Work integrated learning (WIL), particularly placement-based WIL (P-WIL), has gained momentum in Higher Education over the last decade as an educational strategy for enhancing student employability. However, there is very limited guidance on effective ways to embed and scaffold WIL assessments across courses (degree programs). We present the findings from an action-research study, purposed with building academic confidence to review and re-design existing assessments to have intentional and explicit employability foci. Key to the study was the sharing of existing WIL frameworks to build practitioner expertise. What arose was a notable intersection of similar, but unplanned assessments focused on career development learning, authentic assessment, and/or demonstrations of theory-to-practice performance during WIL activities. What was lacking was a means for designing an intentional holistic schema that tagged a suite of assessments dedicated to the development and demonstration of student employability across the course. An outcome was the creation of a novel meta-assessment WIL framework (WAM-F) that supported and purposefully integrated previously independent items: 1) career development learning; 2) transferable skills development; 3) reflections from professional practice theory-to-practice WIL experiences; and explicitly tethered these to the discipline orientation of the course. The overt tethering of discipline-specific learning outcomes to a range of WIL activities, via a course-wide approach, not only assures the regulatory requirement for all WIL experiences to contribute to, scaffold and develop the learning outcomes of a course, but also makes sense of emerging educational approaches for STEM teaching teams not always familiar or confident with how to embed fit-for-purpose employability learning.

Purpose Although 3D food printing is expected to enable the creation of visually appealing pureed food for people with disability and dysphagia, little is known about the user experience in engaging with 3D food printing or the feasibility of use with populations who need texture-modified foods. The aim of this study was to explore the feasibility and usability of using domestic-scale 3D food printer as an assistive technology to print pureed food into attractive food shapes for people with dysphagia.Materials and Methods In total, 16 participants engaged in the unfamiliar, novel process of using a domestic-scale 3D food printer (choosing, printing, tasting), designed for printing pureed food, and discussed their impressions in focus group or individual interviews.Results and Conclusions Overall, results demonstrated that informed experts who were novice users perceived the 3D food printing process to be fun but time consuming, and that 3D food printers might not yet be suitable for people with dysphagia or their supporters. Slow response time, lack of user feedback, scant detail on the appropriate recipes for the pureed food to create a successful print, and small font on the user panel interface were perceived as barriers to accessibility for people with disability and older people. Participants expected more interactive elements and feedback from the device, particularly in relation to resolving printer or user errors. This study will inform future usability trials and food safety research into 3D printed foods for people with disability and dysphagia. IMPLICATIONS FOR REHABILITATION3D food printers potentially have a role as an assistive technology in the preparation of texture-modified foods for people with disability and dysphagia.To increase feasibility, 3D food printers should be co-designed with people with disability and their supporters and health professionals working in the field of dysphagia and rehabilitation.Experts struggled to be able to print 3D pureed shapes owing to relatively low usability of the 3D food printer tested with problems using the interface and resolving problems in the print.3D food printing is a fun and novel activity and may help to engage people with disability and dysphagia in making choices around the shape of the food to be printed.

Drawing on the work-integrated learning (WIL) literature, particularly that which is STEM-related (science, technology, engineering, and mathematics), and on the Australian census data, it was found that many Australian engineering and science graduates from Generation Y (and prior) work outside of their fields of study, and that many of them will have had to if they wished to work at all. For Generation Z (and beyond) students, it is proposed that a broader conception of WIL in science and engineering is needed if they are going to be adequately prepared for post-graduation employment. This chapter details a program example of how an out of field WIL placement, offered as an elective unit, can be implemented for engineering, science (and other contexts) without requiring major changes to existing curricula. This chapter also contributes to the very limited existing literature on out-of-field WIL.

Purpose The aim of the study was to investigate the experiences of people with traumatic brain injury (TBI) and rehabilitation professionals in use of social media after TBI. Design Metasynthesis of a multilevel mixed-methods research design was used in the study. Method A qualitative metasynthesis of (a) evidence in the literature regarding the use of communication technologies and social media after TBI, (b) Twitter data and network analysis, (c) interviews with people with TBI (n = 13), (d) focus groups with TBI rehabilitation professionals (n = 11), and (e) a review of current guidance on safe use of social media was conducted. Results People with TBI adopt a trial-and-error approach to using social media. Their meaningful use and a sense of connection enable them to develop social media mastery. TBI rehabilitation professionals' concerns regarding potential risks associated with using social media might lead them to restrict social media use during rehabilitation. Conclusions Access to proactive training in social media use and a supportive network of rehabilitation professionals, family, and friends can enable people with TBI to develop social media mastery through working collaboratively on social media goals. This metasynthesis of research culminates in an evidence-based protocol for assessing and supporting a person with TBI's social media goals to guide clinical practice and future research in the field.

