2010: ASCILITE 2010 Conference Proceedings: Curriculum, technology & transformation for an unknown future

This study investigates how the infusion of a self-directed learning approach impacts on learning, teaching and curriculum content. Segments of a traditional mechanical engineering module, Net Shape Engineering were redesigned to promote

This study investigates how the infusion of a self-directed learning approach impacts on learning, teaching and curriculum content. Segments of a traditional mechanical engineering module, Net Shape Engineering were redesigned to promote self-directed learning. Instructional strategies were selected to promote SDL processes such a self- management, self-monitoring and self-modification. Two of 3 lessons reported here were restructured using structured problem solving and compared with the traditional approach. Data was collected using SDLRS, questionnaires and MCQ scores. It was found that the instructional strategy promoted self-management, self-monitoring and self-modification. In addition, the approach promoted active learning through greater engagement and interaction. There was however a difference in student preferences for the two approaches. The Low SDLRS scorers liked the approach because they could be more involved in the learning and they felt it improved their understanding. On the other hand, Average SDLRS scorers preferred the traditional method because it saved time, was more structured, provided them with hardcopy notes and opportunities for copying notes. They also felt they did not have to go through the time consuming process of discovering answers for themselves or bring laptops to class.

The generally accepted assumption by most multimedia researchers is that learning is inhibited when on-screen text and narration containing the same information is presented simultaneously, rather than on-screen text or narration alone

The generally accepted assumption by most multimedia researchers is that learning is inhibited when on-screen text and narration containing the same information is presented simultaneously, rather than on-screen text or narration alone. This is known as the verbal redundancy effect. Are there situations where the reverse is true? This research was designed to investigate the reverse redundancy effect for non-native English speakers learning English reading comprehension, where two instructional modes were used - the redundant mode and the modality mode. In the redundant mode, static pictures and audio narration were presented with synchronized redundant on-screen text. In the modality mode, only static pictures and audio were presented. In both modes, learners were allowed to control the pacing of the lessons. Participants were 209 Yemeni learners in their first year of tertiary education. Examination of text comprehension scores indicated that those learners who were exposed to the redundancy mode performed significantly better than learners in the modality mode. They were also significantly more motivated than their counterparts in the modality mode. This finding has added an important modification to the redundancy effect. That is the reverse redundancy effect is true for multimedia learning of English as a foreign language for students where textual information was foreign to them. In such situations, the redundant synchronized on-screen text did not impede learning; rather it reduced the cognitive load and thereby enhanced learning.

The future that popular social network technologies have in academia is the focus of this paper. The paper presents the results of a survey of some 812 university students at the University of South Australia. The survey focuses on

The future that popular social network technologies have in academia is the focus of this paper. The paper presents the results of a survey of some 812 university students at the University of South Australia. The survey focuses on student?s current uses, social network preferences, student preferences, student learning styles in order to determine if these living technologies can be used as learning technologies. Of particular interest are student tendencies for using such social networking for academic purposes. The study attempts to categorise the vast array of contemporary technologies and student preferences into a smaller number of factors that bring some clarity to an understanding of the relevance of these technologies to learning. As such, it provides a basis to future studies in this area. There is evidence in the paper to suggest that social network technologies are being used for informal learning practices and that the technology affordances are being used by students with a collaborative learning preference.

The following paper discusses the implications of introducing social networking into a university teaching environment and suggests that further understanding and investigation into the role technology plays in such an environment is

The following paper discusses the implications of introducing social networking into a university teaching environment and suggests that further understanding and investigation into the role technology plays in such an environment is needed. In examining in-class technologies such as Clickers, online teaching tools such as Centra and Moodle and social networking sites such as Facebook, the paper considers the benefits for teachers and students, as well as examining the drawbacks that may need to be addressed for successful implementation in relation to learning outcomes. After discussing the growth of networking in an educational setting, the paper presents four major aspects that describe the working of networks, and then applies this discussion to specific examples of Facebook and Clickers. While the move towards technological implementation is supported, it is emphasised here that it cannot be done without in- depth examination of the position of both teachers and students in relation to technological innovation in the classroom.

Social web technologies, such as blogs, wikis, social networking and photo/video sharing sites, are increasingly being used in innovative learning activities in higher education. While there has been much discussion about the pedagogical

Social web technologies, such as blogs, wikis, social networking and photo/video sharing sites, are increasingly being used in innovative learning activities in higher education. While there has been much discussion about the pedagogical rationale for using social web technologies in higher education, there has been little examination of the challenges involved in assessing the work students create or the activities they undertake using these tools. The transformation of academic authoring in a social web environment poses complex and urgent assessment-related challenges for policy-makers and educators alike. In this paper we describe the participatory approach we have taken in a project that aims to identify issues and support good assessment practices when students are asked to use social web technologies in medium to high-stakes assessment. In this paper, we outline the design rationale for the research, and describe the methods used in the three stages of this project: 1) documenting current practice through a nationwide survey and interviews; 2) initiating broad discussion across the sector about the issues raised; and 3) field-testing a draft good practice framework in 17 diverse teaching and learning settings. Our initial findings indicate that there are a range of complex student, teacher and institutional issues to consider. We conclude that bottom-up input from practitioners and students, combined with a policy-driven top-down approach is more likely to succeed in bringing about transformation and supporting good practice in the assessment of students’ social web activities.

