ASCILITE Publications (ISSN 2653-665X) provides a peer-reviewed fully open access publication platform for traditional and non-traditional publications in the field of Technology Enhanced Learning (TEL) in Australasia and abroad. It aims to provide a scholarly distribution and publication pathway for these alternative forms of best practice and thought to traditional journal articles - increasing the reach and impact of TEL to international contributions and an audience beyond the academy. ASCILITE Publications encourages contributions and involvement from early-career academics (including RHD candidates), teaching practitioners and professional staff.
This paper reports on the introduction of a trial of an ePortfolio product at an enterprise level at RMIT University. The work has been undertaken as part of RMIT’s strategic e-Learning Advancement Program (REAP), which places emphasis on the utilisation of blogs, wikis and ePortfolios as online learning environments that will strengthen the University’s ability to provide flexible assessment practices and support student career development. The trial will run across second semester 2008 till the end of 2009. In following recognised good practice in introducing ePortfolios in the university sector, we report upon the implementation of the trial to date. An important aspect of the trial is developing an associated Community of Practice both within RMIT and through inter- university collaborations. Within RMIT, the Community of Practice extends across both TAFE and Higher Education along with professional support services. The professional breadth of this group has expanded the legitimacy of the trial and led to the creation of CareerTrack, a resource for student career development directly positioned to support ePortfolio use. This trial has the direct aim of developing a whole of University culture that is informed in its use of electronic Portfolios.
Copyright (c) 2025 Meaghan Botterill, Garry Allan, Sally Brook https://creativecommons.org/licenses/by/4.0
This case study set out to discover how the provision of blended learning focussing on course essential vocabulary, affected students in a module of Diploma of Beauty and Spa Therapies at the Waikato Institute of Technology (Wintec) in Hamilton New Zealand. The results were surprising. The module chosen for this study, Electrolysis and Electrical Therapies is one of the most complex, vocabulary rich modules in the diploma. The program manager described students who choose to study beauty therapy as practically minded. She explained that these students often struggle with the complicated physical and chemical theory they are required to understand. I designed and developed an online course specifically aimed at supporting the learning of technical vocabulary and complex concepts. This online course ran alongside the face-to-face lessons from a specialist beauty therapist, work experience placements and practical sessions where students perform treatments on paying clients. The response from students, the tutor and program manager in interviews showed that the tools created were appreciated because they allowed more flexibility and highlighted the connections between the various components of the course. However, there were also some puzzling results. Does providing resources, online, in print and in practical lessons actually mean students will use these resources and learn from them? This paper will give a brief outline of the study, and then describe the effect the blended course designed for this study had on beauty therapy students.
Copyright (c) 2025 Melanie Brown https://creativecommons.org/licenses/by/4.0
This poster proposal uses snapshots in time to follow the progress of online assessment at Charles Sturt University. Snapshots into the scholarly use of learner oriented online assessment are described from the findings of a University wide research study. The author reflects on snapshots in time that have led to a personal understanding of the complex integrated network of responsibility in online assessment that involves academics, ICT support services, educational designers and other divisions. This understanding has led to the formation of new frameworks for managing online assessment and, more broadly, online learning. These frameworks are contributing to ongoing development in tools, processes, procedures and policy as the University absorbs the impact of increased access to online learning as the result of the introduction of a new, open source, learning management system.
Copyright (c) 2025 Janet Buchan https://creativecommons.org/licenses/by/4.0
This poster depicts the progression of multimedia learning resource development and related systems at Charles Sturt University (CSU) over the last 10 years from ad hoc audio and visual production to mainstreamed digital multimedia development. In 2000 the Centre for Enhancing Learning and Teaching (CELT) established three campus-based Learning Media Laboratories. These are staffed by educational designers/technologists who assist staff with the development of innovative multimedia resources (largely through CDs) to enhance their teaching and to supplement their print based subject resources. As the demand for the affordances of the medium increased, the individual ‘boutique’ production of multimedia became unsustainable and the university moved to a mainstreamed and centrally supported process for multimedia development. The multimedia development process is designed to be responsive to the changing needs of staff and students in an ever changing landscape of educational technology. With an increased focus on blended learning, and following the university-wide implementation in 2008 of an open source learning management system, CSU Interact, further changes in demand for support of multimedia development are anticipated.