Career development is a multifaceted, life-stage-dependant and discipline-specific process that is difference for every decision maker. During their time at university, students are building upon their career choice through discipline-specific activities yet many still find the transition into the workforce problematic, particularly for those in the discipline of IT. With the varied nature of the labour market in Australia, it is more important than ever before for universities to assist students in their career development through various opportunities for career education. With this in mind, this research asked: What career development model, and curriculum recommendations, can support IT students to be better prepared for life after university to achieve their graduate outcomes? To answer this, this research will present how career education has been implemented in undergraduate IT education at Deakin University in Australia. In addition, this paper demonstrates how a career development model together with appropriate curriculum resources can assist in addressing students' career needs, specifically for the IT context. The model will help educators' better support students to build their career interest and navigate the changing labour market.

Purpose: Rehabilitation professionals support people with traumatic brain injury (TBI) to return to meaningful participation in life and society - which now includes the use of social media. However, the role of health professionals in supporting the use of social media by adults with TBI is not yet known. This study aimed to investigate the experiences and views of rehabilitation professionals on the use of social media by people with TBI during rehabilitation. Method: Two focus groups were conducted and analysed qualitatively for content themes. Results: Eleven rehabilitation professionals, including allied health, recreational therapy, and service management, took part in this study. Participants identified potential benefits to people with TBI using social media, including reduced social isolation. However, they expressed concerns about social media risks relating to the vulnerability, exploitation, and reputation management for people with TBI. Rehabilitation professionals viewed their role as being to protect people from these risks of harm, either through imposing restrictions on social media use or responding to problems after these occurred. Conclusion: A knowledge translation approach might help guide and support rehabilitation professionals in enabling adults with TBI to safely access and experience the benefits of meaningful engagement in social media during rehabilitation.

Engineering education has a key role to play in equipping engineers with the design skills that they need to contribute to national competitiveness. Product design has been described as “the convergence point for engineering and design thinking and practices”, and courses in which students design, build, and test a product are becoming increasingly popular. A sound understanding of product development and the implications associated with developing a product have been strongly linked to sustainability outcomes. This paper presents an evaluation of a new Master level engineering unit offered at Deakin University in product development technology. The unit allowed the students an opportunity to engage with the entire product development cycle from the initial idea to prototyping and testing through strategic assessment, which drove the unit content and student learning. Within this, students were also afforded an opportunity to explore resource usage and subsequent minimisation. Student evaluation surveys over two successive years found that students were responsive to this type of learning and appreciated the opportunity to do hands-on work. Improved student effort and engagement indicate that the students likely had better learning outcomes, as compared to traditionally taught units.

Studies of gender inequality in film industries have noted the persistence of male domination in creative roles (usually defined as director, producer, writer) and the slow pace of reform. Typical policy remedies are premised on aggregate counts of women as a proportion of overall industry participation. Network science offers an alternative way of identifying and proposing change mechanisms, as it puts emphasis on relationships instead of individuals. Preliminary work on applying network analysis to understand inequality in the film industry has been undertaken. However, in this study we offer a comprehensive approach that enables us to not only understand what inequality in the film industry looks like through the lens of network science but also how we can attempt to address this issue. We offer a data-driven simulation framework that investigates various what-if scenarios when it comes to network evolution. We then assess each of these scenarios with respect to its potential to address gender inequality in the film industry. As suggested by previous studies, inequality is exacerbated when industry networks are most closed. We review evidence from three different national film industries on network relationships in creative teams and identify a high proportion of men who only work with other men. In response to this observation, we test several mechanisms through which industry structures may generate higher levels of openness. Our results reveal that the most critical factor for improving network openness is not simply the statistical improvement of the number of women in a network, nor the removal of men who do not work with women. The most likely behavioural changes to a network will involve the production of connections between women and powerful men.

