A pilot project generating slidecasts for use in four undergraduate and postgraduate education courses was conducted to gauge the level of acceptance by both staff and students with a view to possible expansion in the future.
A pilot project generating slidecasts for use in four undergraduate and postgraduate education courses was conducted to gauge the level of acceptance by both staff and students with a view to possible expansion in the future.
CurtinMobile is a purpose-built mobile website aimed predominantly at current Curtin students. Based on the evidence in mobile ownership surveys, student retention projects, and models of mobile technology use at other universities, Curtin
CurtinMobile is a purpose-built mobile website aimed predominantly at current Curtin students. Based on the evidence in mobile ownership surveys, student retention projects, and models of mobile technology use at other universities, Curtin has developed a mobile ‘help at your fingertips’ website called CurtinMobile. The aim of the mobile website is to help enable students to easily connect with the student experience ‘on the go’ by visiting m.curtin.edu.au.
We present the results of a systematic review of literature devoted to various aspects of e- learning success as a multidimensional measure of e-learning success (involving system use by learners, learner satisfaction, learning
We present the results of a systematic review of literature devoted to various aspects of e- learning success as a multidimensional measure of e-learning success (involving system use by learners, learner satisfaction, learning effectiveness and continuance intention dimensions),a structural model depicting the main determinants of e-learning success dimensions (which we find to be content quality, system quality, service quality and perceived task value) and the suggested cause-effect relationships. We also discuss an empirical procedure that we intend to use to validate the multidimensional measure we propose.
Tertiary institutions are motivated to offer greater flexibility in the delivery of their courses in order to increase student enrolments, retention and outcomes. The use of information and communication technologies (ICT) provide a means
Tertiary institutions are motivated to offer greater flexibility in the delivery of their courses in order to increase student enrolments, retention and outcomes. The use of information and communication technologies (ICT) provide a means of delivering course content to learners who cannot be present on campus at specific class times. This poster will graphically demonstrate how the design of blended task-based learning environments offer flexibility of time, place, student learning style, and teaching and learning approach, all of which is more suitable to the needs of today’s learners.
This study reports on the use of project based learning (PBL) in a blended environment as key method for teaching practical mobile application development within the context of undergraduate program module in mobile programming course in
This study reports on the use of project based learning (PBL) in a blended environment as key method for teaching practical mobile application development within the context of undergraduate program module in mobile programming course in Universiti Utara Malaysia. In support of the use of PBL, a prototype known as md-Matrix has been used throughout this study and will be proposed as the learning tool for mobile development course. The tool is designed and developed to assist students in choosing an appropriate development methodology based on their project requirements. Descriptions of how md- Matrix can be used in facilitating the learning process are described in this paper.
To assist students understand the difficult concepts of divided attention and interference, a new purpose built computer & mouse task is compared with an existing paper & pencil version, and yields complementary results. The pencil & paper
To assist students understand the difficult concepts of divided attention and interference, a new purpose built computer & mouse task is compared with an existing paper & pencil version, and yields complementary results. The pencil & paper task provides first-hand experience of divided attention and interference for the students. The computer & mouse task further extends the learning experience to the student’s workstation outside of the classroom, and has potential for larger scale implementation. The computer & mouse task is a good tool with some advantages over the paper & pencil task.
As part of the ascilite community mentoring program, an exploratory study was initiated on the use of discussion forums and online activities for first year student engagement in the life sciences. This was started in first semester and
As part of the ascilite community mentoring program, an exploratory study was initiated on the use of discussion forums and online activities for first year student engagement in the life sciences. This was started in first semester and based upon the discoveries made, modified for second semester. The results indicated that outcomes were poor for first semester, and positive for second semester when marks were assigned for the participation in the discussion forums.
