2011: ASCILITE 2011 Conference Companion Materials

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.

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.

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.

Learning analytics is a technology on the rise in higher education. Adapted from business analytics, this approach is being used to track and predict student engagement and success in higher education. There is evidence to suggest that

Learning analytics is a technology on the rise in higher education. Adapted from business analytics, this approach is being used to track and predict student engagement and success in higher education. There is evidence to suggest that learning analytics can be successfully used to predict students at risk of failing or withdrawing and allow for the provision of just in time intervention. Despite this, the output of universities is not like that of other commercial ventures and business models for understanding consumer behaviour, for instance, are not equipped for accurate prediction of learning outcomes. The model presented in this poster is an attempt to create a predictive framework for 'learning health' from a multifaceted, epidemiological perspective. The model serves as a framework for understanding early student success at the micro and macro levels and provides a foundation for evidence-based use of learning analytics within a higher education perspective.

Macquarie University Accessibility Services (MQAS) converts learning materials into accessible formats for students with access needs. The process is time and labour intensive and with unrealistic timelines can result in materials being

Macquarie University Accessibility Services (MQAS) converts learning materials into accessible formats for students with access needs. The process is time and labour intensive and with unrealistic timelines can result in materials being delivered late. If learning materials were initially published directly in an accessible format, resources would be saved and students would receive their learning materials on time. The emergence of the e-book allows students easier and faster access to content with choice and control over its delivery mode. When content is published directly as an e-book in ePub format, it can be read on a number of e- readers. Additionally, students using an iPad can change the font style and size to suit their needs or listen to content using iOS's built in text-to-speech software. An academic's new book, Foundations of College Music Theory was published straight to this format, allowing students faster access to their learning materials and the ability to listen to them.

This poster exposes a draft university-wide educational and educational technology framework for discussion. Its purpose is to guide educational policy making, particularly for educational technologies. The framework is based on a general

This poster exposes a draft university-wide educational and educational technology framework for discussion. Its purpose is to guide educational policy making, particularly for educational technologies. The framework is based on a general conceptual framework of learning and a set of design principles for a contemporary learning environment. The framework is expanded by considering which learning activities and technologies are best suited to actualizing these design principles.

In 2010 Unitec launched an institution-wide eLearning strategy as part of a reconceptualised approach to teaching and learning. In response the library embarked on two action research projects investigating the effectiveness of library

In 2010 Unitec launched an institution-wide eLearning strategy as part of a reconceptualised approach to teaching and learning. In response the library embarked on two action research projects investigating the effectiveness of library services. One project assessed the efficacy of online information literacy tutorials. Embedding online information literacy into Learning Systems such as Moodle are vital in the increasingly blended learning tertiary environment (Adolphus, 2009) (Bongey, Cizadlo, & Kalnbach, 2006). Considerable time and expertise is going into the development of these tutorials, so we want to ensure optimum use is made of them. What we produce must have value for students with differing learning styles and motivation (Berk, Olsen, Atkinson, & Comerford, 2007). The other project examined distance students' engagement with library services and resources to determine potential barriers to equity of access. Previously, library services to distance students have been minimal. However, the growth of this section of our client base has increased and we want to meet their needs. Informed by the results of a survey, an intervention incorporating eLearning technology was introduced. The group was re-surveyed and individual interview were conducted to obtain verbatim commentary about the efficacy of the intervention for increased engagement. Our poster will show the results of the action research projects, issues we faced and our future plans.

The Tanya Jermaine collection of Greek vase reproductions was purchased by the Massey University School of History, Philosophy and Classics through an alumni donation in 2010. The collection was envisioned as a hands-on teaching resource

The Tanya Jermaine collection of Greek vase reproductions was purchased by the Massey University School of History, Philosophy and Classics through an alumni donation in 2010. The collection was envisioned as a hands-on teaching resource for students to use and experiment with and proved to be the inspiration for a project aimed at mobilising the collection for a wider audience including distance students, high schools and the general public. Classics and the department of Museum Studies, supported by Centre for Teaching and Learning consultants, designed and created both physical and virtual exhibition spaces for the collection. One of the major drivers was to produce an engaging application that would replicate, at least in part, some of the tactile experiences that the vases provide to students in real life. After considering several options, a beta version of Adobe's Digital Publishing Suite was used to produce the mobile application.

