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

 

The proceedings of the 2011 ASCILITE Conference

G. Williams, P. Statham, N. Brown & B. Cleland (Eds.), Changing Demands, Changing Directions. Proceedings ASCILITE Hobart 2011

Wrest Point, Hobart, Tasmania, Australia

December 4-7, 2011

ASCILITE2011 Conference Website - https://ascilite.org/conferences/hobart11/index.htm

Published: 8 December 2011

ASCILITE Conference - Concise Papers

  • Auditing education courses using the TPACK framework as a preliminary step to enhancing ICTs

    Chris Campbell, Aspa Baroutsis

    The Teaching Teachers for the Future (TTF) project is a Department of Education, Employment and Workplace Relations (DEEWR) project that involves all 39 Australian teacher education universities. This study uses the TPACK framework and focuses on future teachers to ensure they are afforded the best learning opportunities in an increasingly online world. Specifically, the project supports the ongoing development of information and communication technology (ICT) proficiency of graduate teachers across Australia by building the ICT capacity of teacher educators and through the development of appropriate resources. This paper focuses on the initial auditing and mapping of the electronic course profiles (unit outlines) that occurred at The University of Queensland's School of Education which in turn provided a basis for the specifics of the project. The initial findings of the mapping process indicate that generally, course coordinators under- represent the technology components in their courses.

    Read article: Auditing education courses using the TPACK framework as a preliminary step to enhancing ICTs

  • Changing practice: Does the LMS matter?

    Helen Carter, James Meek, Vanessa Warren

    What are the key drivers to change in teaching practice as they relate to the use of a learning management system? Is one system inherently better than another or is it teacher experience that matters most? Are we expecting academic staff to become 'experts in educational technology' and taking the focus away from developing their discipline expertise? What role do educational designers play in facilitating change in practice? What role does the institution play in supporting change in practice? This paper is meant to provoke discussion around these questions and asks you to consider how this might relate to your own experience and circumstance.

    Read article: Changing practice: Does the LMS matter?

  • Fostering institutional change through learning leadership : A study of stories of adaptation in blended and flexible learning and distance education

    Merilyn Childs, Mike Keppell, Mark Brown, Carole Hunter, Natasha Hard, Helen Hughes

    This paper discusses the significance of a research project between Charles Sturt University (CSU) and Massey University (MU) which aims to build knowledge and understanding of the impact of distributive leadership approaches to transforming teaching and learning in relation to distance education. Authentic, situated approaches to change offer a powerful conduit for building "street level leadership", the sharing of knowledge, skills and information within and between schools and as a basis for whole-of-institution cultural change driven through practice. This research provides an opportunity for evaluation of authentic, situated approaches as a mechanism for institutional renewal of learning and teaching practices in relation to distance education (DE). Such a reorientation of practice affords CSU and MU a chance to increase the equity of student experience and engagement in learning through blended and flexible delivery.

    Read article: Fostering institutional change through learning leadership : A study of stories of adaptation in blended and flexible learning and distance education

  • Singapore student teachers' intentions and practices in integrating technology in their teaching

    Doris Choy, Angela F. L. Wong, Seng Chee Tan

    The purpose of this study is to investigate the development of student teachers' intentions and practices in integrating Information and Communication Technology (ICT) into teaching. Data was collected before and after the ICT course on their intentions to use ICT in future teaching, and after the two practicum school attachments to find out their practices in integrating ICT during their student teaching. The results showed that student teachers' intentions to integrate JCT were positive before and after the ICT course. There was a significant decrease in their practices to integrate ICT as an administrative tool and a student learning tool during the first practicum attachment. However, there were significant increases in their ICT practices during their second practicum attachment. The student teachers also reported positive overall attitude towards the use of ICT in teaching throughout their two-year teacher education programme.