Stephen Segrave, Jacob Cybulski, Dale Holt, Judy Munro, David O'Brien, Mike Keppell, Deborah Murdoch, Ben Bradley, Brian Corbitt, Ross Smith, Martin Dick, Hossein Zadeh, Ian Searle, Pradip Sarkar
A two-year collaborative project by Deakin, RMIT and Charles Sturt universities aims to build in each institution, the academic and professional staff capacities for developing and using a form of online, goal-based, role-play simulation
A two-year collaborative project by Deakin, RMIT and Charles Sturt universities aims to build in each institution, the academic and professional staff capacities for developing and using a form of online, goal-based, role-play simulation (eSimulation/eSim). While the project embraces ‘knowledge transfer’, ‘capacity building’ and ‘embedded dissemination’, a greater challenge is transforming perceptions of eSims in blended learning contexts to improve flexible learning designs across the higher education sector. The project addresses the need for coordinated research and development in the field of eSimulations in Australian higher education. It aligns the educational, technical, evaluation and research strengths of the three parties to build academic and professional staff capacities for the ‘local’ development and use of an already successful approach to simulating 'professional workplace experiences' for student learning. This poster presents the ALTC Competitive Grants Program project (2008-2010): ‘Building academic staff capacity for using eSimulations in professional education for experience transfer’. The project's website is http://www.deakin.edu.au/itl/insims/altc-project/
There are certain tensions in moving from a traditional distance learning mode to an online mode as revealed in the online distance learning study this poster reports on. Students unfamiliar with the concept of discussion forums found that
There are certain tensions in moving from a traditional distance learning mode to an online mode as revealed in the online distance learning study this poster reports on. Students unfamiliar with the concept of discussion forums found that the onus seemed to remain on them as individuals to ‘get the job done,’ so that discussion of ideas was seen as an ‘add on’ at best. The value of the tutor above the value of their peers was another preoccupation of students who were very used to working from a one to one perspective. This antipathy to their peers was exemplified by a possessive approach to learning and their knowledge. Sharing and building up trust between students was not seen as a priority and students largely oriented towards acting strategically in their approach as individuals rather than as members of communities.
The change to a new Learning Management System (LMS) combined with the restructuring of teacher education programmes has led to the need for additional professional development within our College of Education. An online “Educational Design
The change to a new Learning Management System (LMS) combined with the restructuring of teacher education programmes has led to the need for additional professional development within our College of Education. An online “Educational Design Classroom” has been created with two major goals in mind: to help prepare faculty to design their online spaces for the new courses, which at times combine different subject areas within the same course; and to develop those spaces for teaching both flexible learning (distance) and on- campus students within ‘Learn’ (powered by Moodle) the new LMS. This poster highlights elements of the “Educational Design Classroom”, the theory behind it, and its use.
A professional development (Summer School) with over two hundred teachers of English participating in the activity for over six months, was supported by an online social software website. The employment of Web 2.0 technologies to
A professional development (Summer School) with over two hundred teachers of English participating in the activity for over six months, was supported by an online social software website. The employment of Web 2.0 technologies to facilitate the delivery of the summer school was reasonably successful, but other benefits were realised. This poster presentation will show how scaffolded learning along with new experiences and knowledge, can potentially have added long-term value when sustained in an authentic, supportive learning environment.
Tools of Web 2.0 such as blogs are now shaping the way in which neomillennials wish to engage in sharing and learning. Out of a resolve to not let infirmity, lack of finances, resources, or geographic remoteness get in the way of achieving
Tools of Web 2.0 such as blogs are now shaping the way in which neomillennials wish to engage in sharing and learning. Out of a resolve to not let infirmity, lack of finances, resources, or geographic remoteness get in the way of achieving a shared goal, the undertaking of a ‘high adventure’ in the form of a virtual walk grew written by a group of contributors. Through additional Web 2.0 social-sharing sites such as YouTube, and a growing community of global supporters met along the journey, a blog entitled Beauty of the journey (2008-2009) became a metaphor for hope. Viewed as a practical example of connectivist theory, the blog incorporated four facets for engagement in a virtual learning environment: project-based learning, collaboration, informal learning, and the addition of tangible artefacts to enhance the sensory experience to enhance the real within the virtual environment.
In the current chaotic economic environment employers are seeking flexible ways to improve the skills of their workers and the productivity of their organisations. They are increasingly exploring Information and Communication Technologies
In the current chaotic economic environment employers are seeking flexible ways to improve the skills of their workers and the productivity of their organisations. They are increasingly exploring Information and Communication Technologies (ICT) to provide this flexibility in a cost effective way. There is a tension between keeping course design and development costs down, yet maximising learner impact. The case study presented in this poster demonstrates how a “wrap around blended learning” approach can be used to achieve both goals.
