Overall Theme 2005: Designs for Learning

Theme 1: Communication Designs
  • 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 2: Technology Designs
  • Technology in Learning and Learning about Technology.
  • New tools for learning: online, multimedia and digitally mediated learning.
  • Crossing the digital divide: access to learning in, and about, the digital world.
  • Multimedia, the internet and today's media: educational challenges and responses.
  • Virtual worlds, virtual classrooms: interactive, self-paced and autonomous learning.
  • Digital literacies.
  • The book as technology: print and electronic information architectures.
  • Technology and human values.
  • Apprenticeship and other models of technical and further education.
  • Mathematics, science and technology learning.
Theme 3: Environmental Designs
  • Learning in and about cultural environments: identity, belonging and the cultural conditions of learning.
  • Learning in and about the natural environment: learning about science, nature and the human presence.
  • 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.
  • Learning environments: the changing shape of educational institutions, and changing sites of learning.
  • Distance learning: reducing the distance.
  • Transforming schools.
  • The future of the university: its links to work, citizenship and identity.
  • Vocational education and training for the future.
  • Educational leadership, management, and organisational change.
  • New teachers and new teaching: the role of pre-service and inservice professional training.
  • Knowing the world in order to transform the world: education for personal and contextual transformation.
Theme 4: Education as Learning by Design
  • Curriculum and pedagogy revisited.
  • Formal and informal learning.
  • Lifelong learning for the society of constant change.
  • Learning in local communities: community consultation as an educational process.
  • 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.
  • Popular and community education.
  • Adult, vocational, tertiary and professional learning.
  • The learning organisation.
  • 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.

Scope and Concerns

The Learning Conference
and
The International Journal of Learning

Learning about Learning: An Agenda for Inquiry

The Learning Conference and The International Journal of Learning 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 recent talk of a ‘new economy’ and listened with a great deal of scepticism, 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 a ‘new economy’ that also styles itself as a ‘knowledge economy’? Or even a ‘knowledge society’ which speaks more broadly of future possibilities? Either way, the stuff of knowledge is no more and no less than the stuff of learning.

And so we may come to consider a "new learning", and the imagination of a possible society — a possible economy even — 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 corporate purposes. But this must surely also 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: socio-economic group, locale (global and regional), gender, ethnicity/race, (dis)ability. Here begins the by now familiar list, and the telling patterns of educational and social outcomes.

Behind the 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 the immediate sight of the demographics would suggest. Learning succeeds or fails to the extent that it engages the varied 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 a process of knowing, and knowing is a form of action. In learning, a knower positions themselves in relation to the knowable, and engages (by experiencing, conceptualising, analysing 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: telling of 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’. And well might we ask, what is the nature and future of ‘literacy’, ‘numeracy’, ‘science’, ‘history’, ‘social studies’, ‘economics’, ‘physical education’ and the like? And how do we evaluate the effectiveness of curriculum?

Education
Learning happens in community settings, sometimes specially designed as such (institutions of early childhood, school, technical/vocational, university and adult learning), and sometimes takes informal or semiformal forms within settings whose primary rationale is commercial or communal (such as workplaces, community groups, households or public places as locations of learning). And research tells us how and how well education works in a particular setting.

Knowledge
Knowledge is the result of knowing, and learning is the business of extending the breadth of knowing. The Learning Conference creates a forum for dialogue about the nature and future of learning and the International Journal of Learning captures knowledge about 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.