Nebulous combinations of face-to-face and online learning are increasingly common across Australian higher education contexts. This paper reports on part of a redesign project of an undergraduate education subject at a regional university. The aim of the redesign was to enhance e-learning and blended learning environments. An approach that maps the evaluation research activities to the design and development cycle of e-learning tools and learning tasks was adopted (Phillips et al., 2012). The research took a participatory format involving ongoing reflective exchange with pre-service teachers with the aim of transforming practice. The article presents the context of e-learning, blended learning and drivers of curriculum renewal in teacher education at a regional institution and discusses the phases of the redesign project which adopted an action research approach. Finally the paper discusses the implications of the redesign for informing future practice and in approaching elearning and blended learning curriculum design.

This paper argues for effective sequencing of mathematics content to aid transition from junior (Year 7 to Year 10) to senior mathematics (Year 11 to Year 12) curriculum in Queensland, Australia and provides a tool for sequencing the mathematics content. Planning templates and samples are available to schools; however, it is imperative for teachers to understand the processes that underpin planning. This paper provides a step-by-step systematic sequencing of mathematics concepts. The premise is that depending on the level of assumed prior knowledge and skills students recall and apply, teachers can start teaching from any level. The study draws from constructivism to develop a planning tool that can be adapted to all mathematics subjects and levels, help identify conceptual relationships and skills from lower to upper levels and provide students with the opportunity to build their mathematical knowledge.

Purpose: To explore the financial literacy of eleven migrant African-Australian women entrepreneurs in the Cairns region. Methods: A qualitative case study approach was used to investigate financial literacy of eleven women via semi-structured interviews; survey questionnaire; and researcher's reflective journal. Findings: revealed that: (1) all the participating women had a high level of financial literacy; (2) the higher the level of education and English language proficiency of the women, the higher the level of financial literacy. Research limitations/Implications: The data was gathered from migrant women in one geographical region, so the results are limited in applicability and cannot be inferred to be similar to different regions and cultures. Similar research could be undertaken and cover a wider region, in order to gather more substantial data from a larger number of women and obtain more representative findings. Originality/value: This study provides empirical data of financial literacy among participating women, contributes to a new body of knowledge and provides a foundation for further research in this area. The study serves to inform aspiring migrant African-Australian women entrepreneurs themselves and may inform policymakers.

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This paper responds to Schademan's ''What does playing cards have to do with science? A resource-rich view of African American young men'', and takes a resourcerich view to explore the notion of agency and elements of cultural resources that minority and marginalised students bring to the classroom. The paper examines the deficit model, the need to adopt capacity building perspective, and a classroom study, which sought to contextualise capacity building with a group of Australian indigenous students in a science class. As science educators, we need to reject the deficit model by developing capacity building pedagogies that affirm minority and marginalised students' lived languages, experiences and knowledge in their learning.