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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

  • Blended learning class Sociology of Education International: Teach local, learn global

    Anja Kirberg

    The teaching project “Sociology of Education International” offers undergraduate students to collaborate online with students across the globe while studying on-campus. It demonstrates how blended learning enhances the quality of teaching and learning and proves the need of meaningful inter-institutional agreements not only on research but on teaching. The poster shows the challenges and outcomes associated with establishing an international teaching cooperation by using eLearning tools. It may inspire academics and students to think about eLearning as a path to go global. Detailed information about challenges, outcomes and recommendations will be provided on a handout. Recommendations included Collaborate with departments within your university; use blended learning as didactic concept to teach your subject and related vocational skills without over-emphasising the technical side of eLearning; and use your blended learning concept and your experiences to develop teaching cooperations within your country.

    Read article: Blended learning class Sociology of Education International: Teach local, learn global

  • Threshold concept: A lens for examining networked learning

    Giedre Kligyte

    This poster proposes an approach, which uses threshold concepts as a lens through which academic developers can examine their practice in order to explain why it has been so difficult to inspire academics to adopt technologies in their teaching. Networked learning is described as a “portal” that leads to a new ontological destination and, if fully understood and embraced, transforms the way learning is understood, teaching is practiced and, in fact, how a life is lived.

    Read article: Threshold concept: A lens for examining networked learning

  • A design based research project: Buckingham’s Digital Media Framework and a new media pedagogy

    Kathryn Lewis

    Is there an urgency to merge media pedagogy into traditional classroom practices, to support teachers and students with their interpretation and understanding of digital media literacies in light of the digital revolution? This paper reports on a design- based research investigation, which focuses on Buckingham’s (2003) Digital Media Literacies Framework and seeks to address the impact that digital media will have on students and teachers now and into the future. The study wishes to explore the interpretations of students as they become creators and producers of their own learning and how pedagogies may need to change across the curriculum. The proposed participants in this study are school students, teachers, academic lecturers and media students from different socio-economic groups in the Sydney and Greater Western Sydney areas. The researcher in this study will look at digital artifacts such as the Learning Federation learning objects and student’s use of Adobe CS4 and other multimedia software, where students and teachers construct their own learning to evaluate a new pedagogical practice in teaching. In addition, the social software’s such as Facebook and MySpace will also be addressed to determine changes in pedagogies in regards to collaboration in the classroom. Buckingham (2003 p.185) argues that ‘media education provides a more concrete and coherent framework for addressing teaching and learning. Comparing current pedagogies with the Digital Media Literacies Framework will be explored in this paper.

    Read article: A design based research project: Buckingham’s Digital Media Framework and a new media pedagogy

  • An online resource for Indigenous health professionals undertaking a graduate diploma

    Jo Lockwood, Jo Lander, Katherine Conigrave, Kylie Lee

    This poster will outline the pedagogical and design issues encountered in the development of a computer-based resource to support Indigenous health professionals undertaking a postgraduate course by Block mode. The resource aims to guide students in their self- directed studies between blocks. It directs students through scaffolded activities that provide practice for Block mode class work and assessment tasks.

    Read article: An online resource for Indigenous health professionals undertaking a graduate diploma

  • Oral pathology in blended space: A pilot study

    Richard Logan, Judi Baron, Christine Swann

    In traditional dental education the specialty of oral pathology has been predominately didactic and teacher-led in a large group environment. Because of the discipline’s nature, it is difficult to provide authentic clinical cases that will enable critical thinking and decision making due to clinical or patient issues and limited access to physical spaces. To address this issue and to enhance the learning experience within a non-critical environment, a ‘transforming blended’ model (Graham 2006) has been employed within the University of Adelaide’s Bachelor of Dental Surgery (BDS) program. Student evaluation of an oral pathology online clinical and laboratory scenario has been very positive. The approach will be enhanced as a result of this feedback and further enable movement between dependent and independent learning. This poster outlines the scenario methodology, use of authentic activities, assessment and student feedback of the pilot to support a ‘more engineered and deliberate use of technology’ blended learning approach (Oliver, Herrington & Reeves, 2006).

    Read article: Oral pathology in blended space: A pilot study

  • Did the impact of imposed course structure change lead to positive outcomes for lecturers and students?

    Ann McGrath, Donna Morrow

    Dissatisfaction with an ICT (Information and Communication Technology) course for secondary pre-service teachers was the catalyst for this research study. Problems identified included the tension present while striving to meet the skills’ needs of pre-service teachers with varying ability and time spent (or lack of it) on developing pedagogical understanding of their curriculum. Reflection and discussion on the question led to a major change in our teaching methodology, which was to include technological pedagogical content knowledge (TPCK) as a theoretical framework. The impact of the mandated changes on us and the course we developed was ultimately positive. We began to work together as a community as we grappled with the challenges thrust upon us. We instigated changes that resulted in positive outcomes not only for us but (more importantly) for our students.

    Read article: Did the impact of imposed course structure change lead to positive outcomes for lecturers and students?

