Digital Commons Network^™

Twelve Tips For Using Microlearning For Faculty Development, Kylie Fitzgerald, Brett Vaughan, Tamara Clements, Svetlana King, Alison Ledger, Kate Mathews, Rosalind Norton, Michael Poulton, Rosie Shea, Rashmi Watson, Walter Eppich, Stephen Trumble, Marco De Carvalho Filho

Research outputs 2022 to 2026

Teaching is an expected as part of the health professional’s role, amidst clinical and administrative workloads, yet many receive limited education training. Microlearning addresses this gap through short, focused, flexible learning units integrated into daily workflows for immediate application. Our paper presents twelve practical tips to guide faculty developers to design, implement, evaluate and sustain microlearning programs for faculty development (FD). The tips offer ideas to help faculty developers manage common barriers to engagement (i.e. time, relevance, technology, institutional support) and provide ideas to navigate these. The tips are applicable to health professions education (HPE) settings seeking scalable, sustainable, low …

Understanding Amenities In Peer-To-Peer Accommodation Platform: A Moderation Analysis, Emeka Ndaguba, Kerry Brown, Neda Kiani Mavi

Research outputs 2022 to 2026

This study examines how amenities shape revenue performance in short-term rental (STR) markets by moving beyond additive feature models towards a configurational perspective. Using robust linear modelling on 14,630 Airbnb listings in regional Western Australia (2022–2024), the analysis tests both individual amenity effects and amenity complementarities. Results show that autonomy-enabling and niche-signalling amenities, such as kitchens and pet-friendliness, are positively associated with revenue, while some amenities, notably pools, reduce revenue when offered in isolation. Interestingly, interaction effects reveal that specific amenity bundles–particularly pool × pet-friendliness and kitchen × parking–generate synergistic value that exceeds the sum of individual effects. These findings …

What Are Information Literacy Skills? Western Australian Primary Teachers’ Interpretations Of The Ict Curriculum, Louise Moroney, Vaille Dawson

Research outputs 2022 to 2026

Teachers must equip students to navigate an increasingly complex world of unique challenges and opportunities, necessitating the development of a diverse range of transferable skills. These skills are embedded in the General Capabilities (GC) of the Australian school curriculum. Upper primary school teachers’ interpretations of one of the GC, Information and Communication Technology (ICT) learning progressions, was examined, as these skills have become increasingly important with the rise in generative and assistive artificial intelligence. Using an interpretivist paradigm, an exploratory study was used to determine the areas where 36 teachers differed in their interpretations of the learning progression. Data collected …

Yoga Storytelling As An Active Learning Approach: Insights From Early Childhood Classroom Practice, Serap Sevimli-Celik

Research outputs 2022 to 2026

Movement plays a central role in early childhood learning, supporting children’s physical development, emotional regulation and cognitive engagement. In recent years, educators have been paying more attention to movement-based approaches to enhance classroom learning experiences. Yoga, when adapted for young children, offers opportunities for playful movement, body awareness and relaxation. This paper reflects on my experiences as a movement educator and explores how yoga can support active learning in early childhood classrooms. Drawing on a series of 30-minute yoga storytelling sessions delivered to five- and six-year-old children in a preschool setting, the paper illustrates how yoga storytelling can be integrated …

When Caring Depletes: The Paradox Of Leading Employee Wellbeing During A Prolonged Crisis – Evidence From The Australian Resources Sector, Michael Mayom Ajith, Andrei Alexander Lux, Michelle Striepe, Tim Andrew Bentley

Research outputs 2022 to 2026

Purpose: The protracted COVID-19 crisis placed substantial demands on managers in the Australian resources industry. While workers' wellbeing received increased attention during this period, much less is known about how managers sustained their own wellbeing while providing care, reassurance, and operational continuity. Drawing on the JD–R model, paradox theory, and moral strain perspectives, we examine wellbeing-oriented leadership during a sustained crisis. We focus on how leadership behaviour operated as both a resource for employees and a demand on managers, shaping their own wellbeing experiences and leadership identity.

