This poster presents evaluation metrics to assess learning objects in terms of their compatibility with different learning styles. The metrics allow learning objects to be ranked based on their effectiveness with different types of
This poster presents evaluation metrics to assess learning objects in terms of their compatibility with different learning styles. The metrics allow learning objects to be ranked based on their effectiveness with different types of students which, in turn, can facilitate designing and searching for learning objects that meet the learner's requirements and preferences.
In recent years, a number of factors have contributed to the growth in both quantity and type of online educational resources made available to online learners. Two of these have been the speed of internet connections and advancing web
In recent years, a number of factors have contributed to the growth in both quantity and type of online educational resources made available to online learners. Two of these have been the speed of internet connections and advancing web technology. An example of this is the introduction of web-conferencing software, also known as webinars.
The Christchurch earthquakes of 22 February 2011 initiated an extraordinary process of professional development which informed and consolidated changes to the pedagogy and practices of three teacher educators. The fast-tracking of
The Christchurch earthquakes of 22 February 2011 initiated an extraordinary process of professional development which informed and consolidated changes to the pedagogy and practices of three teacher educators. The fast-tracking of technical capacity led to a questioning of beliefs around effective tertiary teaching pedagogy. The resulting changes to blended learning practices enabled learning to continue during a time of natural disaster. This poster is of particular relevance to those involved in teaching in a blended learning context, focused on developing equitable online learning experiences that engage and motivate all learners.
ReMarksPDF is an ALTC project designed to significantly improve electronic assessment workflows in the tertiary sector and enhance student engagement. The project is concerned with summarizing the literature on e-assessment workflows, the
ReMarksPDF is an ALTC project designed to significantly improve electronic assessment workflows in the tertiary sector and enhance student engagement. The project is concerned with summarizing the literature on e-assessment workflows, the policy implications for universities, relevance to TEQSA data collection, moderation and monitoring learning standards, new mechanisms for moderation within marking teams, and integration with Learning Management Systems. ReMarksPDF provides tools for timely feedback, embedding feedback throughout student assessment submissions, criterion-referenced assessment, and advanced moderation and quality assurance tools. The poster summarises the current state of development of the project and the free availability of this advanced cross-platform marking software for Australian academics. Case studies of ReMarksPDF Blackboard integration at Griffith University and ReMarksPDF Moodle 2.0 integration will be displayed. Technologically based methods of providing quality student feedback is an essential paradigm shift towards faster, simpler and more efficient assessment workflows for the benefit of both academics and students.
The Distance Education Research Database is an invaluable resource for anyone with a stake in the distance and online education industry. It will keep you up to date with the latest thinking in distance and online education around the
The Distance Education Research Database is an invaluable resource for anyone with a stake in the distance and online education industry. It will keep you up to date with the latest thinking in distance and online education around the world, allow you to examine a treasure trove of research relevant to your professional development and provide a solid basis for your future studies. The Poster session will demonstrate the database , its features and practical uses.
We present a project that involves undergraduate nursing students working in small groups using a wiki to develop a collaborative glossary of health specific terminology. We locate our research - using a randomized control trial - within
We present a project that involves undergraduate nursing students working in small groups using a wiki to develop a collaborative glossary of health specific terminology. We locate our research - using a randomized control trial - within the scholarship of teaching and provide the rationale for adopting this approach to our research. We then provide two alternative evidenced-based approaches to innovating with technology -scholarly teaching and reflective teaching - and show how the three approaches can provide multiple pathways for technology innovators to take an evidence-based approach to their work so that we learn from the past and inform future teaching practice.
Lynnette Flynn, David Prescott, Harriet Ridolfo, Wilma Pfitzner
This poster depicts key considerations around adopting a transformational approach to curriculum renewal at Charles Sturt University. This enhancement of the student experience must be built on a transformation of the university
This poster depicts key considerations around adopting a transformational approach to curriculum renewal at Charles Sturt University. This enhancement of the student experience must be built on a transformation of the university organisation culture and working practices of academic and support staff alike. Entitled the Charles Sturt University Degree Initiative (CSUDI) the process necessitates a shared sense of responsibility for planning the total student experience amongst those who coordinate and teach a course to create a distinct "CSU student experience" culminating in "CSU graduateness". In a nutshell the aim is for CSU undergraduates, in addition to an in-depth understanding of their chosen disciplines and professions, to have their studies underpinned with integrated and embedded principles equipping them for the modern world. Whilst the CSUDI is clearly the mechanism for the "student experience" to happen - unless the transformational design-based approach to curriculum renewal is truly collaborative, incorporates a wider vision, and a different approach, the concept of "graduateness" will not take place.
