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2009: ASCILITE 2009 Conference Proceedings

 

The proceedings of the 2009 ASCILITE Conference

R. J. Atkinson, & C. McBeath (Eds.) (2009), Same places, different spaces. Proceedings ASCILITE 2009. Auckland.

University of Auckland, Auckland, New Zealand.

December 6-9 2009

ASCILITE2009 Conference Website  https://www.ascilite.org/conferences/auckland09/

Published: 1 December 2009

ASCILITE Conference - Full Papers

  • Mentoring through scholarship-based academic development projects

    Diane Robbie, Debbi Weaver

    While there is definitely a place for centrally delivered Professional Development (PD), staff often don’t transfer what they have learned in the PD sessions and return to their workspace usually continuing as before. This paper describes an evidence- and scholarship-based model of PD, where academic developers work closely with teaching staff on projects designed to address teaching needs specifically through the implementation of educational technologies. Each project involves engagement with the relevant scholarly literature, implementation of an appropriate teaching strategy or innovation, evaluation of the effectiveness of that implementation, and ultimately publication of the outcomes of the project. Fostering a one-to-one collaborative, mentoring relationship means the academic developer also benefits by extending their scholarly knowledge, and contributes to the discipline of academic development.

    Read article: Mentoring through scholarship-based academic development projects

  • What leading educators say about Web 2.0, PLEs and e-portfolios in the future

    John Roder, Mark Brown

    Over the last decade and a half concepts around portfolios have gone through many transformations influenced by the evolution towards an increasing digital world. More recently Web 2.0 technologies have appeared. These have afforded shifts in our constructs of learning spaces: Blended-Space, Virtual-Space, Social-Space, and very recently the emergence of the PLE or personal learning environment. This paper presents results of a survey that is one element in a broad environmental scan of the e-portfolio field set against the blooming of Web 2.0. The survey probes the perceptions of New Zealand educators who lead; how they see e-portfolio trends, Web 2.0 integration, and their views of teacher education in a digital society in the context of e-portfolios. Critical perspectives around learner agency are explored. Questions are raised about the location of knowledge production and validation. Results indicate that Web 2.0 technologies are just coming to the attention of teacher-educator leaders, and are seen to offer potential to future e-portfolio practices. However the vision in respect to Web 2.0 and the PLE appears constrained in the main. A gap is identified around conceptualizing this as an integrative relationship. Further research into the alignment of e-portfolios within these emerging learning spaces is suggested.

    Read article: What leading educators say about Web 2.0, PLEs and e-portfolios in the future

  • An emancipating space: Reflective and collaborative blogging

    Arianne Jennifer Rourke, Kathryn Coleman

    This paper discusses the philosophy behind utilizing blogs to engage Postgraduate learners at the College of Fine Arts (COFA) University of New South Wales (UNSW). Digital diaries (Gleaves, Walker & Grey, 2007) were established to enable a reflexive and collaborative space in which students could discuss and reflect on their personal experiences while completing a compulsory arts industry Internship. The virtual learning environment (VLE) through my eLearning Vista allowed for a range of asynchronous communication initially in the discussion forum (DF) for these online learners to increase student engagement while completing their internship. The DF did allow students to collaborate and discuss their work practices in the arts industry it however, did not offer students the reflective learning space that a digital blog diary could provide. It will be argued that blogs are effective teaching and learning tool for engaging students proactively in a collaborative learning space in higher education.

    Read article: An emancipating space: Reflective and collaborative blogging

  • An online tool for managing student assignment selection

    Mark A. Schier, David Shields

    Learning Management Systems allow the delivery of learning materials to students, facilitate collaboration, and submission of assessable material. One aspect missing in current Learning Management Systems is the ability to manage student assignment selection from a list of topics with multiple markers. This paper describes the pilot assignment allocation system we developed in-house to manage this process. The system was trialled with a third year subject, and functioned well, with positive feedback from users and practical suggestions for the next iteration.

    Read article: An online tool for managing student assignment selection

  • Using e-resources and tools to update professional knowledge in the workplace

    Madeleine Shanahan

    Continued learning is vital for health practitioners to ensure they stay up-to-date with current developments in their field. This study examined a range of electronic information resources and tools that health practitioners use to update their professional knowledge and explored workplace access to these learning resources and tools. Survey method was used for data collection. A 4-page survey was sent to a random sample of 1067 Australian Medical Imaging Workers (MIWs) with 320 useable surveys returned. This study showed that ease of access to information resources is positively associated with increased frequency of use. This study also identified that there is widespread variation in access to electronic information resources and communication tools within the workplace. Issues reducing accessibility of electronic information resources and communication within workplaces must be addressed so that health practitioners can avail themselves of resources and tools that support them in updating their professional knowledge.

