Griffith University

About: Griffith University is a education organization based out in Brisbane, Queensland, Australia. It is known for research contribution in the topics: Population & Poison control. The organization has 13830 authors who have published 49318 publications receiving 1420865 citations.

The Operator 4.0: Human Cyber-Physical Systems & Adaptive Automation Towards Human-Automation Symbiosis Work Systems

Abstract: A vision for the Operator 4.0 is presented in this paper in the context of human cyber-physical systems and adaptive automation towards human-automation symbiosis work systems for a socially sustainable manufacturing workforce. Discussions include base concepts and enabling technologies for the development of human-automation symbiosis work systems in Industry 4.0.

The Effects of Tourism on Economic Growth and CO2 Emissions A Comparison between Developed and Developing Economies

Abstract: This study empirically examines the dynamic relationships among tourism, economic growth, and CO2 emissions and compares the effects of tourism on economic growth and CO2 emissions between developed and developing economies. By employing robust panel econometric techniques, the results show that tourism has significant positive impacts on economic growth for both developed and developing economies, supporting the prevailing hypothesis of tourism-led economic growth. The results also reveal that the impact of tourism on CO2 emissions is reducing much faster in developed economies than in developing economies, providing evidence of the environmental Kuznets curve (EKC) hypothesis on the link between tourism growth and CO2 emissions. Our findings demonstrate the importance of the classification of countries by economic development level to obtain a deeper understanding of relationships among tourism, economic growth, and CO2 emissions. Policy implications are provided and discussed.

Critiquing workplace learning discourses: Participation and continuity at work

Abstract: This article critiques some assumptions shaping the current discourse on workplace learning. It proposes that these assumptions restrict how workplace learning is conceptualised and discussed. Principally, describing workplace learning environments and experiences as ‘informal’ and that ‘informal learning’ occurs in workplaces constrains understanding about how learning occurs through work and, consequently, the development of a workplace pedagogy. As with educational institutions, in workplaces there are intentions for work practice, structured goal-directed activities that are central to organisational continuity, and interactions and judgements about performance that are also shaped to those ends. Therefore, describing learning through work as being ‘informal’ is incorrect. Instead, the structuring of workplace activities has dimensions associated with learning directed for the continuity of the practice, which also often has inherently pedagogical qualities. Moreover, the unqualified descripti...

The beliefs behind the teacher that influences their ICT practices

Abstract: This paper explores teacher beliefs that influence the ways Information and Communications Technologies (ICT) are used in learning contexts. Much has been written about the impact of teachers' beliefs and attitudes to ICT as 'barriers' to ICT integration (Ertmer, Ottenbreit-Leftwich, & York, 2007; Higgins & Moseley, 2001; Loveless, 2003). This paper takes a closer look at the types of beliefs that influence ICT practices in classrooms and the alignment of these beliefs to current pedagogical reform in Australia. The paper draws on data collected through the initial phase of a research project that involved an Industry Collaborative of four Catholic primary schools (prep - grade 7). Data are drawn from teacher surveys, interviews and document analysis. The results present specific links between ICT beliefs that are informing teachers' practices. ICT beliefs and practices are aligned to reform agenda for digital pedagogies. The findings of this research inform teacher ICT practice and requirements for ICT professional development.