ASCILITE Publications (ISSN 2653-665X) is a peer-reviewed, fully open access platform dedicated to advancing research and practice in Technology-Enhanced Learning (TEL) in Australasia and internationally. The publication aims to broaden the evidence base for TEL by supporting both traditional and non-traditional scholarly outputs that document innovation, analyse emerging practices, and strengthen the theoretical, pedagogical, and organisational foundations of technology-supported education. Aims and Scope 1. Advance knowledge in Technology-Enhanced Learning Research may address digital learning design, learning analytics, online and blended learning, AI-enabled learning environments, assessment and feedback technologies, student experience, or organisational and sector-level approaches to digital transformation. 2. Present rigorous analysis of practice The platform supports high-quality practice-based scholarship, case studies, design-based research, reflective analyses, and evaluative work that provide transferable insights for educators and learning practitioners. 3. Support methodological and epistemic diversity Submissions may employ quantitative, qualitative, mixed-methods, theoretical, design-based, experimental, or computational approaches, provided they offer a clear contribution to the TEL knowledge base. 4. Increase accessibility and reach of sector knowledge By publishing beyond conventional journal formats, ASCILITE Publications aims to elevate impactful work that may otherwise remain within institutional or conference contexts, expanding the global dissemination of TEL innovation and evidence. 5. Foster an inclusive scholarly community The publication encourages participation from early-career researchers, doctoral and masters candidates, teaching-focused academics, learning designers, and professional staff, reflecting the multidisciplinary nature of Tel practice and research.
Encouraging role based online learning environments
This symposium reports on progress in the first year of a two year project called Project EnROLE (Encouraging Role Based Online Learning Environments) which is funded by the Carrick Institute for Learning & Teaching in Higher Education in Australia. The project aims to link a small but growing number of university teachers who are using online role play, building them into a community via three strategies: developing a repository of sharable/reusable role play learning designs with an associated peer review process; facilitating evaluation and publication of papers about their role plays (for example the role play stream at this conference); and establishing sustainable national and international role play partnerships. The project also aims to double the number of online role play designers in two years by scaffolding beginners in a four stage process before designing their own role play: awareness raising; participating in another designer’s role play; evaluating another designer’s role play; and moderating another designer’s role play. The strategy for growing the community takes a multi-pronged approach, firstly emphasising personal interaction by fostering university-based clusters of online role play designers, then building into state networks for both face to face and online professional development events. Together, the state networks in the second year of the project will form a national community of practice with international presence via the project’s website and repository.
Copyright (c) 2026 Sandra Wills, Elizabeth Devonshire, Elyssebeth Leigh, Elizabeth Rosser, John Shepherd, Andrew Vincent https://creativecommons.org/licenses/by/4.0
Microteaching, designed at the Stanford University in the 1960s (Allen & Ryan, 1969), revised (Ryan & Wang, 1996) has been described as one of the most powerful techniques for improving teaching. It has a longstanding reputation in the professional development of teachers at all levels from schools to universities. This paper reports on an on-going project from the National Institute of Education (NIE) Singapore, on the use of podcasts in the professional preparation of English language teachers (ELTs). One outcome of the project, designed in 5 Stages, will be the creation of an NIE website Grammar Rules! The project focuses on the authentic assessment devised for 190 trainee non-specialist primary schools teachers by 5 non-tech-savvy Tutors. The NIE Grammar in a Pod project differs from established microteaching in a number of important ways. New technologies have opened up new options for teaching and learning. The arrival of the podcast presents teachers in every kind of institution with an invaluable learning resource and assessment opportunity. The poster will outline a framework for using podcasts as authentic teaching and assessment opportunities. The pedagogic rationale for podcast creation will be outlined, together with a framework for understanding podcasts as an appropriate model of autonomous learning and authentic assessment. It will be demonstrated that using podcasts in teaching, promotes creativity and supports learner autonomy. The process and findings from the project will be of interest to university teachers and other engaged in the professional training of graduates and professionals in the 21st century, including doctors, lawyers, engineers and of course, teachers.
Copyright (c) 2026 Linda Thompson https://creativecommons.org/licenses/by/4.0
The spring cycle blended curriculum model for teaching paragraph writing
This proposal describes the features of a curriculum model that can be used to develop paragraph writing skills for university students who fail their Qualifying English Entrance Test (QET). The model called the Spring-Cycle Blended Curriculum (SCBC) Model combines the strengths of two learning pedagogies namely blended learning and scaffolding for the design of a new curriculum. The initial simplified version of the curriculum was piloted for the module HW001, English Proficiency at the Nanyang Technological University (NTU) in January 2007. It was found that the model was effective in achieving the target learning outcomes for students within shorter contact hours with the tutor. The model is currently being implemented and evaluated on a full-scale for HW001. Survey findings from the earlier pilot showed that students both enjoyed and benefitted from the new model. The study by Thanasingam and Soong (2007) on the online oral skills activity used in the model also supports this. One implication of the success of this model is its potential of being adapted and customized for other learning contexts both in and beyond Singapore.
