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This study adds to the existing body of knowledge on the benefits to learners of using an interdisciplinary design thinking (DT) pedagogical approach taking the form of a micro credential with an extra curricula workshop.

The interpretivist research examined opinion via nine semi-structured interviews with learners who had participated in a workshop. The interviews focussed on demographic information, learning strategies, workshop interdisciplinary benefits and being taught via DT. The recorded interviews and transcriptions were analysed via NVivo and content analysis.

The results are themed into development opportunities, future learning, making meaning and sense and practical application of knowledge and skills reflection for the students. The DT pedagogy worked well for the students who confirmed university learning should be this way, adding to the debate on embedding engaging interdisciplinary methods to embed entrepreneurship and innovation in the curriculum.

The research is original as the use of DT has added value to the students' development and mindset. Developing graduates this way benefits the local and national economy, as the reach of graduates' transferability makes them fit for the future.

This study addresses gaps in the existing literature on students' understanding of Independent Learning (IL), whilst exploring the link between levels of IL, growth mindset, motivated strategies for learning and academic performance.

Three hundred and eighty-six university students recruited via opportunistic sampling completed an online survey to measure: understanding and level of IL, Motivated Strategies for Learning (MSL) (Duncan and McKeachie, 2005) and growth mindset (Dweck, 2000). Interaction with the university Virtual Learning Environment (VLE) and academic grades were also measured. A correlational design was implemented, and a Spearman Rho was calculated to explore the relationship between level of IL, MSL and growth mindset. A between-subjects design using independent measures t-test was employed to determine the significance of any difference in level of IL and VLE engagement according to academic grade.

Whilst most students: considered themselves an IL and understood what IL was, the majority erroneously believed it meant learning alone or without help. Level of IL, however, was positively associated with motivational beliefs (self-efficacy and mindset), cognitive strategies (rehearsal, elaboration, organisation and critical thinking), and metacognitive strategies (time management and self-regulation). Further, those with grades A-C scored significantly higher than those with grades D and below on cognitive strategies (elaboration and organisation). Those attaining higher grades also interacted with the VLE significantly more frequently and regularly than those attaining lower grades.

This study adds to the existing literature by highlighting the positive relationship between level of IL, MSL, mindset and academic achievement. It also addresses the under-explored potential for VLE engagement in predicting grades amongst on-campus courses. Given that cognitive strategies and VLE engagement differentiate the high and low achievers, interventions to develop such skills may enhance academic achievement.

The purpose of this paper is to develop data visualisation proof of concept prototypes that will enable the Curtin University Library team to explore its users’ information-seeking behaviour and collection use online by analysing the library’s EZproxy logs.

Curtin Library’s EZproxy log file data from 2013 to 2017 is used to develop the data visualisation prototypes using Unity3D software.

Two visualisation prototypes from the EZproxy data set are developed. The first, “Global Visualisation of Curtin Research Activity”, uses a geographical map of the world as a platform to show where each research request comes from, the time each is made and the file size of the request. The second prototype, “Database Usage Visualisation”, shows the use of the library’s various subscription databases by staff and students daily, over a month in April 2017.

The paper has following limitations: working to a tight timeline of ten weeks; time taken to cleanse noise data; and requirements for storing and hosting the voluminous data sets.

The prototypes provide visual evidence of the use of Curtin Library’s digital resources at any time and from anywhere by its users, demonstrating the demand for the library’s online service offerings. These prototype evidence-based data visualisations empower the library to communicate in a compelling and interesting way how its services and subscriptions support Curtin University’s missions.

The paper provides innovative approaches to create immersive 3D data visualisation prototypes to make sense of complex EZproxy data sets.

The purpose of this paper is to explore the ways in which trauma may manifest both in terms of internalising and externalising symptoms.

The paper will argue that the effects of trauma can contribute to victims engaging in problematic behaviours (such as aggression) both towards themselves and others which may require them to attend treatment programmes to target these problem behaviours. However, standard interventions designed to target these problem behaviours do not sufficiently take into account the effects of trauma in terms of attending to the therapy interfering behaviours which are brought to treatment. The paper will argue that these trauma related therapy interfering behaviours should be attended to prior to the client engaging in specific groups to target other problem behaviours (e.g. aggression).

Clients who are referred for standard group based interventions to target problem behaviours such as aggression towards themselves or others should be offered a trauma intervention first in order to improve concentration, reduce drop-out rates and enhance feelings of safety to engage effectively in the group. Group based Eye Movement Desensitisation and Reprocessing (EMDR) should be used as a method of targeting therapy interfering behaviours associated with the effects of trauma and this should also incorporate meditation and neurobiologically informed approaches. Standard target problem behaviour groups should be adapted and modified to account for the role of trauma in information processing.

The paper will introduce Trauma Informed Additional – Programme (TIA-P) which is a newly designed group designed to assist clients to tolerate and modify therapy interfering behaviours which are present as a result of trauma in order that they can then go on to attend standardised interventions. The TIA-P attends to the latest research in relation to the treatment of trauma utilising EMDR within the group to enhance safety and reduce therapy interfering behaviours.

THE beginning of a new volume is always a matter of concern both to its Editor and to its Readers. It is usual to be able to forecast some programme of work or at least policy, for the year then opening. At the moment what is usual is not here; we have the cessation of actual battle in Europe, it is true; but we are as involved in Asia as we have ever been and, in spite of the optimists, the end is not in view. It would be well, too, for us always to realize that while there is no battle here, there is conflict with disease, want, misery and homelessness on a scale never approached before. It is certain only that men of goodwill, amongst whom librarians hope they are numbered, are awake to the situation and anxious to help. Thus, in our pages we shall endeavour to keep open minds and ideas adapted to our changing world before our readers.