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In this article the author employs the poetic form to crystallize the transformative event of attending a virtual conference for the first time. The poem revealed a range of themes, among others: embodied and disembodied experiences; interplay and tension between poles such as north–south, local–global, virtual–real, and poetic–technological; the leveling of power dynamics and gender differences; deconstruction of conventions and norms for such etiquette of face-to-face events; experiencing multiple identities, playing many roles simultaneously, satisfying curiosity and desire by having it all, and the compromises involved. A meta-theme running through many of the above is liminality—finding oneself on thresholds (Harrison, 2009), followed by border crossing and conceptual transformation (Meyer & Land, 2005). The poem illuminates ways of knowing and being academic in the 21st century, risk taking and rehearsing new modes of learning and researching, and the discomfort and liberation of this experience.

a b s t r a c t e-Learning and other innovative open learning multimedia modalities of delivering education are being introduced to enhance learning opportunities and facilitate student access to and success in education. This article reports on a study that assessed students' readiness to make the shift from traditional learning to the technological culture of e-Learning at a university in Durban. A quasi-experimental study design was employed to assess such readiness in first year nursing students before and after an appropriate educational intervention. A modified Chapnick Readiness Score was used to measure their psychological, equipment and technological readiness for the change in learning method. It was found that, while students' psychological readiness for e-Learning was high, they lacked technological and equipment readiness. Although e-Learning could be used in nursing education, technological and equipment readiness require attention before it can be implemented effectively in this institution. Fortunately, these technical aspects are easier to resolve than improving psychological readiness. IntroductionAn h e a l t h s a g e s o n d h e i d 2 2 ( 2 0 1 7 ) 3 0 0 e3 0 6http://dx

This paper analyses new learning experiences of first year pattern technology students at a university of technology, in the context of selected characteristics of authentic learning theories. The paper contributes to existing knowledge by proposing a method that could be followed for design‐based subjects in a vocational education setting. Students were competent when replicating demonstrated pattern making procedures, but struggled to transfer knowledge to different situations. Therefore, a project asked students to create their own pattern‐making video tutorials in an effort to deepen authentic learning. Examining the learning activity and its results through action research reflection, the lecturer recognised authentic learning characteristics. For example, students grasped the work, displaying a range of original responses that presented more than one correct answer. By creating their own practice‐based content, students were able to learn more in the same period, compared to other cohorts in past years. Students were better equipped to utilise this knowledge in later projects and tests, demonstrating deeper understanding and knowledge transfer to other environments. Ultimately active knowledge production deepened learners' motivation, engagement in the learning process, and increased performance.

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