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2009: ASCILITE 2009 Conference Companion Materials

Reviewed abstracts for posters, workshops, and symposia/panel sessions for the ASCILITE 2024 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 - Posters

  • Social networks adapting pedagogical practice: SNAPP

    Aneesha Bakharia, Elizabeth Heathcote, Shane Dawson

    This poster details the development of a tool that integrates with common commercial and open source Learning Management Systems (LMS) to deliver real-time social network visualisations of discussion forum activity. The tool has aptly been named Social Networks Adapting Pedagogical Practice (SNAPP), because it allows academic staff to identify patterns of student behaviour and facilitate appropriate interventions as required. SNAPP has been designed with the aim of mainstreaming the use of social network analysis as a real-time diagnostic instrument. A unique and non-conventional Web 2.0 approach to LMS extension development has been employed to enable cross system (Blackboard, WebCT and Moodle), web browser (Firefox, Safari and Internet Explorer) and platform (PC and Mac) support. Current features and future enhancements are outlined.

    Read article: Social networks adapting pedagogical practice: SNAPP

  • Journey with the students towards exploring the potential of Tablet PCs in learning

    Madhumita Bhattacharya

    This paper discusses the ways Tablet PCs were used for in and out of class activities in undergraduate courses. Examples from different subject areas and different types of activities are quoted. Two case studies are discussed to demonstrate different ways of recording students’ learning journey. This paper includes excerpts from students’ reflections and students’ blog entries as authentic evidences of the effectiveness of Tablet PCs for learning.

    Read article: Journey with the students towards exploring the potential of Tablet PCs in learning

  • E-portfolios using mobile phones and social networking sites: Workplace skill acquisition and identity formation

    Selena Chan

    This paper reports on research undertaken based on socio-cultural perspectives and developed within an activity theory (Engestrom, 2001) framework. The ongoing projects involve the collection of evidence of workplace based evidence of skill and knowledge acquisition by bakery apprentices. Mobile phones are used to collect photographic, video, audio and text evidence. This multi-media evidence was initially archived on photo and video storing and sharing websites. The advance of social networking websites afforded opportunities to migrate evidence to social networking sites structured as eportfolios.

    Read article: E-portfolios using mobile phones and social networking sites: Workplace skill acquisition and identity formation

  • Behavioural finance and immersive games: A pan-European framework for design and evaluation

    Gill Clough, Graínne Conole, Eileen Scanlon

    This paper describes the development of a Design and Evaluation framework that aims to help stakeholders of a inter-disciplinary research project develop a shared understanding of project goals and methods by pooling their knowledge of research approaches and methodologies. The xDelia project (Xcellence in Decision-making through Enhanced Learning in Immersive Applications) www.xdelia.org, is a three-year pan-European project that uses wearable sensors and serious games to investigate how people’s behavioural habits and emotional states affect their financial decision making. The project combines research skills and expertise of European partners from different methodological traditions (experimental, economic, field research) who will work together to achieve the project goals. The Design and Evaluation framework will provide a working collaborative model to capitalise on the different approaches, using ongoing participatory evaluation to ensure the development of an integrated set of research questions, optimum use of research instruments and effective collaboration between the different disciplines.

    Read article: Behavioural finance and immersive games: A pan-European framework for design and evaluation

  • Developing best practices in online teaching and learning to impact students and their organisations

    Nicki Dabner, Niki Davis

    Online learning and teaching is rapidly increasing worldwide, including New Zealand’s schools, tertiary organisations and training companies. Extensive professional and organisational development is urgently needed to enable high quality education and training. We have evidence that our courses in best practices in online teaching and learning are impacting schools and tertiary education, including nurse education. This paper highlights aspects of our courses that appear to result in improvements in online and blended learning.

    Read article: Developing best practices in online teaching and learning to impact students and their organisations

  • The challenge of equivalence: Meshing food technology with blended learning across campuses and modes

    Mark Downey, Mark Brown

    Multi-campus delivery creates important challenges around the issue of equivalence. This paper describes a number of lessons learnt from the design and delivery of a food technology programme across three campuses – Auckland, Palmerston North and Singapore – and the way digital technologies are being implemented to promote an exceptional and distinctive learning experience for all students. The increasing use of blended learning has posed many challenges for academic staff and the paper outlines some of the difficulties involved in multi-campus and multi-mode course delivery. With another distance delivery mode to Brazil planned in the near future, and potentially others, the paper concludes with 10 recommendations for those planning to utilise new digital technology to deliver equivalent learning experiences irrespective of campus or location.

    Read article: The challenge of equivalence: Meshing food technology with blended learning across campuses and modes

  • mInteract: Online tool for sustainable active experiential mobile learning

    Laurel Dyson, Andrew Litchfield, Ryszard Raban, Jon Tyler

    The rapid evolution and ubiquitous use of mobile devices is an historical opportunity to improve experiential interactivity in education practices to support ‘deep’ learning. A major barrier to the widespread adoption of mobile learning in higher education is that of cost. Opportunities to overcome this barrier include the high rate of ownership of mobile phones by university students and technological solutions such as packet transmission technologies. mInteract™ is an online system which uses packet technology to build no-to-low cost interactivity into learning spaces. mInteract supports sustainable active experiential learning transactions for both student and teacher.