Copyright (c) 2025 Janet Buchan, Lynnette Flynn, Deborah Murdoch, Philip Uys https://creativecommons.org/licenses/by/4.0
The first year subjects Contracts A and Contracts B at the Queensland University of Technology Faculty of Law are assigned the task of teaching the skill of negotiation at a basic level as part as an integrated graduate capabilities program. Until 2008 this was done using a traditional approach involving a lecture, print materials and role plays. In 2008 the traditional approach was replaced with Air Gondwana, a multimedia program which is centred on the dealings of a fictional airline. Among other media, it utilises “machinima” - movies and stills created using virtual environments, in this case the Second Life environment and the Flight Simulator X computer game (with permission from Microsoft) - to create an engaging and authentic learning experience for “millennial students”. Air Gondwana is founded upon a range of learning theory including social constructivism, Collin’s “cognitive apprenticeship” model and Laurillard’s model for successful learning in law.
Copyright (c) 2025 Des Butler https://creativecommons.org/licenses/by/4.0
Construct validity and reliability of the Hybrid e- Training questionnaire
Hybrid E-Training has become prevalent in the field of computer and educational technology for both who are in the field and not exactly in the field. We were interested to examine how well was the e-Training implementation conducted in a a hybrid environment. Thus, we developed a questionnaire to measure meaningfulness of the Hybrid e-Training. The questionnaire has sections on demographic (section A), 21-item assessing meaningful learning (section B) and 61-item assessing perception towards the Hybrid E-Training system (section C). This paper discusses present study which examines the construct validity and reliability of section C. Based on the 213 sample data collection, the overall reliability coefficients for section C was 0.986. Reliability at the scale levels for section C were also acceptable ranging from 0.886 to 0.971. Overall analyses suggested that section C of the questionnaire is reliable to measure a hybrid e-Training system.
Copyright (c) 2025 Rosseni Din, Mohamad Shanudin Zakaria, Khairul Anwar Mastor, Mohamed Amin Embi https://creativecommons.org/licenses/by/4.0
This paper describes some of the challenges facing science educators at tertiary level. It subsequently introduces a project supported by the Australian Learning and Teaching Council (formally Carrick), which aims to investigate the effective use of educational technologies to promote understanding of scientific inquiry and development of skills necessary to conduct successful investigations. The project will use a qualitative research framework to examine current practice and to determine best practice in teaching scientific inquiry skills to bioscience students. Study findings are expected to provide guidance on developing skills in the next generation of bioscientists.
Copyright (c) 2025 Kristine Elliott, Kevin Sweeney, Victor Galea, Helen Irving, Elizabeth Johnson https://creativecommons.org/licenses/by/4.0
Using mobile phones to augment teacher learning in environmental education
This study contributes to the professional development of teachers in the use of mobile phones to inform their pedagogy. The focus is on how action learning sets helped pre- service teachers (PST) to effectively use mobile phones to augment their understanding of the impact of their teaching of an environmental education unit in local primary schools. These school-based, action learning sets consisted of groups of four to six PST allocated to the five schools that participated in the study. For six weeks the twenty-two participating PST worked in pairs to teach a class for two hours per week. During this time the PST had access to mobile phones that had an inbuilt camera, Excel, Word, audio recording, video recording, Internet, email and other web features. These phones were used to support and inform the teaching of an environmental education unit that had as it focus waste and energy management. The findings indicated that in this context, the action learning sets provided a vehicle for sustained and targeted professional growth. Besides providing evidence of teacher learning and a record of teaching dilemmas that arose, the mobile phones were used to send supportive SMS messages among PST immediately before or after teaching.
Copyright (c) 2025 Brian Ferry https://creativecommons.org/licenses/by/4.0
A vision for truly adaptable and accessible learning objects
In the present landscape of technological and social change, the increasing demand for new educational approaches and pedagogies, and the growing emphasis on the need to cater for the needs and preferences of the individual learner, are shifting the focus to the integration of adaptive and ubiquitous learning. In order to respond to the challenge of providing truly learner-centered, accessible, personalised and flexible learning, this research suggests a solution which is based on the principle that learning content can be generated from adaptable aggregations of learning objects and media components using proven learning patterns. This paper proposes a transformation, augmentation and substitution service (TASS), which by using a variant of IMS AccessForAll works on available metadata and user profiles to generate alternative, equivalent learning experiences relating to a user’s declared needs, preferences and learning styles. TASS encompasses methods to retrieve a learning object upon request by a user, unpack and disaggregate the learning object, execute the adaptation process, re-aggregate the learning object components and deliver the adapted learning object to the user in the form in which it is required.
