2012: ASCILITE 2012 Conference Companion Materials

“Technology is transforming the practice of architecture and design from the conceptual stages right down to the actual construction” (Bender 2005). Recent technological developments in educational delivery have the ability to transform

“Technology is transforming the practice of architecture and design from the conceptual stages right down to the actual construction” (Bender 2005). Recent technological developments in educational delivery have the ability to transform and redefine teaching in the discipline of architecture. To be able to offer a complete Architecture course online, the unique requirements of the practical design studio must be addressed and supported in the online environment. This poster sets out to illustrate what these features are and the process by which an Australian university has maintained the pedagogical requirements of the learning space.

What happens when time, staffing pressures and a reduced funding base begin to impact on considerations for the future deployment of a successful university-based program promoting professional career options in rural mental health for

What happens when time, staffing pressures and a reduced funding base begin to impact on considerations for the future deployment of a successful university-based program promoting professional career options in rural mental health for completing students? This paper outlines the initial steps of shifting the Gippsland Mental Health Vacation School (GMHVS) from a successful week-long face-to-face program to a blended, collaborative and interactive model, distributed across space and time. Further, this blended learning approach encompassing social media opens the possibility to enable greater student numbers to participate in future GMHVS programs.

In 2011, a robust, on-campus, three-element Community of Practice model consisting of growing community, sharing of practice and building domain knowledge was piloted in a digital learning environment. An interim evaluation of the pilot

In 2011, a robust, on-campus, three-element Community of Practice model consisting of growing community, sharing of practice and building domain knowledge was piloted in a digital learning environment. An interim evaluation of the pilot study revealed that the three-element framework, when used in a digital environment, required a fourth element. This element, which appears to happen incidentally in the face-to-face context, is that of reflecting, reporting and revising. This paper outlines the extension of the pilot study to the national tertiary education context in order to explore the implications for the design, leadership roles, and selection of appropriate technologies to support and sustain digital communities using the four-element model.

This paper outlines the planned research into the use of an ePortfolio Environment to support the development of reflection in pre-service teachers. Reflection is a key skill for teachers to possess as they continue to learn into the

This paper outlines the planned research into the use of an ePortfolio Environment to support the development of reflection in pre-service teachers. Reflection is a key skill for teachers to possess as they continue to learn into the future. It is a doctoral research project that involves the implementation of sections of the eLearning Lifecycle model (Phillips, Kennedy, & McNaught, 2011) within a PebblePad platform. The proposed environment will include examples, activities and interactions as part of an Enculturation Teaching Model (Tishman, Jay, & Perkins, 1993). The impetus for the activities will be the sections of the Framework for Teacher Reflection (Colton & Sparks-Langer, 1993). The implementation aims to develop a teaching environment that can be used in a variety of platforms to develop reflective abilities in pre-service teachers that will be used for continued professional development.

Continuance theory is usually related to the regular use of technology in the business/industry area. It attempts to explain why people either continue to use specific technologies in their work, or not. Essentially, it links to the

Continuance theory is usually related to the regular use of technology in the business/industry area. It attempts to explain why people either continue to use specific technologies in their work, or not. Essentially, it links to the perceived value to individuals' ability to work effectively, however that is understood in their workplace. In the profession of education, particularly schools and teacher education, the perceived value of continued use is not about individuals and their work, but about individuals' work with groups of students and what happens to learning when these digital technologies are used. Continued use is contingent on their students' positive responses to these technologies supporting learning. I examine, in the light of continuance theory, what happens when student teachers in an initial secondary teacher education programme report on including digital technologies on practicum. This includes reporting on the effect students' responses have on their subsequent attitudes and practices regarding digital technologies in learning contexts.