Dates for your diary - Issue 8

2018 Learning Intervention Forum: Using co-operative multiplayer videogames as a space for developing social and communication skills

Date: Tuesday 15 May
Time: 2pm-3pm
Venue: L613-L614

In this presentation, Matt will provide an overview of how co-operative videogames may be used as a tool for motivating students with socio-emotional challenges, and for manufacturing opportunities for the teaching of social and communication skills in context. He will explore the process of design for the intervention, the key skills and insights that emerged from the pilot study, and the possibilities for transporting the skills developed beyond the initial intervention. As a Design Experiment, the challenges of scalability and fidelity of implementation are also explored.

Completion Seminar: Jane Stanford

To what extent is the Script Concordance Test a valid measure of clinical reasoning for Advanced Paediatric Life Support Training?

Date: Tuesday 15 May
Time: 2pm-3pm
Venue: L413/L414, Level 4, 100 Leicester Street Building

Supervisor: Dr Amy Gullickson
Panel Chair:
Dr Ghislain Arbour

Although Advanced Paediatric Life Support (APLS) and other Structured Resuscitation Training (SRT) programs receive widespread professional endorsement, studies have shown limited and short term change in clinicians’ knowledge, skills and behaviour.  This could be because SRT outcomes (knowledge, skills and an approach to care) are measured in isolation, which is not how the content of these programs is applied in the clinical context.

Script Concordance Tests (SCTs) have been validated as a measure of knowledge and clinical reasoning following clinical placement training programs. However, SCTs have not been validated as an assessment tool for SRT programs.

This project is a validation study of an SCT for the APLS program.  Guided by the frameworks of Messick and Kane, this study created and piloted an APLS SCT to collect qualitative and quantitative data for a validation argument. Despite small numbers, psychometric analysis indicated that the APLS SCT as designed, performed in a similar manner to SCTs created for other contexts. Larger studies with APLS learners will be required to further validate the SCT for the APLS context. However, this preliminary work indicated positive results.

Youth Research Centre Seminar Series 2018 - Recovery from the great recession: A lost generation or an enforced selection process?

Presented by Dr Hans Dietrich, Institute for Employment (IAB), University of Erlangen-Nuremberg

Date: Thursday 17 May
Time: 1pm-2pm
Venue: Meeting Rooms 514/515, Level 5, 100 Leicester Street Building

The Great Recession and its aftermath hit most of the European countries severely. Especially young people suffered by both an increasing risk of becoming unemployed and a prolongation of individuals’ duration of staying unemployed. Already in 2010, politicians reactivated the term “lost generation” to characterise the situation of young people in the years of the great recession. In fact, youth unemployment increased until 2013 by numbers and rates, and the duration of unemployment experience prolonged. However, from a research perspective it is still unclear, in how far the recession cohorts (here the school leavers, who left the educational system in the years of recession) became a lost generation. The term lost generation is used in a double sense here: experiencing a delayed entry into the working life and starting at an insecure or precarious level of employment with lower perspectives to recover. From that perspective, the Great Recession worked as a cohort-specific obstacle.

The alternative hypothesis is, the great recession amplified the selection process whilst the school-to-work-transition. Thus, not cohorts in general but disadvantaged groups (poor school performance, migrants, etc.) suffered most from the years of crisis and experienced a precarious school-to work transition. Employing Eurostat Labour Force Survey (LFS) data, individuals transition from school to work and the first years in the labour market will be analysed before whilst and after the years of recession. Pseudo-panel techniques are used, to control for group specific characteristics (school performance, social background etc.) when analysing the school to work transition process.

Completion Seminar: Pauline Wendy Thompson – DEd

A model for teacher professional learning: An investigation into the characteristics that contribute to sustained improvement in teaching practices.

Date: Thursday, 17 May
Time: 4pm
Venue: 102, Level 1, Kwong Lee Dow Building (234 Queensberry Street)

Supervisors: Dr Christine Redman and Dr Jeana Kriewaldt

Advisory Panel: Professor Lorraine Graham (Chair) and Dr Jane Page

Effective professional learning is widely accepted as a key mechanism to strengthen teacher quality leading to improvement in student learning. This ethnographic case study sought to identify specific characteristics that better sustains improvements in teaching practice in response to an on-going professional learning program. The teaching practice of seven secondary teachers from a range of learning areas were monitored, reviewed and studied over 12 months. Drawing on positioning theory as the conceptual framework to understand the changes, this research identified five key characteristics that seem to have contributed to more effective professional learning. An iterative model of professional learning has been developed responding to these characteristics.