Popular social networking sites such as Facebook demonstrate an emerging opportunity for students and educators within formal higher education contexts to share ideas, celebrate creativity and participate in an environment which offers

Popular social networking sites such as Facebook demonstrate an emerging opportunity for students and educators within formal higher education contexts to share ideas, celebrate creativity and participate in an environment which offers immediate feedback from others who belong within a specific network. As this is an emerging use of the technology, an autoethnographic approach has helped capture the potentials and pitfalls of incorporating social networking within higher education. The findings highlight implications for the key stakeholders in higher education.

Computer education to non-computer science disciplines in Chinese universities has been under the guidance of the Chinese Ministry of Education (CME) since 1997. The "1 + X" structure proposed by CME in 2007 for computer education to

Computer education to non-computer science disciplines in Chinese universities has been under the guidance of the Chinese Ministry of Education (CME) since 1997. The "1 + X" structure proposed by CME in 2007 for computer education to non-computer science disciplines in Chinese universities offers a higher flexibility for institutions to choose X courses for their non-computer science disciplines, but it does not adequately address a few important issues in providing students with equitable experience in computer foundation education and meeting the specific needs for those students who want to advance their knowledge and skills in computer/IT. Based on a comparative study with the similar curricula used in other national and international institutions, a new framework of "2 + D + X" structure of computer education to non-computer science disciplines was proposed at TMAU to address those weaknesses in the CME "1 + X" structure. Trials of this rationalised framework have shown that students in different disciplines in natural sciences at IMAU strongly supported this new curriculum.

This interactive symposium will examine the iPad as a pedagogical tool and will explore its potential to transform higher education. 'Padagogy', and 'Podagogy' are swiftly becoming mainstream terms. Whilst this symposium will focus

This interactive symposium will examine the iPad as a pedagogical tool and will explore its potential to transform higher education. 'Padagogy', and 'Podagogy' are swiftly becoming mainstream terms. Whilst this symposium will focus primarily on the role of the iPad in the classroom it will also make reference to other personal computing and mobile devices available to learners. The symposium will be conducted face to face and via webinar, with input from remote presenters and involvement from (selected) remote participants. ASCILITE delegates and outside participants will be able to comment via a twitter stream, which will be displayed at the venue, and will be able to collaborate more extensively via an ASCILITE wiki. The symposium will be run as a panel session. Each of the representatives from the three institutions will provide an initial five-minute overview of their experiences in using iPads as teaching & learning devices, exploring the pedagogical opportunities, challenges and risks that iPads and mobile devices present. Immediately following each presentation there will be opportunity for the audience to ask questions and/or make comment. At the end of the panel presentations, delegates, virtual participants and the panel members will have further opportunity to engage in broad ranging exchanges about the value and uses of mobile learning devices and where their future might lead. This dialogue will be transcribed live onto a collaborative site which will remain available for ongoing deliberation at the end of the session. The symposium will be podcast for future online dialogue through the ASCILITE 2011 website.

The focus of the symposium will be a critical exploration and examination of the notion of 'authentic' learning, leading to a discussion of implications and consequences for the design of online learning resources and environments. The

The focus of the symposium will be a critical exploration and examination of the notion of 'authentic' learning, leading to a discussion of implications and consequences for the design of online learning resources and environments. The symposium will begin with a 5-10 minute overview presented by Barney Dalgarno, in which he will outline a framework containing three specific interpretations of 'authentic' learning, as a precursor to a 5-10 minute presentation by each of the other panel members.

As part of the national Digital Education Revolution (DER) all pre-service teachers need to develop both understanding and competency in embedding information and communication technologies (ICTs) into the content areas through a TPACK

As part of the national Digital Education Revolution (DER) all pre-service teachers need to develop both understanding and competency in embedding information and communication technologies (ICTs) into the content areas through a TPACK framework (Department of Education, 2008). A Government scoping study indicates that the most common forms of ICT currently used in classrooms are PowerPoint and basic Internet searches (Education Services Australia, 2010). These forms of ICT do not make best use of the potential learning possibilities of ICT. This project is aimed at developing the technological pedagogical content knowledge (TPACK) of pre-service teachers via sustainable integration of ICT in pre-service teacher education programs for both primary and secondary teachers.

