2008: ASCILITE 2008 Conference Proceedings

Teachers inexperienced in the delivery of online instruction may now be expected to teach subjects with a limited understanding of how tools in a Learning Management System can be appropriately and successfully utilised to enable the

Teachers inexperienced in the delivery of online instruction may now be expected to teach subjects with a limited understanding of how tools in a Learning Management System can be appropriately and successfully utilised to enable the learning strategies of the subject design. How best do we develop teaching practice to facilitate the increasing use of asynchronous discussion tools in flexible and distance courses? This preliminary investigation analyses practitioner perceptions of the effectiveness of asynchronous discussion tools in tertiary education and explores some of the factors that may affect the participation of students in online discussion such as activity design and student characteristics.

Virtual learning, once the realm of science fiction, is now a reality. The informal learning multi-user virtual gaming environments of neomillennial learners are beginning to shape formal educational landscapes. Such informal environments

Virtual learning, once the realm of science fiction, is now a reality. The informal learning multi-user virtual gaming environments of neomillennial learners are beginning to shape formal educational landscapes. Such informal environments as RuneScape and Second Life contain the key pedagogical elements of learner-centred environments: they are visually rich, immersive, nonlinear, allow for individual and collaborative learning, creativity, and allow for learner choice in activities, pathways and assessments. Learning style research in e-learning environments yielded some interesting discrepancies between the learning styles of novice undergraduate e-learners, and between graduate e-learners and educators teaching in, and designing for, e-learning environments. This in turn suggests considered approaches to accommodating both sequential and global learning preferences in e-learning environments. This paper uses the example of Second Life to suggest a balanced approach for sequential and global learners.

This paper reports on a collaborative project led by the University of South Australia, which involves the design and develop a comprehensive, integrated Web-enabled peer review system that guides academic staff in the development or

This paper reports on a collaborative project led by the University of South Australia, which involves the design and develop a comprehensive, integrated Web-enabled peer review system that guides academic staff in the development or redevelopment of their own courses through reflective processes, and uses these same criteria to have their work evaluated. The project, which is funded by an Australia Learning and Teaching Council Grant, builds on extensive work that has been undertaken both within Australia and overseas in the development of peer review of online learning and teaching, which supports and stimulates the scholarship of online learning and teaching, and has the capacity to demonstrate quality learning and teaching through course development, evaluation, improvement and interactive learning. Evidence produced through such quality processes can be used by academic staff as evidence to support claims for recognition and reward. The project commenced as a pilot in 2003 and has evolved in response to changing technologies and recognition of the need for a more adaptable system that enables academics to play a significant role in the creation of criteria and in contributing their own exemplars using a Web 2.0 approach. A major feature of the approach is its educative dimension, which is responsive to supporting online teaching and learning at a time when new Web 2.0 and 3D virtual learning technologies are presenting new challenges for educators. This paper describes the project and argues that online learning and teaching in this changing landscape is an emerging area of scholarship which needs to be supported and encouraged.

Futurists anticipate that within just three years, 70-80% of businesses and Internet users will have a 3D virtual presence. This should be welcome news to our current ‘digital native’ undergraduates who have grown up in a digital era, and

Futurists anticipate that within just three years, 70-80% of businesses and Internet users will have a 3D virtual presence. This should be welcome news to our current ‘digital native’ undergraduates who have grown up in a digital era, and who are said to prefer environments that are highly interactive, immersive, multi-modal and connected. 3D virtual learning environments not only fulfil these criteria, but also provide increased flexibility for students who are not on campus. It is perhaps not surprising, therefore, that 3D virtual worlds such as Second Life (2003), which provide a social space in which students—represented by avatars—can learn, create, explore and gather information collaboratively and individually, have been readily adopted in instructional settings. Yet very few studies have documented the challenges in adapting these technologies to the teaching and learning curriculum. Do we know how prepared our ‘digital natives’ are for this changing landscape? This presentation will draw on the case studies in which three undergraduate media arts courses at the University of South Australia were trialled in Second Life. The challenges experienced by both teacher and students will be discussed and assumptions about the readiness of ‘net generation’ learners to readily adapt to such technologies debated. The presentation will conclude with a discussion of the strategies required to utilise the potential of 3D virtual worlds for re-engaging students in a flexible, experiential and community- based learning environment so that they are ready to grasp the opportunities afforded by this rapidly changing landscape.

