2012: ASCILITE 2012 Conference Companion Materials

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.

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.

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.

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.

The inclusion of group assignments as part of teaching and learning in the education of health professionals is an expectation of registration bodies and health care stakeholders. Effective teamwork skills are seen as essential for

The inclusion of group assignments as part of teaching and learning in the education of health professionals is an expectation of registration bodies and health care stakeholders. Effective teamwork skills are seen as essential for productive working relationships in multidisciplinary teams and contributing to better health outcomes for staff and health care consumers. The translation of traditional approaches to teaching health care professionals to the online learning environment requires course coordinators to re-examine the relevance, design and assessment of group work. This presentation showcases the development of online group assessments that applies these education principles to the development of an assessment initiative in a multidiscipline health curriculum. It is anticipated that this translation of group work in higher education to the online learning experience will enhance the learning outcomes and experience for health care professionals and better meet the needs and expectations of students and key stakeholders.

For several mathematics and statistics subjects we included a variety of video-based resources including lecture captures. We surveyed students and found they appreciated and felt they learnt from the videos. Additionally, we recorded

For several mathematics and statistics subjects we included a variety of video-based resources including lecture captures. We surveyed students and found they appreciated and felt they learnt from the videos. Additionally, we recorded usage data and found a positive relationship between number of lecture captures downloaded and exam performance.

Open Educational Resources are widely discussed in higher education circles and open education practices are being upheld as the second generation of OERs that have the potential to make education freely available to all students. The OERu

Open Educational Resources are widely discussed in higher education circles and open education practices are being upheld as the second generation of OERs that have the potential to make education freely available to all students. The OERu is a collaborative initiative between 12 institutions globally that is intending to offer courses free of charge to students using only OERs and open practices. This poster presents preliminary results from a research study conducted with 110 representatives of higher education institutions around the world, of which 12 were official; members of the OERu. The study was aimed at identifying the extent to which higher education institutions are currently implementing open policies and practices as well as explore the challenges faced by institutions when considering implementing open initiatives. Results from the study indicate that although higher education institutions are aware of and interested in open education resources and initiatives such as the OERu, there are a number of challenges that need to be overcome before these initiatives are sustainable and more widely adopted.

The field of mobile learning is becoming more capable of supporting high quality learning experiences and students are increasingly demanding greater mobility and flexibility. As a result, Higher Education Institutions are increasingly

The field of mobile learning is becoming more capable of supporting high quality learning experiences and students are increasingly demanding greater mobility and flexibility. As a result, Higher Education Institutions are increasingly considering the implementation of institutional m- learning strategies. We present the aims and approach of a three year project to be conducted by the Australian Digital Futures Institute to develop an m-learning evaluation framework (MLEF) that will aid the selection and justification of m-learning initiatives. The framework will be encapsulated in an easy to use online evaluation toolkit which will consist of: a standardised evaluation framework, resources and guidelines; an m-learning maturity model; a database of m- learning exemplars; and an interactive mobile user model. The project is a collaborative initiative between USQ, ANU and UniSA and is supported through the Australian Government's Collaborative Research Networks (CRN) program. Participatory monitoring and evaluation (PM&E) methods will be used to develop outputs and deliverables.

There have been mixed reviews about the potential of e-readers to enhance higher education. At first glance, e-readers appear to have significant potential to provide students with access to course content and learning materials. There are

There have been mixed reviews about the potential of e-readers to enhance higher education. At first glance, e-readers appear to have significant potential to provide students with access to course content and learning materials. There are a number of considerations and obstacles to be addressed, however, before these devices are ready for widespread adoption. This paper reports on a pilot study using e-readers to provide students without internet access, with access to electronic course content. Course readings were converted into ePub format and were made available to a cohort of 16 incarcerated students via e-readers. This paper provides an overview of the steps undertaken as well the challenges and obstacles encountered in converting the readings to ePub format.

This research paper explores the difference between conventional composition writing and writing of composition on online blogs by 224, 6 classes of Grade 5 students in an elementary-level future school in Singapore. Students in this study

This research paper explores the difference between conventional composition writing and writing of composition on online blogs by 224, 6 classes of Grade 5 students in an elementary-level future school in Singapore. Students in this study are savvy information communication technology (ICT) users who have been exposed to one-to-one computing since Grade 1. A total of 4 written assignments were given to the students – two conventional paper and pencil and two online blogs written assignments. No significant difference was found in students’ scores on the four written assignments and their penmanship. The submission rate for the conventional paper and pencil composition written assignments was 93.75% as compared to 75% for the online blogs entries. Although interviews with teachers seem to suggest that the ICT mode could facilitate the learning of higher-order type of learning, the significantly lower submission rate for the online blogs is of concern and interest.