The rate of new ideas and the multitude of pressures on time poor academics means we have to develop new ways of recognizing innovative ideas worth implementing and supporting, and to consider effective ways of building capacity which have

The rate of new ideas and the multitude of pressures on time poor academics means we have to develop new ways of recognizing innovative ideas worth implementing and supporting, and to consider effective ways of building capacity which have real impact on student learning. This symposium will highlight and consider some approaches to determining the ideas that make a difference in a time of changing demands and changing directions, as well as offering ways of building academic capacity. Ideas and comments will be sought from the audience, and the group will determine the developing "big ideas" from the symposium and the conference more broadly. This session aims to be interactive and audience led. In the style of ABC's Q and A, the panel members will provide comments and provocations, and then lead discussion facilitated by a chair. Audience members will be able to engage via their mobile devices; using OWL (Open Web Lecture), a new web-based student response system developed by QUT, which blends the physical space with a virtual learning environment to create a live collaborative experience. The format will be lively, provocative and responsive to emerging topics from the conference. The Chair and Panel will strive to create a blended learning environment by demonstrating an effective format and use of technology that engages the audience and stimulates thinking and discussion.

There has been much media reporting on the efficacy of virtual worlds for education over the last few years. Some of the claims made are unfounded and not based on empirical evidence. All panel members have been teaching and conducting

There has been much media reporting on the efficacy of virtual worlds for education over the last few years. Some of the claims made are unfounded and not based on empirical evidence. All panel members have been teaching and conducting research in virtual worlds for several years. They will address many of the myths about teaching and learning in a virtual world. The format will follow Jamie Hyneman and Adam Savage's television series, "Myth Busters" ("MythBusters," 2011) to find out whether the myths are "founded", "busted" or "plausible". To date there has been limited research and publications reporting on myths surrounding the teaching and learning in virtual worlds. However, Calani (2010) attempted to resolve the myths around immersion, James (2007) set about resolving the myths surrounding business in Second Life and, Hendrich & Mesch (2009), discussed 10,000 reasons why a virtual world will or won't work. This interactive session will seek audience participation in resolving these myths through evidence-based practice.

The transition from funded project to sustainable elearning innovation has been problematic for many years. Most elearning innovations rely on seed funding for a research and development phase that is risky and resource intensive. Once

The transition from funded project to sustainable elearning innovation has been problematic for many years. Most elearning innovations rely on seed funding for a research and development phase that is risky and resource intensive. Once proof of concept is achieved, different skills are needed for dissemination, integration and professional development, and a number of other factors are critical to long-term success, i.e. strong leadership, supportive institutional culture, senior management support, effective professional development and integration with existing technology systems. In the current tertiary context, there is unresolved tension between the need to experiment with new educational concepts and tools, and the provision of standard, centralized and secure elearning environments. Valuable knowledge is lost when project experiences are not analyzed to inform parallel or future developments. This applies equally to small-scale, developments and broad concepts such as learning objects and open educational resources. The discussion in this interactive symposium will begin with a working definition of 'sustainable' and a brief presentation of the strategies and success ratings from 22 Australasian case studies of funded projects that have achieved varying degrees of sustainability. Delegates will be invited to share their opinions and experience, and to debate the findings from an ACODE sponsored study.

The DEHub Virtual Worlds Working Group (VWWG) consists of Australian and New Zealand higher education academics investigating the role that virtual worlds (VWs) play in the future of education. A sub group of the VWWG that includes Higher

The DEHub Virtual Worlds Working Group (VWWG) consists of Australian and New Zealand higher education academics investigating the role that virtual worlds (VWs) play in the future of education. A sub group of the VWWG that includes Higher Degree Research (HDR) students and supervisors have been meeting regularly in the VW of second life. Many of these HDR students are the only student within their institution researching VWs. In many ways they lack the peer support that is so important to facilitate an expedient and successful completion of PhD candidates' dissertations. Through the regular VW meetings the HDR VW group have overcome the isolation of working alone and have developed a strong collegial network that extends beyond their individual institutions. These students and supervisors represent a cross section of researchers who are using VWs as a vital resource for their investigations, collegial networking and student-supervisor communication. Meeting with like-minded HDR students has facilitated a range of opinions and debate in relation to supervisor roles, methodologies, VW skills and research techniques.