    Read article: mInteract: Online tool for sustainable active experiential mobile learning

  • Critical success factors in e-learning for small and medium enterprises

    Richard Elliott, John Clayton

    In 2008 the Ministry of Education in New Zealand funded a project titled Using e-learning to build workforce capability (Clayton, Elliott, Saravani, Greene & Huntington, 2008). During the project the team recognised the benefits of identifying those critical success factors (CSFs) a small or medium enterprise (SMEs; those with less than 100 employees) needed to address to ensure e-learning initiatives were implemented effectively and efficiently. Five critical success factors are identified, described and illustrated.

    Read article: Critical success factors in e-learning for small and medium enterprises

  • Educators' perceptions about using MUVE for teaching

    Vimani Gamage, Alexei Tretiakov, Barbara Crump

    We describe qualitative research conducted to provide a rich description of educators' perceptions about using multiuser virtual environments (MUVE) for teaching. We obtained the data by conducting semistructured interviews of educators, with questions focused on the expected benefits of MUVE and on the known determinants of technology acceptance.

    Read article: Educators' perceptions about using MUVE for teaching

  • Exploring co-location in physical, virtual and ‘hybrid’ spaces for the support of informal learning

    Kate Goodwin, Gregor Kennedy, Frank Vetere

    The impact of ‘out-of-class’ experiences on informal learning and student coursework satisfaction is attracting growing attention (Jamieson, 2009; Krause, McInnis, & Welle, 2003; Selwyn, 2007). Co-location and a sense of ‘being there with others’ in physical space is one catalyst for serendipitous interactions that may lead to informal learning. Co-location may also be possible within electronic forms, such as instant messaging, video conferencing and social networking communities, although there is less research concerning the sense of togetherness possible in virtual space (Schroeder, 2006). This study will draw upon self-reported ‘out-of-class’ student experiences to explore how the conditions particular to physical and virtual spaces support interaction, and importantly, how they impact informal learning. The study will also explore ‘hybrid’ spaces, which span both physical and virtual domains. It will investigate whether co-location might work differently in this context, and have its own characteristics for facilitating informal learning.

    Read article: Exploring co-location in physical, virtual and ‘hybrid’ spaces for the support of informal learning

  • Identifying the use of online social networking in higher education

    Suraya Hamid, Shanton Chang, Sherah Kurnia

    Online social networking (OSN) is a range of activities enabled by social technologies and operationalised by a group of people. More recently, web 2.0 social technologies have been widely used to facilitate OSN. OSN is currently popular mostly for non-educational purposes among young generations categorised as Digital Natives. It can be appropriated and repurposed to support teaching and learning delivery. Despite the availability of implementation cases, studies on the effectiveness of the deployment are still lacking. Therefore, based on a critical literature review, this study investigates which OSN activities are relevant in the education context and what social technologies can support these activities. Specifically, four OSN activities that have been identified and relevant in the education context are content generating, sharing, interacting and collaboratively socialising. The study finding provides a general guide for academics who want to use OSN in improving their teaching and learning.

    Read article: Identifying the use of online social networking in higher education

  • Physclips: Multi-level multimedia resources

    George Hatsidimitris, Joe Wolfe, John Smith

    Physclips is a multi-level, multimedia introduction to mechanics, waves and sound, electricity and some other areas of introductory physics, covering the levels from late high school to first year university. It combines film clips of experiments with animations, diagrams and explanations in both voice-over and text. Particularly powerful are film clips integrated with animated material such as dynamic displacement-time plots, moving vectors and histograms representing time-varying quantities in the clips. Each topic has a brief multimedia overview, which branches via links to extensive supporting material giving broader and deeper discussion. In the most recent addition, each chapter has a laboratory section to provide hands on activities utilising some common, inexpensive components. For teachers, there is a “downloads” page to select individual re-usable learning objects for use in lessons or to download zipped collections of entire sections.

    Read article: Physclips: Multi-level multimedia resources

  • Lightwork: Managing marking effectively

    Eva Heinrich

    Lightwork is a new application for the management and marking of assignments. In addition to making the process of working with assignments more efficient, Lightwork aims at encouraging good marking practices. Lightwork is designed to work in conjunction with Moodle. It builds on the assignment functionality Moodle offers and adds features that help with the marking tasks. The Lightwork project is funded by the New Zealand Tertiary Education Commission. The project team contains members from Massey University, the University of Waikato, Te Whare W_nanga o Awanui_rangi, The Open Polytechnic, and the University of Canterbury. The team contains academics, e- learning specialists, educational developers and professional software developers. The outcomes of the project are targeted at the wider tertiary sector and include, besides the development of the application, the establishment of a user community.

    Read article: Lightwork: Managing marking effectively

Showing 1–13 of 49 articles