Copyright (c) 2026 Santhakumari Thanasingam, Swee Kit Alan Soong https://creativecommons.org/licenses/by/4.0
The current educational climate is highly competitive, both for funding, and student enrolments. Tertiary institutions are looking for new ways to attract student enrolments and there is a high expectation among students for learning to be digitalised. Research has concluded that Learning Objects (LOs) are effective motivators and help to engage learners with content. It has also been suggested that LOs are most effective when incorporated in a blend of traditional and digital instructional methods. Tertiary institutions are well positioned to incorporate LOs within existing units, thereby capitalising on the benefits such instructional tools offer by building on the more traditional methods pervasive within the field. This poster will present the findings from a school- based project conducted in Queensland, Australia which trialed LOs with middle-school secondary science students. The results from the study will be applied to the tertiary settings and it will suggest that LOs present as a useful approach for learners in tertiary settings.
middle-school secondary science students
Copyright (c) 2026 Jennifer Tan, Kar-Tin Lee, Jennifer Duncan-Howell https://creativecommons.org/licenses/by/4.0
Gender and engagement in automated online test feedback in first year human biology
This study reports on the differential use and benefits for males and females of the provision of automated feedback for online MCQ tests in first year Human Biology. The study was conducted across three Western Australian universities offering first year Human Biology units to approximately 2000 students per year. We found that immediate feedback benefits the learning of both sexes, but greater male engagement is obtained through shorter feedback tasks.
Copyright (c) 2026 Katherine Sanders, Julie Hill, Jan Meyer, Georgina Fyfe, Sue Fyfe, Mel Ziman, Nicole Koehler https://creativecommons.org/licenses/by/4.0
Self and peer assessment in groupwork using TeCTra
The ability to assess the work of others is a core attribute for professionals. To develop this graduate attribute in our students requires the learning of self and peer evaluation, feedback, review and assessment skills. The poster presents a self and peer assessment tool - TeCTra Team Contribution Tracking – that is being developed, implemented and evaluated with a 2006 Carrick Institute Priority Grant and disseminated within Australia in the second half of 2008.
Copyright (c) 2026 Richard Raban, Andrew Litchfield https://creativecommons.org/licenses/by/4.0
Integrating undergraduate project based learning in computer science with COAST
Project based learning has become a standard method of teaching at the University of Applied Sciences - Technikum Wien. In the Computer Science course, PBL supports the teaching process throughout the whole curriculum. The focus of the projects differs from year to year. In the first year of study basic skills in managing IT projects is the main focus. In the third year, many Computer Science students carry out complex projects, a complete phase of planning and documentation is also required. The total number of projects carried out per year is around 100. Much attention is paid to the process of project selection. If students can select projects themselves, they are very interested in the results; therefore the results usually are very good.
Copyright (c) 2026 Robert K. Pucher, Harald Wahl, Friedrich Schmöllebeck https://creativecommons.org/licenses/by/4.0
Engaging students with ICT choices at Edith Cowan University
This poster outlines development over the last 5 years, of a range of ICT choices at ECU being utilised to engage and meet the requirements of today's students, over fifty percent of which now classify as Net Generation students. These students arrive at university with expectations of a choice of technologies, flexibility in accessing resources, and 24/7 availability. The challenges of migrating primarily print-based external studies offerings to ECU’s LMS Blackboard are also described together with the range of technologies and Web 2.0 utilities now in use at ECU.
Copyright (c) 2026 Romana Pospisil, Rebekah Aspinall, Gillian Matthews, Carole Reid https://creativecommons.org/licenses/by/4.0
UOW established a digital repository (or CMS) in 2006 to manage and deliver digital learning resources, for use initially by the UOW's Graduate School of Medicine (GSM) and delivered through Blackboard Vista. The system (Equella by TLE) is also intended to advance teaching in UOW through the sharing of teaching resources. Intended specific outcomes were identified at the start of the project, based on discussions and surveys of staff.