Online sites support complex discourses and multiple relationships; they cross physical, cultural and linguistic boundaries. In a discussion of the practices and welfare of staff and students we highlight ethical issues related to matters

Online sites support complex discourses and multiple relationships; they cross physical, cultural and linguistic boundaries. In a discussion of the practices and welfare of staff and students we highlight ethical issues related to matters of equity and diversity, surveillance and consent, identity and confidentiality. Rather than attempt to resolve issues raised in this discussion, we pose questions to encourage exploration of those issue.

Rich media technologies are commonly defined as technologies that enable users to engage in interactive communication, with the ability to see, hear and interact with multiple communication streams synchronously or access them

Rich media technologies are commonly defined as technologies that enable users to engage in interactive communication, with the ability to see, hear and interact with multiple communication streams synchronously or access them asynchronously. Rich media technologies are also characterised by their ability to support non-verbal communication such as body language and vocal inflection. The rapidly increasing access to rich media technologies such as video and web conferencing both commercially available and as open source, provides a wealth of opportunities for education. This is a rapidly changing landscape as existing and emerging technologies increase both access and expectation in regards to communication. Coupled with this is the growing recognition that new generations of students have greater expectations of media rich learning opportunities and in many cases institutions are poorly placed to respond to this demand. While rich media technologies such as videoconferencing have been available for some considerable time, the adoption of these technologies is often problematic, resulting in ad hoc usage and little ability to cater to unexpected demand. Few institutions have adopted successful approaches to sustainable or scalable use of these technologies. This paper explores some of the reasons why sustainable and scalable adoption of rich media often fails, including the need to involve all stakeholders in decision making processes. It outlines an Australian Teaching and Learning Council funded project on leading rich media implementation collaboratively which seeks to address some of the issues faces by the sector and reports on progress to date.

The ability to communicate effectively as part of a virtual team working in the online environment is a valuable skill to have in the modern e-workplace. Such skills can be difficult to develop in undergraduate students. This paper reports

The ability to communicate effectively as part of a virtual team working in the online environment is a valuable skill to have in the modern e-workplace. Such skills can be difficult to develop in undergraduate students. This paper reports on a professional practice unit situated in a web 2.0 environment that aims to develop students’ teamwork skills. The paper also reports on research that sought to gain understanding of the student experience of interacting online in virtual teams. The results showed that students value the virtual teamwork experience, finding it useful and relevant for their future careers. The student perceptions of various aspects of virtual teamwork have improved with each subsequent offering of the unit.

Recent views on the scholarship of teaching and learning have conceptualised the work of teachers as a form of inquiry, drawing on scholarly discourse about teaching and learning and communicating new understandings back to the scholarly

Recent views on the scholarship of teaching and learning have conceptualised the work of teachers as a form of inquiry, drawing on scholarly discourse about teaching and learning and communicating new understandings back to the scholarly community for peer review and evaluation. Knowledge about teaching may be based on a variety of forms of evidence, including research, evaluation, reflection, review, and the discussion or development of theoretical perspectives, ideas and concepts. This raises questions about the quality and forms of evidence about teaching which contribute to scholarship, whether these are the same in relation e-teaching and learning as they are for teaching in other contexts, and the implications of different forms of evidence for the relationship between research and teaching. In this paper we examine articles from three recent issues of three journals (two of them relating to e-learning and one to higher education in general), in order to draw some preliminary conclusions about the kind of contributions to discourse about e-learning which may be regarded as valuable in advancing the scholarship of teaching and learning.

Drawing on results from a Universities and Colleges Information Systems Association (UCISA) 2008 survey of technology enhanced learning use in UK universities, this paper highlights support issues that impact on achieving academic

Drawing on results from a Universities and Colleges Information Systems Association (UCISA) 2008 survey of technology enhanced learning use in UK universities, this paper highlights support issues that impact on achieving academic engagement. It will cross- reference factors that were identified by respondents to the survey as encouraging development or that act as barriers with how TEL is supported. These sector wide findings will then be reflected upon with reference to two UK universities that represent the traditional binary divide in type of university in the UK. Lack of time is identified as a primary barrier with staff development as the primary remedy.