Design/methodology/approach: An interpretative phenomenological approach (IPA) was employed. Semi-structured interviews were conducted with …

The Best Practice Guide For Early Childhood Education And Care Food Environment: Module 1: Mealtime Environment And Practices (Version 1.0), Rebecca Byrne, Laine Chilman, Judith Howard, Eloise Litterbach, Merryn Netting, Ros Sambell, Sally Whitaker, Lennie Barblett, Fiona Champion, Penelope Clark, Kathy Cologon, Wendy Cook, Kirsty Elliott, Leanne Elliston, Amanda Ferguson, Ricky Gelman, Jodie Gray, Natalie Gulberti, Shae Haylen, Karen Krist, Deana Leahy, Jodie Mcgough, Ciara O’Flaherty, Aimee Sullivan, Suzanne Tamone, Sandra Vale, Jill Whelan, Amanda Devine, Audrey Elford, Lochie Clark, Connie N. Ihlein, Stacey Mckenzie, Gabrielle Orr, Asha Rojahn, Hilary Smith, Henry Tan, Helen Alexiou

Research outputs 2022 to 2026

Mealtimes in early learning settings are more than a routine to help children eat. They are important opportunities for connection, learning and development, and for supporting children’s confidence and comfort around food and eating. At the same time, services must balance safety, regulatory requirements, diverse developmental and cultural needs, family expectations and practical constraints such as time and staffing.

The Mealtime Environment and Practices (MEP) module has been developed to support Early Childhood Education and Care settings (ECEC), for children from birth to 5 years, to create mealtimes that are safe, calm, inclusive and responsive to each child, while reflecting …

The Best Practice Guide For Early Childhood Education And Care Food Environment: Module 2: Menu And Meal Quality (Version 1.0), Caterina Benati, Bek Clancy, Leanne Elliston, Lorraine Hingston, Penny Love, Tamia Matthews, Merryn Netting, Ros Sambell, Erin Wild, Lennie Barblett, Fiona Champion, Penelope Clark, Kathy Cologon, Wendy Cook, Katie Dix, Kirsty Elliott, Leanne Elliston, Amanda Ferguson, Ricky Gelman, Jodie Gray, Natalie Gulberti, Karen Krist, Deana Leahy, Ciara O’Flaherty, Blake Stewart, Aimee Sullivan, Suzanne Tamone, Sandra Vale, Jill Whelan, Amanda Devine, Audrey Elford, Lochie Clark, Connie N. Ihlein, Helen Alexiou, Stacey Mckenzie, Asha Rojahn, Henry Tan

Research outputs 2022 to 2026

Menu and meal quality is central to the role early learning settings play in children’s growth, development and wellbeing. The food provided across the day shapes children’s nutrient intake, their developing relationship with food, and the eating patterns they carry into later life. At the same time, services must balance nutritional quality with food safety, food allergen management and dietary needs, cultural diversity, family expectations, and practical constraints such as budgets, time and access to supplies.

This Menu and Meal Quality (MMQ) module aims to:

• Support ECEC services to provide menus and meals that align with the Australian Dietary Guidelines …

The Best Practice Guide For Early Childhood Education And Care Food Environment: Module 3: Food Education (Version 1.0), Stacey Mckenzie, Asha Rojahn, Leanne Elliston, Debbie Jordan, Sandra Murphy, Merryn Netting, Henry Tan, Danielle Waterson, Lennie Barblett, Fiona Champion, Penelope Clark, Kathy Cologon, Wendy Cook, Katie Dix, Leanne Elliston, Amanda Ferguson, Ricky Gelman, Jodie Gray, Natalie Gulberti, Karen Krist, Deana Leahy, Ciara O’Flaherty, Ros Sambell, Blake Stewart, Aimee Sullivan, Suzanne Tamone, Sandra Vale, Jill Whelan, Amanda Devine, Audrey Elford, Lochie Clark, Connie N. Ihlein, Helen Alexiou

Research outputs 2022 to 2026

Food education (FE) in early learning settings is more than cooking – it is an opportunity to experience food in ways that include cooking but go far beyond. Food education gives children the opportunity for exploration, experimentation, learning, teamwork, skill building and much more. At the same time, services must balance safety, regulatory requirements, diverse developmental and cultural needs, family expectations and practical constraints such as time and staffing.