Copyright (c) 2026 Russ Pennell https://creativecommons.org/licenses/by/4.0
Evaluating the potential of the Nintendo Wii to support disabled students in education
This paper describes a new project aimed at identifying the potential of the new generation of games consoles to support learners with disabilities. The Nintendo Wii represents an innovation in the way players interact with games through the use of a remote control device that provides a more intuitive and realistic means of control and interaction. By selecting simulations, team and adventure games and evaluating them with focus groups based on students with particular types of disability, the objective is to evaluate and identify the accessibility of this type of games console and evaluate its potential for supporting disabled learners in an educational context.
Copyright (c) 2026 Elaine Pearson, Chris Bailey https://creativecommons.org/licenses/by/4.0
This poster describes the design and structure of an online professional development course in e-learning for university teachers. It presents the nature of the course and identifies some of the problems and issues of trying to switch academic staff on to professional development in the area of e-learning based on the experiences within a diverse, multi- campus university community. The intention is to convey some of the key principles required when designing an engaging and sustainable professional development programme, which promotes personal skills at the same time as seeding longer-term pedagogical change.
Copyright (c) 2026 Duncan O’Hara, Mark Brown https://creativecommons.org/licenses/by/4.0
Owing to an increase in demand for undergraduate video lecture recording across the University the University Centre for Teaching and Learning were asked to outline possible alternative practices for the recording and distribution of lectures to students. Discussion with academic and other colleagues on the subject of recorded lectures identified two seemingly conflicting viewpoints; whether the adoption of a recorded lecture system would be beneficial to student learning by way of increased flexible learning provision, or whether effort and money should be better spent on developing staff approaches to active learning, so changing the nature of delivery for many courses from a passive lecture transmission to more engaging and collaborative forms of learning. This poster charts the development of this investigation, detailing the approaches and outcomes to date with particular emphasis on the institutional perspective.
Copyright (c) 2026 Michael O’Donoghue, Jessica Hollis, Alan Hoskin https://creativecommons.org/licenses/by/4.0
This poster informs the community of a project being undertaken at The University of Wollongong (UOW) to develop a program to support teachers involved in multi-location teaching. UOW has incorporated blended and distributed teaching throughout many Courses. These models rely heavily on educational technologies for delivery, as well as part time and sessional staff, for delivery. This project aims to address the needs of these staff. By examining barriers to utilisation, it will develop a professional development program that utilises flexible delivery strategies for delivery.
Copyright (c) 2026 Wendy Meyers, Dianne Salter https://creativecommons.org/licenses/by/4.0
This paper outlines the design principles and software architecture of Olly! (OnLine Learning for You!). Olly! is an open source, browser based instant messaging tool designed specifically for conducting classes online. Built on the AJAX scripting model, it is cross- browser compatible and universally available to anyone with access to a computer. Data generated by the tool (text based conversations, file uploads, etc.) is retained by the institution offering the service. While currently a prototype, the future development of Olly! will produce a release candidate for use in a variety of online learning applications.
Copyright (c) 2026 Miles Menegon, James Cartledge https://creativecommons.org/licenses/by/4.0
A multi functional regional digital repository for teaching higher education in further education colleges
There is a growing interest in the use of a learning object economy as a means to deliver high quality learning to students particularly in the post-16 educational sector. This is fuelled by, amongst other things, pressures to increase student numbers brought about by initiatives such as widening participation and lifelong learning, and student’s expectations of high quality electronic learning. The reuse of learning objects is a means of making wider use of scarce and expensive resources. Crucial to this is finding an effective means for the storing, cataloguing and retrieval of materials.
Copyright (c) 2026 Anne McDermott, Neil Witt https://creativecommons.org/licenses/by/4.0
The E-Learning Maturity Model provides a quality improvement framework by which institutions can experience a discontinuity of perception that can drive change. This poster conveys the key concepts of the eMM and illustrates how the capability analysis can go beyond benchmarking and provide a framework for supporting change and improving the quality of e-learning experienced by students and staff.
Copyright (c) 2026 Stephen Marshall, Geoff Mitchell, Stephanie Beames https://creativecommons.org/licenses/by/4.0
The process of designing a learning activity does not arise entirely from an individual without any reflections or interactions with the individual’s environment. This includes students, colleagues, management and institutional culture. This poster describes the practice of designing and implementing a learning activity involving informal collaborative work between a learning technologist and an academic staff. Both are situated in different departments within the same institution which has just introduced a virtual learning environment (VLE) in recent years as a platform to promote the adoption of online learning.
