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.
On completion of this workshop, participants should have a clear understanding of: the nature of a conference paper and journal articles; how to write a poster, conference paper, or presentation; the processes involved in peer review of journal articles; how to use and respond to feedback given by referees to enhance and publish a paper.
ASCILITE Conference - Pre-Conference Workshops
Copyright (c) 2026 Craig Zimitat https://creativecommons.org/licenses/by/4.0
Using iPods & iTrips as knowledge acquisition tools for problem-based learning in the workplace
Seventy-three percent of students surveyed in 2006 undertaking vocational training and education (VTE) training said that e-learning would in the future improve their employment outcomes (Australian Flexible Learning Framework 2006). This study further stated that, by integrating information and communications technologies (ICT) into VTE, it becomes more flexible and more responsive to client needs, improves quality and access and fosters innovation. In this workshop, participants will: be introduced to and engage with Web 2.0 audio-visual tools and their current usage in vocational education and training; explore potential applications of ipods and itrip transmitters as tools for teaching and learning in the workplace; create and publish a mini ilecture using open source software for mobile devices; gain insight into how mobile communication devices can facilitate collaborative–based learning in today’s workplace.
Copyright (c) 2026 Paula Williams, Beth Hobbs https://creativecommons.org/licenses/by/4.0
Course re-design within a community of practice model
This half day workshop is designed to allow participants to learn about the design and implementation of a new program for staff development initiated at Hong Kong Polytechnic University. The design of this programme provides a community of practice model for staff to work on course re-design. This approach can significantly reduce the amount of time needed for curriculum development at a minimal cost without compromising the creation of an effective learning environment. The implementation of this program, at the institutional level, includes Professional Development, Subject Development, Implementation and Evaluation and Dissemination. In the workshop, in addition to learning about the program design and implementation, participants will learn about and apply the process of ‘applied learning mapping’ that faculty use as the framework for redesigning their course when they participate in this staff development program. The ‘applied learning mapping’ process is designed to shift instructors from a tendency to focus on content coverage and presenting content, to the design of a learning environment that promotes student interaction and engagement with the content. Time for discussion on how the approach can be adapted and presented, using a combination of online modules and face-to face workshops to meet specific institutional needs will be incorporated into the workshop.
Copyright (c) 2026 Diane Salter https://creativecommons.org/licenses/by/4.0
A comprehensive introduction to Elluminate Live!
Participants completing the workshop will be provided with: a demonstration of the approach developed at SCU for orienting staff to using Elluminate Live!; the knowledge and ability to use a range of features and tools available in the current version; the opportunity to connect and engage with national and international participants; an overview of a variety of instructional models that can be implemented; a forum to explore potential applications in the discipline areas of participants; access to the range of training and support resources available from Elluminate.
Copyright (c) 2026 Stephen Rowe, Allan Ellis https://creativecommons.org/licenses/by/4.0
Embedding quality guidelines into e-learning practice
How can a set of quality guidelines bring real performance improvements for e-learning practitioners? This workshop will introduce e-learning quality guidelines that are: flexible so that they can be applied to the diverse tertiary context, easy to use, and able to evolve as understanding on best practice develops. This workshop will explore how to apply the guidelines to a participant’s institution and discuss their future development. The workshop will be divided into six parts: Welcome & introduction to guidelines, who needs them and why use them; Group activity: write a scenario that draws on the key issues relevant to e-learning in your group. Start by discussing some of the key issues, shortlist a few of them and then write a short outline of these issues at a typical institution. Present the scenario to other groups. Introduction to the e-learning guidelines and how to use them; Group activity: Take a scenario developed earlier and research guidelines that can help with the scenario. Report back on findings; Discussion of future developments of the e-learning guidelines; Wrap up and summary.
