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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 - Concise Papers

  • Where are we up to? A survey of Web 2.0 uptake in a regional high school

    Anthony Chan, Catherine McLoughlin

    This brief study was conducted as part of a project in the effectiveness of innovative pedagogies conducted in a rural state high school in 2008. The project surveyed an entire cohort of 150 students in Year 9. Information was collected pertaining to uptake of, and knowledge of social networking tools and podcasting. In order to collect data, a survey was designed asking students to rate themselves on their ability to use tools such as wikis, online chats, blogging, online games, networking sites and electronic mail. Results showed that usage of some tools such as blogs and wikis was minimal. These outcomes provide the researchers with valuable insights into the potential for uptake of web 2.0 tools in the classroom.

    Read article: Where are we up to? A survey of Web 2.0 uptake in a regional high school

  • Web 2.0 and user-created content: Students negotiating shifts in academic authority

    Rosemary Chang, Gregor Kennedy, Tom Petrovic

    Web 2.0 technologies are able to support established student-centred pedagogies by enabling user-created content. However, user-created content generates some interesting challenges for educators, curriculum coordinators and designers—including issues such as academic integrity, public environments and shifting academic authority. This paper looks at the question of how students responded to shifts in authority in the specific example of a podcasting activity using student-generated content. We report on themes that emerged from university medical students’ reflections on the learning activity: resistance to shifting academic authority, hybrid teacher/student approaches to content, and the perceived benefits of peer learning. The paper concludes with a discussion of how understandings of the process of content creation, as opposed to the end product, are key to perceptions of the educational value of user-created content.

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  • Quality in the e-landscape: A collegial and developmental approach

    Helen Correia, Janne Malfroy, Tim Griffin, Jennifer Ireland, Lynnae Rankine

    Since the appearance of e-learning in the tertiary education sector a range of approaches have been used to enhance the quality of online learning environments. Building on these approaches, at the University of Western Sydney our approach is one of developing quality e-learning sites in a collegial and developmental manner, as a central part of overall good teaching practice. Our view is that, in order for the process to be truly collegial and developmental, it needs to be supported across all levels of the academic environment and, importantly, it should be adopted by academics rather than being imposed upon them. A central aspect of the collegial and developmental approach is that academics should be provided with the skills and support to be the drivers of quality in the e-landscape. This paper introduces a project that applies this developmental and collegial philosophy to building quality in our online learning environments in a whole of enterprise context.

    Read article: Quality in the e-landscape: A collegial and developmental approach

  • Defining innovation: What counts in the University of Cape Town landscape?

    Glenda Cox

    This short paper explores what educational technologists in one South African Institution consider innovation to be. Ten educational technologists in various faculties across the university were interviewed and asked to define and answer questions about innovation. Their answers were coded and the results of the overlaps in coding have been assimilated into a definition. Soft systems methodology (SSM) was used as a method to approach the complexity of innovation in educational technology in one setting. The initial definition formed the ‘situation definition’ in SSM terms. The method proved useful in producing a picture (based on rich pictures drawn by each person) and a root definition (based on CATWOE a mnemonic that enables the interviewer to ask each participant to identify processes and role players).

    Read article: Defining innovation: What counts in the University of Cape Town landscape?

  • Using ePortfolios to combat plagiarism

    Colin Dalziel

    Plagiarism is a growing issue of concern for the academic and wider community. Much is made of plagiarism detection software but it is widely held that detection software cannot be the only, nor even the principle preventative measure. ePortfolios are growing in popularity in universities and professional organisations where ePortfolio presentations allow users to present collections of evidence that support a particular intent; from job application to professional accreditation. Within well designed assessment, eportfolios can be used to present the outcomes of learning as well as the process by which that learning arose: the plans, draft notes, feedback comments, peer reviews, sketches and research blog. Some systems allow these learning artefacts to be presented as links from a narrative account; an example of meta-reflection, organising the individual items into a story of learning. This paper principally concerns a work in progress where eportfolio developers are working alongside academic colleagues to align plagiarism-suppressing eportfolio approaches with plagiarism detecting services to militate against cheating and improve learning.

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  • Collaborative self-study supporting new technology: The Mahara e-portfolio project

    Philippa Gerbic, Marguerite Maher

    E-portfolios have long been used to support learning and development and to showcase achievement. This paper discusses a new and innovative use of e-portfolios which relates to the ways in which they can support collaborative research. The collaborative self-study which accompanied the implementation of an e-portfolio within a teacher education programme is described and then followed by discussion of three of its features. These were the value of the collaboration for supporting the deep understanding of a new technology, ethical issues for such a research study and the use of the e-portfolio environment as a data collection instrument.

    Read article: Collaborative self-study supporting new technology: The Mahara e-portfolio project

  • Internet use equals computer literacy?

    Shirley Gibbs

    This study reports an analysis of IT use by undergraduate university students. The term ‘computer literacy’ is as widely used now, as it was previously, but the meaning has changed as has how and why computers are used. Thirty years ago computer literacy meant the ability to program in a main frame environment then moved to meaning using computers to manipulate data. Now computer literacy seems to mean a number of things, including being comfortable using on-line tools.The findings of this study indicate that there is little relationship between how a person rates their overall computing ability and how they rate their ability in specific areas. However, a paired samples t-test, between on- line and off-line activities, returned a significant (p < 0.05) mean difference between these two activities. This suggests further investigation is warranted.