The FE module has been developed to support Early Childhood Education and Care settings (ECEC), for children from birth to 5 years, to create food experiences that are safe, engaging, inclusive …

The Best Practice Guide For Early Childhood Education And Care Food Environment: Module 5: Sustainable Food Practices (Version 1.0), Caterina Benati, Bek Clancy, Lorraine Hingston, Rebecca Lindberg, Ros Sambell, Leah Stuart-Douglas, Lennie Barblett, Fiona Champion, Penelope Clark, Kathy Cologon, Wendy Cook, Katie Dix, Kirsty Elliott, Leanne Elliston, Amanda Ferguson, Ricky Gelman, Jodie Gray, Natalie Gulberti, Karen Krist, Deana Leahy, Ciara O’Flaherty, Blake Stewart, Aimee Sullivan, Suzanne Tamone, Sandra Vale, Jill Whelan, Amanda Devine, Audrey Elford, Lochie Clark, Connie N. Ihlein, Helen Alexiou, Henry Tan, Merryn Netting, Stacey Mckenzie, Asha Rojahn

Research outputs 2022 to 2026

ECEC food environments are uniquely positioned to support sustainability by implementing practices that can reduce environmental impacts while creating meaningful opportunities for children to experience and explore the interconnections between people, animals, plants, lands and water through food.

The Early Years Learning Framework (EYLF) (Version 2.0) recognises sustainability as an important consideration for children’s learning and development and that educators and children have active roles to play in contributing to more sustainable communities.1 Through the food provided, mealtimes, and food education, ECEC services can provide meaningful opportunities for children to experience and engage with sustainable food practices.

This Sustainable Food …

The Best Practice Guide For Early Childhood Education And Care Food Environment: Module 6: Quality, Leadership And Governance (Version 1.0), Kasie Jackson, Peter D’Cress, Avalon O’Dowd, Karen Hunter, Ros Sambell, Amanda Devine, Audrey Elford, Lochie Clark, Connie N. Ihlein, Helen Alexiou, Stacey Mckenzie, Asha Rojahn, Henry Tan, Blake Stewart

Research outputs 2022 to 2026

Quality, Leadership and Governance are central pillars in the role early learning settings play in children’s growth, development and wellbeing. By meeting regulatory requirements and quality standards through stringent business procedures and continuous improvement practices, services can provide high-quality food environments for all children – shaping their thoughts, feelings, and practices around food and eating.

This Quality, Leadership and Governance (QLG) module aims to:

• Provide critical context for how the Early Childhood Education and Care (ECEC) food environment is intertwined with National Law and Regulations.
• Support services to meet regulatory requirements, through specific resources and guidance.
• Provide practical guidance regarding …

The Best Practice Guide For Early Childhood Education And Care Food Environment: Module 4: Staff And Family Engagement (Version 1.0), Kathy Cologon, Leanne Elliston, Lena Harle, Ashton Leach, Courtney Trezona, Lauren Moore, Merryn Netting, Yuna Ribeiro Ferreira Alves, Ros Sambell, Lennie Barblett, Fiona Champion, Penelope Clark, Kathy Cologon, Wendy Cook, Katie Dix, Kirsty Elliott, Leanne Elliston, Amanda Ferguson, Ricky Gelman, Jodie Gray, Natalie Gulberti, Karen Krist, Deana Leahy, Ciara O’Flaherty, Blake Stewart, Aimee Sullivan, Suzanne Tamone, Sandra Vale, Jill Jill, Amanda Devine, Audrey Elford, Lochie Clark, Connie N. Ihlein, Helen Helen Alexiou, Stacey Mckenzie, Asha Rojahn, Henry Tan

Research outputs 2022 to 2026

Engaging with families is a core responsibility of ECEC services and staff. By building positive, personal relationships with families, ECEC staff are able to share concerns or queries about the children in their care in a sensitive way.

One of the more sensitive topics that can come up is food – what they are eating, how much they are eating, their eating behaviours and skills, and everything in between. Through quick conversations at drop-off or via formal communication platforms, services can share a range of information about a child’s eating patterns and behaviours, and also gather information from families to …