Vikki Schaffer

Immersive learning experiences support real-life contexts for meaningful teaching and provide authentic learning opportunities. This empirically based study investigated how the incorporation of immersive visualisation as a teaching technique influences student engagement and learning. This L&T funded multi-disciplinary project suggested immersive visualisation (technique) influenced cognitive and physical engagement but not emotional engagement. Cohorts within tourism and paramedicine expressed positive responses suggesting the learning based activities were not only enjoyable but supported them to learn about the course content. The delivery of effective immersive experiences depends largely on commitment from the course instructor. This cannot just be treated as cool tech. It is necessary to embed the immersive experience within the course structure with related content. As with electronic games, virtual and mixed media require active engagement to support discovery, observation, trial and error, and problem solving (Prensky 2001), not only by students but in the development and presentation of the media resources.

Strategic application of immersive visualisationand simulation can address these challenges and create a competitive advantage. Equity in higher education is not only an economic imperative but a social one (Wells 2008). Regional universities create opportunities for diverse groups (low socio-economic, disabilities, special needs) to undertake higher education (Regional Universities Network 2015) and thus need to develop equitable, student focussed, authentic teaching that maintains academic standards within inclusive and stimulating learning environment. Learning spaces that extend beyond the classroom engage people with different learning styles to provide opportunities for deep learning and connection with students' respective professional communities (Isoardi 2010). Fostering the links between authentic learning, teaching and the real world creates meaning to existing and emerging concepts by drawing on previous learning, professional or personal experiences (Durham & Aidemn 2012; Hunt 2012). Clear connection to course concepts is imperative to piecing together critical constructs; this is where immersive simulation and visualisation may have the greatest impact (Bland, Topping & Wood 2010; Bradley 2006). The benefits of immersive experiences have not been extensively explored (Raja, et al. 2004). This project seeks to immerse students in a virtual or representative environment to create a sense of "presence" (Raja, et al. 2004) as immersion offers safe, repeatable and supportive learning environments, structured and planned to replicate real experiences to underpin program and course learning outcomes. Engaged students are attracted to their work, persist despite challenges and obstacles, and have a sense of pride in their accomplishments (Schechty 1994). Authentic engagement provides results that have clear meaning and immediate value to students (Schechty 2000) and is an important precursor to student learning (Zyngier 2008). Background: Innovative activities were independently undertaken in two disciplines, stemming from a desire to improve student outcomes. These academics simultaneously recognised a climate of readiness for innovative approaches that align directly with University strategic priorities: multi-site delivery and visualisation. Over 110 students across two campuses enrol in sustainable tourism, leisure and event management but only 30 can take part in Fraser Island field work. The Paramedic Clinical Practicum2 teaching team sought pedagogical approaches that explicitly linked real-world practice to the learning environment. How can equity and engagement be improved to positively influence student outcomes? Innovative use of existing and new videos, role play and peer to peer learning presented in Immersive Lab and CAVE2. 2015 informal survey asked "Being in the Immersion Lab gave me the opportunity to …. Learn from peers (63 percent), increase course understanding (48 percent), better understand (44 percent) and engage with content (44 percent). This feedback inspired multi-discipline resource development via an L&T grant: Curriculum enhancement has commenced; materials are being filmed, edited and trialled in focal courses and formal questionnaires administered to students.

Dr Vikki Schaffer is the Program coordinator and Lecturer in Tourism, Leisure and Event Management at the University of the Sunshine Coast. In keeping with the premise that it takes a village to graduate a student Vikki uses innovative approaches, enthusiasm, commitment and active engagement in the business and wider community to enhance student learning, to inform research and to assist industry and community development.

