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2013: ASCILITE 2013 Conference Proceedings. Electric Dreams

 

 

 

The proceedings of the 2013 ASCILITE Conference

Electric Dreams

H, Carter, M. Gosper, & J. Hedberg (Eds.) Electric Dreams. Proceedings ASCILITE 2013 Sydney.

Macquarie University, Sydney, Australia

December 1-4, 2013. 

ASCILITE2013 Conference Website https://ascilite.org/conferences/sydney13/

Published: 30 November 2013

ASCILITE Conference - Concise Papers

  • Reflecting on using a theory seeded methodology for designing and building effective 3D Multi-User Virtual Environments for vocational education

    Todd Cochrane, Niki Davis, Julie Mackey

    A design-based theory seeded methodology was used in a pilot study that undertook to develop a 3D multi-user virtual environment (MUVE) for temporary traffic management education. This methodology is a synthesis of educational design-based research and software development practices. However, learning affordances in 3D MUVEs have yet to be considered. Simulation and social communication are treated as essential features that indicate affordances of 3D MUVEs. In the next iteration of the design, social communication activities, and simulation are to be explicitly used in the development of a 3D MUVE to use for training ship's bridge personnel how to communicate on the bridge in emergency situations.

    Read article: Reflecting on using a theory seeded methodology for designing and building effective 3D Multi-User Virtual Environments for vocational education

  • Dynamic digital posters: Making the most of collaborative learning spaces

    Roger Cook, Paul Fenn

    Academic and professional staff at Queensland University of Technology (QUT) have been faced with the challenge of how to create engaging student experiences in collaborative learning spaces. In 2013 a new Bachelor of Science course was implemented focusing on inquiry-based, collaborative and active learning. Student groups in two of the first year units carried out a poster assessment task. This paper provides a preliminary evaluation of the assessment approach used, whereby students created dynamic digital posters to capitalise on the affordances of the learning space.

    Read article: Dynamic digital posters: Making the most of collaborative learning spaces

  • Enhancing learning analytics by understanding the needs of teachers

    Linda Corrin, Gregor Kennedy, Raoul Mulder

    The field of learning analytics has great potential to inform and enhance teaching and learning practices in higher education. However, while many studies are being conducted to examine new learning analytics tools or ways that learning analytics can be used to address specific problems such as student retention, few studies have explored the fundamental needs of teaching staff in addressing educational problems or making improvements to their teaching. This paper presents the initial findings from research being conducted with staff associated with teaching and learning at the University of Melbourne to identify the needs and potential uses of learning analytics to improve educational outcomes. The role learning analytics will play in informing teaching practice in higher education is considered, as well as implications for future research in the field.

    Read article: Enhancing learning analytics by understanding the needs of teachers

  • Prospects for iPad apps and learning design in medical education

    Bronwen Dalziel, James Dalziel

    Educators are expected to keep up to date with the variety of new technologies that are available for teaching and learning. However, not all technologies will automatically increase a student's higher order thinking skills without the teacher carefully planning how the technology will fit into the educational context. It is through 'designing for learning' that a teacher conceptualises how emerging educational theories and practices can encourage students to take deep approaches to their learning. Tablet devices are increasingly being used in education, but using stand alone educational apps, which usually focus on a specific educational need, poses a potential limitation to good learning design based on scaffolding of multiple activities. This paper explores a theoretical model of how a learning design system (such as the Learning Activity Management System - LAMS) can be used to create app-based learning designs, specifically in a medical context.

    Read article: Prospects for iPad apps and learning design in medical education

  • Implementing Learning Design: A Decade of Lessons Learned

    James Dalziel

    This paper offers reflections on developments in the field of Learning Design from 2003-2013. It considers evolving conceptual issues, technology developments and communities of practice, and concludes with reflections on the future. Areas considered include: the conceptual challenge of aligning the pedagogical metamodel of Learning Design with principles for effective teaching and learning; the impact of the wider educational landscape on Learning Design, particularly developments in Curriculum Design; whether learning really can be "designed"; technology developments and challenges, and sharing among different kinds of Learning Design communities. The paper draws on past and current research in Learning Design, particularly the recent Larnaca Declaration on Learning Design.

    Read article: Implementing Learning Design: A Decade of Lessons Learned

  • Flexibility and function: Universal design for technology enhanced active classrooms

    Stuart Dinmore

    This paper discusses the evolution of pedagogies used in technology enhanced learning spaces and their intersection with the principles of Universal Design for Learning (UDL). It also argues that as the next generation of computer integrated classrooms are built we must not forget to design for inclusion. UDL provides a framework for developing course content that can be effective for all students including those from various equity students in a technology rich environment. This paper discusses these factors and outlines some elements of a pilot project at the University of South Australia as it completes construction of a new seven-storey learning centre - the Jeffrey Smart building. The paper in part explores the linkages between the flipped classroom model and UDL and argues for the principles of universal design as a solution to the current pressures within higher education to teach effectively in technology rich environments and the need to be inclusive.

    Read article: Flexibility and function: Universal design for technology enhanced active classrooms

  • Getting the full picture: Storyboarding our way to Stand Alone Moodle

    Joanne Doyle, Helen Farley, Neil Martin

    The process of storyboarding has long been used in the cinematic industry for scoping out, through sketches and illustrations, the sequence of narrative activities for film production. More recently, storyboarding has been used for user experience design, multimedia prototyping and mobile app development. This paper describes how researchers in a project team used storyboarding as part of a User-Centred Software Engineering (UCSE) approach to determine stakeholders' needs when designing an internet-independent version of Moodle. Storyboarding proved to be an effective way to capture a wide range of functionality requirements and align project outcome perspectives for the 'ideal product'. Most importantly, the storyboarding process enabled early detection of knowledge gaps and skillsets so that strategies could be devised to bridge the gaps. This paper will outline the storyboarding process, the gaps unearthed and the strategies employed to overcome identified skills and knowledge shortages.

