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

 

The proceedings of the 2010 ASCILITE Conference

C.H. Steel, M.J. Keppell, P. Gerbic & S. Housego (Eds.), Curriculum, technology & transformation for an unknown future. Proceedings Ascilite Sydney 2010

Novotel Sydney Brighton Beach, Sydney, New South Wales, Australia

December 5-8, 2010

ASCILITE2010 Conference Website - https://www.ascilite.org/conferences/sydney10/

Published: 1 December 2010

ASCILITE Conference - Concise Papers

  • Otago Virtual Hospital: Medical students learning to notice clinically salient features

    Phil Blyth, Swee-Kin Loke, Judith Swan

    Part of learning to become a doctor involves learning to read or notice the world as a medical professional. Such identity formation can take place by participating in social practices within virtual worlds. In this paper, we report early findings from a case study of seven medical students performing the role of junior doctors in the Otago Virtual Hospital (OVH), focussing on the degree to which they noticed and recorded the salient features in a clinical case. Using video recordings of in-world activity, submitted patient notes, and audio recordings of pre- and post-interviews, we provide early evidence that solving an open-ended case in OVH has the potential to require students to notice, record, and integrate significant elements of the case by themselves. One of the aims of our descriptive study is to isolate variables that can eventually be used to study the nature of learning in virtual worlds with greater precision.

    Read article: Otago Virtual Hospital: Medical students learning to notice clinically salient features

  • Is peer assessment of asynchronous group discussions fostering skills relevant to our future graduates?

    Stéphane Bouchoucha, Helen Wozniak

    The increasing use of peer assessment in higher education institutions, as well as its benefits in term of students’ learning is well documented. Distance education can be fraught with challenges, but creating a community of practice has been proven to increase student engagement and learning. This paper reports on the implementation of peer assessment of online asynchronous group discussions to foster a community of practice and equip future graduates with lifelong skills relevant to their chosen professional path. Through a careful preparation of students, the implementation of the peer assessment process proved beneficial. This paper describes the analysis performed to establish the validity and reliability of the peer assessment process in the context of a 3rd year unit of study of the bachelor of nursing at Charles Darwin University.

    Read article: Is peer assessment of asynchronous group discussions fostering skills relevant to our future graduates?

  • The wiki factor: Scaffolding online learning in groups

    Charlotte Brack, Marie-Paule Van Damme

    We have used Web 2.0 technology to transform undergraduate group work, in higher education, preparing students for ways in which people will work together in the future. This was implemented within Leapfrog Biology, an intensive four week online program developed for students who have not completed year 12 biology and who are entering first year medical studies. We used wikis to facilitate both the process and the product of online collaboration. This paper presents the evolution of the educational design of the online environment and the underlying pedagogy with a focus on online group work and the scaffolding of collaborative learning. Student activity in group wikis, assessed from edit trails and discussion posts, was analysed quantitatively in terms of participation and qualitatively in terms of the nature of student contributions. Scaffolding of learning in groups and ways groups were selected are described and related to student activity.

    Read article: The wiki factor: Scaffolding online learning in groups

  • Pad-agogy: A quasi-experimental and ethnographic pilot test of the iPad in a blended mobile learning environment

    Jeffrey Brand, Shelley Kinash

    Does student use of mobile technologies make a difference to their learning? Many educators make this claim. This research will test and report the learning outcomes, technology orientations, attitudes, times on task and exposure frequencies with iPad tablet computers and make comparisons of these groups using other mobile devices and groups not using mobile devices. Methods include a quasi-experiment and design-based research (DBR) and ethnography. Participants will be 150 students over 2 semesters randomly assigned to rotating a comparison group using a traditional bound textbook and regular access to a Blackboard subject site, another comparison group using their existing mobile devices and an experimental group using iPads to access equivalent content through enhanced Blackboard content and an enriched e-text prepared for this research by Oxford University Press. Surveys, observations, discussions and curricular assessment are conducted weekly as part of the class. Quantitative analysis will be through SPSS and qualitative through NVIVO. The distinctive contribution of this research is the addition of empirical data to this research domain. Early results will be presented at the conference.

    Read article: Pad-agogy: A quasi-experimental and ethnographic pilot test of the iPad in a blended mobile learning environment

  • Using students’ visual representations as a window to designing learning tools

    Ardis Cheng, Gregor Kennedy, Edmund Kazmierczak

    We report the preliminary findings of a study that considered how undergraduate students visually represent dynamic processes of a biological complex system. Initial results indicate that students created structure-focused visuals and relied on visual representations they had previously encountered in their studies. We suggest that the results of this paper can inform how computer-based learning tools could be designed to prompt students to think about the relationships between structure, behaviour, and function, thereby aiding their understanding of how biological complex systems work.

    Read article: Using students’ visual representations as a window to designing learning tools

  • Asynchronous online discussion: Instructor facilitation vs. peer facilitation

    Wing Sum Cheung, Khe Foon Hew

    Asynchronous online discussion forums have been widely used in schools and universities. They form an integral part of e-learning and blended learning. Many researchers and educators use asynchronous online discussion activity to develop student thinking skills, problem solving skills, and others. There are many factors that may affect student participation in asynchronous online discussion forums such as discussion topics, group size, ground rules of the discussion forums, facilitation skills, and others. We believe that facilitators play an important role in the success of asynchronous online discussion. Usually instructors or students serve as facilitators for online discussion activities. In this study, we explore participants' preference in terms of facilitator (instructor facilitator vs. peer facilitator). In addition, we also found out the reasons for their preference.