This short paper describes a small, ongoing case study exploring how the affordances of a media sharing Web 2.0 application (VoiceThread) can be evaluated for its pedagogical value. Web 2.0 technologies emerge so quickly it is difficult

This short paper describes a small, ongoing case study exploring how the affordances of a media sharing Web 2.0 application (VoiceThread) can be evaluated for its pedagogical value. Web 2.0 technologies emerge so quickly it is difficult for educators to gauge their actual value in practical terms. In many cases the latest Web 2.0 technologies are superseded almost before they emerge from their beta testing phase. Rather than focusing on the individual characteristics or details of the technology itself, this case study uses a new learning design framework (the Digital Artefacts for Learner Engagement framework: DiAL-e) to chart the affordances and uses which educators might find valuable. The tool has been used as the basis of an on-line pilot project for the Joint Information Service Committee in the UK (JISC) in which academics from further and higher education have been learning how to harness the potential of digital artefacts and Web 2.0 tools to enhance teaching and student learning. The initial responses from participants and tutors indicate this is a useful instrument through which to evaluate the potential pedagogical value of a particular application set within a wider socio-cultural context.

Second Life is an on-line three dimensional virtual world which offers a dynamic educational technology landscape. The relationship between participants (real and virtual selves), and objects (both in terms of destinations and notions of

Second Life is an on-line three dimensional virtual world which offers a dynamic educational technology landscape. The relationship between participants (real and virtual selves), and objects (both in terms of destinations and notions of capital/inventory) within this landscape, highlight the complex world(s) of an academy that, like the avatars that populate the virtual world, may continually transform to open up new possibilities. The communities, contexts and roles inherent to the experience are similarly integral to the professional development of academics and support staff. Staff and students at the Queensland University of Technology are now utilising the Second Life virtual environment in a variety of contexts. Although these endeavours are in their early stages, a number of themes are emerging which are instructive for future usage of virtual worlds in educational contexts. This paper examines some of the educational models that three dimensional multi-user virtual environments offer, the contexts that they operate in, and the communities they generate in order to respond to the purposes and issues that arise. It also considers the return on investment of having a place in this landscape for individuals, innovators and institutions.

Educational podcasting takes many forms, from lecture recordings to student-produced discussions of study topics. This paper describes a pilot project that aims to consider the significance that adopting a particular presentational ‘voice’

Educational podcasting takes many forms, from lecture recordings to student-produced discussions of study topics. This paper describes a pilot project that aims to consider the significance that adopting a particular presentational ‘voice’ may have on how understanding of that content is shaped. It is based on Gardner Campbell’s (2005) notion of the ‘explaining voice’ of radio as a model for effective educational podcasting, drawing on the nuances of broadcasting style to enhance understanding of the content. The project draws on the production resources and training opportunities available due to the presence of an on-campus community radio station. The paper then outlines preliminary research into the potential benefits of developing a radio-like stylistic approach to podcasting in a university setting.

Web 2.0 technologies including blogs, wikis, RSS, social bookmarking and a host of new and emerging applications are gaining popularity in classrooms at all levels of education globally. Such technologies are claimed to offer new ways of

Web 2.0 technologies including blogs, wikis, RSS, social bookmarking and a host of new and emerging applications are gaining popularity in classrooms at all levels of education globally. Such technologies are claimed to offer new ways of fostering interaction, community building, content creation and modification and knowledge building in the classroom. However, as with more traditional forms of technology that have been appropriated for the classroom, it is important that Web 2.0 technologies are not just used because they are the latest thing, but that authentic and pedagogically sound contexts are developed for applying these new applications in classrooms. This paper reports on initial attempts to integrate wiki technologies into a pre-service teacher education course as a way of fostering collaborative knowledge building networks within the classroom and to model an authentic way of integrating technology into curriculum. Pre-service teaching students were situated in a rich, problem-based learning scenario, delivered in a blended model of face-to-face and online modes, including wikis. Research into students’ responses to the use of the wikis suggests that most students were highly engaged in the environment and that the use of the wiki facilitated group interaction and collaborative learning, but that there needs to be further work in instilling a culture of collaboration and collective knowledge creation to realise the full potential that wikis offer an educational setting.