Aim: of this study was to examine the Twitter experiences and networks of six adults with cognitive-communication disability after a traumatic brain injury (TBI). Method: Using mixed methods, the study integrated: (a) quantitative analysis of Twitter networks using computational and manual coding of tweets; and (b) narrative analysis of in-depth interviews. Results: Diverse experiences were evident, with two experienced and four novice users of the platform. However, all reported feeling connected and included, and identified both positive and negative experiences in their use of Twitter. Developing a supportive network facilitated higher frequency of tweets and increased feelings of enjoyment and connectedness. All expressed a desire to continue using or learning to use Twitter but novices lacked support from rehabilitation professionals or experienced Twitter users, and relied instead on a "trial and error" approach. Conclusion: Proactive integration of Twitter use during rehabilitation after TBI is warranted to support safe, enjoyable, and meaningful use.

The introduction of experiential learning content into a first-year Engineering Materials (1017ENG) is investigated. The success of 1017ENG is evaluated in the context of an earlier, similar traditional offering of the course (1502ENG). The student experience of course (SEC) evaluation data and student performance in 1017ENG and 1502ENG are compared. Student satisfactions levels are found to be maintained in 1017ENG and the experiential focus results in an overall improvement in student performance. There is no significant difference in the proportions of low-achieving students (those recording a 'Fail' grade) or in the proportions of the highest achieving students (those recording a '7'). The overall improvement in performance arises from the notable differences in the proportions of middle-range of students for the two courses (i.e. in the proportions of students with '4' and '6' grades).

Purpose Sustainable construction is widely considered to be the best practice in construction, helping to create a healthy built environment. Social media is identified as a valuable data source for research on sustainable construction, and Twitter is a popular social media platform in relation to the construction. Green Building construction is identified as one of the methods that promotes sustainable construction. The purpose of this study is to characterise "Green Building" as a topic in Twitter. Design/methodology/approach Social network analysis methods were applied to a large set of Twitter data related to "green building". Time sequence analysis and network visualisation were used to characterise Twitter activity and to identify influential users. Text analytics and visualisation methods were applied to the same data set to visualise the text content of Twitter posts relating to green building. Findings Peaks in Twitter activity were associated with physical "green building" events. The network visualisation of the Twitter data revealed a complex structure and a range of types of interactions. The most "influential" users depended on the ranking method used; however, a number of users had high influence in all measures used. The tweet text visualisation showed evidence of a global and interactive audience on Twitter engaged in conversations about green building. Also, it was found that external links, emoji and popular terms related to a particular topic can be used to increase the engagement of Twitter users on that topic. Originality/value Certain Green Building events were observed to be associated with high levels of Twitter activity. The virtual was found to be closely linked to the physical, and for the promotion of green building construction, their respective impact is potentially the most powerful when used in conjunction. The most influential Twitter accounts did not belong to one class of user, including both individuals and organisations. Twitter offers a platform for a range of stakeholders in the area of green building construction to reach a substantial audience and to be influential in the public sphere. The findings of this research provide a valuable reference for industry practitioners and researchers to deepen their understanding of the application of Twitter to green building construction, and the methods of using Twitter to promote important information related to sustainable construction.

Strong and lightweight fibre reinforced polymeric composites now dominate the aerospace, marine and low-volume automotive sectors. These new materials are driving innovation in engineering and design, and there is a need for current engineering students to be exposed to composite design and manufacture courses in their undergraduate curriculum (Boyles et al., 2011; Hayhurst, Kedward, Soh, & Turner, 2011). In 2014, a new course (subject) in design and manufacturing with composite materials, ‘6505ENG Manufacturing with Composites’ (referred to as ‘6505ENG’ hereafter), was offered at the Griffith School of Engineering and Built Environment. A previous evaluation of the initial course offering found that the students generally perceived the course to be valuable, and the evaluation also offered insights into potential areas for enhancement of the course (Hall & Palmer, 2015). Over the subsequent three offerings of the course (in 2016, 2017 and 2018), a range of deliberate changes to the course learning design were made, with the aim of improving student learning and engagement. An inspection of the data from the university student experience of course (SEC) evaluation instrument for the first four course offerings showed essentially no change in mean ratings for the quantitative scale items, even though aspects of the course learning design had been deliberately changed.

