Skip to main content
ASCILITE Publications logo
Search

2014: ASCILITE 2014 Conference Proceedings. Rhetoric and Reality: Critical perspectives on educational technology

 

 

 

The proceedings of the 2014 ASCILITE Conference

Rhetoric and Reality: Critical perspectives on educational technology

B. Hegarty, J. McDonald, & S.-K. Loke (Eds.), Rhetoric and Reality: Critical perspectives on educational technology. Proceedings ASCILITE 2014 Dunedin, New Zealand

St. David Lecture Complex, Dunedin, New Zealand

November 23 - 26, 2014

ASCILITE2014 Conference Website https://ascilite.org/conferences/dunedin2014/

Published: 20 November 2014

ASCILITE Conference - Full Papers

  • Crossing the divide: Student and staff responses to changing an institutional learning management system

    Stuart Palmer, Dale Holt

    Learning management systems (LMSs) are a ubiquitous feature of the higher education landscape. As with any other technological system, change in LMSs is inevitable as advances in computer and communication technologies render older systems obsolete. In this paper we respond to the call for more research on the impacts of LMS change by documenting a relatively large scale and fined grained quantitative investigation of the changes in user perceptions (both students and academic staff) of the functions of an institutional LMS across the period of transition to a new system between 2011 and 2012. We address the question, “Did the new LMS dramatically change the student and staff experience of using the system?” To a large extent, the answer is, “No”. The median absolute difference between all 2011 and 2012 mean ratings (as a percentage of the 2011 rating) was only 0.21 % for students and 0.26 % for staff.

    Read article: Crossing the divide: Student and staff responses to changing an institutional learning management system

  • Attrition patterns amongst participant groups in Massive Open Online Courses

    David Glance, P. Hugh R. Barrett

    In their current instantiation, Massive Open Online Courses (MOOCs) represent a form of educational delivery with little barrier to entry. In part due to the ease of enrolling, low completion rates have been a notable characteristic of MOOCs with as few as 5 - 10% of enrolled students gaining a certificate of completion. Beyond these observations, little is known about the patterns of attrition, nor how they may vary amongst different groups of MOOC participants. Activity data was analysed from log records collected from 42 MOOCs run by Stanford University between 2011 and 2013 on Coursera. A novel analysis was applied to the data which showed that attrition varies little between those that audited the course and those that actively participated in assessments. The results indicate that attrition is not influenced by levels of participation in a MOOC and attrition is further not greatly influenced by attributes of the course.

    Read article: Attrition patterns amongst participant groups in Massive Open Online Courses

  • “The game is in the tutorial”: An evaluation of the use of an e-portfolio for personal and professional development in a medical school

    Glenn Mason, Vicki Langendyk, Shaoyu Wang

    An e-portfolio system was introduced into the personal and professional development curriculum at the University of Western Sydney School of Medicine (UWSSoM) during 2011 and 2013. Adopting the methodology of Design-Based Research and an interpretive framework informed by Activity Theory we developed a set of educational design principles based on the analysis of the use of the e-portfolio system by students and tutors. These principles contain a range of insights applicable to the local context and may also be of interest to curriculum designers working in other domains.

    Read article: “The game is in the tutorial”: An evaluation of the use of an e-portfolio for personal and professional development in a medical school

  • Designing transformative learning environments

    Thomas Cochrane, Laurent Antonczak, Matthew Guinibert

    One way of designing transformative learning environments is to frame teaching and learning around building learning communities. Cormier promotes the idea of creating ecologies where communities can interact, and seeding this interaction via triggering events. Building on these ideas in this paper we evaluate the use of the SAMR framework and the conception of three levels of creativity to trigger transformative curriculum design within two different learning communities in distinct course contexts including: Graphic Design, and Communications Studies. The two case studies provide practical examples of using social media to explore transformative curriculum design.