Copyright (c) 2025 Stavroula Gkatzidou, Elaine Pearson https://creativecommons.org/licenses/by/4.0
Web-based lecture technologies (WBLT), designed to digitally record lectures for delivery over the web, are just one of a range of information and communication technologies that have been introduced in response to the changing context of higher education in the past decade. Lectopia (formerly known as iLecture) is one such technology being adopted by Australian universities.
Copyright (c) 2025 Maree Gosper, Margot McNeill, Karen Woo, Rob Phillips, Greg Preston, David Green https://creativecommons.org/licenses/by/4.0
Use of interactive multimedia programs for pathology e-learning
As a medium for learning pathology, tutorials based on interactive multimedia programs offer a number of potential advantages by comparison with traditional microscope-based classes. However, given a choice between computer-based tutorials, microscope-based practical classes, or a combination both, the majority of students prefer the combination (blended learning). In the present study involving 204 medical and paramedical students, we sought to clarify the reasons for this choice. The features of computer-based tutorials the students considered most useful included illustration of concepts with images and animations, accessibility (outside class hours), self-paced learning and opportunities for self-assessment. The microscope was seen as valuable because it provided “hands-on” experience of real examples of disease, rather than the ideal images seen on the computer. The best approach was considered to be using e-learning to provide basic information, followed by microscope-based case studies.
Copyright (c) 2025 Howard Grossman, Virginia Grossman https://creativecommons.org/licenses/by/4.0
Supporting the design of online learning through use of learning designs
The PhD study outlined in this poster addresses the need for more targeted development of university teacher's integration of digital technologies into the design of their courses in higher education. Technology use and integration in a rapidly changing environment poses a challenge for university teachers and the current use of technology in higher education falls short of expectations. It has been suggested that the problem is due to the separation of technology from both pedagogy and content knowledge (Mishra & Koehler, 2006). This study investigates the use of learning designs to support the process of designing units of study and the development of knowledge around that process. Using a multiple case study approach, the study focuses on deepening understandings of technological, pedagogical and content knowledge throughout the design process and the identification of methods to support university teachers.
Copyright (c) 2025 Jennifer Jones https://creativecommons.org/licenses/by/4.0
Educational technology to train teachers of minority languages in Canada
Canada is the world’s second largest country by total area, occupying most of northern North America. For its ten provinces and three territories, Canada must offer education in either English or French, the country’s two official languages. This raises many challenges, particularly in areas or provinces where one language, usually French, is a minority language. For example, in Ontario, Canada’s second largest province, there is a significant shortage of qualified French-speaking teachers. Moreover, although many schools employ some teachers who are not fully qualified, it would be unthinkable to remove them from the classroom for further training, given the lack of teachers. To cope with this challenge, the School of Education of Laurentian University launched a distance teacher training program. Early into the program, the candidates found that distance education was insufficient to help them meet the challenges of classroom teaching. After conducting interviews with our prospective teachers (n = 125), we realised that the theoretical content provided through the distance program needed to be complemented by classroom observations. However, this appeared to be impossible in the circumstances. In this paper, we highlight the findings of our study on the use of educational technologies to train minority-language teachers in Canada. We will focus specifically on the video component that we included in the distance training course. We will show how the videos (over 75 real-life recordings of teachers and pupils in a variety of common pedagogical situations) actually benefited the teachers-in- training, who reported increased feelings of competence, among others.
Copyright (c) 2025 Thierry Karsenti, Diane Lataille-Demore, Michel Demore https://creativecommons.org/licenses/by/4.0
Pioneering innovative approaches to language teaching at tertiary level in Australia
This poster presentation outlines an innovative approach to the teaching of Modern Standard Arabic (MSA) online using a range of sophisticated interactive media assisted delivery strategies. The course uses an outcomes-based approach to course design. This course takes the view that technology can be both tool and tutor in language education. The role of technology in language education is examined as an aspect of curriculum design, that is, the starting point is needs analysis and the resulting curriculum, rather than technology.
Copyright (c) 2025 Abdul-Hakeem Kasem, Yousef Alreemawi, Jonathan Gould, Ian Charleson https://creativecommons.org/licenses/by/4.0
A strategy sometimes used by educators who are teaching other education professionals is to teach by example, using a tool to build an exemplar application or website, and, in so doing, lead the learners through a series of procedural steps that will achieve stated educational objectives and provide an application that can be modified by learners for their own teaching needs. The purpose of using this approach is therefore twofold; to provide an authentic context for learning, and to demonstrate use of the tool to construct an example that can be re-purposed for other educational uses, sometimes in completely different disciplines. This poster presentation looks at three freely available technologies that can support diverse areas of study: Celestia version 1.5.1, a free stand-alone open-source, three-dimensional space simulator Google Earth release 4.3, a free web-based geographic simulator with time-based display, and YouTube Video, a web-based video display technology that can provide online tutorial resources with rich dynamic content.