Copyright (c) 2026 John Milne, Andrew Higgins https://creativecommons.org/licenses/by/4.0
How to develop ‘on-demand and on-the-go’ ubiquitous educational multimedia for connected communities
An interactive technological tool that facilitates different forms of online communication, learning, and collaboration among educators, students and colleagues across international borders will be presented, demonstrated, and taught to workshop delegates. Participants will create their own blogs while demonstrating an understanding of RSS. At the completion of the workshop, participants will be able to: summarize the basic format, function, and use of blogs; describe the potential use of blogs in education, professional development, and virtual conference participation; implement provided Free/Libre/Open-Source Software (FLOSS) to create a personal and “team-ascilite conference” blog; create a RSS feed by using a source, such as Feedburner; summarize the basic set-up, purpose, and use of podcasts; explain the potential use of podcasts in education, professional development, personal use, and virtual conference participation; implement provided FLOSS software to create a unique podcast; create a smartcast feed by using a provided source; design and organize an enhanced podcast; tell the instructor the technical components of a vodcast.
Copyright (c) 2026 Margaret M. Maag https://creativecommons.org/licenses/by/4.0
Giving effective and interactive presentations
The purpose of the workshop is to help presenters to get away from the ‘death-by-PowerPoint’ that so many of us are subjected to at conferences. A traditional approach seems to be to have as many slides as possible and to talk quickly in the short timeframe often allowed at conferences. Adopting a more educational approach based on learning and teaching principles (that presenters no doubt apply elsewhere) helps overcome the traditional transmission model so often used at conferences.
Copyright (c) 2026 Tony Koppi, Elaine Pearson https://creativecommons.org/licenses/by/4.0
Architectures for effective online learning and performance
The workshop is designed as an interactive and participative session where the presenters will pose key challenges in the creation of emergent, engaging, interactive and motivational online learning environments. Using multi-disciplinary perspectives, participants will engage in discussions and activities designed to contextualise these challenges and develop environmentally-specific design and development solutions for their individual online learning programs. On completing the workshop, participants will also have a set of tools to support the construction of their own “online architectures”. The expertise of Dr Kays and Dr Sims in the international higher education sectors, in instructional design, learning design and contemporary online learning environments will ensure that participants will develop their knowledge and skills to maximise the success of their own online teaching and learning practice. At the end of this one-day workshop, participants will have: reviewed and critically reflected on the key components for effective online learning; analysed the major issues that confront and prevent designers from achieving the full potential of online learning; synthesised the key elements required to construct Architectures for Online Learning, including emergent design, proactive evaluation and interaction metrics; participated in a case study of their own workplace environment to implement contextual and functional Online Learning Architecture; access to a full set of resources and tools to develop and implement more complex online learning architectures within their workplace.
motivational online learning environments
Copyright (c) 2026 Elena Kays, Rod Sims https://creativecommons.org/licenses/by/4.0
Designing engaging online learning experiences
Engaging the online learner remains a major challenge for e-learning designers and facilitators. How do we inspire the learner and energize the learning environment without any visual clues and when learning is not taking place concurrently? This workshop introduces some of the basic concepts of engaging and collaborative learning design for online environments. Workshop participants will be given an opportunity to experience hands-on what it takes to make this happen. At the end of the workshop, the participants will be able to: discuss and construct principles for engaging learning design for online delivery; explain what makes an effective online learning design to foster collaborative learning; design an inspiring online group activity; recommend facilitation approaches to promote a ‘learner-centred’ learning experience in a virtual learning environment.
Copyright (c) 2026 Anouk Janssens Bevernage, Sue Dark https://creativecommons.org/licenses/by/4.0
Online information literacy e-learning modules from the OIL project
The workshop is based on the outcomes of the e-CDFi 423 Information Literacy e-Learning Modules project, funded by the Tertiary Education Commission in New Zealand. The aim of this 2-year project is to develop a range of on-line modules, predicated on the ANZIIL standards of information literacy (Bundy, 2004ii), and amenable to adaptation and use in a range of contexts. The project was conceived to address four main areas in the tertiary sector associated with information literacyiii learning: Barriers to tertiary study which can occur as a result of poor information literacy skills and the diverse needs of marginalised, mature and distance students. A shortage of high quality online information literacy modules which are reusable, portable and have pedagogical flexibility. A need for professional development opportunities for staff in the area of information literacy. A tertiary sector requirement for centrally maintained and managed, standards-conformant, online resources in this important foundation field.