    Read article: Designing transformative learning environments

  • Tool mediation and learner engagement: An Activity Theory perspective

    Dilani Gedera

    Integration of educational technologies in teaching and learning has changed the nature of face-to-face learning. Educational technologies that include LMSs generally offer powerful tools that can be used in enhancing teaching and learning experiences. However, it is not clear to what extent LMSs affect learner engagement in universities. With this focus, this article aims to explore the factors that affected students’ engagement with e-learning activities facilitated by Moodle in a blended learning course in a university in New Zealand. With Activity Theory as its research framework, the research methods of this study include individual interviews, online and face-to-face observation of activities and analysis of other relevant documents. This article includes some of the findings of the research and a discussion on how the university learning management system— Moodle and other tools affected students’ active participation in learning activities in this course. The article also offers some pedagogical strategies that can be of use to teachers and instructional designers when designing online courses.

    Read article: Tool mediation and learner engagement: An Activity Theory perspective

  • Modern digital literacy: The computer science curriculum goes mainstream

    Joy Gasson, Patricia Haden

    As computers and computing become increasingly ubiquitous, it is necessary to re-examine their role in education. We must broaden our traditional view of Computer Science and Information Technology education to include the skills required to function in a world where computers and computing are embedded in our academic disciplines and our daily activities. In doing so, we have the opportunity to inject computing effectively into all curricula, not just CS and IT, and to explore new pedagogical methods. The resulting educational landscape can be broad and inclusive, and help all learners to achieve their potential in the Digital Age.

    Read article: Modern digital literacy: The computer science curriculum goes mainstream

  • Changing the face of learning @ UWS

    Lynnae Rankine-Venaruzzo, Dennis Macnamara, Tim Griffin

    This paper describes and analyses a whole of institutional transformation to blended learning at the University of Western Sydney (UWS) using the Moskal, Dziuban and Hartman (2013) model. An institution wide and a school (or faculty) lens has been applied to each of the components of the model. UWS previously operated as a largely on-campus institution with small pockets of innovation. While the transformation was a top down direction, it was based on analysis of students’ needs and desires and has been characterised by flexibility in its implementation. The change has also been supported through funding and recruitment of learning design expertise. While it is still too early to be definitive about learning and graduate outcomes, indicative data such as student satisfaction and unit results is trending positive. Moreover, the transformation has largely been well received by the faculty and university staff as a whole.

    Read article: Changing the face of learning @ UWS

  • A time for everything: Reviewing an institution’s virtual learning environment

    Roger Cook, Regina Obexer

    This paper outlines a review carried out at Queensland University of Technology (QUT) in 2013 to identify the extent to which the centrally supported virtual learning environment met current and future learning and teaching needs. A range of consultation and investigation activities occurred from May to November to encourage open stakeholder feedback as well as to allow for reflection on alternative digital technologies, systems and strategies. This resulted in the development of nine recommendations, which, following a planning phase, will commence being implemented from mid-2014.

    Read article: A time for everything: Reviewing an institution’s virtual learning environment

  • The very idea of e-Exams: Student (pre)conceptions

    Mathew Hillier

    This paper explores the preconceptions of students as reported via a voluntary online preimplementation survey administered in late 2013 on the topic of e-exams. The survey was conducted as part of a wider research program into the development and implementation of on campus computerised examinations using BYOD. The survey at an Australian university received just over 480 responses from undergraduate students across a wide range of discipline areas including Arts, Commerce, Engineering, Humanities and Science. Twenty-four Likert scale items on e-exams covered pedagogical suitability, fairness, security, cheating, technical reliability, keyboard proficiency, physical comfort, equipment provision and preferences for pen-on-paper or computer based testing. Two open comments on concerns and opinions were included. Data was analysed using Mann-Whitney’s U Test across programs (discipline groups), gender and by level of experience of computerised exams. The survey was conducted with the intention of uncovering pre-conceived ideas held on the part of students with regard to the idea of e-exams ahead of a planned series of e-exam trials. A range of concerns were expressed by students both for and against the idea of exams that provide the planners of e-exam approaches valuable insights into the attitudes of one of the most significant stakeholder groups.

