The E-Journal methodology utilises a constructivist learning environment, offering a problem-centred, activity-based approach that encourages cooperative group learning and reflection. Both theoretical and technical learning is contextualised to the students' unique discipline and case-study developments.

The E-Journal design also offers both horizontal and vertical learning perspectives; i.e. allows easy access to the progression of outcomes across the full spread of issues, or conversely, the ability to drill down into each specific issue.

Overall the E-Journal approach provides a vehicle for staff to present information to students in a stimulating, and easily accessible manner. It offers self-paced learning and flexibility in time and place of delivery as well as an interactive online environment for the exchange of information and ideas.

ORIGIN OF THE LEARNING DESIGN
The E-Journal has undergone several stages of metamorphosis. The original aim of the project was to develop a web-based teaching resource that would allow students and staff from the design and engineering disciplines to develop an understanding of the impacts of virtual reality on their respective professions. Since then it has also been trialed in further disciplines and units.

The more recent enhanced design was informed from feedback from the earlier version and aimed to more closely link the theory with activities, in order to assist students to contextualise and apply their theory to their case studies.

TIMES THE LEARNING DESIGN HAS BEEN USED
The original design of the E-Journal was applied to BNB011 Fundamentals of Synthetic Environments, in 2001. The enhanced version of the E-Journal was first applied to PSB321 Land Development Practice and Principles 2 in Semester 1, 2002, followed by BNB011 and PSB631 Geographic Information Systems in Semester 2, 2002.

MODIFICATIONS SINCE FIRST USE
As mentioned above, an earlier version of the E-Journal existed, but was recently enhanced to attempt to further assist students to contextualise and apply their theoretical insights into their case studies. This was attempted through creating issue-specific learning sets, with each issue containing its own unique set of theory, learning activities, and submission areas. The previous E-Journal had separate issues for theory only, and combined all activities into the one broad location.

DISSEMINATION
The current E-Journal methodology has been applied to three units within the Faculty of Design and Built Environment:

• BNB011 Fundamentals of Synthetic Environments.
• PSB321 Land Development Practice and Principles 2.
• PSB631 Geographic Information Systems.

RESEARCH CONDUCTED ON THE DESIGN
An evaluation has been conducted for the BNB011 E-Journal approach, utilising the Flashlight evaluation methodology, developed by Steve Ehrmann of the TLT Group (http://www.tltgroup.org). The Flashlight approach involves focusing the evaluation beam onto a critical area within the overall teaching and learning approach.

An overall positive response was recieved for all scaled ratings in the Flashlight survey.

DESIGN EFFECTIVENESS VERSUS INTENDED OUTCOMES

Some reflective comments and observations are provided below by the lecturer of BNB011 - Sam Bucolo.

Articles:

"The majority of students read the articles and got a lot out of them - as evidenced in the editorial articles."

Editorials:

"I was very impressed with the quality of outcomes for Editorial submissions."
"For submissions to Editorials (+ Case Studies) approx 80% submitted on time."

Case Studies:

• "Very impressed with the quality of outcomes for Case studies."
• "Good progression week-to-week for practical case studies."
• "Evidenced a progression of deeper learning across the issues:
  - Building up of a larger repertoire of knowledge/skills
  - Building upon/adding to prior knowledge"
• "Deeper reflection not evident - like to see more reflection in Case Studies"

Contextualised theory:

"Good evidence of contextualisation of theory via the Editorial Submissions"

Was theory applied to case studies?

"Insight to be obtained via survey and discussions with students."

UNEXPECTED LEARNING OUTCOMES
The BNB011 survey also revealed the importance of the face-to-face tutorials in addition to the online resources; e.g. "Have to have tutorials to help us clarify doubts which is good"; "I would like to suggest more face-to-face tutorial because that is where you will ask questions"; "Tutorials are the most important factor to develop your skills"

HOW LEARNER ENGAGEMENT IS SUPPORTED
The E-Journal methodology offers a unified approach to developing both theoretical and technical skills through the use of Articles, Editorial, Tutorial and Case Studies pages (see 'Learning Design Details above'). Continuous assessment within each issue provides a scaffolding effect for supported progression towards resolution of the final design outcome. Each issue provides a discreet learning experience within itself, as well as building upon the previous issues experiences. The E-Journal layout facilitates progressive insights into both horizontal and vertical perspectives on the learning process for both students and lecturers - horizontal progression across the issues, and vertical perspectives within each topic-specific issue.

The E-Journal methodology encourages active submissions to the site by students. Positive scaled ratings and comments were received by students of BNB011 about use of submission tools, and about the ability to view peer work online. "Easier than writing journals and could be done immediately post-research". On viewing peer responses: "This mainly helps to clarify that I was submitting what was required. It also kind of 'spurred' me on to getting work up on time".

ACKNOWLEDGMENT OF LEARNING CONTEXT
The E-Journal methodology has been specifically designed to create a close link between broader theoretical and technical issues and the discipline-specific contexts that they apply to. This has been achieved through the adoption of the following strategies:

• The E-Journal layout of six discreet issues that closely align the broad theoretical knowledge with the associated activities within each topic-specific issue.
• An emphasis on gearing teaching and learning towards each student's unique discipline through aiming both Editorial submissions and Case Study development directly to their own discipline and prior experience. Example of Editorial topic: "After reading the above article, write a letter to the Editor on how you believe 'shared worlds' can be incorporated into your own discipline as an effective tool." In this way, students are encouraged to start considering future applications of their new insights into their own discipline. As commented by a student in the BNB011 survey: "Encouragement to do discipline related research for editorials helped a lot and made it easier not to make same mistakes".

Assessment tasks have been designed to match the learning outcomes for developing both theoretical and technical insights and the application of theory to inform their case studies. This has been designed through the use of reflective submissions for theoretical insights (via Editorial), and the inclusion of reflective comments to document development processes within the case studies.

HOW THE LEARNING DESIGN CHALLENGES LEARNERS
The E-Journal methodology utilises a constructivist activity-based approach that encourages learner enquiry and initiative. It affords individual/group selection of the case study focus, which then guides self-directed progression towards their final design resolution. Co-operative learning is encouraged through group work, as well as a shared online environment for the viewing of peer submissions. Students are challenged to actively learn both theory and technical aspects of the topic at hand, as well as to directly apply the theory to their case studies.

OPPORTUNITIES FOR PRACTICE
The E-Journal methodology of encouraging students to add submissions to a shared online environment for group viewing provides an avenue to demonstrate to both themselves and colleagues what they are learning. At any point students are able to view their progression across issues, or within a specific issue. Fortnightly assessable submissions encourage regular engagement in both theory and technical aspects, and help to ensure that students are learning appropriately. The online tutorial also provides a supportive, flexible and self-paced environment to learn the fundamentals of their craft, in preparation for application to their case studies.