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  • Evolution of blended learning in a large enrolment subject: What was blended and why?

    Tim Griffin, Rosemary Thomson

    This paper outlines the model of blended learning which has evolved in a large enrolment undergraduate subject offered across multiple campuses. The pedagogical rationale, management and administrative imperatives, and student expectations which have informed the development of the model are discussed. The current design uses weekly online self- directed learning activities supported by an online tutor, maintains weekly face-to-face lectures which are positively evaluated by students and well attended throughout the semester, and has reduced the number and changed the function of face-to-face tutorials. Student and teaching staff evaluations of the current blended learning model are included along with challenges for ongoing development.

    Read article: Evolution of blended learning in a large enrolment subject: What was blended and why?

  • A design-based research approach for eportfolio initiatives

    Cathy Gunn, Roger Peddie

    The University of Auckland’s recently revised elearning strategy aims to support grass roots teaching and learning enhancement initiatives as well as providing standard tools for course administration and management. This offers teachers a significant degree of freedom to choose tools and strategies to suit their specific learning design requirements. This element of choice has implications for professional development and support services, and requires evaluation and testing of options during selection and implementation. ePortfolios are a current ‘hot topic’ that is being explored for educational purposes by three faculties. An eportfolio tool is available within the in-house learning management system. However, Mahara, the open source product of a nationally funded initiative is proving to be a more popular choice. This paper outlines a systematic approach to implementation and evaluation of faculty-based eportfolio initiatives that draws on the collaborative approach of design-based research.

    Read article: A design-based research approach for eportfolio initiatives

  • The Australian ePortfolio project and the opportunities to develop a community of practice

    Gillian Hallam

    In 2007-2008, the Australian Learning and Teaching Council funded a national research project to examine the current picture of ePortfolio practice in Australian universities. The paper presents a review of the Australian ePortfolio Project, with a specific focus on the strong interest across the Australian higher education sector to establish communities of practice to support the sharing of knowledge and experience at the institutional, discipline and sector levels nationally. A number of international models of communities of practice that encourage the sharing of expertise through research and practice are outlined. The paper seeks to stimulate discussion about the possible opportunities for all ePortfolio stakeholders (learners, teachers, academic managers, ICT directors, educational technologists and learning and teaching support teams) to build and sustain a strong future.

    Read article: The Australian ePortfolio project and the opportunities to develop a community of practice

  • Student views on participation and interaction in student centred online discussion forums

    Neil Harris, Maria Sandor

    It is important for higher education to evolve and incorporate new teaching and learning technologies as they emerge. While such technologies can offer new educational possibilities, it is vital to ensure their usage is grounded in pedagogical thinking and enriches the learning experience of students. Computer-mediated communication (CMC), and more specifically online discussion forums, is being increasingly utilised. However, how to best incorporate such applications remains modest amongst most academics. This paper presents a framework of the online discussion forum as a student centred peer e- earning environment. In particular, the paper presents research findings relating to student views on participation and interaction in these online discussion forums. Data was gathered through semi-structured interviews with students. The findings support the discussed framework in that it allows students to take an active role in their learning and enriches their learning experience. In summary, the framework provides a viable mean of implementing peer learning in an online learning environment.

    Read article: Student views on participation and interaction in student centred online discussion forums

  • Cn I jus txt, coz I don wan 2b heard: Mobile technologies and youth counselling

    Ailsa Haxel

    When integrating new technologies into practice, we tend to think of ourselves as designers or directors of our own practices. In contrast, this paper considers how technologies may be shaping practices and/or shaping us. In studying change as communication and computer technologies are integrated within a community youth counselling centre, I explore the web of relations where human and non-human actors have influence. The research presented in this paper is informed by actor-network theory (ANT), an approach investigating the material semiotics of what shapes, and is shaped. In this paper the particular and peculiar effects of text messaging for counselling are considered. The effects are not considered in terms of being good or bad. To this author, attempting such normative evaluation is like asking: is talking to strangers good or bad? The answer must be: it depends. Whether the changes that occur are anticipated, desirable, able to be enhanced or moderated requires a fuller picture of processes involved. Initial findings suggest there are implications for educators considering this medium whether providing pastoral care or in integrating text messaging as a medium for learning.

    Read article: Cn I jus txt, coz I don wan 2b heard: Mobile technologies and youth counselling

  • Contrasting approaches: Institutional or individual ownership in ePortfolio systems

    Eva Heinrich

    The traditional approach to the provision of e-learning systems is one of institutional control and ownership. In the context of electronic portfolio systems in support of lifelong learning this approach needs to be questioned, as the characteristics of lifelong learning are in conflict with institutional ownership and control. Lifelong learning, with its aspects of life- wide and self-directed learning, needs to put the learner in charge of system and data. Institutional learning linkages are still important, but the role of the institution has to be one of support instead of control. To retain the advantages of institutional types of ePortfolio systems while at the same time matching the lifelong learning paradigm the suggestion is made to separate system provision from the educational relationship by hosting the ePortfolio system with an external provider.

    Read article: Contrasting approaches: Institutional or individual ownership in ePortfolio systems

Showing 92–104 of 135 articles