This study is investigating the phenomenon of digital divides, in the context of integrating one-to- one ICTs into the learning process. For this purpose, we are studying a ‘bring your own device’ (BYOD) initiative by a New Zealand School
This study is investigating the phenomenon of digital divides, in the context of integrating one-to- one ICTs into the learning process. For this purpose, we are studying a ‘bring your own device’ (BYOD) initiative by a New Zealand School. This poster discusses the background and agenda of the study, as well as some of the initial findings from an analysis of the baseline data.
There have been mixed reviews about the use of Twitter for increasing interaction during online conferences. Social media platforms such as Twitter have the potential to satisfy a perceived need for networking and communication
There have been mixed reviews about the use of Twitter for increasing interaction during online conferences. Social media platforms such as Twitter have the potential to satisfy a perceived need for networking and communication opportunities that are commensurate with the face-to-face environment but generally lacking in the online world. However, a reluctance to adopt new and emerging technologies, or perhaps a lack of understanding about how to use Twitter for a more interactive conference experience, has inhibited its success. This paper reports on the use of Twitter in the Follow the Sun Online Learning Festival and provides an overview of the challenges involved in encouraging and sustaining participation in a virtual environment.
The majority of universities in Australia provide learning and teaching resources to staff via their corporate website, or through their own intranet system. This is not possible at the University of the Sunshine Coast and so an
The majority of universities in Australia provide learning and teaching resources to staff via their corporate website, or through their own intranet system. This is not possible at the University of the Sunshine Coast and so an alternative had to be provided. Rather than place many files in a central area, it was decided to utilise the organisation facility of the Blackboard Learning Management System (LMS). This poster outlines the goals and processes of designing the site as well the future plans for its implementation.
ASk101 is an online academic literacy development site for early childhood teacher education students at New Zealand Tertiary College, a specialist early childhood teacher education provider. The site provides equitable access to
ASk101 is an online academic literacy development site for early childhood teacher education students at New Zealand Tertiary College, a specialist early childhood teacher education provider. The site provides equitable access to information and support staff for all students, the vast majority of whom are online distance learners. The Poster demonstrates the personalised and interactive features of this site, which meets the challenge of sustainable online support for an ever increasingly diverse student population.
Kathryn Coleman, Julian Cox, Mita Das, Adele Flood, Patsie Polly, Thuan Thai, Jia Lin Yang
This poster presents a series of UNSW LTU seed funding grants that explored a program-wide approach to using ePortfolios as a reflective learning process together with the need for life-long and life-wide learning alongside career goal
This poster presents a series of UNSW LTU seed funding grants that explored a program-wide approach to using ePortfolios as a reflective learning process together with the need for life-long and life-wide learning alongside career goal setting. ePortfolios were selected as the learning technology for these studies as they provide a cohesive and reflective space to enable a student to reflect upon and understand different ways of operating and possible new directions for their learning. In higher education more recently, there has been a growing imperative to have a portable record of work undertaken across a number of areas of endeavor in a student?s academic life for assurance of learning. A Mahara ePortfolio serves several important functions with this in mind; it allows for integration of reflective elements, in the Journal, with career-oriented elements, including the articulation of academic and personal skills, plans and the Resume; it records past and current practice for reflecting upon practice to effect change, and acts as a change agent by enabling long-term on-going evaluation of student performance and associated learning outcomes.
Through the Assessment AS Learning Toolkit, on the new Teaching Gateway at University of New South Wales (UNSW) educators and academics have the opportunity to find ideas, guidelines, and practical strategies on the holistic processes of
Through the Assessment AS Learning Toolkit, on the new Teaching Gateway at University of New South Wales (UNSW) educators and academics have the opportunity to find ideas, guidelines, and practical strategies on the holistic processes of designing online assessment as learning. This toolkit has been devised to collect and share resources and includes practical strategies for selecting technologies that suit the learning objectives and outcomes of courses and programs to support more effective and efficient assessment. The premise throughout this Toolkit is that assessment should focus primarily on learning and the achievement of intended learning outcomes. This poster seeks to showcase the range of online assessment practices being used at UNSW to enhance student learning.
