2011: ASCILITE 2011 Conference Proceedings: Changing Demands, Changing Directions.

Educational equity is premised on the right of individuals to a higher education irrespective of their age, geographical location, gender, race, physical ability, or socio-economic background in order to improve their income generation and

Educational equity is premised on the right of individuals to a higher education irrespective of their age, geographical location, gender, race, physical ability, or socio-economic background in order to improve their income generation and hence quality of life (Santiago et al., 2008). In the digital age, distance-, flexible-, mobile-, virtual- and e-learning are all being promoted as means by which disadvantaged learners from around the globe can access, participate in, and achieve the outcome of post-secondary qualifications. They are also promoted as the means by which staff can participate in commensurate employment irrespective of their personal circumstances. This paper examines equity as a key benchmark for both students and staff in an era of changing demands and changing directions in higher education. While grounded in the literature, the paper incorporates ethnographic (student voice) and autoethnographic (staff voice) exemplars to highlight ways that disadvantage is experienced in technologically-mediated education.

Although there is evidence that academically successful students are engaged with their studies, it has proved difficult to define student engagement clearly. Student engagement is commonly construed as having two dimensions, social and

Although there is evidence that academically successful students are engaged with their studies, it has proved difficult to define student engagement clearly. Student engagement is commonly construed as having two dimensions, social and academic. The rapid adoption of social media and digital technologies has ensured increasing interest in using them for improving student engagement. This paper examines Facebook usage among a first year psychology student cohort and reports that although the majority of students (94%) had Facebook accounts and spent an average of one hour per day on Facebook, usage was found to be predominantly social. Personality factors influenced usage patterns, with more conscientious students tending to use Facebook less than less conscientious students. This paper argues that, rather than promoting social engagement in a way that might increase academic engagement, it appears that Facebook is more likely to operate as a distracting influence.

Besides serving as tools for leisure-reading and self-learning, eBooks can be effective in the facilitation of teaching and learning. Teachers can proactively make use of eBooks to facilitate teaching and learning. The Mobile Learning

Besides serving as tools for leisure-reading and self-learning, eBooks can be effective in the facilitation of teaching and learning. Teachers can proactively make use of eBooks to facilitate teaching and learning. The Mobile Learning Project at The Chinese University of Hong Kong was exploring the use of eBooks from teachers' perspective. This paper was about two cases in which teachers created the eBooks themselves rather than using commercially prepared materials. In one case, the eBooks became reference materials for students to freely refer to when they were in need of more information. In the second case the eBooks created were tightly integrated with curriculum such they were required weekly readings that matched the weekly topics of the course. Much care had also been paid to make the eBooks viewable on the majority of students' handheld devices. Surveys and download statistics of the eBooks were used for evaluation. The findings pointed us to both promises and challenges.

This paper reports on a pilot project undertaken by Victoria University (VU) with three partner universities in China (Sichuan University, Henan University and Liaoning University). The Global English Corner project uses online

This paper reports on a pilot project undertaken by Victoria University (VU) with three partner universities in China (Sichuan University, Henan University and Liaoning University). The Global English Corner project uses online technologies to both encourage interactions between students in China and Melbourne and enhance the English language proficiency of international students for whom English is not a first language. The Global English Corner project also explores how technologies might achieve a greater comparability of the student experience on- and offshore in supporting the language development of international students. The Global English Corner pilot uses the online conferencing tool Elluminate together with a WordPress blog to conduct and support English conversations between business students in China and two student peers in Melbourne, Australia.

This paper documents how children embed multimodality in their journal entries using blogs. Multimodality is the combination of semiotic modes that may include spoken language(s), written language(s), static or moving images and music

This paper documents how children embed multimodality in their journal entries using blogs. Multimodality is the combination of semiotic modes that may include spoken language(s), written language(s), static or moving images and music. Each of them generally offers opportunities for the construction of meaning. In this research, a case study approach was employed to gain an in-depth understanding of multimodality and meaning-making. The data is collected using classroom observations, textual analysis of similar journal topics posted by the participants, and informal interviews, or, online responses to the comments posted by the teacher, to the pupils in their entries which take the form of blog posts. Findings of this investigation suggest a need to redesign learning to allow everyone to cope with multimodality as a new form of literacy.

The Internet has erased international boundaries allowing our young charges the potential to develop as global citizens. Research studies have given good insights on the role of information literacy on the effectiveness of learning

The Internet has erased international boundaries allowing our young charges the potential to develop as global citizens. Research studies have given good insights on the role of information literacy on the effectiveness of learning. However, very little studies demonstrate an effective implementation of programmes in virtual learning environments. The paper highlights how Beacon Primary School, one of the futuristic schools in Singapore, has implemented its Tamil Language programmes in a virtual learning environment thus providing a collaborative platform for pupils to meet and discuss issues. P4 Tamil curriculum and lesson packages are designed to infuse Information Communications Technology (ICT) meaningfully and make virtual learning a reality. Information literacy had been weaved into the P4 Tamil language curriculum with online Web 2.0 software, wikispace, PBworkspace, as the platform for collaborative virtual learning environment. This paper presents how the virtual environment acts as a collaborative platform to enhance the pupil's information literacy skills.

