Though universities are eager to leverage the potential of mobile learning to provide learning flexibly, most balk at the cost of providing students with mobile hardware. The practice of 'bring your own device' (BYOD) is often mooted as a cost-effective alternative. This paper provides a snapshot of student ownership of mobile devices at a regional Australian university. Our research shows that students do have access to and use a wide range of devices. However, the delivery of learning is challenged when students try to access materials and activities using these devices. Course materials are rarely optimised for use on smartphones, navigating websites and learning management systems becomes a scrolling nightmare, and interacting with other students is often impractical using prescribed systems. Most concerning is that none of the students surveyed were participating in educator-led mobile learning initiatives. The paper concludes with the proposal of some practical, low-cost tactics that educators could potentially employ to begin engaging with mobile learning, leveraging what students already do.

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The present paper examines how evidence‐based practice (EBP) is impacting on the professional status of social workers working in multidisciplinary health teams in rural Victoria. Questionnaires and interviews were used to investigate the use and perceived appropriateness of EBP and the implications for the professional status of social workers. The results indicated that social workers have the lowest levels of knowledge and application of EBP. The qualitative data revealed a fundamental incompatibility between social work practice approaches and the science of EBP. The key themes identified were: how undergraduate and professional training shapes practitioner perspectives around EBP; divergent knowledge of EBP and how this influences team perceptions around the validity of social work practice; the ways EBP validates and reinforces existing power hierarchies, frequently to the exclusion of social work practitioners; the power of EBP as a mechanism for practice legitimisation; the marginalisation of social work as a discipline resisting the science of EBP; and the way the rural context shapes the impact of EBP in the practice setting.

Recent developments in mobile technologies have provided unique opportunities for learning and teaching. This paper reports on recent research undertaken at a regional Australian university in order to understand how higher education students are using mobile devices to support their learning. A survey instrument was developed and deployed and the data collected analysed quantitatively. Upon analysis, these data demonstrate that students are predominantly using laptop computers to support their learning, but their use of smart phones and tablets are also used for a number of specific learning activities. Further analysis indicates that in spite of the limitations in the formal university infrastructure, many students would like to use their mobile devices for formal learning as well as informal learning.

Background Successful surgical treatment of late presenting infantile tibia vara (ITV) patient requires the correction of oblique deformities. The purpose of this study was to report on a new comprehensive approach to correct and prevent recurrence of these deformities with a single procedure. Methods Medical records of 23 consecutive children (7–18 years) with advanced ITV (29 knees) were retrospectively reviewed after a mean of 7.3 years postoperatively (range: 2–22 years). Indications for the corrective surgery were any child seven year or older with a varus mechanical axis angle (MAA) 10 degrees or greater or a varus anatomical axis angle (AAA) eleven degrees or greater and a medial tibial angle (MTA) slope less than 60 degrees. The deformities were corrected with a dome-shaped osteotomy proximal to the tibial tubercle with a midline vertical extension to the subchondral region of the joint and a lateral hemi-epiphysiodesis. Results At latest follow-up, means and medians of each tibial radiographic axis measurement improved significantly from preoperative values (p<0.001): MAA from 23 degrees to 4 degrees varus, AAA from 25 degrees varus to 1 degree valgus, MTA downward slope from 30 degrees to 78 degrees, posterior medial tibial angle (PMTA) from 59 degrees to 80 degrees. Seventy-nine percent and 74% had good to excellent results based on radiographic criteria and clinical questionnaire for satisfaction, pain and function, respectively. Two abnormal medial tibial plateau types were described. Conclusion This is the first study to use a single stage double osteotomy performed proximal to the tibial tubercle for the late-presenting ITV for children seven years of age or older. In addition to the effective correction of the four major tibial deformities, a lateral proximal tibial hemi-epiphysiodesis minimizes recurrence of tibia vara. A contralateral proximal tibial epiphysiodesis is recommended for treated skeletally immature patients with unilateral disease. Level of Evidence Therapeutic Level IV. See instructions for authors for a complete description of levels of evidence.