Copyright (c) 2026 Yik Sheng Lee, Yaw Yuen Loi https://creativecommons.org/licenses/by/4.0
Mapping the terrain of role based learning
This poster updates the lessons from a collaborative learning about how the process of mapping similar teaching cases can help define the terrain and share good-practice to encourage uptake. The context mapping process gives an understanding of how we might consider all the role based learning task designs in a way that is not dependent on the particular definition such as role-play or case-study but rather focuses on a process that considers the context of the academic and finding similar good practice to be able to work with them effectively. The author worked collaboratively with the Project EnRoLE team to map a repository of cases in ways that were helpful for the team’s understanding of the factors that are key to useful definitions of role-based learning. It is hoped the exercise will influence and clarify strategies for disseminating the project and the cases in ways that encourage re-usability of the learning designs for role-based learning experiences.
Copyright (c) 2026 Sarah Lambert https://creativecommons.org/licenses/by/4.0
Reviewing the progress of a campus-wide e-portfolio rollout
This poster updates the community on the progress of the campus-wide e-portfolio rollout at the University of Wollongong, since it was reported on at the ASCILITE 2006 conference. During 2007 additional Faculties have come on board to develop a Faculty or program customised template and to release this to their students, and additional Careers Service programs have also developed e-portfolios. By August 2007 around 1200 e- portfolios have been released to students and around 150 have been released to staff. 2 early adopters (teachers) have been interviewed to discuss how they integrated the e- portfolio into the context of their particular subjects, and reflecting on how this could be improved. Plans for further development and dissemination are discussed including links to the Carrick funded national e-portfolio study.
A constructivist perspective of knowledge management theory
The poster presentation describes the author’s epistemological stand and the theoretical framework of his proposed doctoral study. The new theoretical perspective based on the constructivism is proposed as the theoretical foundation for the action research study.
Copyright (c) 2026 Zainuddin M. Khairiltitov https://creativecommons.org/licenses/by/4.0
Drawing from the findings of a wider study into the role and function of online social presence and its (potential) relationship with learner support in text-based online learning environments, this poster highlights key findings related to social aspects of learner support in text-based online learning environments and, in particular, community based model for learner support.
Copyright (c) 2026 Benjamin Kehrwald https://creativecommons.org/licenses/by/4.0
ICT supported scaffolding of generic skills acquisition by first year students
Students arrive at university with diverse backgrounds, expectations and levels of curiosity and varying abilities to cope with their first semester. The generic knowledge, skills and attitudes to learning acquired at secondary school, at vocational training institutions or in the workplace, are sometimes inadequate for the demands of successful university study. To do well and to lay a firm foundation for their professional development, students need to enhance and expand their abilities to work and learn effectively within the more demanding university context - fast! This poster describes a collaborative approach to scaffolding the development of first year students’ generic skills: information literacy, information communication technology [ICT], critical thinking and teamwork skills, and the negotiation of their university’s Learning Management System [LMS]. Collaborations between the lecturer and specialist support staff: an educational designer, academic skills advisers, a campus librarian and an instructional designer, resulted in a number of carefully structured ICT-supported learning tasks in a first semester, first year unit. Importantly this approach ensured access to the highest available levels of expertise for scaffolding the development of each particular skill and for embedding developing knowledge and skills in a discipline context. Class activities and assessment tasks, often ICT-supported, provided an opportunities for students to embed their newly enhanced skills in a realistic manner. After giving an overview of these activities and tasks, this paper provides insights into both the students’ and our own reflections on this experience. It presents our conclusions about the benefits offered by this approach and briefly describes plans for future research.
Copyright (c) 2026 Alanah Kazlauskas, Ann Applebee https://creativecommons.org/licenses/by/4.0
Supporting academic staff in new learning contexts
A specialist support team is working with academics to design online learning experiences for Open Universities Australia. Delivery to a cohort of students with needs and backgrounds different from traditional university students, and with timeframes and administrative structures that often conflict with familiar practice, raises challenges beyond those normally faced in online education. This poster describes some of the solutions that have been put in place and outlines a framework for an ongoing evaluative study.
Copyright (c) 2026 Tass Katsoulidis, Andrew Buntine, Lyn Atkinson https://creativecommons.org/licenses/by/4.0
Using a digital repository for managing digital rights and copyright information
This presentation will demonstrate how a digital repository can facilitate academics and educators publishing online material for deployment via a learning management system. It will cover the types of digital rights expression languages, copyright management issues and how to encourage your staff to publish online. The particular digital repository that will be used for this presentation is Equella, which has been developed by The Learning Edge International, an Australian based company. Equella has been implemented within half of the universities in Australia. In addition, Nanyang Technological University has been trialling Equella for much of 2007. Equella has rich integrations with Blackboard, WebCT, Moodle and other LMSs. Equella provides a variety of digital rights management (DRM) tools to manage digital rights and copyright issues for items uploaded to the repository. DRM can be set up to manage third party copyright issues such as for purchased content. It can also track the contributor(s) of material and the moral rights owners (e.g. authors) of that material. In addition, Equella provides a copyright compliance module that manages copyright materials using the Copyright Agency Limited (CAL) licence framework.
