot study was used to inform and justify a three-year trial of the strategy. Then consideration was given to the professional development needs of academics to support and foster the teaching and assessment of teamwork skills in the school. Into the future, teamwork skill development depends upon the evaluation of course learning outcomes and development of minimum standard descriptors of teamwork skills across all year levels.

This paper analyses parts of speech in a training corpus with 13,189 learning outcomes in which Bloom’s Taxonomy levels were previously classified by human experts for 3,496 subjects offered at an Australian university. This paper explores the automatic identification of verbs and other parts of speech impacting the semantic meaning and Bloom’s classification of learning outcome statements. The frequency with which words in learning outcomes appear as different parts of speech and at different Bloom’s levels is described as a preliminary step of a larger project that aims to automatically classify Bloom’s levels using a combination of table lookup and machine learning approaches. It is indicated that automated parts of speech classification can assist human learning and teaching designers to write clearer learning outcome statements. This is in addition to playing a role in automated Bloom’s Taxonomy classification, and identifying cases requiring

Transitioning towards an information security culture for organisations has not been adequately explored in the current security and management literature. Many authors have proposed how information security culture can be created, fostered and managed within organisations, but have failed to adequately address the transition process towards information security culture change, particularly for small medium enterprises (SMEs). This paper aims to (1) recapitulate key developments and trends within information security culture literature; (2) explore in detail the transition process towards organisational change; (3) adapt the transition process with respects to the key players involved in transition and propose a transition model for information security culture change; and (4) consider how this model could be used by managers and employees of Australian SMEs. A major intention of this paper is to provide academic researchers and practicing managers with an understanding of the transition process towards achieving information security culture change within SMEs.

This report presents the findings of a significant OLT-funded Australian study on the use of ePortfolios in business education in Australian universities. The project explores the potential of ePortfolios as a learning paradigm and pedagogy to meet the challenges that business education faces. These challenges include the necessity to continuously innovate and cater to the educational expectations of a generation of tech-savvy students, and the recruitment expectations of graduate employers. This report highlights the implications for ePortfolio pedagogy moving forward, and the potential of ePortfolios to enhance student learning outcomes in the 21st century business education context. Importantly, while the focus is on business education, the resources, findings and recommendations may be applicable in other disciplines.

For more than a decade now, multimedia developers have usually "ride the waves", so to speak, with the coming of each generation of microprocessors, which allows their applications, designs and programs to usually running more proficiently, efficiently and effectively. This so-called "free" ride seems to be coming to an end, with results of increases clock speeds, the widening of the gap in processor and memory performance, and the tradeoffs that are needed to meet the former two points, with the new multi-core systems. In this paper, we build upon our previous work within multi-core systems, by proposing a ubiquitous multi-core (UM) design. The goal of such a framework is help researchers to plan and implement their multimedia applications so they can take advantage of speed up computations of multi-core systems and allow real-time multimedia. As our experiments show, our UM system increases performance speeds at an average of 100%, with the average execution cost of 1.4ms, showing that multimedia can use multi-core resources efficiently and effectively.

This paper outlines the professional development program used to introduce a learning repository at Deakin University. Providing appropriate, timely and effective professional development programs to support academic and other staff is one of the objectives of the Deakin University Teaching and Learning Functional Plan 2008. Our blended program combines web-based and face-to-face training with a wide variety of resources to support staff. Issues noted in the literature relating to the introduction and use of learning repositories informed the planning and development of our program. Challenges and issues we experienced at Deakin are also outlined.

In recent years, we have witnessed many information security developmental trends. As a consequence, the dimensions of information security - once single disciplinary area - have become multifaceted and convoluted. This paper aims to (1) recapitulate these key developments: (2) argue that the emergence of many complex information security dimensions are the result of 'constant change agents' (CCAs); (3) discuss the implications on Australia's society, i. e. government, companies and individuals; and (4) propose key consideration areas and possible solutions thereof. We hope that the discussion presented here will position Australia to make better aligned information security and strategic plans, such as choosing appropriate investments and adopting effective solutions to strengthen and secure Australia's national information security posture.

This paper addresses the role of security in the collaborative e-learning environment, and in particular, the social aspects of security and the importance of identity. It represents a case study, completed in Nov 2004, which was conducted to test the sense of security that students experienced whilst using the wiki platform as a means of online collaboration in the tertiary education environment. Wikis, fully editable Web sites, are easily accessible, require no software and allow its contributors (in this case students) to feel a sense of responsibility and ownership. A comparison between two wiki studies will be made whereby one group employed user login and the other maintained anonymity throughout the course of the study. The results consider the democratic participation and evolution of the work requirements over time, which in fact ascertains the nonvalidity of administrative identification.