Changing technology, changing laws, the ease of copying, and the growing access to a vast array of online materials have all changed how copyright affects academic work and consequently the content and complexity of institutional copyright
Changing technology, changing laws, the ease of copying, and the growing access to a vast array of online materials have all changed how copyright affects academic work and consequently the content and complexity of institutional copyright policies. Traditionally oriented policies and systems that have not been updated to address the full range of issues present a risk and a barrier to ongoing development and use of e-learning. This paper suggests a range of issues that institutions should be addressing and presents evidence that many institutions lack modern and effective policies in this area.
A learning design based on the enquiry-based learning (EBL) pedagogical model is being used for course unit design in a curriculum change within a faculty of health sciences. The learning design is scalable to support large student cohorts
A learning design based on the enquiry-based learning (EBL) pedagogical model is being used for course unit design in a curriculum change within a faculty of health sciences. The learning design is scalable to support large student cohorts spread across multiple campuses. The EBL model is used to promote high levels of student engagement and active self-directed learning with the aim of enhancing academic performance and making teaching and learning time-efficient for academic staff. The large project described in this paper uses a design-based research method and is currently in its first phase. Details of the enquiry-based blended learning design, its application across the common first year units, and processes used to achieve inclusive dialogue and orient academic staff to its use are reported.
Computers have become ubiquitous. The perception is that they are used effectively and with authority by much of the younger population. Previous generations used computers to manipulate data, mainly in employment. The current generation
Computers have become ubiquitous. The perception is that they are used effectively and with authority by much of the younger population. Previous generations used computers to manipulate data, mainly in employment. The current generation considers use of computers to be part of their social life. This paper reports on the results of a longitudinal study of students in an introductory computing class at Lincoln University. Results from 1999 were compared with results from 2008 to see if there were any differences in the overall computing confidence reported by students from both cohorts. The computing activities of the 1999 and 2008 students have been compared. Results show that the current students are more likely to be computing online and their overall confidence is higher than in the earlier study. This confidence is not matched by increased skills in offline computing. There is some evidence that the 2008 students are less competent users of productivity software such as spreadsheets and databases than the 1999 students.
In the emerging digital landscape of the Web 2.0 era, where social software tools like blogs, wikis and podcasts provide instant connectivity, promises of engagement and community building, there is a need to rethink models for teaching
In the emerging digital landscape of the Web 2.0 era, where social software tools like blogs, wikis and podcasts provide instant connectivity, promises of engagement and community building, there is a need to rethink models for teaching and learning. In this paper, the authors argue that outmoded didactic models, which place emphasis on the delivery of information by an instructor and/or from a textbook, may need to be replaced in order for student-centred learning to come to fruition. Currently, e-learning pedagogies at universities and colleges appear to be fuelled largely by learning management systems (LMS’s) that replicate these traditional paradigms in an online setting. They conform to a “student-as- information consumer” model, thereby reinforcing instructor-centred approaches to teaching, learning and knowledge, as opposed to being conducive to constructivist modes of learning that enable a high degree of learner self-direction and personalisation. This paper also explores a range of examples demonstrating productive pedagogical applications of social software tools. A number of recent constructivist theoretical paradigms are presented that have the potential to transform teaching, learning and pedagogy in higher education.
While using the Web can be viewed nowadays as a new platform for delivery of course materials, there are still many educators who look to the Web as a replacement for their current teaching methods. This paper sought to investigate
While using the Web can be viewed nowadays as a new platform for delivery of course materials, there are still many educators who look to the Web as a replacement for their current teaching methods. This paper sought to investigate students' perceptions towards an interactive web-based learning environment, which consisted of using multimedia-mediated web-based learning modules, created based on Mayer's (2001) design guidelines, and the use of weblogs to capture the student learning process. Students were given pre-and posttests, and a survey to ascertain their reactions and attitudes toward this mode of learning. The results obtained were very positive and encouraging. Students generally found the multimedia-mediated web-based learning environment to be enjoyable and motivating, and were able to demonstrate their learning and skills of the subject domain via their weblogs. Results also gave strong support for the use of multimedia in learning modules that followed proper design guidelines which would better engage students in their learning.