Copyright (c) 2026 Bronwyn Hegarty, Jenny McDonald, Dawn Coburn https://creativecommons.org/licenses/by/4.0
Participants will: develop a general understanding of the capabilities of eLearning in enhancing online interactions; view a variety of working examples in which the Web can be used for learning (either offline or online); be involved in hands-on sessions for each of the 3 types of interaction in which they try out the working examples; (3 types of interaction within this workshop are enhancing interactions with content, with instructors, and with peers). be involved in discussions regarding the potential benefits and drawbacks to learners and facilitators of eLearning by using a specially designed eLearning decision worksheet.
Copyright (c) 2026 Josie Csete, Paula Hodgson, Peter Duffy https://creativecommons.org/licenses/by/4.0
This Symposium presents some of the research of members of the eChina-UK programme. The programme is funded in the UK by the Higher Education Funding Council for England, and its purpose is to bring about cultural awareness and good pedagogic practice between teachers and higher education institutions in the UK and China. Collaboration between UK and China teachers and researchers is a key feature of the programme.
Copyright (c) 2026 David McConnell, Gordon Joyes https://creativecommons.org/licenses/by/4.0
Realities of reuse, migration and repurposing of elearning designs
Successful dissemination of elearning designs and digital resources created to support them implies real use by others. Continuing discourse at institutional and national level on strategies for dissemination implies that observed reuse remains limited. To achieve this on a broad scale benefits must be greater than the efforts of meeting the challenges faced. The goals of this symposium are to: Bring together people who have either experienced a migration/ reuse/ repurpose and lived to tell the tale and reflect on the experience, and/or who have researched such lived experiences; Promote discussion about experiences, issues and recommendations for facilitating use in universities of existing elearning designs and the digital resources created to support them. The realities, rather than the rhetoric, of dissemination, adaptation and use will be the focus of this symposium.
Copyright (c) 2026 Mary-Jane Mahony https://creativecommons.org/licenses/by/4.0
In this session we wish to project an encouraging and supportive view of the editorial role. Editors, and reviewers, are not there as all powerful, ruthless guardians of high academic rigour, putting down all authors except the lucky or highly ranked few. The more important role in relation to authors is as advocates, developers, coaches, even 'guides on the side'. Editors do have other roles that are also important to authors, so we will use a little time, in 'Journal policies', to discuss scholarly publishing as an industry and how societies, editors, libraries and the commercial world have responded to the ICT revolution.
Copyright (c) 2026 Catherine McLoughlin, Roger Atkinson, Gráinne Conole, John Hedberg https://creativecommons.org/licenses/by/4.0
ascilite and the Carrick Resource Identification Network project
ascilite, in partnership with education.au and ACODE, have completed a preliminary investigation for this project with The Carrick Institute of Learning and Teaching in Higher Education. This session will provide an overview of ascilite's contribution and will also explore education.au's models of use to engage higher education. We will call for expressions of interest from ascilite members to contribute to the next stage of the project.