International Arts Education Week

Book Launch: Dance-Play and Drawing-Telling as Semiotic Tools for Young Children's learning

Date: Monday 21 May
Time: 4-6pm
Venue: studioFive, Level 5, 234 Queensberry St


Professor Susan Wright & Dr Jan Deans invite you to celebrate the launch of the new book. Dance-Play and Drawing-Telling as Semiotic Tools for Young Children’s learning will be launched on the first day of the UNESCO International Arts Education Week. This book provides insight into how dance and drawing telling can help children to critically reflect on their own learning. It enlivens thinking about the extraordinary capacities of young children, and provides numerous examples of how children use movement, sound, images, props and language to imaginatively re-conceptualize their everyday experiences into bodily-kinesthetic and spatial-temporal concepts.
Come and join Jan Deans and Susan Wright in celebrating this event and join us for wine and nibbles.

Social Interventions: Intergenerational Art maker space

Date: Tuesday 22 May
Time: 6-8pm
Venue: studioFive, Level 5, 234 Queensberry St


Dr Marnee Watkins and Dr Kate Coleman invite you to participate in an opportunity for adults and children to work together as artmakers in studioFive Visual Arts studio. Intergenerational art making invites opportunities for value-sharing, cooperation and collaboration, motivation, and playful interaction. To participate you must register your attendance and bring a child-artist with you to collaborate in printmaking, collage, painting, ceramics and drawing studio spaces.

ste(a)m inquiries using design thinking for secondary educators

Date: Wednesday 23 May
Time: 5-7pm
Venue: studioFive, Level 5, 234 Queensberry St

Dr Kate Coleman (MGSE VA&D Teacher Education), Ana Ward Davies (artist and MGSE artist-teacher candidate) and Dr Vic Millar (MGSE Science Teacher Education), Kim Bruce (Secondary Science Educator and MGSE Alumni) will take you through 3 x 2 hour sessions using design thinking to design, develop, prototype and test ste(a)m inquiries in your schools. We invite secondary teachers to work with us across the year starting with this 2 hour session.

Moving On - the Music of Brian Brown

Date: Wednesday 23 May
Time: 5:30-7pm
Venue: studioFive, Level 5, 234 Queensberry St

Moving On is designed to introduce students in Years 9 to 12 to the music of Brian Brown, a composer and improvising musician often described as the father of modern Australian jazz. The first Australian to record the music of Miles Davis, Brown’s changing and evolving style over the 50 years of his career can be heard in the 12 ensembles he led, the last of these a trio from 2000 to 2010. Brown’s capacity to reinvent his music, his exploration of unusual instruments and his playfulness with sound are conveyed in five chapters that vividly demonstrate the development of a unique compositional journey. Presented by Ros McMillan and Lorraine Milne.

Youth Research Centre Seminar Series 2018 - Youth, Youthfulness and Value in the Immaterial Economy presented by David Farrugia, University of Newcastle

Date: Tuesday 22 May
Time: 3.30pm-4.30pm
Venue: Frank Tate Room, Level 9, 100 Leicester Street Building, University of Melbourne


In this presentation by David Farrugia, University of Newcastle, the aim will be to develop the notion of the quality of ‘youthfulness’ as a dimension of labouring subjectivities and processes of value creation in contemporary service work. In the process, David will reflect on the specific value that youth and youthfulness offers to post-Fordist and immaterial economies. In this, David's project is critical of a longstanding emphasis on young people as capital accumulating subjects, which has become dominant through the institutionalisation of the concept of youth transitions in both governmental and sociological approaches to youth. Rather than focusing on the the capitals possessed by young people per se, in this presentation he will theorise ‘youthfulness’ as an immaterial or affective quality that is mobilised to attribute the sensations, experiences and interactions of the service economy with the experience of hedonism, playfulness, and up-to-date cultural style.

The production of youthfulness is made possible through relations between the micro-level production and consumption that takes place within youth cultures and modes of sociality, the production practices and marketing activities of firms, and young people whose capacities for embodiment, sociability and youthful consumption cultivated both within and outside of paid employment contribute to their constitution as labouring subjects. In this context, the production of appropriately valorisable youthfulness has become a disciplinary requirement of contemporary labour and for the formation of young labouring subjectivities, and has therefore become critical to the production of class and gender through work.

