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2008: ASCILITE 2008 Conference Proceedings

 

 

 

The proceedings of the 2008 ASCILITE Conference.

R. J. Atkinson, & C. McBeath (Eds.) (2008),

Hello! Where are you in the landscape of educational technology? 

Proceedings ASCILITE 2008. Deakin University, Melbourne, Australia.

Published: 25 November 2008

ASCILITE Conference - Full Papers

  • ePortfolios: Beyond assessment to empowerment in the learning landscape

    Lina Pelliccione, Kathryn Dixon

    The purpose of education is to allow each individual to come into full possession of his or her personal power (Dewey, 1938, p. 10). Over the past decade, Universities in Australia have experienced a shift towards outcomes- based education. Since 2000 in particular there has been an increased emphasis on core, generic skill development as this relates to course outcomes in individual programs. This paper investigates the implementation of ePortfolios as a means of assessing student achievement and development in the Bachelor of Education Program at a Western Australian University. The complex process of embedding and developing the ePortfolios is discussed, including the stages throughout the four year degree where they are assessed. The key factor of student ownership is examined as one of the most powerful elements of building such an assessment protocol. This paper describes the outcomes of a content analysis which has been conducted upon two of the major course outcomes as represented in the ePortfolio student sample. The students also participated in an open-ended questionnaire which asked them to reflect upon their experiences with the development of their ePortfolio in terms of intended and unintended outcomes as well as their attitudes towards the process used, how the ePortfolios related to overall learning outcomes of the program and their perceptions of future ePortfolio use.

    Read article: ePortfolios: Beyond assessment to empowerment in the learning landscape

  • A peer review model for the ALTC Exchange: The landscape of shared learning and teaching resources

    Robyn Philip, Geraldine Lefoe, Meg O'Reilly, Dominique Parrish

    The ALTC Exchange (formerly the Carrick Exchange), is a national repository and networking service for Australian higher education. The Exchange was designed to provide access to a repository of shared learning and teaching resources, work spaces for team members engaged in collaborative projects, and communication and networking services. The Australian Learning and Teaching Council (ALTC) established the Exchange for those who teach, manage and lead learning and teaching in higher education. As part of the research conducted to inform the development of the Exchange, models for peer review of educational resources were evaluated. For this, a design-based research approach was adopted. Findings from the literature and feedback from key practitioners and leaders within the sector are discussed in this paper.

    Read article: A peer review model for the ALTC Exchange: The landscape of shared learning and teaching resources

  • Trigger: Bi-directional interaction via text messaging in a Web 2.0 student administration system

    Joan Richardson, John Lenarcic, Linda Wilkins

    SMS technology in the university sector has been used primarily to push information to students. Trigger offers a more flexible use of the technology, enabling two-way ‘push- pull’ information access. A restricted vocabulary of requests for information ‘on-demand’ enables students to receive time-sensitive data such as assessment details, class scheduling and location information updates at minimal cost, irrespective of geographical location. Trigger also has the potential to reduce the need for students to access university or home computer systems at peak usage times during the semester. Piloted at RMIT University in 2006, this SMS application was made available initially to a sample population of 183 students drawn from an information systems subject delivered to all business disciplines at first year undergraduate level. Surveys of uptake and usage of the technology were subsequently investigated via an online survey. The Technology Acceptance Model (TAM) was used to evaluate Trigger’s ‘perceived usefulness’ (PU) and ‘perceived ease of use’ (PEOU). This innovative SMS technology extends studies completed at Kingston University and Huang et al’s (2005) Kimono information kiosk and phone knowledge sharing system, built and evaluated at the MIT and Nokia research centre. This paper describes the RMIT University implementation experience including increased functionality, selection of system features and tested trigger words to other educational administrators considering implementation of SMS technology.

    Read article: Trigger: Bi-directional interaction via text messaging in a Web 2.0 student administration system

  • You are here: Students map their own ICT landscapes

    Matthew Riddle, Catherine Howell

    It is clear that most university students make extensive use of information and communications technologies (ICTs). Many studies have attempted to describe the extent of this use. However, gaining a clear understanding of where, how, and why students use these technologies is more elusive. This project follows students as they use these technologies in their everyday lives, asking them to become co-researchers to take photographs, create diaries and record voice memos of their experience over a full day. Through the use of this novel qualitative approach a rich description of the perspective of student use of ICTs can be developed. The analysis of these data is also informed by a student survey on the use of ICTs. This work shows that students at the University of Cambridge are generally confident users of a number of ICTs, and suggests that students use multiple technologies in parallel to achieve a range of study, leisure and social tasks. In addition, a notably large proportion of Cambridge students reported making use of Facebook to manage their social lives. An analysis of reported locations suggests that students, and particularly undergraduates often use computers in their college rooms for extended periods. The article concludes by reflecting on the day experience method and suggesting possible adaptations for future studies.