Copyright (c) 2026 Geraldine Lefoe, Meg O’Reilly, Jenny Millea https://creativecommons.org/licenses/by/4.0
eLearning advocates in campus-based universities in Britain and in Australia are having difficulty helping senior budget holders and strategic planners articulate a vision for eLearning in a campus-based experience. Too often sensible plans for embedding eLearning support and infrastructure in the learning and teaching systems of campus-based universities are put to one side because there is insufficient confidence by the executive of being able to justify why such investment is needed. This can be as simple a problem as being unable to talk about eLearning and its contribution to the whole student learning experience convincingly for non-specialists. Further adding to such confusion is the fact that academics at the executive level may still hold old conceptions of eLearning being predominately about distant learning and can not envision why or how eLearning should be part of the reputation of a predominately campus-based institution. This special discussion session at ascilite 2006 will discuss the nature of this phenomenon and strategies for how to begin to talk about and plan for integrated eLearning experiences in which eLearning is part of a more meaningful whole. Ideas and understandings that help non-specialists in the executive will be sought in discussion with the audience and the panelists. The experience of British universities engaging in an international benchmarking program and the experience of Australian universities grappling with these problems will provide a substantial framework in which to discuss the issues. The panellists have significant and diverse experience: The chair, Associate Professor Rob Ellis, is Director of eLearning at the University of Sydney. Professor Shirley Alexander is about to take up a position as Deputy Vice-Chancellor (Teaching, Learning and Equity) at the University of Technology. Eddie Gulc is Senior Advisor for eLearning in the Higher Education Academy in England. Professor Sandra Wills is Director of CEDIR at the University of Wollongong.
Copyright (c) 2026 Rob Ellis, Shirley Alexander, Eddie Gulc, Sandra Wills https://creativecommons.org/licenses/by/4.0
Multimedia learning and the World Wide Web
The World Wide Web as a source of information retrieval has become increasingly important. Web-based environments allow for combining different representational codes and addressing different sensory modalities which might be especially beneficial for users with special needs (e.g., for blind people or for people with reading and writing disabilities). Our study investigates which representational formats are beneficial to foster recognition and understanding of mentally retarded users. As factors, we varied modality (visual, visual + auditory) and codality (text, text + pictures) aspects which led to a 2*2 design, whereas visual information was presented by means of symbols. Dependent variables were recognition, understanding, concentration and motivation. Participants are students from schools for special educational needs. Preliminary results show that they profit mostly from auditorily presented information whereas purely textual information leads to the lowest performance. This is in line with our expectations because research shows that only a few learners with mental retardations are able to process written language in a meaningful way. The studies are still being conducted and we expect final results within the next weeks. These results will be presented and discussed with respect to their implications for ways to make web-based environments more accessible to disabled users.
Copyright (c) 2026 Peter Zentel, Maria Opfermann, Jan Krewinkel https://creativecommons.org/licenses/by/4.0
The use of information and communications technology (ICT) has an increasing influence on teaching activities in higher education. Material such as online pre-laboratory work can be accessed by students off campus at any time to allow students some timetabling flexibility whilst offering the university a cost effective means of delivery. This poses the question: does one version of any online activity benefit students with different levels of prior knowledge? This study investigated the effectiveness of online pre-laboratory work modules on students’ learning and their academic performance in a related practical exercise and the final examination. It clearly demonstrated that students, with a relatively poor chemistry background prior to commencing university study, who completed the module performed significantly better in a laboratory titration assessment and final examination than those who did not complete it, indicating the benefits of the module for students with weaker chemistry backgrounds. Furthermore, this study has shown that not all students benefit from the one version of the online modules. Therefore, adjusting the online modules to cater for students with varying levels of prior knowledge may be beneficial in helping all students to achieve improved outcomes.
Copyright (c) 2026 Alexandra Yeung, Siegbert Schmid, Roy Tasker https://creativecommons.org/licenses/by/4.0
Blending synchronous and asynchronous forms of communication in an online teacher education class
Educational settings in tertiary institutions these days are often constituted by characteristics that address the specific needs of today’s culture. One of these needs is the notion of being free of time and place constraints. Typical scenarios resulting from such needs are distributed group settings whose communication and collaboration is supported by technology. This paper focuses on the use of Information Communication Technology (ICT) in a teacher education class. We will describe the flexible implementation of chat rooms and discussion forums as communication means in computer-supported learning settings. Special emphasis is placed on students’ perceptions of media usage and their development as the learning process unfolds. Initial results show that a low level of ICT experience as well as ICT usage in private settings do not provide a sufficient skill set to cope with ICT usage in learning settings. We underestimated the initial low level of ICT acceptance as well as participants’ difficulties to adapt existing ICT skills from private usage to application in learning settings. The occurring difficulties are not an exceptional phenomenon in teacher education in higher education institutions. Special attention has to be paid to particular needs of students in teacher education.