    Read article: Getting the full picture: Storyboarding our way to Stand Alone Moodle

  • Flipped classroom in first year management accounting unit: A case study

    Xinni Du, Sharon Taylor

    A flipped classroom is one form of blended learning. The blended delivery model adopted in this case study uses online content delivery mechanisms for both curriculum and evaluation. This approach allows students to better utilise face-to-face class time to have in-depth discussions with teaching staff on application of knowledge. This cast study describes the experience of both students and staff in relation to this major redesign as well as provides some reflective commentary in relation to the pilot. The pilot described in this paper relates to a first year management accounting unit. This paper will describe the process of unit redesign and implementation, including planning tools developed for teaching staff and students. The case study also reveals that student readiness and self-management skills perhaps are one of the most important elements that result in a successful student blended learning experience.

    Read article: Flipped classroom in first year management accounting unit: A case study

  • A Good Story: The Missing Dimension of a Great Online Course

    Dawn Duncan

    This paper outlines a model for the incorporation of storytelling techniques in to the design of online courses. There is considerable research in to the power of digital storytelling to transform, engage and educate, yet few of the courses on the Unitec LMS incorporate storytelling techniques into their design. This model is being developed to provide a stepping-stone for lecturers to move from traditional models of content delivery to digital storytelling.

    Read article: A Good Story: The Missing Dimension of a Great Online Course

  • A new era: Personal Technology Challenges Educational Technology

    Richard Evans, Anne Matthew

    As we race towards a new era, rapid change of conventional models has become the norm. Just as technology has etched itself to the core of society, the sheer quantity of student devices connecting to university networks presents a sector wide challenge coinciding almost perfectly with many universities creating technology rich learning spaces. New fears include future proofing. It is not just a matter of technology becoming outdated. In seeking to accommodate the teaching styles and experience of staff across diverse faculties, is this technology simply too vanilla to meet their needs as they become increasingly skilled and inspired by technology's potential? Through the early findings of a study into staff use of technology within Queensland University of Technology's next generation collaborative learning spaces, this paper explores whether the answers lie in a model presented by students equipping themselves with the tools they need to learn in the 21st century.

    Read article: A new era: Personal Technology Challenges Educational Technology

  • Improving retention in first-year mathematics using learning analytics

    Yasmin Erika Faridhan, Birgit Loch, Lyndon Walker

    Despite the importance of mathematical skills in quantitative disciplines, high failure rates in first- year university mathematics subjects have been observed in many parts of the world. Mathematics support provisions are established in many tertiary institutions in order to assist at- risk students to master and pass mathematics subjects. However, while a significant amount of data is being collected on students (e.g. entry scores, backgrounds), their behaviour (e.g. access of support services, engagement with online resources) and their performance (e.g. in assignments, tests), not much analysis is currently done with this data to predict a student's chances of success, and to better guide the services of mathematics support centres and target intervention procedures. This paper reviews relevant literature and describes a proposed research project to improve retention in first-year mathematics using a learning analytics approach.

    Read article: Improving retention in first-year mathematics using learning analytics

  • Revisiting the definition of Mobile Learning

    Helen Farley, Angela Murphy, Sharon Rees

    Mobile learning is increasingly seen as a boon to universities and educators as a means of enabling learning anywhere, anytime and at the convenience of the learner. Even though the field of mobile learning is in its infancy, there is no common understanding of what mobile learning is. Previous attempts at defining mobile learner have either been overly inclusive or exclusive, and have focused on characteristics of the mediating technology, the learner, or the nature of the learning activity. Inspired by Wittgenstein's theory of family resemblances, this paper explores the attempt to create a new definition of mobile learning that will be dynamic, drawing from a collection of characteristics that may change over time rather than just supplying a single, unchanging definition. The revised definition will be used to support the development of a Mobile Learning Evaluation Framework by clarifying the attributes and features to be included in a robust and flexible definition of mobile learning. The outcome may be of value to researchers in the mobile learning field and educators considering incorporating mobile learning initiatives into current pedagogical strategies.

    Read article: Revisiting the definition of Mobile Learning

  • Use of Echo360 generated materials and its impact on class attendance

    Jiangang Fei, Carey Mather, Shandell Elmer, Christopher Allan, Christopher Chin, Leah Chandler

    Echo360 lecture capture system has become widely used in Australian universities. However, there are concerns about how Echo360 generated materials are used by students and the effects of its use on student learning. The paper draws on data from an inter-disciplinary project that aimed to investigate the role of Echo360 lecture capture system on learning and teaching at the University of Tasmania. Initial findings showed that the majority of respondents used Echo360 generated materials to help them better understand face-to-face lectures, review notes, prepare for assignments and examinations, rather than using the materials as an alternative to attending lectures. Contrary to some published findings, this study found that the availability of Echo360 generated materials did not necessary result in low class attendance. Over 86 per cent of respondents still considered face-to-face lectures to be of high value and attendance was necessary to promote their learning.

    Read article: Use of Echo360 generated materials and its impact on class attendance

Showing 53–65 of 130 articles