CVEP Public Seminar - Tertiary education spending: how Australia fares in OECD metrics

Date: Tuesday 22 May
Time: 3.30pm – 5pm
Venue: Q.227, Level 2, Kwong Lee Dow building, 234 Queensberry Street
RSVP: Register through Eventbrite
Contact: Stanley Koh, CVEP,

In Australian commentary, public funding for Australian tertiary education is widely seen as among the lowest in the OECD. In this narrative, figures drawn from recent OECD statistics reinforce the impression that Australian rates of investment lag those of nearly all other OECD countries. However, such claims fail to consider particular features of the Australian situation, reflected in other OECD data. In consequence, commentary often gives partial accounts of the available OECD evidence on tertiary sector financing. In debates on funding policy, an effect of this has been to exaggerate the extent of Australian under-funding, relative to others in the OECD.

Drawing on the latest Education at a Glance statistics, the presentation will examine how the Australian tertiary education sector fares in a range of OECD metrics. It will show how these align with domestic data, and how Australian rates of expenditure compare with those of a selection of other OECD countries. Along with technical analysis, the presenter will reflect on the politics of international comparisons in domestic funding debates.

Completion Seminar: Amanda Dawn Jones
'A good thing, a bit like peace on earth...' Understanding leaders' thinking about evaluation mainstreaming - an exploratory study

Date: Wednesday 23 May
Time: 3:30pm - 4:30pm
Venue: Rooms L413/L414, Level 4, 100 Leicester St

Supervisors: Dr Amy Gullickson & Dr Ghislain Arbour
Panel Chair: Professor Janet Clinton

Evaluation mainstreaming (EM) holds much promise for meeting the intensifying need within the child welfare sector to understand, evidence and improve programmatic impact. As a major change endeavour and innovation EM requires the leverage of top management leaders to succeed. The study aims to explore, in a real life child and family welfare organisational setting, what members of an executive group think about EM - desirability and feasibility, factors influencing buy-in and behavioural commitment, perceived implications for leadership role, and preparation needed to perform it. Semi-structured interviews are conducted at two time points: prior to deliberating about EM for inclusion in the organisation’s forthcoming strategic plan, and following formal plan sign off.

Unpacking Education Brown Bag Lunch time Seminar –
The Social Transformations and Education Research Hub

The role of nostalgia and memory in the formation of belonging across time and place

Date: Thursday 24 May
Time: 12pm 
Venue: Rooms 713/714, Level 7, 100 Leicester St

In this presentation, I focus on conceptualisations of nostalgia as a temporal experience, using it to consider how individuals belong in both place and time through their expressions of childhood memories. I focus on whether individuals can have a sense of belonging to specific places as they were in the past in much the same way as in the present. Drawing on qualitative data collected from 35 participants in Victoria, I find that far from signifying a purely, or even predominantly melancholic experience and denoting a sense of loss, the participants’ expressions of nostalgia held the power to enliven the present, even while anchoring them to the past.  Thus, nostalgia and memory can be used as techniques for ensuring continuity between past and present in a way that enhances the formation of belonging.

HernĂ¡n Cuervo is an Associate Professor in the Melbourne Graduate School of Education and Deputy Director of the Youth Research Centre, at the University of Melbourne. His research interests focus on youth transitions, particularly the nexus of education and work; rural education and rural young people, focusing on the tension of aspirations and belonging; and theory of justice applied to educational issues.

Melbourne Disability Institute – Building evidence for transformation

Date: Monday 28 May
Time: 4pm - 6pm 
Venue: Melbourne Brain Centre Kenneth Myer Building

Register for this event

Established by the University of Melbourne, the Melbourne Disability Institute (MDI) is building evidence for transformation by facilitating interdisciplinary research to improve the lives of people with disability, their carers and families.

Ms Karni Liddell, Paralympian and NDIS Ambassador is delivering the keynote address about choice, control and the wellbeing of people with disability.

Honorary Enterprise Professor Maxine McKew is the MC and the Vice-Chancellor Professor Glyn Davis AC will officially launch the Institute.

This is a free event, please RSVP for catering purposes.