    Read article: You are here: Students map their own ICT landscapes

  • IT’s evolving, they’re changing, we’re listening: Everybody’s learning

    Diane Robbie, Lynette Zeeng

    This paper describes a case study approach used to identify changes in the millennial student’s educational, institutional, social and economic environment and the impacts these had on teaching practice. Reviewing and reflecting on existing teaching practice, decisions were made in the way teaching photography to first year design students could be delivered in a student-centred blended learning environment. A trial was implemented, employing a new approach to teaching, taking into account all aspects of digital technology and the students’ propensity for social interaction and engagement with Web 2.0 technologies. We created a platform for delivering the successful elements of an existing curriculum that included the important components of critical and analytical reviews of images. This case study embraced the realms of digital age, at the same time, maintaining student motivation and peer learning in a blended pedagogy. The creation of a virtual learning classroom environment allowed students to manage and construct knowledge that empowered their learning. Reflecting on teaching practice facilitated a paradigm shift resulting in an innovative delivery that has more than met teacher and student expectations. The students have responded to the new methodology with enthusiasm. Their increased participation, contribution to peer learning and high satisfaction, is evidenced through student and teacher feedback surveys. This has encouraged exploration of innovative teaching practices, transferability of this approach to other disciplines and extended possibilities within teaching scholarship. Information technologies (IT) are continually evolving and need to be considered when making changes to teaching practice to improve student learning.

    Read article: IT’s evolving, they’re changing, we’re listening: Everybody’s learning

  • Sustainable e-learning, activity theory and professional development

    Ian Robertson

    Sustainable e-learning can be defined as e-learning that has become normative in meeting the needs of the present and future. This exploratory paper proposes that activity theory is a theoretical framework that provides the potential to contribute to change management towards sustainable e-learning. Using organisational, technological and pedagogic perspectives, the paper demonstrates that activity theory provides a common language for discussion across the three activity systems. Activity theory provides an opportunity for the assumptions, values and beliefs that underpin each system to be made more explicit. With debate, discussion and critique, expansionist learning becomes possible. That is, learning beyond what would have been possible if actors from each perspective were to remain insulated. The power dynamics that occur at the interface of the organisational, technological and pedagogic activity systems are considered to conclude that any change management towards sustainable e-learning must address this issue. The role of professional development for teachers in establishing sustainable e-learning emerges as a central issue. It is concluded that professional development that does not address teacher’s beliefs about what constitutes good teaching practice is likely to be unsuccessful.

    Read article: Sustainable e-learning, activity theory and professional development

  • Did I mention it’s anonymous? : The triumphs and pitfalls of online peer review

    Arianne Jennifer Rourke, Joanna Mendelssohn, Kathryn Coleman, Belinda Allen

    The role of student peer review in teaching and learning in higher education has been discussed extensively in the literature (Topping, 1998; Carlson & Berry, 2003; de Raadt, Toleman, & Watson, 2005; Bernstein, Burnett, Goodburn & Savory 2006). It is seen to be particularly useful in online courses as a mechanism for providing students with the tools to conduct criteria-based critical reviews on the work of their peers (Mulder & Pearce, 2007; Cho & Schunna, 2007). This system can work well for both the online learner and instructor particularly when students are provided with specified assessment criteria, grade ranking system and set deadlines. However when factors relating to the management of such activities come into play, such as the misreading of requirements and criteria, the subjectivity of dealing with some material and the need for flexibility in the due dates, peer review as an assessment system can literally fall apart. This paper discusses these issues via two case studies, which showcase two approaches to using peer review to teach coursework Masters students how to write a research paper in arts administration. The first case study uses the anonymous and random online calibrated peer review (CPRTM) (http://cpr.molsci.ucla.edu/) system developed by UCLA, while the second attempts to simulate the same system using computer mediated peer review (CMPR) within the discussion forum and assignment tools in My eLearning Vista UNSW. This paper presents the triumphs and pitfalls of both systems within the theoretical framework of the higher education literature on teaching and learning and online peer review.

    Read article: Did I mention it’s anonymous? : The triumphs and pitfalls of online peer review

  • Can one size fit all? : Using web-based audiographics to support more flexible delivery and learning

    Stephen Rowe, Allan Ellis

    As educational technologies evolve and new technologies become available they create opportunities and challenges for university teaching staff. Once potential improvements are identified they often need to be implemented incrementally and carefully evaluated. The separate and specific benefits to teaching staff, enrolled students and the institution need to be recognised. Audiographics is an established teaching technology that has evolved with the spread of the Internet and improvements in compression technologies such as particular VoIP. This case study describes the central role of a current web-based audiographic product (Elluminate Live!) in the evolving online structure for an undergraduate auditing course in a degree program at a regional Australian university. The ability for staff and students to engage with the rich suite of synchronous teaching and learning tools as well as the ability to record session interaction for later playback are presented as key benefits for improved flexibility in staff teaching and access to student learning opportunities.