Copyright (c) 2026 Chris Jones https://creativecommons.org/licenses/by/4.0
Using a perceptual measure to evaluate the use of video objects in English language learning
Economies in the creation and delivery of digital objects, the ability of tutors to easily re- purpose and re-present media-rich content and the increasing ease of access to previously controlled network storage areas by students are but a few of the perceived drivers behind initiatives to re-use digitally created content. However, while it maybe economically beneficial and technically feasible to continuously make available to students’ a range of re- usable digital objects a number of issues should be explored before it is recommended tutors use the digital materials available. This poster outlines the preliminary development of an evaluation tool to investigate students’ perceptions of re-usable video objects in an English language course in Japan.
Copyright (c) 2026 Jun Iwata, John Clayton https://creativecommons.org/licenses/by/4.0
First year science courses at the University of Auckland face a number of common challenges which impact on course design and learning support for individual students. The large student cohorts (> 1100) entering courses are not only diverse in future program choices but also in their educational backgrounds. Opportunities for formative learning have been developed though the web environment using the university’s “in house” learning management system Cecil, and Bestchoice (an interactive learning portal). http://bestchoice.net.nz (Woodgate and Titheridge 2006). These formative learning activities have been integrated into existing course designs (Gunn & Harper 2006) to support diversity in learning strategies and learning styles while enabling all students to develop a sound body of knowledge essential in the discipline of Science. Teachers across the disciplines of Chemistry and Biological Sciences maintain a professional dialogue about learning developments. There is an overlap of the order of 80% across the Biology and Chemistry cohorts. Where it is appropriate, similar technologies are used. This commonality between courses results in improvements in students’ learning outcomes. This is part of teaching reflective practice which is currently influencing future developments.
Copyright (c) 2026 Mandy Harper, Judy Brittain https://creativecommons.org/licenses/by/4.0
Online learners’ interactions and characteristics affecting satisfaction and academic performance
The study seeks to identify and validate the elements that contribute to the successful delivery of online instruction in terms of types of learners' interaction and characteristics. This is achieved through a 20-item survey questionnaire administered to forty distance education students enrolled in the Master of Public Administration course in one of the Philippines' state universities. Factorial designs of 23 were used to identify the appropriate combination of the learner’s interaction in order to achieve highest possible grades.
Copyright (c) 2026 Ma. Teodora E. Gutierrez, Aura C. Matias https://creativecommons.org/licenses/by/4.0
Framing the role of technologies in the recognition and development of staff capacities to enhance learning in higher education
There are practical initiatives which can be taken by university management to move institutions forward by engaging a broad range of staff and in cultivating leadership capabilities in teaching and learning. These initiatives are considered in terms of 12 ‘levers of engagement’ currently being implemented in our university, and shown below. Deakin, as a major flexible education provider, is used as an institutional case study of the role of technology in supporting organisational change in higher education. Many of the levers of engagement are evident in other Australian universities.
Copyright (c) 2026 Alan Farley, Dale Holt, Siew Mee Barton https://creativecommons.org/licenses/by/4.0
Conversations with independent young adult online language learners
This pilot study focuses on young adult learners who voluntarily enrolled for an online English language learning program. They were interviewed mid-way through their program. Preliminary findings indicate that they pursued lessons that suited their goals and their usage patterns, which depended on internal and external factors, varied.
Copyright (c) 2026 Linda Mei Ling Fang https://creativecommons.org/licenses/by/4.0
Scuppers Island is a role playing game (RPG) at http://ispg.csu.edu.au:7688/, based on a pirate code of conduct as the major part of the game play. In an educational context, game- based learning is used to teach computer ethics which can be extended to professional ethics. The purpose of the game is to let the players interact as pirates and learn about values, ethics and differences in each other’s ethical beliefs. To design the game, games design theory was researched and implemented using a set of basic rules. A game must have a hero, and must involve a quest or challenge, for it to be an effective learning tool. The authors propose that use of an online environment in teaching professional ICT ethics can be very effective if used in conjunction with traditional learning techniques.
Copyright (c) 2026 Ken Eustace, Clinton Mason, Mitchell Swan https://creativecommons.org/licenses/by/4.0