    Read article: The very idea of e-Exams: Student (pre)conceptions

  • Blended learning: Student experiences

    Salomé Meyer, Shane Wohlers, Bob Marshall

    The purpose of this study was to evaluate student experiences with Blended Learning (BL) with the focus on development and delivery across Schools at EIT. At the end of the teaching period students were asked to complete a survey containing 28 closed questions and three open ended questions. Students were mostly satisfied with the process of being exposed to BL, and made useful suggestions to the institution and its tutors on how to improve their learning experiences. It is generally accepted that BL allows for meaningful learning, but it is important to keep in mind that tutors should set learning activities that comply with the level of learning that is required by the student. This was identified by students as an area that tutors mostly got right. Some tutors did however need to improve their skills in using technology effectively.

    Read article: Blended learning: Student experiences

  • Adopt or adapt? : The rhetoric and reality of the diffusion of innovation in changing, technology-enhanced learning environments

    Janet Buchan

    This article reports on a study undertaken at a regional Australian university during a period of major organisational change that included the implementation of a number of core educational technology systems. The research sought to understand how to improve the implementation and uptake of new technology within a changing institutional learning environment. The findings challenge the existing model of the Diffusion of innovation and the early-to-late adopter paradigm of technology by exploring aspects of individual adaptability and response to change. It is proposed that the model of the adoption of innovation move on from a focus on ‘adopt’, to a focus on ‘adapt’. The adoption and uptake of innovation and technology at an institutional level is related to the adaptability of individuals to change in general while the institution itself can play a significant role in increasing individuals’ adaptability. The metaphor of the Osmosis of innovation is introduced to reconceptualise how agents of change can approach innovation and more specifically the introduction of educational technology.

    Read article: Adopt or adapt? : The rhetoric and reality of the diffusion of innovation in changing, technology-enhanced learning environments

  • “What in me is Dark, Illumine”: Developing a semantic URL learning analytics solution for Moodle

    Shane David Wohlers, John Jamieson

    With the growing prevalence of “Big Data,” a significant challenge facing New Zealand’s tertiary sector is the transition to becoming data-driven organisations. Learning Analytics is an emerging trend that provides a means to leverage “Big Data” in an educational context. However, despite the rhetoric surrounding learning analytics, the reality is that for many organisations existing Learning Analytics solutions present a number of challenges that impede adoption. Existing solutions are expensive, overly complex, or require specialist/external skillsets and infrastructure to implement and maintain. This paper sets out the Eastern Institute of Technology’s development of a macro-level learning analytics solution for its Moodle Learning Management System using free, web-based analytical tools. The Institute’s goal is to share its solution and development experience, thus furthering the conversation around learning analytics, data governance, and the application of data to enrich decision-making.

    Read article: “What in me is Dark, Illumine”: Developing a semantic URL learning analytics solution for Moodle

  • Badges in the Carpe Diem MOOC

    Kulari Lokuge Dona, Janet Gregory, Gilly Salmon, Ekaterina Pechenkina

    Throughout March and April 2014, the Learning Transformations Unit at Swinburne University of Technology (Melbourne, Australia) developed and delivered the Carpe Diem MOOC (CD MOOC) via the Blackboard CourseSites platform (coursesites.com). The CD MOOC, which attracted 1426 registrations, provided participants with the opportunity to learn about the Carpe Diem learning design process and to apply it to their own educational practice. We discuss the challenges and opportunities faced by the CD MOOC designers and moderators in offering participants the opportunity to obtain digital badges for recognition and reward of their participation and completion of tasks in the CD MOOC. Here we present findings of research into the impact of badges on the completion of learning tasks and the motivation of participants. We demonstrate that many of the CD MOOC participants, who were generally well-educated and mature professionals, were motivated by digital badges – some through to course completion.

    Read article: Badges in the Carpe Diem MOOC

Showing 1–13 of 114 articles