The introduction of a problem-based learning role-play into an undergraduate nursing degree has motivated and inspired students to take an active approach to learning. Practising the role of a registered nurse and working in a simulated

The introduction of a problem-based learning role-play into an undergraduate nursing degree has motivated and inspired students to take an active approach to learning. Practising the role of a registered nurse and working in a simulated patient environment were seen as valid preparation for future practice. Collaborating with peers and tutors provided students with confidence to solve authentic patient problems and motivated them to accept responsibility for preparation and active participation during lab sessions. Inclusion of digital recordings of expert demonstrations of clinical skills significantly enhanced students’ skills development. Students’ future colleagues working in health care, noted their preparedness, high level of confidence and ability to transfer theory and skills to the real world of nursing.

This study explores end-users' e-learning experiences from several perspectives in order to learn about the how and why of their e-learning process with particular focus on their conative constructs and self-regulation. Research questions

This study explores end-users' e-learning experiences from several perspectives in order to learn about the how and why of their e-learning process with particular focus on their conative constructs and self-regulation. Research questions are targeting how novice e-learners manage their learning in a computer-based learning space. The study was conducted at a media laboratory for content testing. Mixed methods were used to collect data and triangulated in the analyses. Methods used were ques- tionnaires, eye tracking, screen recordings, observation, and a stimulated instant re- call (SIR) interview. The SIR-interview ties the methods together by targeting in- depth qualities of users' subjective experiences. Different phases of analyses are described in the paper emphasizing how methods can be triangulated in order to create an authentic picture of e-learning experiences. The study is still work in progress intending to explore how theories of motivation and self-regulation are applicable to e-learning contexts, and how this can be used in further studies on how to evaluate e-learning environments.

William Gibson (1999) once suggested that “The future has already arrived. It's just not evenly distributed yet”. This paper explores the diversity of student experiences in the use of current and emerging Information and Communication

William Gibson (1999) once suggested that “The future has already arrived. It's just not evenly distributed yet”. This paper explores the diversity of student experiences in the use of current and emerging Information and Communication Technologies (ICTs) and challenges the popular rhetoric, which claims that “net generation” learners entering university are already equipped with skill in the use of a wide range of Web 2.0 applications such as wikis, social networking, blogging, podcasts and 3D gaming. While much has been written about the benefits of these technologies for facilitating learner engagement in activities that foster life long learning skills, much less is known about the diversity of experiences that students have in using such technologies. This paper reports the findings of a study conducted at the University of South Australia (UniSA), which involved surveying undergraduate and graduate students to gain greater insight into students' experiences and engagement using a range of ICTs. Consistent with the findings of Kennedy et al (2007, 2009), our results suggest that that there is much greater diversity in student experiences using these technologies than previously assumed. The findings challenge the assumption that so called “net gen” students are a homogenous group entering universities with pre-existing skills in the use of ICTs and raise important considerations for academics as they adapt their curricula and approaches using current and emerging technologies to engage a student population increasingly diverse in ICT skills.

While “net generation students” are said to respond best to the use of information and communication technologies (ICTs) that foster participation through collaborative and networked environments, the same cannot be said of the majority of

While “net generation students” are said to respond best to the use of information and communication technologies (ICTs) that foster participation through collaborative and networked environments, the same cannot be said of the majority of community sector organisations. There is a growing body of evidence (Barraket, 2005; Department of Communications Information Technology and the Arts, 2005; Knox, 2005; Stillman et al, 2010; Yerbury, 2007) suggesting that the community sector is not yet harnessing the full potential of ICTs and that they could be using these technologies much more effectively (Barraket, 2005; Productivity Commission, 2010; Stillman et al, 2010; Yerbury, 2007). This paper describes a case study of service learning involving a cross-sector partnership between the public sector, university and community organisations aimed at developing student skills in web design through service learning, while also empowering community sector organisations to make more effective use of ICTs. The case study reported is based on a program which is a joint initiative of the State Government of South Australia, Office for Volunteers, and the School of Communication, International Studies and Languages at the University of South Australia. The case study describes key issues associated with developing and delivering a service learning model in partnership with government and in collaboration with community sector organisations that harnesses the power of Web 2.0 and CMS technologies to engage learners and community sector organisations through service learning. The findings from evaluations of student and community stakeholder satisfaction are reported and suggestions for addressing identified challenges are proposed.