Copyright (c) 2026 Miriam Weinel, Chun Hu https://creativecommons.org/licenses/by/4.0
Developing effective digitally-enhanced blended learning environments
Blended learning has become a prominent trend in university learning and teaching. This raises various questions for traditional distance as well as face-to-face universities internationally and in particular in Australia. A key area where many issues arise is the development process to create effective digitally-enhanced learning environments within a blended learning milieu. A comparative study of Australian Universities has been conducted in 2006 to identify factors in the development of learning materials and environments that support effective blended learning that is digitally enhanced. The prominent team-approach for the development of learning materials (Bates, 1993; DEC working party, 1989; Garrison, 1989; Holmberg, 1995) has been one of the foci of the study. Innovative approaches have been identified in learning material development that could benefit both Australian and international universities that are pursuing blended learning which is digitally enhanced.
Copyright (c) 2026 Philip Uys, Janet Buchan, Linda Ward https://creativecommons.org/licenses/by/4.0
21st Century higher education management
Various questions arise when considering the interplay between digitally enhanced learning and conventional forms of learning, and the effects of this interaction on educational leadership and management. Is it practicable for conventional higher education to embrace digitally enhanced learning fully within its current management practices, or are new forms of educational management required? The writer’s PhD (2000) focussed on the implementation and management of digitally enhanced learning and in particular networked learning in higher education, during which he developed the networked educational management framework. This model addresses the distributed nature and human issues present in a digitally enhanced learning environment. This paper therefore presents a key aspect of the doctorate research of Uys (2000) since 1995 grounded in literature on educational management. It further uses a comparative analysis of three case studies over nine years that reaches beyond the doctorate research. These case studies are the eLearning implementation on the Wellington campus of Massey University, New Zealand from September 1995 to December 2000, a five-month consultancy in 2000 at the Cape Technikon, South Africa to lead the enterprise-wide wide implementation of eLearning, and four years of implementing eLearning at the University of Botswana up to January 2005.
Copyright (c) 2026 Philip Uys https://creativecommons.org/licenses/by/4.0
Role playing, scenario-based activities and video dramatisations have been used extensively in management training for the past thirty or so years. In the online environment there has been keen investigation in the use of computer generated simulations as well as online role playing games intended to engage learners and replicate, as near as possible, the sorts of problems, decisions and judgements that a manager might face in the so called real world. This poster presentation is a case study of the development and implementation of a low cost, low-tech approach to developing effective, engaging and realistic dramatised scenarios that uses a combination of visuals, audio and text. These scenarios tell the story of a work group in a public service ministry. They are designed to engage public sector workplace learners with the complexity and infinite variability of human relationships and the dynamics of social groups, whether in the workplace, on the sports field or at home. The learner is required as part of a group-based activity to investigate the dynamics of a team under pressure within a typical public sector organisation environment. By engaging with and reflecting on this affective content in an online environment the learners are able to gain insight and understanding of group dynamics in way that provides the learner with a multi-sensory experience, not available in text only content.
Copyright (c) 2026 Keith Tyler-Smith https://creativecommons.org/licenses/by/4.0
Our brief as members of central support groups was to re-develop the learning and teaching website for RMIT University. Our challenge was to provide a resource that educators would actually want to read, contribute to and enjoy. The result is ED, a unique resource that combines the conventions of a website with those of a magazine. ED is characterised by its visual appeal and inclusiveness. It offers a different approach to discussion of learning and teaching than other university websites.
