DISCIPLINE
Cross-Discipline within Faculty of Built Environment and Engineering:

• Industrial Design
• Urban Design
• Architecture
• Landscape Architecture
• Urban Planning
• Engineering
• Surveying
• Geography

DURATION
Over several learning sessions.

ICT USED
Web-based learning management system: OLT - Online Teaching, (in-house system using Microsoft SQL database & Cold Fusion programming).

DELIVERY CONTEXT
Mixed mode delivery - includes both online teaching and learning site + fortnightly face-to-face lab-based tutorial sessions.

The online E-Journal comprises 6 fortnightly issues, spread over duration of semester. Alternate weeks comprise face-to-face tutorial and project work on case studies, e.g.:

• Week 2: Issue 1 E-Journal + activities.
• Week 3: Face-to-face-tutorial + group development of case studies.
• Week 4: Issue 2 E-Journal + activities.

TARGET AUDIENCE
The E-Journal is currently being utilised in a cross-discipline environment. 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.

The E-Journal methodology has now been applied to the following diverse 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.

Note: This description refers to the initial implementation of the E-Journal learning design to unit: BNB011.

Current E-Journal audiences include a range of students from 2^nd yr undergraduate to post-graduate as well as for students in continuing professional education (CPE) in:

• Industrial Design
• Urban Design
• Architecture
• Landscape Architecture
• Urban Planning
• Engineering
• Surveying
• Geography

COHORT
The E-Journal methodology was originally designed for approximately 80 students within the unit BNB011, although the student numbers have varied from 17 to 80 throughout the subsequent applications. It is envisaged that this methodology could cope with quite large classes, although it may be preferable to create individual group pages within both the Editorial and the Case Studies pages for easier facilitation of group submissions. It would also be recommended to utilise the assistance of tutors/sub-editors to facilitate these activities.

BROADER CONTEXT
The E-Journal teaching and learning site is a major component of the BNB011 unit, enhancing the face-to-face teaching and learning strategies (introductory lecture and five face-to-face tutorials). Apart from these face-to-face sessions, the E-Journal site is the main medium for dissemination of both theoretical and technical information, as well as offering an environment for sharing of student reflections and works-in-progress.

E-Journal Outcomes:

• Assist students to learn both theoretical and technical aspects related to their unit.
• Assist students to contextualise and apply theory learnt to their technical skills case studies.

BNB011 Learning Outcomes:

• Develop a synthetic environment suitable to their own discipline.
• Apply theoretical and conceptual skills to the practical application of the technology.
• Develop and evaluate a methodology for the application of this technology suitable to their own discipline.
• Critically evaluate emerging technology.

IMPLEMENTATION OF ASSESSMENT STRATEGIES
BNB011 E-Journal utilises two continuous assessment methods, as well as the final case study project:

Continuous assessment:
Fortnightly reflective Editorial submissions - 25%.
Fortnightly Case Study submissions - 15%.

Final Product:
Group or individual project demonstrating the application of a collaborative approach to synthetic environments - including methodology utilised + final product - 60%.

IMPORTANCE OF ASSESSMENT STRATEGIES USED
This particular assessment format reflects the importance given to both the theoretical and technical components of this unit. The reflective Editorial submissions and Case Study submissions are aimed toward contextualising the theory and technical approaches within each student's specific discipline area.

The use of continuous assessment items allows for progression within each issue - i.e. theoretical insights from Editorial submission to be applied to the Case Study. The assessment design also allows for scaffolding and progression across the issues, with each issue's insights providing a solid foundation for the next issue's insights and developments.

WHY ICT IS USED
This design was developed to:

• To assist students to more effectively learn both theoretical and technical aspects related to their unit.
• To assist students to contextualise and apply theory learnt to their technical skills case studies.

HOW ICT USE HELPS
Affordances offered by the use of ICT include:

• Flexibility in time and place, and choice in learning styles.
• The creation of a shared online environment for students to learn from each other's submissions and approaches to both theoretical and practical perspectives of subject area.