    Read article: Using e-resources and tools to update professional knowledge in the workplace

  • The evolution of an LMS: Cecil fifteen years on

    Don Sheridan, David White, Ken Ho-Kee Kan

    "Cecil, the First Web-Based LMS" (ASCILITE, 2002) described how The University of Auckland's home grown LMS originated. Now - fifteen years on we describe the challenge of maintaining such a system given of the evolution of computer hardware and software and the increasing sophistication of its users. Over time we have made the transition to the latest processors and database architectures and at present we are running a pilot to replace a significant a amount of our own code with Microsoft Office SharePoint Services (MOSS) - while seeking to retain the original functions and features including a bodies of knowledge (taxonomy), gradebook, assessment engine and communications modules. One important outcome of the pilot is to relieve our team of developers, who have ‘grown up’ with Cecil, from legacy code maintenance. The SharePoint pilot has proved that moving to a higher level of abstraction will position the University to deliver core functionality ‘out of the box’ freeing resources for integrating new computer supported learning features. Innovators in the teaching and learning ‘space’ may find the history of Cecil useful as they prepare for fearless change.

    Read article: The evolution of an LMS: Cecil fifteen years on

  • Theory of planned behaviour: Higher education students' attitudes towards ICT-based learning interactions

    Lou Siragusa, Kathryn C. Dixon

    Phase one of a pilot study (Siragusa & Dixon, 2008) collected data from a group of undergraduate students in a higher education setting to determine their attitudes towards their engagement with ICT interactions. Phase two of the pilot study was undertaken in 2009 with another group of students in a pre-service teaching course which employed a mixed method approach. The participants completed a quantitative questionnaire, worked though an ICT-based activity and then completed a qualitative questionnaire. The questionnaire items related to components of the Theory of Planned Behaviour to determine students’ attitudes and planned use of ICT-based instruction. The quantitative data indicated that students believed engaging with ICT can potentially enhance learning and plan to engage with ICT during their teaching careers. The qualitative data showed that students felt overwhelmed when commencing the activity, but felt more confident as the activity progressed. Some students suggested improvements to the learning environment.

    Read article: Theory of planned behaviour: Higher education students' attitudes towards ICT-based learning interactions

  • Improving graduate attributes with online teaching resources: A case study in IT management

    Alan Sixsmith, Andrew Litchfield

    The paper backgrounds the UTS Work-ready Project which aims to improve graduate professional attributes and employability understandings and skills. The Project makes available online teaching and learning resources to support the integration of Work-Ready Learning Activities (WRLA) into the existing curriculum. The WRLA’s are contextualised for each profession’s workspace to maximise relevance for both students and academics. The paper presents a case-study of the integration and evaluation of contextualised WRLA’s to improve teamwork processes into three subjects in the IT Management curriculum. Students were surveyed to obtain feedback on the usefulness of a team collaborative decision-making WRLA and whether it helped in their undertaking of a group assessment task. The survey results were positive when averaged across the three subjects and the five surveys conducted indicate 85% of students thought the activity was useful. However in relation to whether the WRLA helped in the group assessment task there were mixed results. Undergraduate students reported the WRLA made little difference, whereas post-graduates indicated the WRLA did help the team produce their group assignment. We also present reflections and lessons learnt from the perspective of a Subject Coordinator trying to improve graduate work-readiness within the existing curriculum.

    Read article: Improving graduate attributes with online teaching resources: A case study in IT management

  • Facilitating holistic growth in a blended program: Students reflect on what worked and why

    Ruth Smith

    The ability or otherwise of flexible learning environments to facilitate whole-person growth and transformation has been attracting increasing research interest. This article shares initial findings from an ongoing project that seeks to identify key factors from a faith-based, blended Diploma of Counselling programme which students identified as significant in their self-perceptions of holistic change. Two aspects – ‘gristy’ online discussions and the onsite intensives – are explored more fully. The article addresses a perceived gap in the literature by giving focus to participant responses as they share their perspectives, seeking to identify helpful practices as well as challenges in the facilitation of holistic growth and transformation among students in blended learning settings.