Copyright (c) 2026 Elizabeth Tuckerman https://creativecommons.org/licenses/by/4.0
This poster reports on an action research project investigating the development and implementation of an online debate activity in a core unit of study within the Graduate Studies in Pain Management Program. The activity required that students work in groups to debate the topic ‘pain is merely a symptom, not a disease’. It aimed to encourage critical engagement with a contemporary pain management issue, promote collaborative learning in an online context, and provide opportunities for reflection on the benefits and challenges of the group process. Learning design considerations included the: timing and focus of the activity in the curriculum; structure and sequencing of tasks; scaffolds and learning supports required; and student readiness. Initial findings highlighted the engaging and enjoyable nature of the task. Students reported the activity encouraged adoption of a more critical stance towards the course content and provided them with a valuable and worthwhile learning experience. They also commented that the cross-disciplinary discussion enriched learning and enabled new insights into the management of pain. From a teacher perspective the activity reinforced the importance of providing enough structure and appropriate learning supports to assist learners collaborate effectively in the online environment and achieve a specific group task.
Copyright (c) 2026 Grace Tague, Liz Devonshire, Allan Molloy, Stephen Loftus, Philip Siddall https://creativecommons.org/licenses/by/4.0
Living English simulation learning for non-native English speakers
The poster presentation will be to show and illustrate an ‘edutainment’ computer learning methodology that creates an immersive learner simulation where users encounter various scenarios that occur in daily life requiring them to speak English. The simulation is modelled on the popular Sim City series. Learners will be able to move throughout a virtual learning environment interacting with different situations and program features whilst learning English. Decisions they make along with their current speaking abilities will then affect their progress through the simulation. The simulation can be offered as an online activity with other learners from around the globe or through a DVD for localized communication interactions. The English speaking educational program already operates internationally providing English learning educational content to universities and companies. The computer simulation part of the total program is branching more into educational entertainment in Asian markets. Both The University of Southern Queensland (USQ) and Lanstar the corporate partner have track records in their fields and the simulation activity is one of several interactivities that complete the whole program. Features: A Karaoke Feature Games Simulation An Audio and Video record and playback feature Interactive Dictionary Lessons supported by several thousand exercises Artificial Intelligence Offered through a face to face e-learning and or DVD delivery methodology
Copyright (c) 2026 David Ross, Fiona McMullen https://creativecommons.org/licenses/by/4.0
Pilot study to review use of WebCT in taught units
The University of Western Sydney has a high level of use of the e-learning system, WebCT, with more than 1100 staff and 33,000 students accessing more than 2,300 sites. Within the University, there was a perception that the e-learning system was largely used by staff to provide learning materials and resources to students. To investigate this further, a pilot study was set up to examine the range of flexible learning approaches used in WebCT across a sample of undergraduate and postgraduate sites. The pilot study reviewed 100 of the 700 taught unit sites in WebCT from Spring Semester, 2005, and checked for types of usage in these sites. A framework was developed to examine the 100 sites and record the diversity of ways in which WebCT was being used. The framework focused on the key areas of Content, Communication, Assessment and Explicit Learner Support. The results show that academics are using WebCT for a range of purposes, with a particularly specific focus on explicit learner support. These results have helped de-bunk the myth that academics are only using WebCT to put up content, such as lecture notes. The study has provided results that need to be examined in more detail and in a larger study.
Copyright (c) 2026 Lynnae Rankine, Janne Malfroy https://creativecommons.org/licenses/by/4.0
Bringing together accessibility research and enterprise activities
Universities are now expected to generate income through business activities as well as through increasing student numbers. One of the many challenges facing us in meeting this demand is how academics can apply their research expertise to income generation and at the same time feed back into their teaching activities. At the University of Teesside, (in collaboration with the University of Sunderland) one way we are tackling this challenge is through the Digital Knowledge Exchange( DKE), a project funded through the Higher Education Innovation Fund (HEIF). The DKE has been granted over £1M for its initial four years of operation. The aim of the project is to bring together businesses, public bodies, charities and other organisations to support innovation and income generation activities. The rationale is that by providing access to specialist research groups and expertise, we can effect transfer of knowledge that enables business to realise new skills, facilitate joint research activities and support new initiatives. DKE offers services that draw on the research expertise of the School of Computing, in accessibility, usability, web services, serious games and elearning. This poster will illustrate one particular aspect of this project – the interplay of research and enterprise in supporting accessible online practices.
