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2008: 2008 ASCILITE Conference Companion Materials

Reviewed abstracts for posters and symposia/panel sessions for the ASCILITE 2008 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 - Posters

  • Pioneering innovative approaches to language teaching at tertiary level in Australia

    Abdul-Hakeem Kasem, Yousef Alreemawi, Jonathan Gould, Ian Charleson

    This poster presentation outlines an innovative approach to the teaching of Modern Standard Arabic (MSA) online using a range of sophisticated interactive media assisted delivery strategies. The course uses an outcomes-based approach to course design. This course takes the view that technology can be both tool and tutor in language education. The role of technology in language education is examined as an aspect of curriculum design, that is, the starting point is needs analysis and the resulting curriculum, rather than technology.

    Read article: Pioneering innovative approaches to language teaching at tertiary level in Australia

  • Teaching by example, learning by design: Three recent technologies in three learning contexts

    Thomas Kerr

    A strategy sometimes used by educators who are teaching other education professionals is to teach by example, using a tool to build an exemplar application or website, and, in so doing, lead the learners through a series of procedural steps that will achieve stated educational objectives and provide an application that can be modified by learners for their own teaching needs. The purpose of using this approach is therefore twofold; to provide an authentic context for learning, and to demonstrate use of the tool to construct an example that can be re-purposed for other educational uses, sometimes in completely different disciplines. This poster presentation looks at three freely available technologies that can support diverse areas of study: Celestia version 1.5.1, a free stand-alone open-source, three-dimensional space simulator Google Earth release 4.3, a free web-based geographic simulator with time-based display, and YouTube Video, a web-based video display technology that can provide online tutorial resources with rich dynamic content.

    Read article: Teaching by example, learning by design: Three recent technologies in three learning contexts

  • The crisis in ICT education: An academic perspective

    Tony Koppi, Fazel Naghdy, Joe Chicharo, Judy Sheard, Sylvia Edwards Edwards, David Wilson

    A national Discipline-Based Initiative project for ICT, funded by the ALTC, has sought to identify the issues and challenges facing the sector. The crisis in ICT education spans high schools, universities and industry. The demand for skilled ICT graduates is increasing yet enrolments are declining. Several factors contribute to this decline including the perceived quality of teaching and a poor perception of the ICT profession amongst the general public. This paper reports on a consultation process with the academic community. Academic concerns include the capacity of the sector to survive the downturn, and improving relationships with industry which should benefit students, academics and industry. An outcome of the consultation process has been the formation of the Australian Council of Deans of ICT (ACDICT) which will have broad responsibility for addressing the issues affecting ICT higher education.

    Read article: The crisis in ICT education: An academic perspective

  • Scenario + Rapid e-learning = Powerful learning

    Tristram Lawson

    The integration of rapid e-learning software with situational learning pedagogy can empower educators to create innovative learning modules for online delivery. Educators using the right rapid e-learning tools together with sound learning design and creative flair can produce learning modules that are not only interactive and immersive but also challenge students to develop their critical thinking skills and deepen their understanding of the subject matter.

    Read article: Scenario + Rapid e-learning = Powerful learning

  • Educational game themes of a fraction brick game

    Ya Ling Lee

    A digital game of fractions has been developed to compare the sizes of fractions using learning objectives that order fractions. The context of the game is about forming staircases of fraction bricks for players to climb to the top of a tower. The fraction bricks represent sizes of fractions and are labelled with symbols of fractions. Tall bricks are used to order fractions from smallest to largest while long bricks are used to order fractions from largest to smallest. Three game themes are proposed to experience fractions from concrete to abstract: visible bricks are blocks representing sizes of fractions that can be seen; broken bricks are blocks divided in part that can be separated into visible fractions ; hidden bricks are blocks with only symbols of fractions labelled on them. The game has been tested with Year 8 students to confirm the appropriateness of the game themes for learning fractions so that the game can be improved. This study focused on the number of attempts made by students to order fractions at every level of the game. The findings confirmed that the game is increasingly challenging because the attempts increased monotonically across the game themes of visible, broken and hidden bricks. However, the attempts were not monotonically increasing across the levels within the same game themes although fractions were designed to be increasingly difficult and required more complicated strategies. This study provides a background to further investigate the learning of fractions occurring in playing the game.

