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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 - Concise Papers

  • The focus group method: Generating high quality data for empirical studies

    Julia Hallas

    This paper discusses the practical implications of planning for and conducting focus groups in order to ensure that the required data can be generated during the interview. The paper centres on three activities researchers new to the method could engage in, to acquire the methodological knowledge and practical skills necessary to generate the data for an empirical study. Within the context of an empirical study in progress, the three activities are discussed in detail: undertake a literature review, develop a comprehensive interview schedule, and conduct a focus group pilot. Researchers who centre their attention on these activities are more likely to succeed in generating the high quality data required, as they will be engaged in the most beneficial aspects of planning and conducting the focus group interview.

    Read article: The focus group method: Generating high quality data for empirical studies

  • Ensuring the development of Digital Literacy in higher education curricula

    Mark McMahon

    Digital Literacy is widely considered to be an essential attribute for both academic and professional success. In an increasingly regulated and standards-based higher education environment, however, there is a lack of clear guidance as to what constitutes the nature of appropriate level of Digital Literacy that graduates need to demonstrate. This paper argues for the application of a Digital Literacy Taxonomy to articulate the dimensions inherent in it, which can then be applied to student activities and curricula. This process can be used to assist academics in identifying the literacy requirements of their courses, their own opportunities for professional development and the creation of appropriate pedagogies to teach them.

    Read article: Ensuring the development of Digital Literacy in higher education curricula

  • Embedded use of iPads to enhance student engagement and retention in technical education

    Alison Halstead

    This paper focusses on attracting and retaining young people into technical disciplines. It introduces a new model of technical education from age 14 that the UK Government initiated in 2008. A concept of University led Technical Colleges (UTCs) for 14-19 year olds. These state supported schools, sponsored by a University, have technical curricula, technologically enabled learning environments and strong engagement with employers. As new schools they have been able to recruit outstanding staff that are conversant with the use of technology to enhance learning and all students have their own iPads. The Aston University Engineering Academy opened in September 2012 and a recent survey of staff, students and parents has provided both qualitative and quantitative data on the benefits to motivation and learning of these embedded iPads. The devices have also had advantages for the management of data on student achievement from a leadership, teaching staff and parental view point.

    Read article: Embedded use of iPads to enhance student engagement and retention in technical education

  • Using Echo360 Personal Capture software to create a ‘flipped’ classroom for Microbiology laboratory classes

    Lyndal Mellefont, Jiangang Fei

    Educators are under increasing pressure to engage with students that have grown up with digital technology. The ‘flipped’ classroom utilises digital technology, usually pre-recorded lectures, to free class time from lecture by assigning students with preparatory instructional content as homework. This model is often used successfully in lecture based classes and is finding increasing adoption in laboratory settings. In this study we employed digital educational technology and applied the ‘flipped’ model in microbiology laboratory classes. Echo360 personal capture software was used to prepare introductory lectures for students to use in preparation for laboratory classes. The built-in analytics of Echo360 were used to quantitatively monitor student usage. More than half the class engaged with the lectures and used them for their intended purpose, i.e. preparation. Students did not engage with the lectures to the same degree for revision purposes. No correlation was found between student lecture usage and their exam grade.

    Read article: Using Echo360 Personal Capture software to create a ‘flipped’ classroom for Microbiology laboratory classes

  • Developing interactive mathematical visualisations

    Jim Pettigrew, Donald Shearman

    In early 2014, researchers at the University of Western Sydney (UWS) developed a suite of interactive mathematical visualisations (IMVs) aimed at improving students’ understanding of key concepts in first-level mathematics. This paper outlines the pedagogical and interaction design considerations that informed this development, as well as the processes adopted in preparing the IMVs for classroom use. Guidelines for interaction design that draw on research in human computer interaction, information visualisation and cognitive technologies are reviewed and contextualised for the specific learning needs of mathematics students at UWS. Examples are given of how these guidelines were factored-in to the IMV development. In addition to the pedagogical and technological dimensions of this work, research-based methods for analysing and evaluating the educational effectiveness of the IMVs are examined. It is expected that these methods will underpin a formative evaluation approach to ongoing design and development of the IMVs.

    Read article: Developing interactive mathematical visualisations

  • Achieving flexibility? : The rhetoric and reality of the role of learning technologies in UK higher education

    Martin Jenkins, Richard Walker, Julie Voce

    To what extent has recent investment in technology-enhanced learning (TEL) in UK universities helped to change academic practice? The Universities and Colleges Information Systems Association (UCISA) TEL surveys have tracked developments in learning technology provision across the higher education (HE) sector since 2001. Using the frame of Barnett’s recent ‘Conditions of Flexibility’ report this paper considers the extent to which this investment has prioritised institutional or pedagogic flexibility in learning and teaching delivery, in contrast to the traditional interpretation of flexible provision as part of learner control and choice. The paper highlights findings from the latest 2014 UCISA TEL survey presenting an overview TEL use in UK universities.