Copyright (c) 2026 Elaine Pearson, Steve Green https://creativecommons.org/licenses/by/4.0
There’s more to it than instructional design
Hypermedia environments offer a high amount of learner control including the option to select and combine different representational codes and address different sensory modalities. Additionally, learners can access information in a linear as well as a nonlinear fashion. However, according to prior studies, it can be questioned whether learners are able and willing to appropriately use this navigational and representational freedom. Research suggests that the relationship between the design of hypermedia environments and learning strategies as well as outcomes is moderated by individual differences, i.e., learner characteristics. In our study, we investigate the role of epistemological beliefs, attitudes, and metacognition. Two questions are in our research focus: (1) Is their influence domain specific or general? and (2) Is there an optimal degree of learner control for learners differing on these dimensions? The study is being conducted using a learning environment on probability theory. First results show that learner characteristics come into play when a high amount of learner control is provided in that sophisticated beliefs and positive attitudes lead to longer learning times and higher performance. For metacognition, however, we found that low scoring leads to better performance. These partly surprising results will be presented and discussed in December.
Copyright (c) 2026 Maria Opfermann, Peter Gerjets https://creativecommons.org/licenses/by/4.0
Evaluation of genetics educational technologies used by science teachers
The explosion of information and communication technologies has dramatically expanded the number of multimedia teaching and learning resources available. In addition, genetics is a rapidly-evolving subject that can be difficult to understand and requires up-to-date resources. Genetics educational technologies may be useful for teachers as the technologies may have the capacity to be updated and could overcome some difficulties in teaching and learning genetics. However it is not clear who the technologies should be tailored to – the teacher or the learner – and there is a lack of explicit guidelines relating to their use in the classroom. The first phase of this doctoral research project will determine what technologies are currently being used to teach genetics in Australian secondary schools. The second phase will comprise eight case studies of classroom practice, using the most popular technologies to evaluate: (i) how teachers incorporate technology into classroom learning environments; (ii) the degree to which popular resources accommodate a range of approaches to teaching and learning; and (iii) practical factors that enhance or diminish teachers’ and learners’ educational experiences in the classroom. From these evaluations guidelines will be produced for teachers, learners and the wider community on how to appropriately select and use genetics educational technologies.
Copyright (c) 2026 Amy Nisselle, Gregor Kennedy, Sylvia Metcalfe, MaryAnne Aitken https://creativecommons.org/licenses/by/4.0
Universities are constantly challenged to seek methods to improve student engagement. Leading edge technologies such as podcasting may be one of the most effective ways to accomplish this engagement, particularly for those students aged between 18 and 25. Students within this general age group have been termed by many as Generation Y or the iLife generation. This is due to this group being attracted to new technologies, particularly Apple’s iPod®. This attraction to multimedia based technologies may indicate that podcasting, an online multimedia delivery method, could become a valuable educational technology for Generation Y tertiary students. This poster will present findings from a pilot study which aimed to measure student perceptions toward podcasting as a teaching and learning technique. Students of an introductory information system unit were provided with an educational podcast. This podcast included short discussions each week which would supplement lectures. The students in this unit were then surveyed to determine their perceptions of the technology, including whether they believe it enhanced their educational experience. Over 90% of enrolled students completed the survey, while over 90.2% of those respondents either agreed or strongly agreed that lecture material was easier to understand as a result of the podcast.
Copyright (c) 2026 Leon Newnham, Charlynn Miller https://creativecommons.org/licenses/by/4.0