    Read article: Singapore student teachers' intentions and practices in integrating technology in their teaching

  • Lecturer engagement in the use of interactive tools in learning management systems: A Swedish case study

    Michael Christie, Ramon Jurado Garrote

    In this paper the authors argue that although Higher Education researchers have been largely responsible for the creation of the Internet, university lecturers have been far less innovative and active in their use of this form of Information Communication Technology (ICT). To support our case we use our own research to show the manner and extent to which a Learning Management System (LMS) is used by a sample of teachers from an Engineering Department in Sweden. We also analyze the use of interactive LMS tools by lecturers who undertake staff development courses. The teachers in our two samples make very little use of online asynchronous discussions (OADs) either as teachers or as students. We use logic and the literature to explain this phenomenon and make some recommendations for improving the scholarly, innovative and pedagogical use of LMS in both staff development and mainstream university courses.

    Read article: Lecturer engagement in the use of interactive tools in learning management systems: A Swedish case study

  • 'Because I said so': A Teacher-Centred Approach as a Scaffolding Technique to Accommodate International Distance Learners in a Student-Centred Environment

    Valeri Chukhlomin

    At the SUNY Empire State College's Center for Distance Learning (CDL), the majority of students come from the State of New York, whereas international distance learners were historically a tiny fraction. This is currently being changed, with the ongoing rebranding of the College as New York's Open University. Seeking to enhance its curriculum to better accommodate international distance learners, CDL has engaged in the development of bridging bilingual/bicultural courses such as "International eLearning Skills for Russian Speaking Students". The course designed and taught by bilingual/bicultural professors helps students overcome linguistic, cultural, technological, and organizational barriers and adapt to the North American learning environment. In this paper, I will briefly describe the project, problems discovered and solutions found, including the use of scaffolding techniques, such as teaching- centred pedagogy.

    Read article: 'Because I said so': A Teacher-Centred Approach as a Scaffolding Technique to Accommodate International Distance Learners in a Student-Centred Environment

  • The CAT amongst the pigeons: A reflective framework approach to personalised professional development in open, flexible and networked learning

    John Clayton, Richard Elliott

    Reflective-frameworks are designed to assist educators to critically reflect on their professional practice. In essence individuals make meaning from their professional experiences in relation to accepted best-practice. This paper will explore the use of a reflective-framework in open, flexible and networked learning. The development of a competency assessment tool ,the CAT, to help educators reflect on their current use of e-Learning applications and the pedagogy of their practice, is decribed. By working through the CAT individuals can identify areas of strength and examine areas requiring development. The result of this critical evaluation is the generation of personal learning plan (PLP) in the effective use of e-learning. How the reflective framework operates as an empowerment approach to professional development is explained in detail. This paper argues that the use of the CAT extends the repertoire of teaching skills, improves professional practice and ultimately enhances the learning environments of learners and teachers.

    Read article: The CAT amongst the pigeons: A reflective framework approach to personalised professional development in open, flexible and networked learning

  • Nicola Building Virtual Tour: Considering simulation in the equity of experience concept

    Meg Colasante

    Examining equity of learner experiences across delivery modes is a contemporary issue, particularly in comparing onshore and offshore or local and distance experiences. This paper begins the journey of reviewing equivalence of learning experience for local and distance students in a vocational course in a Property Services learning program, just as this case joins a larger multiple-case study examining equivalence. It focuses on the potential of a simulation in providing equivalent 'practical' experience of conducting a building inspection. A simulation designed to help achieve this, the Nicola Building Virtual Tour, was trialed in a small cohort in the Property Services program, and a survey harnessing learner opinion of this tool received largely positive feedback, but also provide some guidance in how to proceed.

    Read article: Nicola Building Virtual Tour: Considering simulation in the equity of experience concept

  • Evaluation of alternative feedback mechanisms on student engagement with assessment feedback

    Stephen Colbran

    This study examined students' perceptions of the usefulness of assessment feedback provided by ReMarksPDF and provides a summary of positive and negative aspects of different types of feedback annotations. Students randomly received one of 7 different combinations of feedback. 74.9% of students found ReMarksPDF feedback better than that they have received in the past and 73.2% of students agreed or strongly agreed that other units should adopt the ReMarksPDF system. Students found the mark tally table, assessment rubric, spider chart, spider chart (with average), colour coding and smileys to be significantly valuable feedback in that order of preference. Females gave higher ratings than males on all feedback types, except spider charts, which were equally highly rated by males. Respondents indicated that ReMarksPDF feedback was easy to read and understand and that it was beneficial to have comments appear in a side column note.