Copyright (c) 2025 Thomas Kerr https://creativecommons.org/licenses/by/4.0
A national Discipline-Based Initiative project for ICT, funded by the ALTC, has sought to identify the issues and challenges facing the sector. The crisis in ICT education spans high schools, universities and industry. The demand for skilled ICT graduates is increasing yet enrolments are declining. Several factors contribute to this decline including the perceived quality of teaching and a poor perception of the ICT profession amongst the general public. This paper reports on a consultation process with the academic community. Academic concerns include the capacity of the sector to survive the downturn, and improving relationships with industry which should benefit students, academics and industry. An outcome of the consultation process has been the formation of the Australian Council of Deans of ICT (ACDICT) which will have broad responsibility for addressing the issues affecting ICT higher education.
Copyright (c) 2025 Tony Koppi, Fazel Naghdy, Joe Chicharo, Judy Sheard, Sylvia Edwards Edwards, David Wilson https://creativecommons.org/licenses/by/4.0
Scenario + Rapid e-learning = Powerful learning
The integration of rapid e-learning software with situational learning pedagogy can empower educators to create innovative learning modules for online delivery. Educators using the right rapid e-learning tools together with sound learning design and creative flair can produce learning modules that are not only interactive and immersive but also challenge students to develop their critical thinking skills and deepen their understanding of the subject matter.
Copyright (c) 2025 Tristram Lawson https://creativecommons.org/licenses/by/4.0
Educational game themes of a fraction brick game
A digital game of fractions has been developed to compare the sizes of fractions using learning objectives that order fractions. The context of the game is about forming staircases of fraction bricks for players to climb to the top of a tower. The fraction bricks represent sizes of fractions and are labelled with symbols of fractions. Tall bricks are used to order fractions from smallest to largest while long bricks are used to order fractions from largest to smallest. Three game themes are proposed to experience fractions from concrete to abstract: visible bricks are blocks representing sizes of fractions that can be seen; broken bricks are blocks divided in part that can be separated into visible fractions ; hidden bricks are blocks with only symbols of fractions labelled on them. The game has been tested with Year 8 students to confirm the appropriateness of the game themes for learning fractions so that the game can be improved. This study focused on the number of attempts made by students to order fractions at every level of the game. The findings confirmed that the game is increasingly challenging because the attempts increased monotonically across the game themes of visible, broken and hidden bricks. However, the attempts were not monotonically increasing across the levels within the same game themes although fractions were designed to be increasingly difficult and required more complicated strategies. This study provides a background to further investigate the learning of fractions occurring in playing the game.
Copyright (c) 2025 Ya Ling Lee https://creativecommons.org/licenses/by/4.0
Adjusting the community of inquiry approach to a synchronous mathematical context
This paper applies the Community of Inquiry (CoI) framework previously used in asynchronous discussion forums to synchronous chats in a mathematically-based undergraduate course. While the three presences described in the CoI framework - cognitive, social and teaching presence - are still identified, it is argued that categories and indicators tailored for coding asynchronous discussion may need adjustment when applied to this new context. Preliminary results based on the transcript analysis of one chat log and using two coders are presented in this paper.
Copyright (c) 2025 Christine McDonald, Birgit Loch https://creativecommons.org/licenses/by/4.0
Guidelines for podcast production and use in tertiary education
Within the framework of the New Zealand (NZ) e-Learning Guidelines Project the University of Canterbury carried out a series of activities in order to investigate ‘good practice’ in the design and use of podcasting and related materials. The NZ e-learning guidelines consist of a number of questions each relating to a different aspect of provision and use of e-learning resources. This research focused on the following guidelines: ST9: Do the technologies help students successfully meet the learning outcomes? ST7: Will the e-learning foster students’ curiosity and creativity? TD1: Is the use of e-learning appropriate to the intended learning outcome? TO7: What ICT support is in place specifically for e-learning, and is this support reviewed regularly? MO1: Can staff and students easily use the learning technologies and the online resources? Five departments from different parts of the University participated in this research over two semesters. Each department adopted their own approach to the creation and use of podcast materials. The five departments who contributed to this research project were Japanese, Computer Science, Music, Economics and Schools’ Outreach. The experience of staff and students throughout the investigation was charted through the collection of qualitative data at the outset, during, and at the end of the research period. Student focus groups, individual discussion, and online questionnaires were each used to collect and triangulate responses. In terms of quantitative data reporting, for example, the Japanese course produced 15 podcasts with a mean duration of 17 minutes which generated 4, 666 hits (file accesses) over one semester. Quantitative data relating to other aspects of this course and for the other courses involved in study were used in the analysis.