This conceptual paper considers how the TPACK (technological, pedagogical and content knowledge) framework (Mishra & Koehler, 2006) can be used to gain an understanding of technology use in teaching and learning. For technology to enhance

This conceptual paper considers how the TPACK (technological, pedagogical and content knowledge) framework (Mishra & Koehler, 2006) can be used to gain an understanding of technology use in teaching and learning. For technology to enhance traditional teaching and learning, TPACK itself may require a tighter definition. We consider the effects of incorporating technology on both teachers' knowledge and students' approaches to learning. The intention is to look deeper into the TPACK construct and to view it from an alternative theoretical perspective. diSessa (1988) proposed a 'knowledge in pieces' theoretical approach that enables a finer-grained scrutiny of knowledge. This theoretical perspective considers knowledge to consist of small elements or 'resources'. We propose that 'knowledge in pieces' may help provide a better, more nuanced understanding of both TPACK and how technology-driven contextual change can affect learning. We conclude by outlining some implications of this theoretical perspective for future empirical research.

Along with the increasing emphasis placed on blended learning approaches in higher education, has come a need to engage and support staff in developing knowledge and skills for designing and managing blended learning curricula. This paper

Along with the increasing emphasis placed on blended learning approaches in higher education, has come a need to engage and support staff in developing knowledge and skills for designing and managing blended learning curricula. This paper describes one strategy for such support: an elective course within an existing Graduate Certificate in Higher Education program. Staff have the opportunity to complete this course as part of a formal program of study or as a one-off professional development opportunity. The course specifically aims to support staff in developing an understanding of the philosophical and pedagogical underpinnings of blended learning design, as well as in gaining skills in designing curricula from a blended learning perspective using information and communication technologies (ICTs) for teaching, learning and assessment purposes. Itself designed in blended learning mode, this course attempts to embody good practice in blended learning, and here we present an initial evaluation of the course from this perspective.

A key barrier to providing learners with engaging learning experiences is the deployment of new, innovative technology. This requires collaborative effort between teachers, system administrators and application developers. The shared goal

A key barrier to providing learners with engaging learning experiences is the deployment of new, innovative technology. This requires collaborative effort between teachers, system administrators and application developers. The shared goal is to make it as easy as possible for learning applications to be used by learners; the shared challenge is achieving this in a cost effective manner. The IMS Learning Tools Interoperability (LTI) specification provides new opportunities for addressing this issue and provides significant benefits to all three parties. Using LTI can provide developers and system administrators with a standard mechanism for integrating learning applications with existing systems (such as a virtual learning environment) and allow teachers greater freedom to select applications which best meet their pedagogic needs.

Twenty-first century university students find it increasingly difficult to commit to regular face-to- face classes, yet real-time interaction and collaboration are often essential to achieving successful learning outcomes. This paper

Twenty-first century university students find it increasingly difficult to commit to regular face-to- face classes, yet real-time interaction and collaboration are often essential to achieving successful learning outcomes. This paper outlines the authors' plans for a cross-institutional project funded by the Australian Learning and Teaching Council aimed at identifying, characterising and evaluating technology-enhanced ways of bringing together on-campus and geographically dispersed students and engaging them in media-rich collaborative learning experiences. The project will focus on three synchronous technologies: desktop video conferencing, web conferencing and 3D virtual worlds. The paper first presents the rationale for the project, along with the main outcomes envisaged. The project's focus and methodology are then described, before concluding with a call for expressions of interest from members of the ascilite community wishing to join a network of practitioners and/or participate in case-study implementations that will be supported, monitored and evaluated as part of the project.

This paper reports on a project which was initiated in 2011 and which aims to learn more about emerging technologies in higher education in South Africa and their potential impact on enhancing learning in an inequitable educational

This paper reports on a project which was initiated in 2011 and which aims to learn more about emerging technologies in higher education in South Africa and their potential impact on enhancing learning in an inequitable educational landscape. This newly developed research project includes a team of researchers across eight differently placed South African HEIs and one international NGO (see footnote 1 for researchers in the team and their institutional affiliations). The paper elaborates on emerging technologies, the South African context, provides an overview of the rationale for the project and describes the research design for the project.

In this session, a conceptualized framework is presented to provide an organization a tool by which to self-evaluate their online learning initiative. The tool is a methodology that leverages Ellis and Goodyear's framework, as well as

In this session, a conceptualized framework is presented to provide an organization a tool by which to self-evaluate their online learning initiative. The tool is a methodology that leverages Ellis and Goodyear's framework, as well as leverages activity theory (Cole & Engeström, 1993), and a new categorization of online learning as described by Norberg, Dziuban, and Moskal (2011). The methodology is presented in sufficient detail to permit application to most any online learning implementation. A case study will be forthcoming, as this framework will be initiated in 2012 at the University of South Australia.

This paper reports 'research in progress', which investigates the experiences of first-time distance learners with a strong phenomenological dimension. It takes place against a backdrop of challenges facing distance education in

This paper reports 'research in progress', which investigates the experiences of first-time distance learners with a strong phenomenological dimension. It takes place against a backdrop of challenges facing distance education in Australasia in which issues of recruitment, attrition (retention) and completion rates have come into sharp relief. This study will go beyond the current literature by producing a set of research-led deliverables that will enhance the supports and services available for first-time distance learners. The project is framed by an audit of initiatives designed to enhance the success of distance learners at two Australasian universities. The primary investigation gathered reflective video diaries from 20 first-time distance learners during Semester 2, 2011. The paper describes the methodological challenges of collecting learner stories through video and shares some of the preliminary qualitative data from this phase of the study.