    Read article: Educational game themes of a fraction brick game

  • Adjusting the community of inquiry approach to a synchronous mathematical context

    Christine McDonald, Birgit Loch

    This paper applies the Community of Inquiry (CoI) framework previously used in asynchronous discussion forums to synchronous chats in a mathematically-based undergraduate course. While the three presences described in the CoI framework - cognitive, social and teaching presence - are still identified, it is argued that categories and indicators tailored for coding asynchronous discussion may need adjustment when applied to this new context. Preliminary results based on the transcript analysis of one chat log and using two coders are presented in this paper.

    Read article: Adjusting the community of inquiry approach to a synchronous mathematical context

  • Guidelines for podcast production and use in tertiary education

    Michael O’Donoghue, Alan Hoskin, Tim Bell

    Within the framework of the New Zealand (NZ) e-Learning Guidelines Project the University of Canterbury carried out a series of activities in order to investigate ‘good practice’ in the design and use of podcasting and related materials. The NZ e-learning guidelines consist of a number of questions each relating to a different aspect of provision and use of e-learning resources. This research focused on the following guidelines: ST9: Do the technologies help students successfully meet the learning outcomes? ST7: Will the e-learning foster students’ curiosity and creativity? TD1: Is the use of e-learning appropriate to the intended learning outcome? TO7: What ICT support is in place specifically for e-learning, and is this support reviewed regularly? MO1: Can staff and students easily use the learning technologies and the online resources? Five departments from different parts of the University participated in this research over two semesters. Each department adopted their own approach to the creation and use of podcast materials. The five departments who contributed to this research project were Japanese, Computer Science, Music, Economics and Schools’ Outreach. The experience of staff and students throughout the investigation was charted through the collection of qualitative data at the outset, during, and at the end of the research period. Student focus groups, individual discussion, and online questionnaires were each used to collect and triangulate responses. In terms of quantitative data reporting, for example, the Japanese course produced 15 podcasts with a mean duration of 17 minutes which generated 4, 666 hits (file accesses) over one semester. Quantitative data relating to other aspects of this course and for the other courses involved in study were used in the analysis.

    Read article: Guidelines for podcast production and use in tertiary education

  • Changing learning and teaching relationships in the educational technology landscape

    Mary Low O’Sullivan, Gayani Samarawickrema

    We adopt a technology of education approach to examine changing teaching and learning relationships in the educational technology landscape. A technology of education entails thinking about all dimensions of the design of teaching and learning environments. The teaching and learning process constitutes a complex interrelated system of people and resources interacting with people as students to achieve their desired learning outcomes. A technology of education approach to the effective use of Information and Communication Technologies (ICTs) in teaching and learning is based on a systems approach and focuses research on one of the key dimensions of educational technology. This key dimension consists of the theoretical considerations or ideas, assumptions and findings which inform the social conventions and practices of teaching and learning. The totality of social processes within an institution and society is included in the study of the use of ICTs in education within a systems approach. The systems approach allows for a critical study of the social and intangible aspects of the use of ICTs in teaching and learning. Specifically, this paper highlights the types of social change that result from the changes brought about by the use of ICTs in education in the identities and subjectivities of teacher and learner. In order to incorporate ICTs successfully in teaching and learning, this social dimension needs to be considered in the design of rich learning experiences.