Copyright (c) 2025 Michael O’Donoghue, Alan Hoskin, Tim Bell https://creativecommons.org/licenses/by/4.0
Changing learning and teaching relationships in the educational technology landscape
We adopt a technology of education approach to examine changing teaching and learning relationships in the educational technology landscape. A technology of education entails thinking about all dimensions of the design of teaching and learning environments. The teaching and learning process constitutes a complex interrelated system of people and resources interacting with people as students to achieve their desired learning outcomes. A technology of education approach to the effective use of Information and Communication Technologies (ICTs) in teaching and learning is based on a systems approach and focuses research on one of the key dimensions of educational technology. This key dimension consists of the theoretical considerations or ideas, assumptions and findings which inform the social conventions and practices of teaching and learning. The totality of social processes within an institution and society is included in the study of the use of ICTs in education within a systems approach. The systems approach allows for a critical study of the social and intangible aspects of the use of ICTs in teaching and learning. Specifically, this paper highlights the types of social change that result from the changes brought about by the use of ICTs in education in the identities and subjectivities of teacher and learner. In order to incorporate ICTs successfully in teaching and learning, this social dimension needs to be considered in the design of rich learning experiences.
Copyright (c) 2025 Mary Low O’Sullivan, Gayani Samarawickrema https://creativecommons.org/licenses/by/4.0
This paper presents the challenges involved for team members working on a research project from three different universities located in Melbourne and Brisbane. An advisory university was located overseas in Surrey, England. A variety of computer mediated technologies were used for online collaborations and discussions such as Skype, Elluminate Live!, Carrick Exchange and an Access Grid. Team communication also included email, phone and teleconferencing. The research software used to collect and collate qualitative and quantitative data were NVivo, Opinio and Excel. This paper discusses the complexities involved in online team collaborations and the extent to which technology was able to overcome the ‘tyranny of distance’ to facilitate discussions, examine information and advance investigations.
Copyright (c) 2025 Gabriella Pretto, Catherine Pocknee https://creativecommons.org/licenses/by/4.0
ICTs in the daily lives of Australian students
This qualitative study examines the use of information and communications technologies from the perspective of university students as co-researchers. Using methods developed for a similar study at the University of Cambridge (Riddle & Howell, 2008), students are prompted 8-10 times over a 24 hour period to fill out a diary and take photographs of technologies and techniques they are using. This poster reports on the progress of this study, including sampling student attitudes towards their own personal technologies as well as technology infrastructure, classroom technologies and library facilities.
information and communications technologies
Copyright (c) 2025 Matthew Riddle https://creativecommons.org/licenses/by/4.0
Computer-based clinical simulations are powerful teaching tools due to their ability to expand healthcare students' clinical experience by providing practice-based learning. These simulations encourage active participation and can enhance the retention and transfer of learning. Despite the benefits of such clinical simulations there are significant issues which arise when incorporating them into an educational healthcare strategy. For many healthcare educators the key issue becomes; how to apply computer-based simulations in a co- operative and collaborative self-directed environment. Second Life provides healthcare students with an online social presence, enabling a comprehensive environment for online interaction and collaborative practice-based learning. The purpose of this poster is to investigate how the benefits of virtual worlds, such as Second Life, can be employed to overcome the barriers involved in traditional computer-based clinical simulations. This poster presents how a virtual clinical simulation developed within Second Life can be used by healthcare educators to deliver hands-on team-oriented online interactive learning. The virtual clinical simulation provides healthcare students with an experience that simulates the feel of a clinical setting, while removing the costs and challenges of traditional simulations as well as the barriers involved in traditional computer-based simulations. Healthcare educators should consider incorporating interactive virtual worlds into teaching strategies to further enhance clinical simulations. For this practise to be successful, however, further research among healthcare professionals and educators is required to design a model which outlines the key concepts and practical approach to developing an online virtual simulation for healthcare students.