  • Opening digital doors through communities of practice

    Muireann O'Keeffe, Catherine Bruen, Vincent Wade, Jen Harvey, Claire McAvinia, Terry Maguire, David Jennings, Morag Munro, Paul Gormley, Grace O'Leary

    This poster illustrates an Irish Higher Education sectoral initiative, the National Digital Learning Repository (NDLR). Many repositories for sharing educational resources or publications (JORUM, MERLOT) have been established in recent years to enable access to educational materials. Similarly the NDLR was established in 2004 in Ireland to enable the sharing of digital learning content across Universities and Institutes of Technology in Ireland. The NDLR mission is "to promote and support Higher Education sector staff in the collaboration, development and sharing of learning resources and associate teaching practices". (NDLR 2009) The project provides an online repository to support sharing of teaching and learning digital resources. A major enterprise of the project has been the instigation of twelve communities of practice (CoPs) to support the development of shareable and reusable resources.

    Read article: Opening digital doors through communities of practice

  • Teaching fellowships: Using wikis, blogs and social networking tools to enhance collaboration and participation

    Muireann O'Keeffe, Jen Harvey, Mary O'Rawe, Odette Gabaudan, María-José González

    The Dublin Institute of Technology (DIT) Ireland, Teaching Fellowship awards have been established in support of strategic innovation and enhancement of learning. These awards are funded under Irish Higher Education Strategic Initiative Funding (SIF), namely the Enhancement of Learning Strand. Teaching Fellowships were awarded by DIT Faculty Heads of Learning Development and presented to an individual or a team in support of their work developing and evaluating a specific project that will support the enhancement of learning and/or curriculum development at programme, school or faculty level. Twelve Fellowship projects, aimed at supporting the Enhancement of Learning strand of SIF in Higher Education, were officially launched on 25 Sept 2009.

    Read article: Teaching fellowships: Using wikis, blogs and social networking tools to enhance collaboration and participation

  • Shades of grey: The business ethics game

    James Oldfield, Andrew Slessor

    This game draws on a number of benefits from educational game playing. Student engagement, motivation from a fun activity, short and sharp discussions amongst small groups, all combined with the use of technology tools. The game encompasses some of the standard principles of good practice in undergraduate education (Chickering & Gamson, 1987) including the development of cooperation among students; the use of active learning techniques; providing prompt feedback; and emphasis on time management. Although the use of technology is an important feature of this game, it is also recognised that technology alone will not improve learning (Mcvay, Murphy, & Yoon, 2008) Making the learning process more enjoyable supports the motivation levels and increases the attention levels (Cermignano, Hargadon, & McMullen, 1998). The move away from a traditional lecture is not a new concept, nevertheless due to the cost-effectiveness and low threat to student involvement, the traditional lecture method is still widely used in business classrooms (Cook & Hazelwood, 2002).

    Read article: Shades of grey: The business ethics game

  • Curtin’s iPortfolio: An online space for creating, sharing and showcasing evidence of learning

    Beverley Oliver, Peter Nikoletatos, Brian R. von Konsky, Heath Wilkinson, Joanne Ng, Robert Crowley, Robert Moore, Royce Townsend

    Curtin’s iPortfolio is an online space for students and staff to create, share and publish evidence of their learning achievements and professional development. The iPortfolio facilitates social learning and encourages feedback and collaboration with peers and mentors. This poster paper visually demonstrates underlying system concepts, and includes screenshots highlighting key aspects of the iPortfolio experience.

    Read article: Curtin’s iPortfolio: An online space for creating, sharing and showcasing evidence of learning

  • Using lecture capture technologies for distance learning: A case study using Panopto

    Joanne Patterson

    In the past students commonly used ‘pen and paper’ to take notes of key points during lectures. With the increased sophistication of recording software applications, lecture capture applications have been developed. Lecture capture technologies allow educators to easily and seamlessly record all the activities that occur during a lecture. For example, audio, video, screen-capture, white board and power points. The use of lecture capture technologies is increasingly becoming commonplace in many tertiary institutions. In this poster, a pilot of the Panopto suite of lecture capture software used to capture lessons on Journalism Law, to use as content for a new distance-learning programme, will be described.

    Read article: Using lecture capture technologies for distance learning: A case study using Panopto

  • eBot: An image bank of Australian flora

    Rosanne Quinnell, Murray Henwood, Rowan Brownlee, Su Hanfling

    eBot is an initiative of the University of Sydney Faculty of Science, School of Biological Sciences and the University of Sydney Library. eBot supports the use of images for research, teaching and learning in the plant sciences, with a specific focus on the Australian context. To date, images have been submitted by members of the university community. All content is freely available to the wider community as web-ready or powerpoint-ready objects. Images are metatagged according to botanical conventions with plant ‘family’ as a mandatory field for plant images. The collection is presented, indexed and navigated using the eXtensible Text Framework (XTF). XTF can be adapted to suit diverse metadata, and this flexibility offers a way of accommodating future phylogenetic changes. We believe that this way of organising and tagging biological images could serve as a model for sister repositories in the sciences.

    Read article: eBot: An image bank of Australian flora

  • Developing quality e-learning sites: A designer approach

    Jorge Reyna

    The e-learning interface design should be a core, integrated component of the overall design of on-line units. The interface design should be determined by how people learn and the tasks they need to perform. This should be driven by a pedagogical, not technological, approach which identifies learning outcomes (Guralnick, 2008). In this regard, design layout has an important role in the look and feel of e-learning sites and can affect the way students learn and interact on a particular unit. Assessing fifteen e-learning sites in our school, we identified inconsistencies in the use of colours, icons, typography, navigation and file size. We are currently developing a strategy to overcome these limitations and standardise the units across the School of Education.

    Read article: Developing quality e-learning sites: A designer approach

Showing 14–26 of 49 articles