Conferences

All Items

• From the eyes of a third space witness An autoethnographic account of gaps in multimedia pedagogy and translation into classrooms

  Roxie Vuong, Diana Saragi Turnip

  505-510

• From text to audiovisual feedback: enhancing clarity, usefulness and satisfaction

  Tracii Ryan, Michael Phillips, Michael Henderson

  264-271

• From sequential to global Exploring the landscapes of neomillennial learners

  Julie Willems

  1103-1113

• From resistance to resilience A proposed study for supporting VET educators in Virtual Reality Adoption through inclusive professional development

  Ke Xu, Michael Cowling, Shweta Singh

  447-451

• From repositories supported by communities to communities supported by repositories Issues and lessons learned

  Tom Carey

  123-128

• From recoil to reflective Developing student, educator and GenAI partnership through assessment design

  Kate Tregloan, Huiseung (Sarah) Song, Shannon Rios

  141-143

• From paste-up to power-up Supporting students to design a research poster

  Ayelet Cohen, Jenny McDonald

  206-210

• From pandemic to endemic: Examining transitions in blended learning in higher education

  APUBS Administrator; Shamini Thilarajah, Renuka Nasendran

  236-240

• From neural to social Medical student admissions criteria and engagement in a social learning environment

  Shane Dawson, Leah Macfadyen, Lori Lockyer, David Mazzochi-Jones

  292-301

• From idea to classroom Accelerating bespoke educational tool creation through vibe coding

  Maurizio Costabile, Sarah Davey, Kuan Tan

  69-70

• From How Much to Whodunnit A framework for authorising and evaluating student AI use

  Kate Tregloan, Huiseung (Sarah) Song

  255-265

• From funded project to sustainable product Elearning innovations in transition

  Cathy Gunn, Philip Uys

  520-521

• From frustration to fulfilment Meeting early challenges analysing business transactions

  Paul Blayney, Janine Coupe, Mark Waddington

  79-80

• From face-to-face teaching to online teaching Pedagogical transitions

  Petrea Redmond

  1050-1060

• From digital natives to digital literacy Anchoring digital practices through learning design

  Erika E. Smith, Renate Kahlke, Terry Judd

  510-515

• From didactic to interactive – enhancing the student experience through innovative approaches

  Enosh Yeboah, Sunprit Singh, Ben Rokvic, Stacey Petersen, Rachael Lowe, Andrew Brock

  e22094

• From classroom to career Work-ready skill acquisition in an innovative first-year psychology subject

  Katja Petrovic, Carina Chan

  106-107

• Friendship, high adventure, and a crown A virtual journey of hope in Web 2.0

  Julie Willems

  1105-1108

• Frenemies - Unleashing the Power of ChatGPT in Assessments

  Matthew Wysel

  614-618

• Framing the role of technologies in the recognition and development of staff capacities to enhance learning in higher education

  Alan Farley, Dale Holt, Siew Mee Barton

  259-261

• Framing pedagogy, diminishing technology Teachers experience of online learning software

  Julia Thornton

  1040-1046

• Fostering teamwork skills across the School of Engineering using online self and peer assessment

  Tiffany Gunning, Paul Collins

  385-389

• Fostering professional capacity for blended teaching and learning A case study exploring the affordances of collaborative unit redesign

  Audrey Statham, Brandi Fox, Alison Leedy

  471-476

• Fostering interdisciplinarity through blended learning

  Rafi Rashid, Mingxun Lim

  536-540

• Fostering institutional change through learning leadership A study of stories of adaptation in blended and flexible learning and distance education

  Merilyn Childs, Mike Keppell, Mark Brown, Carole Hunter, Natasha Hard, Helen Hughes

  220-226