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  • Online project collaboration : … we still have a long way to go

    Gabriella Pretto, Catherine Pocknee

    This paper presents the challenges involved for team members working on a research project from three different universities located in Melbourne and Brisbane. An advisory university was located overseas in Surrey, England. A variety of computer mediated technologies were used for online collaborations and discussions such as Skype, Elluminate Live!, Carrick Exchange and an Access Grid. Team communication also included email, phone and teleconferencing. The research software used to collect and collate qualitative and quantitative data were NVivo, Opinio and Excel. This paper discusses the complexities involved in online team collaborations and the extent to which technology was able to overcome the ‘tyranny of distance’ to facilitate discussions, examine information and advance investigations.

    Read article: Online project collaboration : … we still have a long way to go

  • ICTs in the daily lives of Australian students

    Matthew Riddle

    This qualitative study examines the use of information and communications technologies from the perspective of university students as co-researchers. Using methods developed for a similar study at the University of Cambridge (Riddle & Howell, 2008), students are prompted 8-10 times over a 24 hour period to fill out a diary and take photographs of technologies and techniques they are using. This poster reports on the progress of this study, including sampling student attitudes towards their own personal technologies as well as technology infrastructure, classroom technologies and library facilities.

    Read article: ICTs in the daily lives of Australian students

  • Virtual worlds: A new window to healthcare education

    Luke Rogers

    Computer-based clinical simulations are powerful teaching tools due to their ability to expand healthcare students' clinical experience by providing practice-based learning. These simulations encourage active participation and can enhance the retention and transfer of learning. Despite the benefits of such clinical simulations there are significant issues which arise when incorporating them into an educational healthcare strategy. For many healthcare educators the key issue becomes; how to apply computer-based simulations in a co- operative and collaborative self-directed environment. Second Life provides healthcare students with an online social presence, enabling a comprehensive environment for online interaction and collaborative practice-based learning. The purpose of this poster is to investigate how the benefits of virtual worlds, such as Second Life, can be employed to overcome the barriers involved in traditional computer-based clinical simulations. This poster presents how a virtual clinical simulation developed within Second Life can be used by healthcare educators to deliver hands-on team-oriented online interactive learning. The virtual clinical simulation provides healthcare students with an experience that simulates the feel of a clinical setting, while removing the costs and challenges of traditional simulations as well as the barriers involved in traditional computer-based simulations. Healthcare educators should consider incorporating interactive virtual worlds into teaching strategies to further enhance clinical simulations. For this practise to be successful, however, further research among healthcare professionals and educators is required to design a model which outlines the key concepts and practical approach to developing an online virtual simulation for healthcare students.

    Read article: Virtual worlds: A new window to healthcare education

  • Virtual worlds as an architecture of learning

    Stefan Schutt, John Martino

    Virtual or “Synthetic” worlds such as “Second Life”, and online games such as “World of Warcraft” open up the possibility for new and enriching experiences as both an entertainment and an educational medium. For educators Virtual Worlds have the potential to extend the boundaries of when, where and how learning can happen beyond the realm of the traditional classroom. Presently, these virtual worlds are being widely adopted by corporate interests and the military to do business or to simulate war. It is our view that educators need to re-think their position on the place of this type of technology in their repertoire of pedagogic practices and help to claim these spaces for social and educational purposes. In this poster presentation we will outline some of the pedagogical activities we have been utilising in a VicHealth-funded project based in a secondary school in inner Melbourne. In particular we will describe the architecture of learning underpinning our work in this specific school setting.

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  • Open-source vs proprietary VLE: An exploratory study of staff perceptions

    Harsh Suri, Margot Schuhmacher

    This paper explores staff perceptions of two open-source Virtual learning environments (VLEs), Sakai 2.4.1 and Moodle 1.8, compared to Blackboard Vista 4. In general, staff felt that Sakai was simpler to use, but lacked some of the richer functionality available in Blackboard. A general dissatisfaction with both Sakai and Blackboard led to trialling of Moodle which was perceived more favourably than Blackboard.

    Read article: Open-source vs proprietary VLE: An exploratory study of staff perceptions

Showing 14–26 of 29 articles