Tourism, Leisure and Events are all about experiential, interactive activities. Thus, I seek to include experiential learning positioned within social constructivism into the curriculum. The USC School of Business Tourism, Leisure and Event (TLE) Management course TSM223, Sustainable Tourism, Leisure and Events features a field trip to Fraser Island. The course has approx. 125 students but only 32 can take the field excursion. In addition, students have a variety of reasons for not attending a regional or international field work or project such as a disability, personal, family and work commitments or other course obligations. To enable these experiences to be shared throughout the cohort, visualisation techniques using innovative approaches to filming and presenting within the USC immersion lab that facilitate and potentially increase student learning are being trialled and examined. This exploratory work aims to increase our understanding of how to embed these approaches in the curriculum, investigate what the benefits to students may be and the impact this may have on student learning and satisfaction. The overall purpose of this research is twofold: 1. to develop an understanding of the potential for visualisation techniques and the application of new and innovative approaches to enhance students learning and satisfaction; and 2. to generate methods to ensure whole of cohort equity where not all can participate in program (e.g. international tours) or course activities (e.g. WIL or field work).

Background: Despite an increasing number of small businesses using social media, many seem limited in their ability to effectively respond in an environment where consumers speak freely to a potentially global audience. Barriers to adoption limit the effective use of these and other new technologies. There is limited research into how businesses can overcome barriers to the adoption of social media. One approach for overcoming barriers involves synergistic relationships between students supported within an academic-based, industry project. This opportunity offers small businesses a point of entry to understanding and utilising new technologies while also providing students real word experiences. Research aims: This research investigates how work integrated learning aided in reducing barriers to social media usage by small tourism-related businesses. Methods: Tourism-related businesses partnered undergraduate students to develop, manage and monitor social media tools (e.g. Facebook). At the conclusion of the running of each course in 2010 and 2011, online questionnaires were administered to participating businesses with a total of 50 (86%) responses provided. Research findings: This research has made contributions to theory and practice. Following their involvement, businesses stated working with the students introduced them to new viewpoints and effective time management when utilising social media. Respondents felt more confident using social media after being involved in the project, and indicated they had put this new, professional knowledge to use. All business respondents moderately to strongly agree that the project outcomes were useful to their business (average 5.5/6 point scale) and agreed to strongly agreed that being involved in the student based social media project reduced the barriers to using social media. Results revealed that providing an opportunity for businesses to engage in student-based projects can reduce the barriers to social media usage. Additional ongoing benefi ts for participating businesses included the establishment of cooperative working relationships with the University, the opportunity to evaluate potential employees and an increased awareness of new technologies and innovative ideas. Eighteen businesses have participated in other student-based projects and one completed an MBA. This opportunity facilitated extended networks for learning and knowledge transfer that commenced with students and their lecturer and extended to the participating business owners/managers. These networks extended beyond those participants directly involved in the project. Many of the businesses shared what they had learned with others. With more people gaining new skills and knowledge there is the capacity to enhance the capabilities of the industry and community members.

Demands of globalisation mean educational leaders need to find innovative curriculum solutions suitable for a diverse, "always on" audience. In 2010, social media technologies (e.g. Facebook) and WIL were embedded within assessment tasks to create the opportunity for a collaborative cycle of learning whereby: the lecturer teaches the student, who teaches the business, who teaches the student who shares their experiences with the lecturer and other students, who each share the information and knowledge gained to the wider community. This research hypothesises that this approach facilitates the building of networks between university staff, students and local businesses that will positively affect learning outcomes including: the building of co-operative relationships with the local business community; improvement of graduate destination opportunities (employability); enrichment of the student experience and positively affect retention. This is an ongoing study. Qualitative and quantitative questions and social network analysis are being used to map and analyse the relationships emanating from the lecturer (as the central node). Preliminary results reveal over three quarters (76%) of students stated the use of social media enhanced their learning, increased their enjoyment of the course (TSM313), improved their networking opportunities and incorporating a WIL project positively influenced their desire to continue studying at USC. Qualitative responses revealed this approach increased levels of student engagement and interaction resulting in a high quality learning experience with 'authentic', 'real-world' relevance. Comments from business supervisors indicated that working with, and learning from, students gave them the confidence to further investigate other innovations within their businesses.