    Read article: Can one size fit all? : Using web-based audiographics to support more flexible delivery and learning

  • Media richness and user acceptance of Second Life

    Nauman Saeed, Yun Yang, Suku Sinnappan

    Second Life is a 3-D multi user virtual environment and is used as a platform for education by many institutions around the world. It offers a variety of communication channels to perform academic activities for both distance and on-campus education. As such, Second Life provides an excellent platform to test the implications of media richness theory (MRT). This paper aims at examining the media richness of Second Life and its impact on the user acceptance. Media Richness Theory and Technology Acceptance Model have been used as its theoretical basis. PLS approach is used to test the hypothesised relationships. Our study results suggest that Second Life is highly rich medium and is capable of promoting effective communication among its users. We found that media richness has a direct positive effect on the perceived usefulness and perceived ease of use of Second Life which in turn leads to actual usage. Some implications of our findings are discussed and ideas for future research are also presented.

    Read article: Media richness and user acceptance of Second Life

  • Online learning design: Does generational poverty influence the young-adult learner?

    Rachel Sale, Roderick Sims

    A conundrum exists when examining online learning and young adults who live in generational poverty. As informal learners these individuals gain and practice communication skills such as synchronous chat, uploading files, and frequent posting habits as members of social networking sites, yet typically do not succeed in formal online learning. This study examined how a sample of young American adults living in generational poverty participated in online social networking sites in order to identify cognitive styles used to develop knowledge or share knowledge, and to consider the implications of these approaches for the design of online learning for students at or near the poverty level. A case study strategy was employed to investigate online activities of Midwestern (USA) young adults who identified their families as living for at least two generation in a poverty level economic status defined by the U.S. Bureau of Census. The group was of mixed gender, and the same questions were posed to a like group of self- identified middle class adults to assess responses that were not unique to income level. Five usage perceptions or patterns were identified as unique to the generational poverty participants: (a) how the individual perceives life as a member of the virtual world; (b) life in the responders’ real world; (c) language register; (d) use of millennium learner cognitive styles; and (e) preference for synchronous versus asynchronous activity. These patterns suggest designers can cater for generational poverty through community interaction as a survival tool, casual language and tackling projects or problems with a sense of immediacy.

    Read article: Online learning design: Does generational poverty influence the young-adult learner?

  • Academic staff take the lead: Experimenting with social software at Deakin University

    Gayani Samarawickrema, Elizabeth Stacey, Colin Warren

    This paper reports on a two staged staff development exercise to help new academic staff to integrate Web 2.0 technologies including web-based communication and some digital technologies into their curricula. It involved professional development for the teaching staff in the first stage followed by these teachers providing professional development for the course participants. The teachers engaged in a blended community of inquiry with face-to- face sessions and online work while the professional development for the course participants included technical support, training and a peer group environment with formal allocation of time for the course, finally leading to an institutionally recognised qualification. Evaluations conducted through focus group interviews revealed that collegial networks and time were important for effective professional development. The paper reflects on the successes and limitations of the model and its potential for further development. It also highlights the importance of providing professional development in a safe environment for academics to adopt technologies for teaching and learning.

    Read article: Academic staff take the lead: Experimenting with social software at Deakin University

  • Exploring graphical user interfaces and interaction strategies in simulations

    Janet Saw, Matthew Butler

    Simulations are capable of replicating complex systems using a set of determined rules and variables. However, many people are still unable to understand the results from scientific computer simulations, as they can be quite abstract. Current use of 3D graphics in games and virtual environments can facilitate new innovations and perceived affordances for interacting with simulations, therefore user interfaces could be upgraded with these functionalities to create interfaces with a high level of usability for users with or without expertise in the simulated content, particularly in education of traditionally complex areas. A proposed artefact with a new user interface for scientific simulations was developed to explore its possible acceptance and benefits to users. The new user interface was user evaluated against a control that was built to mimic the most common features of a traditional simulation interface. Analyses of the evaluations indicate that the modern approach was successful. Users felt the modern interface was more engaging, more efficient and was aesthetically preferred compared to the traditional user interface. This was mainly due to the extensive use of the direct manipulation idiom in the modern interface which improved ease of use and allowed direct interaction with the output display. With additional research into the area of direct manipulation, further interactions and user interfaces can possibly be developed to improve the usability and user experience of scientific simulations.

    Read article: Exploring graphical user interfaces and interaction strategies in simulations

  • Latour meets the digital natives: What do we really know?

    Stephen Sheely

    The concept of Digital Natives was first introduced in 2001 and since then has taken a firm hold in both the educational literature and the public consciousness. However the evidence supporting this concept has never been particularly strong. This paper will use the tools of sociology of knowledge particularly those promoted by French sociologist Bruno Latour to attempt to explain how a construct like Digital Natives can become treated as a fact in both disciplinary and public discourse despite the lack of compelling evidence.

    Read article: Latour meets the digital natives: What do we really know?

Showing 53–65 of 135 articles