This paper describes a process of assessment reform designed to enhance Work Integrated Learning (WIL) approaches for two science courses at an Australian university. The project used a mixed-method approach involving online surveys, interviews, focus groups and workshops to gather student, industry and course team knowledge and understanding of WIL approaches to curricula. The investigation centred on the perceived value of collaborating with industry to facilitate enhancements in authentic assessment and on the barriers to, and challenges in, achieving successful outcomes. The action-research project, WIL-on-Campus (WoC), found that assessments oriented toward the inclusion of authentic tasks and processes, that contribute to the employability learning and job-readiness of students, is deemed important to students, industry and academics. However, reforms to assessment practice and process are required. For greatest impact, this study found that assessment reform processes require two critical interdependent factors: the socialisation of the shared institutional value of embedded WIL approaches to assessment, and the provision of top-down support to enable academic course teams to implement the ‘imposed’ changes. Further to this, while academics viewed the changes in approach to assessment design as challenging, they also noted that a shift is timely and believed that a course-wide WIL approach is possible and advantageous.

The aim of this review was to examine 3D food printing literature, its focus on problems and solutions, and its capacity for problem-solving in relation to the provision of texture-modified food for people with swallowing disorders (dysphagia). In June 2016 and 2018 the first and fourth authors searched 4 scientific databases with the key terms in 3D food printing and dysphagia to locate relevant peer reviewed journal articles for review. In total, 16 papers were included, and examined for: (a) problems, solutions, and potential for problemsolving capacity expressed in 3D food printing literature to date, and (b) applications of 3D printed foods in specific populations with swallowing disorders. Future research and development of 3D food printing technologies could consider empirical and conceptual problems, along with the multidimensional nature of special nutritional or swallowing needs. Taking these issues into account would facilitate the translation of findings into realworld outcomes and benefits.

In this Twitter research, 6874 tweets of six adults with traumatic brain injury (TBI) were analyzed qualitatively and quantitatively using content classification [1], inductive coding of content themes, socio-linguistic analysis, and computational analysis in KH Coder. The results reflected that participants used Twitter for: (i) supporting others, including people with TBI; (ii) discussing society and culture, popular issues, news, and personal interests; (iii) connecting with others; (iv) sharing their experiences of life after TBI; (v) knowledge via exchanging information; and (vii) advocacy. ‘Emotional expression’, and ‘connection’ were common threads running across themes. Attending to the expressions of people with TBI on Twitter provides important insights into their lived experiences and could inform the development of user-centered cognitive-communication and social participation goals for people with TBI.

PURPOSE:Articles 19, 26 and 27 of the Universal Declaration of Human Rights and Articles 4, 9 and 21 of the Convention on the Rights of Persons with Disabilities promote the human rights of communication, education, use of technology and access to information. Social media is an important form of online communication, and Twitter increases users' visibility, influence and reach online. The aim of this sociotechnical research was to determine the impact of teaching three people who use Augmentative and Alternative Communication (AAC) to use Twitter.METHOD:Three participants were trained in ways of using Twitter strategically. Data collected from participants' Twitter profiles were examined to determine the impact of training on Twitter follower count, frequency of tweeting, tweet content and the development of social networks. Data were also examined using (1) KH Coder software analysis and visualisation of co-occurring networks in the text data, based on word frequencies; and (2) Gephi software analysis to show the Twitter network for each participant.RESULT:Two participants showed an improvement in Twitter skills and strategies.CONCLUSIONS:Twitter can be used to improve social connectedness of people who use AAC, and should not be overlooked in relation to communication rights.

Objective: The aims of this study were to: (a) determine how Twitter is used by people with traumatic brain injury (TBI) and TBI organisations, (b) analyse the Twitter networks and content of tweets tagged with TBI-related hashtags, and (c) identify any challenges people with TBI encounter in using Twitter.Research Design: Mixed methods in a Twitter hashtag study.Methods: Mixed methods in a Twitter hashtag study. Tweets tagged with TBI-related hashtags were harvested from the Twitter website over a one-month period in 2016 and analysed qualitatively and quantitatively.Results: The sample of 29,199 tweets included tweets sent by 893 @users, 219 of whom had a brain injury. Twitter was used to: (a) discuss health issues, (b) raise awareness of TBI, (c) talk about life after TBI, (d) talk about sport and concussion, and (e) communicate inspirational messages.Conclusions: Twitter is an important platform for research and knowledge translation on TBI, and for hearing the voices of people with TBI as they express their personal views and stories of living with TBI and become more visible and influential in Twitter communities. TBI clinicians could use these narratives of people with TBI in Twitter to develop more effective and personally meaningful rehabilitation goals.