Students' interactions in digital learning environments are distributed over time and space, and many aspects of eLearning phenomenon cannot be investigated using traditional research approaches. At the same time, the possibility to

Students' interactions in digital learning environments are distributed over time and space, and many aspects of eLearning phenomenon cannot be investigated using traditional research approaches. At the same time, the possibility to collect digital data about students' online interactions and learning opens a range of new opportunities to use ICT as research tool and apply new research approaches. This symposium brings together some of the recent advancements in the area of ICT-enhanced research and aims to discuss future directions for methodological innovation in this area. The session will include four presentations that will explore different directions of ICT use for eLearning research.

This symposium is an opportunity to hear from a group of mentees and mentors about their 2011 projects. It is also a great opportunity to find out about the programs and how you can be involved in 2012 as either a mentor or mentee. The

This symposium is an opportunity to hear from a group of mentees and mentors about their 2011 projects. It is also a great opportunity to find out about the programs and how you can be involved in 2012 as either a mentor or mentee. The Community Mentoring Program (CMP) involves a collaboration between two ascilite members for the purpose of achieving an agreed goal through dialogue, action and reflection. Mentoring can play a beneficial role in enabling participants to increase their knowledge and experience, enhance career prospects and improve job satisfaction. There are few experiences as powerful as connecting with other people who are united by the need to work collegially and to resolve mutually shared problems. ascilite initiated the Community Mentoring Program in 2003 and approximately 40 members have taken part over the 8 years. The Program has proved to be a valuable addition to the ascilite suite of activities to support its members. The CMP provides wonderful opportunities for a participant to expand a career portfolio and establish support networks that are so important for creating a better working environment and realise aspirations for the future.

Over the past decade, most Australian universities have moved increasingly towards online course delivery for both undergraduate and graduate programs. In many cases, online teaching is becoming part of routine teaching loads. Yet detailed

Over the past decade, most Australian universities have moved increasingly towards online course delivery for both undergraduate and graduate programs. In many cases, online teaching is becoming part of routine teaching loads. Yet detailed and accurate workload data are not readily available. This symposium is timely as it addresses an issue of immediate National and International concern relevant to all education sectors as many struggle with how to allocate workload associated with the use of learning technologies. This symposium intends to explore workload based on data collected from across four institutions and seek input from the audience as to whether it 'rings true'. This Symposium will present some of the findings and conclusions of an Australian Learning and Teaching Council project which has undertaken a robust investigation of workload in relation to the use of learning technologies. The project used a Grounded theory approach and appropriate supporting methods. Drawing on the 88 interviews undertaken across the partner institutions and consequent analysis the four team members will discuss four case studies in regards to issues, barriers and concerns; the grounded methodology, findings from the NVivo analysis and focus on the various teaching demands of online programs, and whether workload demands are lighter, heavier or the same for online teaching compared with face-to-face teaching. The group will highlight recommendations for future practice for key stakeholders from the various perspectives of the presenters. Several questions from the interview schedule and the proposed survey tool will be drawn upon to engage the audience. In particular the survey tool, newly developed, will be tested using a 'cognitive' interview technique whereby audience members will be asked for their 'understanding' of the questions. This feedback will then be incorporated into the survey.

The symposium will first review a series of benchmarking activities that have been undertaken over recent years using the ADODE Benchmarks. It will provide a number of options for participants as to the different ways in which these

The symposium will first review a series of benchmarking activities that have been undertaken over recent years using the ADODE Benchmarks. It will provide a number of options for participants as to the different ways in which these benchmarks can be used and it will seek to work with participants to help them establish a plan of action for their own institution. As these benchmarks can be used at different levels and in different ways, in their entirety or in part, this activity will provide participant, with keys for using these benchmarks at whatever level they might find most appropriate in their institution. Different perspectives on the usefulness of these benchmarks will be canvassed with a view to establishing the best way forward for participant. But more importantly, this session will seek to empower individuals to provide contextualized leadership in this area eLearning quality once returning to their institutions. Participants in this symposium would be those who are interested in conducting future benchmarking activities in the area of e-learning, potentially using these benchmarks to conduct either an internal audit of what their institution has in place, or for those looking to plan for an inter-institutional activity, for more broad-ranging quality purposes. Each panel members has considerable experience using the ACODE benchmarks and other quality instruments to help their institutions navigate their future in eLearning. Each also have responsibility, in varying degrees, for their own institutions response to current trends and can provide participant with an inter- institutional perspective of the importance of benchmarking to help establish strategic direction in the area of e- learning.