Kathryn Coleman, Judy Williamson Batson, Trent Batson, Nan Travers
This poster presents the newly developed International Reference Group (IRG) for eportfolios in Higher Education as part of the work by The Association for Authentic, Experiential and Evidence-Based Learning (AAEEBL) 2012 Research
This poster presents the newly developed International Reference Group (IRG) for eportfolios in Higher Education as part of the work by The Association for Authentic, Experiential and Evidence-Based Learning (AAEEBL) 2012 Research Committee. The purpose of the poster is to highlight this initiative, to share the AAEEBL mission, and to recruit interested individuals to join the IRG. AAEEBL is the international professional association for the eportfolio community with the mission to develop learners and to transform institutions with eportfolios. AAEEBL seeks to accomplish this by serving the global eportfolio community as a non-profit, service organization that offers membership benefits to institutional members and opportunities to corporates to share practices, research and industry developments supporting eportfolio implementation.
Helen Farley, Sue Gregory, Scott Grant, Des Butler, Lisa Jacka, Lindy Orwin, Janice K. Jones
The DEHub Virtual Worlds Working Group has an informal membership of nearly 200 members with an interest in education and virtual worlds within the Australian and New Zealand context. Members come from a variety of academic disciplines and
The DEHub Virtual Worlds Working Group has an informal membership of nearly 200 members with an interest in education and virtual worlds within the Australian and New Zealand context. Members come from a variety of academic disciplines and may be teaching or research academics, Research Higher Degree candidates, project managers, virtual world builders and developers. The group acts as an informal Community of Practice, facilitating learning and the transfer of skills through social contact, opportunities to collaborate on projects and publications, and through the sharing of knowledge and experience. This poster provides a snapshot of the activity of this highly active group.
Immersive natural environments provide a means of restoration for adults and may present benefits for pre-service teachers who are unfamiliar with the natural world. The use of restorative virtual environments could be extended to schools
Immersive natural environments provide a means of restoration for adults and may present benefits for pre-service teachers who are unfamiliar with the natural world. The use of restorative virtual environments could be extended to schools in urban areas in particular, allowing pupils and their teachers to undertake field trips, and to relax in a calming and restorative context. This paper reports on a project that investigates the potential restorative benefits of immersion in simulated natural environments in virtual worlds. A cohort of pre-service teachers were taken into the simulated environment and reported that the island produced strong positive feelings in respondents, akin to being in a natural environment. However, it was also clear that a lack of familiarity with virtual environments diminishes the beneficial impacts of this immersion.
This poster describes the ongoing challenges of using now 'traditional' threaded discussion boards, and details events leading to a simultaneous design experiment conducting an instructional activity in the traditional threaded discussion
This poster describes the ongoing challenges of using now 'traditional' threaded discussion boards, and details events leading to a simultaneous design experiment conducting an instructional activity in the traditional threaded discussion and a social media platform. It further describes a trial abandoning the legacy threaded discussion application completely in favor of the social media platform.
Rapid developments in technology over the last decade have enabled new processes for the printing of textiles. This has brought accompanying changes in textile design processes, and new challenges to the teaching of textile print design
Rapid developments in technology over the last decade have enabled new processes for the printing of textiles. This has brought accompanying changes in textile design processes, and new challenges to the teaching of textile print design. Processes that traditionally involved hands-on physical interaction (e.g. screen-printing) have been transformed to become computer-mediated processes. Enabling students to acquire necessary software skills has proved a challenge in a time-constrained teaching environment. This poster illustrates the iterative development of screencasts that have allowed students to work independently on the acquisition of these software skills. Having students work at their own pace, with the ability to revisit material as required, has resulted in more advanced outputs than were obtained using a more traditional teacher-led approach.
StudySmart is an online course designed for second year medical students at the University of Otago. This course was designed to replace a two hour library and information skills lab, and comprises a series of topics, tasks and quizzes
StudySmart is an online course designed for second year medical students at the University of Otago. This course was designed to replace a two hour library and information skills lab, and comprises a series of topics, tasks and quizzes. The course was built within the existing learning management system (LMS), Moodle. The content was made up of resources developed in-house as well as appropriate OERs from external sources. The online course was run as a pilot in 2012 and has involved three stages of evaluation: evaluative questions in the topic quizzes; post course reflective evaluation; and a focus group session. This poster presents the findings from the implementation and evaluation of this self-directed online course. The online course was designed to support the development of information skills in order to assist students with a significant summative assessment. The majority of students who completed the course reported a gain in knowledge and understanding about the topics covered, and reported that aspects of the course enhanced their ability to complete their assessment.
Online social networks enabled by social networking software, such as Facebook or Google Plus, provide opportunities for e-learning and affect the behaviour of learners that participate in them. Based on social network theory, social
Online social networks enabled by social networking software, such as Facebook or Google Plus, provide opportunities for e-learning and affect the behaviour of learners that participate in them. Based on social network theory, social learning theory, and theory of planned behaviour, we propose a model explaining the effects of online social networks on learning success.