An online course was studied to investigate how integration of formative assessment enhanced the course design to facilitate learner engagement with meaningful learning experiences within the context of ICT-related professional development
An online course was studied to investigate how integration of formative assessment enhanced the course design to facilitate learner engagement with meaningful learning experiences within the context of ICT-related professional development for teachers. The study employed case study methodology. Participants included postgraduate students enrolled in an ICT-related online course and the course teacher within a New Zealand university. Based on the findings, integrating ongoing authentic assessment activities within teaching and learning processes engaged the students actively, and provided opportunities for ongoing monitoring and assessment. These in turn, elicited appropriate formative feedback to support and scaffold learning. These formative processes also fostered development of an effective online learning community. The interplay between formative processes and an interactive learning community sustainably fostered learners' engagement with critical learning experiences including active, interactive, contextual, collaborative, reflective, multidimensional perspectives, and self-regulated aspects of meaningful learning, which ultimately supported development of robust and transferable knowledge.
This preliminary study investigated Malaysian secondary Smart School teachers' beliefs about ICTs and how they are used in their classrooms. Using a case study design, data were collected from focus group interviews with 31 Science
This preliminary study investigated Malaysian secondary Smart School teachers' beliefs about ICTs and how they are used in their classrooms. Using a case study design, data were collected from focus group interviews with 31 Science, Mathematics and English teachers from three Malaysian secondary schools, and from journals of three students. Results showed that although these teachers held positive beliefs about ICTs in education, these beliefs were not fully translated into their classroom practices. Most of them believed that ICT was just a tool to use in teaching and learning, particularly if it eased knowledge dissemination, and helped students to understand the content. The analysis revealed early career teachers were using ICTs in more varied ways than the more experienced teachers. Many of these early career teachers communicated with their students through blogs and online groups; practices that were rare among the more experienced teachers.
Dale Holt, Stuart Palmer, Judy Monro, James Quealy, Ian Solomonides, Maree Gosper, Margaret Hicks, Michael Sankey, Amgad Louka, Robert Hollenbeck
The poster will present findings from the first year of a two-year nationally funded Australian Learning and Teaching Council (ALTC) project, Building distributed leadership in designing and implementing a quality management framework for
The poster will present findings from the first year of a two-year nationally funded Australian Learning and Teaching Council (ALTC) project, Building distributed leadership in designing and implementing a quality management framework for Online Learning Environments undertaken by Deakin University, Macquarie University, University of South Australia, University of Southern Queensland and RMIT University. The project is running over 2011-2012. This project aims to design and implement a framework that uses a distributed leadership approach for the quality management of Online Learning Environments (OLEs) in Australian higher education. The distributed leadership approach enables the development of the framework and in turn contributes to its implementation. The framework is the vehicle for building leadership capacity. The national project team itself represents a broad range of educational, technical and managerial expertise.
Lectures are one of the major teaching methods at University, but many academics are disillusioned about the value of lectures because of poor attendance and ineffective note-taking by students. Tablet technology in lectures has the
Lectures are one of the major teaching methods at University, but many academics are disillusioned about the value of lectures because of poor attendance and ineffective note-taking by students. Tablet technology in lectures has the potential to promote student engagement and improve note-taking. In this study, a case control design was used to investigate the effect of Tablet lectures on note-taking and attitudes of first-year bioscience students. The results of the study could possibly add to our knowledge of the use of Tablet technology in lectures to large numbers of students.
Although online discussion forums are considered an integral component of online learning in our College, the practice of how these are currently used does not always reflect the intended learning design. Discussions are often focussed on
Although online discussion forums are considered an integral component of online learning in our College, the practice of how these are currently used does not always reflect the intended learning design. Discussions are often focussed on processes and administrative nature, rather than discussion about content. The aim of the project is to improve this usage, to include more in-depth and content-related discussions. The stages of the project and expected outcomes are explained.
This poster looks at the taxonomy of game development tools mapped against games-based learning theories in order to suggest the most promising directions to take in online educational software design.
This poster looks at the taxonomy of game development tools mapped against games-based learning theories in order to suggest the most promising directions to take in online educational software design.