The conceptual toolkit is a heuristic device for teaching and learning key concepts and is grounded in Cognitive Load Theory (CLT). It focuses attention by stripping away extraneous material, encouraging a focus on the germane. This

The conceptual toolkit is a heuristic device for teaching and learning key concepts and is grounded in Cognitive Load Theory (CLT). It focuses attention by stripping away extraneous material, encouraging a focus on the germane. This project brings the toolkit into virtual existence as a digitally animated interactive resource in the form of an extended metaphor. Key disciplinary concepts are represented as a 'tools' that can gain traction on data like a spanner on a bolt. Tools are acquired by learners and organized in a 'tool shed' ready for use. The tool shed allows students to organize concepts into memorable clusters; tools are organized on shelves akin to cognitive schemata in long-term memory. Subsequently learners may select tools appropriate to a specific 'job' and, extending the metaphor, these are placed into a traditional steel cantilever toolbox ready for use. Exercises then scaffold application and analysis, facilitating higher level thinking; tools are 'picked up' by working memory for application to tasks such as case study or comparison. Reflection on the suitability of tools selected allows for deeper synthesis and understanding.

This poster presents the initial findings from a two year Griffith University research project. The project entitled “Developing consensus moderation practices to support comprehensive Quality Assurance of Assessment Standards” is funded

This poster presents the initial findings from a two year Griffith University research project. The project entitled “Developing consensus moderation practices to support comprehensive Quality Assurance of Assessment Standards” is funded through a strategic Griffith Grant for Learning and Teaching, with ethical approval granted under reference number GIH/08/11/HREC. The poster describes the development of, and reports on the initial results from, applying a five level model of consensus moderation to assessment. Each level in the model describes a key stage in the assessment process, and a range of consensus moderation practices that would support quality assurance of assessment at that level. The reporting framework is imbedded in the University’s online Course Profile system and requires academics to report on their consensus moderation activities. Initial results confirmed this to be a meaningful reporting framework to gather and evaluate consensus moderation activities in use throughout the University.

With constant pressure for higher education institutions to increase (or at least retain) student enrolments across the sector, many institutions are opting to keep up with demand by offering alternate methods of education provision and

With constant pressure for higher education institutions to increase (or at least retain) student enrolments across the sector, many institutions are opting to keep up with demand by offering alternate methods of education provision and facilitation. By providing tools and resources such as Blackboard Collaborate and Blackboard Mobile Learn, staff are able to engage and communicate with their students; anywhere and anytime. Encouraging staff to move away from the traditional lecture-theatre and tutorial based model and to instead embrace the opportunities provided by a virtual classroom is not always easy; however some staff have been re-invigorated by this teaching method and are trialing new and innovative ways to teach their students virtually.

Review It is a learner-led course evaluation tool providing advice from students to students who are finalising paper/offering choices as they progress through their study. Review It encourages reflection of the student’s learning

Review It is a learner-led course evaluation tool providing advice from students to students who are finalising paper/offering choices as they progress through their study. Review It encourages reflection of the student’s learning experience, and asks what advice that student would give other students. Survey results are moderated and made public online. By directing students to consider how they engaged with the learning material and delivery of an offering, Review It provides prospective students insightful advice from a student perspective. Students may also choose commend a lecturer or offering. The Review It question line also captures student perceptions of weekly workload, how close the offering matched their expectations, and whether there were unforeseen additional costs in study materials and resources. The benefits of the survey extend both to students and the institution; students have access to first-hand course testimonials, while the institution benefits from the first hand reports of students’ satisfaction or dissatisfaction with their courses.

This paper introduces a major investment in 'state of the art' video-linked teaching (VLT) facilities aimed at supporting collaborative teaching and learning across and beyond the campuses of Massey University. It reports how the design

This paper introduces a major investment in 'state of the art' video-linked teaching (VLT) facilities aimed at supporting collaborative teaching and learning across and beyond the campuses of Massey University. It reports how the design and development of the VLT spaces have resulted in unexpected challenges that are occasionally counter to the flexible teaching philosophy that has informed the design of the rooms. Some initial feedback is shared from the early experiences of staff and students, indicating several lessons for other institutions wishing to exploit the potential of VLT and related new 'hybrid' learning spaces. Overall the poster offers a glimpse into an engaging, tactile learning environment which goes beyond traditional video conferencing and highlights some of the pedagogical implications that have arisen through the project pilot phase.

This demonstration is intended to relate some of the initial findings of research into the issues surrounding students with a disability when undertaking assessments.

This demonstration is intended to relate some of the initial findings of research into the issues surrounding students with a disability when undertaking assessments.

In supporting the development of an online community of practice, the uniqueness of a community and its situation need to be recognised in both its design and growth. The matrix outlined in this paper and poster draws from both guidelines

In supporting the development of an online community of practice, the uniqueness of a community and its situation need to be recognised in both its design and growth. The matrix outlined in this paper and poster draws from both guidelines and frameworks in the literature, and the study of one developing online community of practice. The perspective it provides will be of particular value to those seeking to grow and sustain an online community of practice, for a relatively small community of educators.

“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.