In recent years the student experience of higher education in general and distance education in particular has been strongly influenced by wide scale uptake of internet based learning approaches, internationalisation and an expanding

In recent years the student experience of higher education in general and distance education in particular has been strongly influenced by wide scale uptake of internet based learning approaches, internationalisation and an expanding distance education market, amongst many other trends. As competition within the sector increases because of access to the WWW and other in-country socio-political influences, the push to attract and retain students is becoming a key issue for institutions. Understanding the distance student’s voice in relation to these trends and developing appropriate responses to ensure a satisfactory learning experience is becoming of critical importance. This paper reports on a work in progress. It discusses some of the trends influencing students’ learning in our increasingly borderless world and outlines a rationale for investigating the student voice to meet the unique needs of the distance learner. It describes approaches that will be adopted by a consortium of Australian and New Zealand distance education providers to undertake this work.

This paper describes a learning and teaching approach implemented in an undergraduate photography unit that is designed around a virtual collaborative experience. The approach was adopted several years ago and the process of continually

This paper describes a learning and teaching approach implemented in an undergraduate photography unit that is designed around a virtual collaborative experience. The approach was adopted several years ago and the process of continually refining the approach to enhance the student experience is outlined as are the benefits and challenges that have been encountered to date. The primary aim of the learning and teaching approach is to allow students to develop graduate attributes and technical skills that will prepare them to work in a contemporary media context – working in the virtual so as to understand approaches to developing and presenting work in the modern photography workplace. The approach also aims to engage and support students in a self reflective process where they examine the self and others focusing on aspects of contemporary culture and lifestyle, architecture and concepts of the home. Central to the approach is a virtual collaborative project where students are matched with partners to develop and present a cohesive virtual photography portfolio that contrasts their local environment: Suburb as Site. Finally, the paper describes the research project that is underway to enhance the collaboration matching process and evaluate the student experience. The research aims to contribute to improved staff understanding of the student experience with a view to further enhancing the learning and teaching approach.

This paper commences to unpack the possibilities for the question: how can technologies transform the learning for our future regional teachers? Videoconference and interactive whiteboards are not new. Yet, the innovation of these

This paper commences to unpack the possibilities for the question: how can technologies transform the learning for our future regional teachers? Videoconference and interactive whiteboards are not new. Yet, the innovation of these technologies has resulted in a new way of thinking to enhance the learning experiences for regional students who often feel disconnected when studying from a distance (Moore, 1997; Knipe & Lee, 2002; Saw et al., 2008; Worthy, Arul & Brickell, 2008). The advancement arises when a shared digital canvas is created using networked interactive whiteboards in conjunction with the videoconference for video and audio communication to provide two-way distance learning. The Networked Solutions Project is an exemplar of such technologies being developed to improve the learning landscape for regional pre-service teachers at the University of Wollongong (UOW). The new infrastructure, technologies and evidence-based research of multi-location delivery attempts to address issues of: fragmentation; duplication; inconsistency and in-equitability as identified by Winchester and Sterk (2006) in their Australian Universities Quality Agency (AUQA) audit for regional universities. This paper is a work in progress; it explores multi-location delivery of the Graduate Diploma of Education (GDE), the pilot program for the project. Data collection will occur throughout the year, concluding in December, 2010. Arising from the completion of this research in 2011 will be the strengths, challenges and affordances of multi-location delivery. Initial findings have commenced to establish a picture of participant perceptions and experiences. Further to this, more research is necessary to better understand the effectiveness of the networked interactive whiteboards (NIWB) technologies in tertiary institutions (Dawson, 2010).

The emergence of blended course techniques that embrace a combination of face-to-face and online learning environments offers a raft of opportunity for flexibility in education. While much writing has focused on the opportunities for

The emergence of blended course techniques that embrace a combination of face-to-face and online learning environments offers a raft of opportunity for flexibility in education. While much writing has focused on the opportunities for flexibility for the students and teachers, this paper focuses on the opportunities for effective sharing of expertise and effort between institutions. The Engineering 'Hubs and Spokes' project is a collaboration between The Australian National University and the University of South Australia. It draws on the strengths of each to improve the range and quality of educational opportunities for students. Two components of the project are underpinned by blended courses: sharing of courses at the advanced undergraduate level; and development of an integrated graduate development program. We describe choices made, benefits identified, and the challenges encountered in the early stages of the project. We discuss recommendations for the future of cooperation in educational design and delivery, and comment on the opportunities that arise for structural reform of the higher education sector.