    Read article: Facilitating holistic growth in a blended program: Students reflect on what worked and why

  • Exploring online spaces to support multi-ethnic Asian undergraduates’ critical thinking

    Helena S. Y. Song, Yuen May Chan

    Engaging students to think critically especially in a large tutorial group setting is problematic. Many literatures have cited the problem of Asian students being critical thinkers. Observation from several researchers noted that deeply rooted Asian cultural traditions such as maintaining social harmony, filial and obedience to people of authority, inability to voice ones opinion, undivided loyalty as well as avoiding conflicts in public were some of the obstacles that discourages critical thinking. This study seeks to investigate the use of online tutorial (online forum/discussion) in supporting critical thinking among Asian undergraduates. The methodology used for this study is a mixed-method case study approach, utilizing techniques such as interaction pattern mapping and content analysis. Data will be culled from students’ postings and comments in the online forum at the end of study. Coding of data is reflected and based on the Newman, Webb and Cochrane’s paired indicators of critical and uncritical thinking. Results show that there is strong evidence of critical thinking among the students participating in the online forum. Content analyses revealed general positive ratios of the critical thinking indicators with (O+- Bringing outside knowledge/experience to bear on problem) being the strongest.

    Read article: Exploring online spaces to support multi-ethnic Asian undergraduates’ critical thinking

  • Creativity and constraint: Understanding teacher beliefs and the use of LMS technologies

    Caroline Steel, Mike Levy

    Most universities still offer Learning Management Systems (LMS) as the ‘one size fits all’ technology solution for all teachers across all disciplines. Using LMS across diverse campuses has resulted in efficiencies-of-scale for administrators, however LMS integration into teacher practices is minimal (e.g., Conole & Fill, 2005) and teachers’ creative space can be limited for discipline-based innovation. Together, these realities indicate that there are significant barriers to the effective use of LMSs, especially for teaching and learning purposes. To overcome such barriers, the complex and less visible internal space of teacher beliefs must be understood in relation to teachers’ pedagogical contexts and the affordances they can identify. This paper reports on the findings of six qualitative case studies of teachers at different stages of LMS integration and the extent to which teachers reconciled their beliefs. The results highlight the need for technology environments that better accommodate teacher diversity.

    Read article: Creativity and constraint: Understanding teacher beliefs and the use of LMS technologies

  • Moodle and the institutional repositioning of learning and teaching at CQUniversity

    Kevin Tickle, Nona Muldoon, Beth Tennent

    This paper provides insights into the unique operation of a multi-campus university and its pursuit to improve the quality of the student learning experience. The paper outlines the institutional repositioning of learning and teaching and discusses the beginning of this journey in terms of improving educational practice in the delivery of courses through the use of the newly adopted Learning Management System (LMS), Moodle. The limitations of past practices are reflected upon within which the new adoption strategies are discussed through the lens of the RIPPLES model, the elements of which include Resources, Infrastructure, People, Policies, Learning, Evaluation and Support (Surry, Ensminger & Haab 2005). The paper highlights the critical influence of these factors in the change management of the new LMS, and outlines an approach for sustaining the renewal of educational practice. The paper concludes with an action plan for continuing the renewal journey through action research.

    Read article: Moodle and the institutional repositioning of learning and teaching at CQUniversity

  • Networked learning: Implementing a fully flexible, multi- institution network of elearning provision

    Keith Tyler-Smith

    The increasing power of networked computing and the next generation Internet, often described as Web 2.0, has enormous potential for institutional collaboration on the development, delivery and sharing of educational resources, courses, faculty and students. Building on a number of TEC funded eLearning developments over the past four years; the Tertiary Accord of New Zealand, (TANZ) took the step of piloting a proof of concept for networking the Moodle instances of the six TANZ member institutions. The pilot was designed to test the network’s ability to enable the sharing of courses, resources, learners and tutors. Moodle is an open source online Learning Management System (LMS), that has had extensive development and wide adoption in New Zealand. This paper examines the experience of this initiative through the lens of a Participatory Action Research project that ran alongside the pilot, the themes that emerged from the research and the guiding principles for future networked provision of eLearning that the project generated.

    Read article: Networked learning: Implementing a fully flexible, multi- institution network of elearning provision

Showing 53–65 of 141 articles