The production of videos and sharing them on the Internet has changed the landscape of communication exchanges, and the approach to education. This change is attributed to the low budgets associated with video production and with the
The production of videos and sharing them on the Internet has changed the landscape of communication exchanges, and the approach to education. This change is attributed to the low budgets associated with video production and with the convenience of using the Internet as a means to disseminate the information thus processed, through technology. However, most learning and teaching resources continue to be in the traditional text format, as are the assessment modes for teachers. This study aims to describe an innovative practice of having student teachers present a summary of their final assignments in digital format, which could either be videos or other digital formats. The participants in the study are final year undergraduate and post-graduate Diploma of Education student teachers. For the purpose of the study, the virtual presentations were uploaded to a learning platform to enable the two different classes to comment on each other’s work within one week. Thereafter, the data collected, was analysed from tracked statistics provided by the learning platform and students’ reflections of this inter-class activity. It was found that most of the participants were positive about this new presentation approach, but they preferred to give comments to peers of their own class rather than comment on the work of the other class. It was concluded that our student teachers were ready to accept virtual presentations in formative assessments, at the same demonstrating a marked reluctance to criticise the work of their peers from a different class.
Online learning environments are as diverse as the students and teachers who inhabit them. While one person may envisage an online learning environment to be a simulated website, another may imagine a site where vast numbers of students
Online learning environments are as diverse as the students and teachers who inhabit them. While one person may envisage an online learning environment to be a simulated website, another may imagine a site where vast numbers of students communicate using discussion boards, email and chat. With these varied expectations and perceptions in mind, this paper begins by acknowledging why a sense of place in online learning contexts can support and enhance the quality of student learning in higher education courses which have online components. Using George Seddon’s understanding of sense of place (Seddon, 1972, 2004), the paper presents an analysis of developments in online learning spaces and explores this concept in terms of online learning, identity, community and belonging. As a student, locating oneself in an online learning environment is sometimes difficult - difficult to navigate, difficult to know and difficult to ascertain one’s location as an individual and as a member of a community in virtual terms. Although the benefits offered by flexible, technologically-rich learning contexts often outweigh the problems associated with this type of learning, the confusion and disorientation sometimes felt by learners during online learning experiences is thought to be worthy of acknowledgement and analysis. The paper concludes with six recommendations drawn from “lessons learned” from online educators and students, and those researchers who have investigated online learning contexts over the past decades. It is anticipated that these recommendations will assist to foster a sense of place in future online learning environments.
In the pursuit of more effective and efficient teaching methods the concept of learning objects has been expanded and reworked. Newer more flexible learning objects called generative learning objects have empowered lecturing staff with the
In the pursuit of more effective and efficient teaching methods the concept of learning objects has been expanded and reworked. Newer more flexible learning objects called generative learning objects have empowered lecturing staff with the ability to easily adapt and mould their content to fit their circumstances. This paper reports on a project that takes the powerful concept of a generative learning object (GLO), improves its flexibility through the use of XML and Flash, and applies it to accounting instruction. Typically generative learning objects have been developed in the area of programming where they have been well received. This research marks the first attempt at applying a generative learning object to the field of accounting, specifically in the area of depreciation. The Depreciation GLO combines animation with textual instructions and automated evaluation to increase student’s interest and provide them with a variety of learning streams to improve their performance. The automated nature of the Depreciation GLO also provides lecturers with feedback on the student’s performance and time spent working with the software allowing for a better understanding of their performance.
Students of natural medicine at Southern Cross University undertake a program of learning that encompasses both scientific and holistic approaches to health and wellbeing. Case based presentations in two inter-related units – Clinical
Students of natural medicine at Southern Cross University undertake a program of learning that encompasses both scientific and holistic approaches to health and wellbeing. Case based presentations in two inter-related units – Clinical Diagnosis I and Clinical Diagnosis II allow students to develop their skills in patient history taking, problem solving, differential diagnosis and treatment. This paper describes the progression of innovations in teaching these two units from fully face-to-face, to paper-based and CDROM structured case based activities, to an online version that is currently in place. Student feedback on both the CDROM and online versions is discussed and a statistical evaluation of student performance is presented to compare the impact of the two innovations in delivery.