    Read article: Asynchronous online discussion: Instructor facilitation vs. peer facilitation

  • Impact of a new curriculum on pre-service teachers’ Technical, Pedagogical and Content Knowledge (TPACK)

    Chun Hu, Vilma Fyfe

    This paper reports some preliminary findings of a formative evaluation on the impact of a new curriculum on pre-service teachers' technical, pedagogical and content knowledge (TPACK). It discusses the design principles employed and its implementation process. A survey adapted from Schmidt et al. (2009) was administered at the beginning and completion of the course. The post-course survey showed increase in pre-service teachers? self-reported ratings in technology, pedagogy and content knowledge. Implications are discussed.

    Read article: Impact of a new curriculum on pre-service teachers’ Technical, Pedagogical and Content Knowledge (TPACK)

  • Designing an online problem representation engine with scaffoldings for effective teaching and learning (PRES-on)

    Chwee Beng Lee, Keck Voon Ling, Si Thong Nguyen

    In this paper, we describe the web-based scaffolded dynamic simulation system (PRES- on) designed for pre-service teachers. PRES-on will act as a cognitive tool for learners to identify and articulate their thought processes in representing and solving problems using a set of building block icons (stocks, flows, converters, and connecters). It is a generic tool that is capable of supporting multidisciplinary learning which is highly important in today’s context. PRES-on is designed to be used in an open learning environment that seeks to promote and cultivate divergent thinking and in situations where multiple perspectives are valued. The mathematical component of PRES-on will simulate the dynamic behaviour of the problem representation and capture complex patterns of such behaviours. In addition, as a web-based engine, learners can readily build and share their problem representation with their peers. Being one of the first initiatives to develop a web-based scaffolded dynamic simulation system for problem solving purpose, PRES-on will inform our understanding on how new technological development could enhance learning in environments that involve multidisciplinary problem solving. This project forms part of the continuing effort to bridge theory and practice as we aim to advance the pedagogical application of PRES-on through design experiment.

    Read article: Designing an online problem representation engine with scaffoldings for effective teaching and learning (PRES-on)

  • From paste-up to power-up: Supporting students to design a research poster

    Ayelet Cohen, Jenny McDonald

    This paper describes the evaluation of a single teaching intervention, a poster design seminar, facilitated by a professional designer, for a 2nd year undergraduate ecology class. We provide some evidence that the intervention enhances students' understanding and practice of visualisation skills. We also recommend the use of readily available and accessible tools (such as PowerPoint) to reduce the amount of time needed for technical support. Our experience leads us to suggest that including the teaching of visualisation skills in the undergraduate science curriculum may be a simple strategy to help future scientists to become more effective and independent visual communicators.

    Read article: From paste-up to power-up: Supporting students to design a research poster

  • Managing the transition from the classroom to the workplace: Beyond the duty of care

    Bonnie Cord, Mike Clements

    Industry is increasingly demanding graduates that are work ready. Preparing students that are not only technically competent but that also display the necessary soft skills for industry, presents a challenge for higher education. Experiential learning programs can offer students the opportunity to develop these skills and practice discipline knowledge, however for program sustainability higher education must meet the needs of its key stakeholders. This paper presents an intensive internship program that aims to supportively transition students into industry, while focusing on key stakeholder engagement. A beyond duty of care approach is presented through the design, structure and application of the program with emphasis on the student and industry partner.

    Read article: Managing the transition from the classroom to the workplace: Beyond the duty of care

  • Capturing clinical experiences: Supporting medical education through the implementation of an online Clinical Log

    Linda Corrin, Martin Olmos

    The capturing of data regarding medical students’ clinical experiences contributes constructively to the delivery and enhancement of the curriculum. In order to facilitate the capture of this data the University of Wollongong’s Graduate School of Medicine has implemented an online Clinical Log system using an iterative software development process to continually develop and refine the system to provide the most effective tool possible for students and staff. This paper reports on the progress of this project to date and outlines areas of future development and innovation.

    Read article: Capturing clinical experiences: Supporting medical education through the implementation of an online Clinical Log

  • Sustaining innovations in educational technology: Views of innovators at the University of Cape Town

    Glenda Cox

    Educational technology is increasingly being used to enhance teaching and learning activities in higher education. One of the persistent challenges has been how to encourage, support and sustain these innovative practices which rest largely on the individual lecturer. At the University of Cape Town, the Centre for Educational Technology (CET) has endeavoured to encourage and support pedagogic innovation through various mechanisms including the allocation of teaching with technology innovation grants. Findings of a recent survey of these grant recipients reveal how lecturers are sustaining these innovations over time. Using Archer's (2003) social realist approach this study is showing that lecturers' ultimate concerns, expressed in their reasons for changing the way they teach, have resulted in “projects” that have been successful and which have led to established practices. These projects have been sustained because they were created as a result of a specific pedagogical need and have been embedded in the courses for which they were created. Lecturers' practices have been supported by working in teams, sharing their teaching practice with others and receiving both financial and technical support from CET. This suggests that the key to maintaining innovative use of educational technology for teaching and learning in higher education should be centred on the notion of pedagogical sustainability. Keywords: pedagogical sustainability, innovation in teaching with technology, active agents, grants, Archer

    Read article: Sustaining innovations in educational technology: Views of innovators at the University of Cape Town

  • Assessing students in Second Life: Some options

    Geoffrey Crisp, Mathew Hillier, Shamim Joarder

    This paper examines various options for assessing students within a virtual world such as Second Life. Although many learning activities are being set for students in virtual worlds and considerable effort is being made to construct elaborate 3D worlds for students to explore, less effort has been expended in developing tools that can assist in the assessment of student learning within the 3D environment. Examples of assessment tasks set using the Sloodle Set, QuizHUD and scripted prims (3D objects) will be discussed.

    Read article: Assessing students in Second Life: Some options

Showing 66–78 of 160 articles