Copyright (c) 2025 Luke Rogers https://creativecommons.org/licenses/by/4.0
Virtual worlds as an architecture of learning
Virtual or “Synthetic” worlds such as “Second Life”, and online games such as “World of Warcraft” open up the possibility for new and enriching experiences as both an entertainment and an educational medium. For educators Virtual Worlds have the potential to extend the boundaries of when, where and how learning can happen beyond the realm of the traditional classroom. Presently, these virtual worlds are being widely adopted by corporate interests and the military to do business or to simulate war. It is our view that educators need to re-think their position on the place of this type of technology in their repertoire of pedagogic practices and help to claim these spaces for social and educational purposes. In this poster presentation we will outline some of the pedagogical activities we have been utilising in a VicHealth-funded project based in a secondary school in inner Melbourne. In particular we will describe the architecture of learning underpinning our work in this specific school setting.
Copyright (c) 2025 Stefan Schutt, John Martino https://creativecommons.org/licenses/by/4.0
This paper explores staff perceptions of two open-source Virtual learning environments (VLEs), Sakai 2.4.1 and Moodle 1.8, compared to Blackboard Vista 4. In general, staff felt that Sakai was simpler to use, but lacked some of the richer functionality available in Blackboard. A general dissatisfaction with both Sakai and Blackboard led to trialling of Moodle which was perceived more favourably than Blackboard.
staff perceptions of open-source and proprietary virtual learning environments
Copyright (c) 2025 Harsh Suri, Margot Schuhmacher https://creativecommons.org/licenses/by/4.0
There are two forms of e-learning environments: formal and informal. E-learning that provides formal education is led by a trained academic, teacher or instructor, meets certain pre-established standards, and is designed to lead towards the attainment of a conferred award. Informal e-learning can be considered as learning environments which are exploratory and self-directed. Popular virtual gaming environments, for example, are visually rich, player-centred environments. These are now shaping the way in which neomillennials wish to engage in formal education, blurring the distinction between formal and informal learning. Doctoral research examined learning style preferences in visual and verbal modes of communication. The results of the research support the argument for the inclusion of visual communication in formal e-learning environments. This is achieved by maintaining a balanced approach in learning design by not foregrounding one communicational mode (verbal) over another (visual).
Copyright (c) 2025 Julie Willems https://creativecommons.org/licenses/by/4.0
International perspectives, case studies and collaborative strategies for developing ePortfolio concepts
ePortfolios are a current ‘hot topic’ across the international higher education community. A study commissioned by ALTC (The Carrick Institute) investigated the range of ePortfolio implementation strategies in operation across Australia and internationally. The study report summarises the implications of these developments for institutional and cross-institutional initiatives and makes recommendations about how further development can best be supported. The aims of the symposium are threefold: To raise participants’ awareness of the range of ePortfolio strategies in current use across Australasia and around the world; To provide a forum for discussion of transferable design and implementation principles, including collaborative teaching and learning strategies, that reflect the cross disciplinary and sector-wide aspects of ePortfolio initiatives; To foster the sharing of knowledge and experience of ePortfolio use within a community of professional practice setting.
Copyright (c) 2025 Caroline Steel, Gillian Hallam, Wendy Harper, Cathy Gunn https://creativecommons.org/licenses/by/4.0
Do free social networking tools belong in educational environments?
With advancements in technology, principally Web 2.0, social software, and open source tools, learners are challenging what it means to gain an education and be educated. Faculty are starting to explore the potential of blogs, media-sharing services and other social software - which, although not designed specifically for e-learning, can be used to empower students and create exciting new learning opportunities. What is the potential and implications of utilising Web 2.0 tools in online learning courses and as resources? What is the potential of social software tools and how far should they go? Ultimately this is something that institutions will have to determine for themselves. However, enabling the learner to take an active role in shaping their learning with tools that they are currently using may result in institutions seeing more students reach their goals. This interactive session will feature three panelists who will present the spectrum of views based on their own experience and participation in a recent ascilite co-hosted Web 2.0 roundtable. In addition, the session will present US and UK viewpoints on this topic gained by Web 2.0 roundtables hosted in the respective countries.
Copyright (c) 2025 Ian Smissen https://creativecommons.org/licenses/by/4.0
Online sites support complex discourses and multiple relationships; they cross physical, cultural and linguistic boundaries. In a discussion of the practices and welfare of staff and students we highlight ethical issues related to matters of equity and diversity, surveillance and consent, identity and confidentiality. Rather than attempt to resolve issues raised in this discussion, we pose questions to encourage exploration of those issue.
Copyright (c) 2025 Bill Anderson, Mary Simpson https://creativecommons.org/licenses/by/4.0