The sheer inevitability and momentum of global adoption of all forms of technology has engendered a range of responses from wholehearted welcome and exploitation, to denial and anger . Consequently, the education landscape has been
The sheer inevitability and momentum of global adoption of all forms of technology has engendered a range of responses from wholehearted welcome and exploitation, to denial and anger . Consequently, the education landscape has been shifting, although not in the colossal, earth-rending manner that was initially envisaged. Information, Communication Technology Enhanced Learning and Teaching (ICTELT) has progressively continued to evolve and mature, embedded in an increasing foundation of research. One key benefit identified in this process is the inclusiveness and fluidity that can be built into ICTELT experiences, especially when they occur within a collaborative community. This paper explores an example of how ICT was used to adapt part of an existing ‘problematic’ curriculum in a way that helped address central issues, encouraged collective learning and enabled learners. In the Foundations programme at Dubai Men’s College (DMC) students find the conventions of academic writing, and the requirement to improve their proficiency, challenging, especially as they are also struggling with the transition from secondary to tertiary education, and their own changing identities. The framework of existing Communities of Learning (CoL) was employed to introduce a blended, scaffolded approach that aimed to assist students with academic writing, as well as assisting their transition to more self-directed, confident learning. The design and implementation of the interventions is described, and a brief overview of the results of the associated research study is given, along with recommendations for educators wishing to adopt a similar approach.
Reflective thinking based on experiential learning is a key skill required for the lifelong learner and the socially mature professional. Following several semesters employing a written reflective journal as an assessable task, a
Reflective thinking based on experiential learning is a key skill required for the lifelong learner and the socially mature professional. Following several semesters employing a written reflective journal as an assessable task, a fourth-year engineering management unit adopted an online reflective journal. During the initial semester of use, an evaluation was undertaken to investigate student perceptions of the online journal. A summary of this previous work is presented here. Following three semesters of use of the online journal, an analysis of the student use of the journal was undertaken to investigate its contribution to unit learning outcomes. Based on the evaluation of student perceptions of the online reflective journal, it was found that a majority of students understood the purpose of the journal, and valued the journal in their learning; a majority of students read the journal entries of other students, and indicated that this assisted their learning; and the two most frequently reported ‘most useful’ aspects of the journal were the ‘enforced’ continuous revision of course material, and the ability to compare their understanding of the course material with that of other students. Based on a regression analysis of the factors related to student usage of the online reflective journal, it was found that the significant contributors to final unit mark where: prior academic performance; number of journal postings; and mode of study. This research confirmed that the online reflective journal was fertile territory in the landscape of educational technology, both in terms of student perceptions and contribution to unit learning outcomes.
Software engineering practice supports the development of learning technologies, but we do not, perhaps, utilise these learning technologies as much as we could when teaching the practices of software engineering. One useful technique for
Software engineering practice supports the development of learning technologies, but we do not, perhaps, utilise these learning technologies as much as we could when teaching the practices of software engineering. One useful technique for both learning about and designing object oriented systems is the CRC (Class, Responsibility, Collaboration) card exercise. In this paper we describe an experiment based on a CRC card exercise to compare a learning task related to software design executed in three environments; classroom based, e-learning and mobile learning. Our results indicate that although the software engineering aspect of the task may be better executed in traditional classroom environment, some aspects of the learning process may be enhanced by a mobile solution.
In the current landscape of technological and social change, the shape of learning technology is being influenced by forces which present significant challenges for the learning designer. The increasing demand for personalised approaches
In the current landscape of technological and social change, the shape of learning technology is being influenced by forces which present significant challenges for the learning designer. The increasing demand for personalised approaches and pedagogies, together with an emphasis on the need to cater for the needs and preferences of the individual learner, are shifting the focus to the integration of adaptive and ubiquitous learning, to respond to the challenge of providing truly- learner-centred, accessible, personalised and flexible learning. This paper proposes a model for the development of a framework for an open source Adaptable Personal Learning Environment (APLE). It goes beyond current definitions of a Personal Learning Environment (PLE) that encompasses personal systems and tools. In our definition an APLE is also adaptable to the needs and preferences of the individual learner, and to the environment in which they are working. Taking an existing Virtual Learning Environment (VLE), known as the Portland VLE, as the starting point the framework is focused around the creation of individual interfaces for personal learning. Central to the development of this framework is engagement with and development of a community of practice (COP) comprising tutors, developers, researchers, students and administrators. Through the COP we aim to develop a set of anonymous personal profiles from which sample interfaces and learning objects will be produced. These sample interfaces and learning object templates will enable the definition of requirements that should meet the needs and preferences of all learners regardless of disability, environment or personal preference.
