Conferences

All Items

• MUVEing slowly Applying slow pedagogy to a scenario-based virtual environment

  Miriam Tanti, Shannon Kennedy-Clark

  963-967

• Multimodal teaching via gamified practical activities – The Virtual Scientist software: Bridging the gap in science education

  Stephan Levonis, Stephanie Schweiker

• Multidiscipline Multi technologies How can technology support allied health students from multiple disciplines increase their access to clinical training?

  Ian Olney

  942-946

• Moving towards a university-wide implementation of an ePortfolio tool

  Sarah Lambert, Linda Corrin

  441-450

• Moving from face-to-face to online classrooms The reflective university teacher

  Faye Wiesenberg, Elizabeth Stacey

  871-879

• Moving between workplace and online learning spaces An activity theory perspective

  Nicola Westberry

  1100-1104

• Moving a unit online A quantitative evaluation of student responses

  Stuart Palmer, Dale Holt

  813-821

• Motivation and computer game based learning

  Nicola Whitton

  1063-1067

• More than the sum of its parts Reflections on a networked program supporting curriculum innovation at a research-intensive university.

  Elisa Bone, Eduardo Oliveira, Rachel Colla, Sarah Yang Spencer, Jen Farrow, Julian Harris, Luis Gaitan, Naima Iftikhar

  302-306

• More than a repository Harnessing chatbots to support the identification of research project topics

  Huaqiong Zhou, Janie Brown, Tracey Moroney

  20-21

• Moodle and the institutional repositioning of learning and teaching at CQUniversity

  Kevin Tickle, Nona Muldoon, Beth Tennent

  1038-1047

• Modifying the ICAP framework to capture cognitive engagement in discussion forums in asynchronous and fully online learning environments

  Ruchini Jayasinghe, Sisi Liu, Rupinderdeep Kaur, Hansani Thanippuli Kankanamalage, Danda Li

  33-34

• Modifying assessment tasks to ensure learning occurs in the era of artificial intelligence

  Edward Palmer

• Modelling the impact of alternative educational qualifications on the New Zealand higher education system

  Stephen Marshall

  344–355

• Modelling institutional approaches to web-based lecture technologies

  John Couperthwaite, Juliet Hinrichsen, Charles Shields

  236-239

• Modelling blended learning environments Designing an academic development blog

  Geraldine Lefoe, Wendy Meyers

  451-454

• Modeling pre-service teachers' technological pedagogical content knowledge (TPACK) perceptions The influence of demographic factors and TPACK constructs

  Joyce Hwee Ling Koh, Chai Ching Sing

  735-746

• Mobile Web 2.0 The new frontier

  Thomas Cochrane

  177-186

• Mobile Technologies in the Field iPads - Rescuer or Rescuee?

  Paula Williams, Wai-Leng Wong, Helen Webb, Sally Borbasi

  1325-1331

• Mobile learning and socially constructed blended learning through the lens of Activity Theory

  Vickel Narayan, Thomas Cochrane, Stephen Aiello, James Birt, Mehrasa Alizadeh, Neil Cowie, Paul Goldacre, David Sinfield, Todd Stretton, Tom Worthington, Chris Deneen, Michael Cowling

  166-171

• Mobile and Web 2.0 technologies in undergraduate science Situating learning in everyday experience

  Jenny Waycott, Gregor Kennedy

  1085-1095

• mLearning Why? What? Where? How?

  Thomas Cochrane

  250-262

• Mix and match m/e-learning and engineering curriculum

  Carol Russell, John Paul Posada

  1096-1106

• mInteract Online tool for sustainable active experiential mobile learning

  Laurel Dyson, Andrew Litchfield, Ryszard Raban, Jon Tyler

  230-232

• Mining digital reality Exploring the virtual activities of undergraduate students

  Senorita John, Russell Butson, Rachel Spronken-Smith

  418-422