    Read article: Achieving flexibility? : The rhetoric and reality of the role of learning technologies in UK higher education

  • Measures of success: Varying intention and participation in MOOCs

    Kim Blackmore

    Massive Open Online Courses (MOOCs) are widely understood to suffer from low completion rates, and this is taken as evidence that MOOCs are not living up to their promise. However, we argue that the common understanding of completion rates is misleading in the MOOC context because many of the registered participants are not actually students, in that they never intended to “complete” the course. We examine student participation in the light of declared intention in the Engaging India MOOC. We show the number of passing students is 28% of the number of registrants who intended to complete the course. We also show that a significant number of students completed the solitary assessments but did not complete assessment items that involved the discussion forum, with only 13% completing the final reflective piece. We conclude that a new understanding of completion is needed for the MOOC context and call for closer examination of the interplay between assessment type and student participation.

    Read article: Measures of success: Varying intention and participation in MOOCs

  • Developing Black Belts, via a Community of Practice for Blended Science and Engineering Learning and Teaching at UniSA

    Paul Corcoran, Deb Moulton, Patrick James, Pramila Rathore

    This paper outlines a pilot project to encourage Blending and Flipping of classes at UniSA by the implementation of a formal Community of Practice (COP) of scholars and peers in Science and Engineering. The project COP staff worked with academic staff to assist teachers to use online resources and active learning strategies to engage students and promote deep learning, engagement and problem solving whilst making greater use of all facets of learning technology.

    Read article: Developing Black Belts, via a Community of Practice for Blended Science and Engineering Learning and Teaching at UniSA

  • Multiple-choice questions in the Humanities: A case study of Peerwise in a first-year Popular Music course

    Adrian Renzo

    The web-based system Peerwise allows students to submit their own multiple-choice questions (MCQs) about course content, complete with distractors and an explanation of the ‘correct’ answer. Other students can then attempt their peers’ questions and provide feedback on the quality of each question. To date, Peerwise has been used mostly in subjects where typical MCQs have a finite number of correct answers. This paper – a work-in-progress – suggests that Peerwise is potentially useful in units with a more ‘discursive’ orientation, such as MUS100, offered at Macquarie University, Australia. The system provides a good forum in which students can test each other on both lower-order and higher-order tasks. Future research will explore the efficacy of the tool across multiple iterations of the unit MUS100.

    Read article: Multiple-choice questions in the Humanities: A case study of Peerwise in a first-year Popular Music course

  • Reality at the COAL FACE

    Melanie Birks, Janet Buchan, John Smithson, Philip Norris

    Online and blended learning modalities have made education accessible to those whose lifestyle, work obligations or geographical location would otherwise deny them such opportunities. The enthusiasm with which such approaches to learning have been embraced has often overlooked those factors within physical and virtual learning spaces that impact on the educational experience. This paper reports on the first phase of a study that sought to engender a Community of Active Learners who are Flexible, Adaptive, Connected and Engaged (the COAL FACE project). Through analysis of focus group data, the authors describe processes of participants getting access to the learning spaces and resources, getting comfortable in this environment, and getting connected to support mechanisms that enhance the learning and teaching.

    Read article: Reality at the COAL FACE

  • Fostering online student interaction using the OB3 web application for online study

    Rea Daellenbach, Lorna Davies, Mary Kensington, Rodney Tamblyn

    The School of Midwifery at CPIT in Christchurch is undertaking an action research study on midwifery students and blended learning that commenced in 2010. This paper focusses on one aspect of this research which is the student’s experience of social isolation whilst working through the online component of the blended delivery. In response the teaching team initiated an intervention as a result, and replaced the existing content authoring software tool with a system that enables students to engage and interact with each other more effectively. We subsequently adopted the OB3 web application which has ameliorated this problem to a large extent. This paper sets out to explain why the OB3 web application was chosen and what effect this has had in terms of the student’s learning and the educators’ teaching experiences.

    Read article: Fostering online student interaction using the OB3 web application for online study

  • Medical students’ reflections in online discussions: Does teacher facilitation matter?

    Mary Furnari

    In an online environment ‘teacher presence’ provides the structure, design and facilitation for students to engage in higher-order thinking and reflection. Reflective thinking involves critical analysis and evaluation of an issue or practice in order to understand and make sense of new information and relate it to prior knowledge and experience. This paper, which is part of a larger study, examines the quality of students’ reflections in online discussions when teacher facilitation is minimal or absent. Participants were 80 second year undergraduate medical students at a New Zealand university. Two online discussion assignments with different tasks were qualitatively analysed for levels of reflection. The findings suggest that students engaged in reflection despite lack of facilitation or minimal direction by teachers. Results indicate that online discussion can be an effective tool to encourage reflection in medical students irrespective of teacher facilitation.

    Read article: Medical students’ reflections in online discussions: Does teacher facilitation matter?

  • Remote Access Laboratories enhancing STEM education

    Wu Ting, Peter R. Albion

    Science, Technology, Engineering, and Mathematics (STEM) workers are important contributors to the innovation on which modern life depends. Hence it is important that education develops STEM capability but too few teachers, especially in primary schools, are well prepared for teaching STEM. Remote Access Laboratories (RAL) have potential to offer STEM experiences in schools and to influence pre-service teachers’ capabilities to teach STEM subjects effectively. This mixed methods research is investigating how engagement with RAL influences pre-service teachers’ self-efficacy for teaching STEM.

    Read article: Remote Access Laboratories enhancing STEM education

Showing 66–78 of 114 articles