    Read article: Evaluation of alternative feedback mechanisms on student engagement with assessment feedback

  • Going live: Building academic capacity in blended learning using web-conferencing technologies

    Roger Cook, Natasha Giardina

    This paper reports on a current initiative at Queensland University of Technology to provide timely, flexible and sustainable training and support to academic staff in blended learning and associated techno-pedagogies via a web-conferencing classroom and collaboration tool, Elluminate Live!. This technology was first introduced to QUT in 2008 as part of the university's ongoing commitment to meeting the learning needs of diverse student cohorts. The centralised Learning Design team, in collaboration with the university's department of eLearning Services, was given the task of providing training and support to academic staff in the effective use of the technology for teaching and learning, as part of the team's ongoing brief to support and enhance the provision of blended learning throughout the university. The resulting program, "Learning Design Live" (LDL) is informed by Rogers' theory of innovation and diffusion (2003) and structured according to Wilson's framework for faculty development (2007). This paper discusses the program's design and structure, considers the program's impact on academic capacity in blended learning within the institution, and reflects on future directions for the program and emerging insights into blended learning and participant engagement for both staff and students.

    Read article: Going live: Building academic capacity in blended learning using web-conferencing technologies

  • Exploring Medical Students' Use of Technology

    Linda Corrin

    The use of Information and Communication Technologies (ICTs) are increasingly important in the delivery of medical education. Whilst the primary motivation for technology integration is to increase learning and teaching effectiveness, such decisions are sometimes based on assumptions of a high level of technological literacy of students entering higher education. Recent literature has challenged these assumptions instead presenting a more diverse picture of students' experience and skill with technology (Kennedy et. al., 2007, Oliver & Goerke, 2007; Margaryan, Littlejohn & Vojt, 2011). This paper presents the results of surveys conducted with new graduate medical students designed to measure access to and confidence with technology. This data has been used by the medical school to monitor the technological profile of each cohort of students in order to implement suitable support activities and to provide an empirical foundation to inform decisions around the implementation of new educational technologies in the curriculum.

    Read article: Exploring Medical Students' Use of Technology

  • Bridging the gap : Engaging distance education students in a virtual world

    Rachel Crease, Bob Pymm, Lyn Hay

    Following a review of the provision of courses in the School of Information Studies (SIS) program at Charles Sturt University, academics in the school worked with learning and teaching services to design and implement a variety of teaching and learning activities in the online environment in order to address the challenges of distance education (DE). These challenges included high student attrition, lack of motivation, a sense of isolation and a need for greater and improved communication. A new model of teaching was developed with subject provision now fully online, utilising a range of social networking software, with the aim of creating a more engaging and sustaining learning environment to help overcome the isolation often noted by DE students. This paper outlines the outcome of the course review and reports in particular on one aspect, the development of the SIS Learning Centre in Second Life, where students and teachers meet to engage in new and innovative learning and assessment activities designed specifically to encourage greater communication and connectivity between DE students.

    Read article: Bridging the gap : Engaging distance education students in a virtual world

  • Embedding an ePortfolio system at a programmatic level

    Stuart Dinmore, Ben Kehrwald, George Bradford

    This paper outlines the ePortfolio implementation process at the University of South Australia. The eP system, powered by the open-source ePortfolio Mahara, is one element of an integrated suite of technology enhanced tools for teaching and learning at the University and will be available to all students and staff from the second half of 2011. This ePortfolio system has been chosen because of its flexibility and its capacity to be the venue for many complex tasks. We have sought to conduct the implementation of the eP, for teaching and learning purposes, at a programmatic level across the institution. We recognise that for a system like this to operate optimally it needs to be integrated within a program of study at every year level and that piecemeal approaches to using ePortfolios, while of some value, do not ultimately allow the full potential of portfolio learning styles to flourish. This paper reports on the work-in-progress of our ePortfolio implementation.

    Read article: Embedding an ePortfolio system at a programmatic level

Showing 79–91 of 147 articles