Conferences

All Items

• Where are the learning spaces on the scientific inquiry landscape?

  Anna Boin, Kristine Elliott, Helen Irving, Victor Galea, Elizabeth Johnson

  81-90

• Where are audio recordings of lectures in the new educational technology landscape?

  Wendy McKenzie

  628-632

• When words fail A case for multimodality in e-learning

  Julie Willems

  1070-1078

• When a wiki is the way Exploring the use of a wiki in a constructively aligned learning design

  Peter Jones

  460-467

• What's the big idea? Changing demands and effective use of technology How do we capture and disseminate good ideas and how do we then facilitate effective change in learning and teaching practice?

  Elizabeth Greener, Geoff Mitchell, Natasha Giardina, Shannon Johnston, Roger Cook, Richard Evans

  467-468

• What value assessment rubrics in shaping students’ engagement in asynchronous online discussions?

  Kel Jackson

  454-458

• What spaces? Designing authentic, sustainable online learning spaces for children with diabetes

  Richard Sprod, Shirley Agostinho, Barry Harper

  1009-1012

• What makes this online course tick? Community of Inquiry and 23 Things International

  Kwong Nui Sim, Sarah Stein, Michael Rose

  107-108

• What makes blended learning effective? An interactive session of peer review

  Jo McKenzie, Lina Pelliccione, Nicola Parker

  1225-1228

• What learning means to you: Exploring the intersection between educational and digital lives of university students through digital narratives

  Tingting Yu, Peter Bryant

  623-627

• What leading educators say about Web 2.0, PLEs and e-portfolios in the future

  John Roder, Mark Brown

  870-882

• What is happening in my first year pre-service teachers’ online learning environment?

  Quek Choon Lang

  880-883

• What if student attrition was treated like an illness? An epidemiological model for learning analytics

  Jason Lodge

  822-825

• What does the Ideal Postgraduate Micro-Credential Look Like? A Student Perspective

  David Parsons, Hayley Sparks, Anzel Singh, Darcy Vo

  127-136

• What do we mean by ICT graduate attributes? Exploring mappings to course objectives

  Dominic McGrath

  604-608

• What do university students expect from teachers using an LMS?

  Caroline H. Steel

  942-950

• What do first year students think about learning graphics packages?

  Joshua McCarthy

  509-512

• What can we learn from University students’ experiences of online learning during COVID?

  Dianne Forbes, Dilani Gedera, Maggie Hartnett, Cheryl Brown, Ashwini Datt

• Whakapiri (Engagement): Using an Indigenous engagement framework to enhance online teaching

  Hoani Moriarty, Andy Towers, Fiona Murray, Christina Severinsen, Luke Rowe

  e22148

• We’ve thrown away the pens, but are they learning? Using blogs in higher education

  Katrina Strampel, Ron Oliver

  991-1001

• Web-based lecture technologies Guidelines to support learning and teaching

  Maree Gosper, Margot McNeill, Karen Woo, Rob Phillips, Greg Preston, David Green

  353-354

• Web 2.0 and user-created content Students negotiating shifts in academic authority

  Rosemary Chang, Gregor Kennedy, Tom Petrovic

  165-169

• Walking the talk Co-designing a co-design approach

  Uyen Nguyen, Sasha Stubbs

  605-609

• Vodcasting A case study in adaptability to meet learners’ needs and preferences

  Stavroula Gkatzidou, Elaine Pearson

  325-332

• Visualizing Learner Behaviour in MOOCs using Sankey Diagrams

  Karsten Lundqvist, Michael Godinez, Steven Warburton

  194-203