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2007: ASCILITE 2007 Conference Proceedings

 

 

 

 

The proceedings of the 2007 ASCILITE Conference.

R. J. Atkinson, C. McBeath, S. K. A. Soong, & C. Cheers (Eds) (2007).

ICT: Providing choices for learners and learning.

Proceedings ASCILITE 2007.

Centre for Educational Development, Nanyang Technological University, Singapore.

December 2-5, 2007.

Published: 30 November 2007

ASCILITE Conference - Full Papers

  • Evaluating ICT in education: A comparison of the affordances of the iPod, DS and Wii

    Michael Morgan, Matthew Butler, Mark Power

    This paper uses an evaluation method for Information Communication Technology (ICT) in education adapted from Morgan (2007) to conduct a comparison between the Apple iPod, Nintendo DS and Nintendo Wii, in order to assess the potential cognitive impact on learners of the affordances of each ICT device. The ICT evaluation method uses the concept of ‘mediation’ to link cognitive impacts on learners of specific learning activities with the affordances of mediating artefacts employed during those activities. For each device a set of designed affordances are described along with as series of initial suggestions about how these affordances could be applied to educational contexts. A comparison of the different development options is then conducted to assess the relative educational potential of each device. Finally several avenues for further research are discussed.

    Read article: Evaluating ICT in education: A comparison of the affordances of the iPod, DS and Wii

  • PRAZE: Innovating teaching through online peer review

    Raoul A. Mulder, Jon Pearce

    The benefits of formative peer assessment of student work are well-recognised, but the onerous nature of administrating peer review remains a disincentive to implementation, especially in large classes. We have developed an online system – PRAZE – that allows the distribution and anonymous exchange of work between students in an educational setting to be automated. In this paper, we describe the functionality of the software and report on an initial trial in which we administered peer review using PRAZE in three subjects taught at the University of Melbourne. Although the subjects involved different disciplines (Zoology and Multimedia & Communications respectively), different year levels (2nd versus 3rd year students), and varying numbers of reviewers, surveys indicated that the opportunity to participate and benefit from peer review was broadly appreciated by students. Students also found the software easy and convenient to use. We identify pedagogical and developmental issues with implementing online peer review, and outline anticipated future changes to the software.

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  • New models for learning flexibility: Negotiated choices for both academics and students

    Judy Nagy, Jacquelin McDonald

    ‘Flexible learning’ represents a need associated with ‘lifelong learning’ and the equipping of graduates to actively engage in a ‘knowledge society’. While the precise meaning of each of these terms is not easy to discern, notions of flexible learning have progressed an evolutionary path that concentrates on students as though they are the only stakeholder group in the higher education environment that would benefit from choice. Academic discourse also presumes that all cultural groups making up the increasingly diverse student population aspire to engage in student-centred learning as a precursor to involvement in a knowledge economy. In this environment academics have been encouraged to embrace on- line teaching and promote a more student-centred learning approach when the natural inclination and talent of many academics may make this style of pedagogy so challenging that learning outcomes are compromised. We question this ‘one size fits all’ mentality and suggest a model that empowers both the students and academics by allowing them the ability to choose the approach that suits their educational philosophy and preferred learning/teaching approach. The model represents an innovation in flexibility that recognises initial embedded learning foundation abilities and reaches both teachers and learners by utilising their own frames of reference.

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  • Designing a CD based learning environment for a multimedia animation course: A Malaysian experience

    Tse-Kian Neo, Mai Neo, Belinda S. P. Teoh

    This paper focuses on the design and development of a CD-based learning environment which was based on the Nine Events of Instructions presented by Gagne (Gagne, Briggs, & Wagner, 1992). The learning module was then used as an instructional strategy to teach an animation course in the second year of the Film and Animation (FA) degree in the Faculty of Creative Multimedia (FCM). While this course has been traditionally given in a lecture- based environment, an attempt was made to move towards a more multimedia-mediated environment using the CD to provide a student-centred approach in learning the principles of animation. The aim of the study was to ascertain the attitudes and reactions of the students in this learning environment. Data were collected through a survey and questionnaire. A pre-test and post-test exercise was also administered to the students. Statistical analyses performed on the data showed that the students’ attitudes and reactions were positive towards this student-centred environment and student learning was enhanced.

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  • ICT for (I)nspiring (C)reative (T)hinking

    Ben Northcott, Iwona Miliszewska, Eva Dakich

    The capacity for creative thinking in the workplace is a generic skill that employers value highly in their employees. Although creativity is regarded as an important employability skill, it is a quality in which tertiary graduates are often lacking. Thus, the development of creative thought should be promoted as an integral part of tertiary education; Information and Communication Technology (ICT) can assist in accomplishing this task. Research suggests that ICT has the potential to encourage and support creative thinking throughout the learning process. This paper investigates the links between the theories of encouraging creative thinking in an educational context, and the practice of incorporating ICT in the implementation of learning strategies. The paper reviews the constraints and challenges associated with the deployment of ICT as a tool for encouraging creative thinking, and concludes with suggestions for effective implementation.

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  • Clicking on or off? : Lecturers’ rationale for using student response systems

    Michael O’Donoghue, Billy O'Steen

    Student response systems, also known as clickers, have been used in lecture theatres with large groups of students to stimulate interest in lecture materials and to provide a means of interaction between lecturer and students or between students and their peers. Whilst the related literature offers practical guidance on using these systems, questions relating to their impact on learning outcomes and best pedagogic practice are in need of further investigation. Discussions with colleagues and a literature review led us to the hypothesis that clickers provide little more than a false dialogue or a cul-de-sac towards the analytical thinking skills required in tertiary education. In order to support or reject this hypothesis, qualitative data collected from interviews with staff members who had used or planned to use clickers was examined alongside quantitative data collected from 177 students on their use. The results from this data support findings from other studies insofar as lecturing staff have adopted this technology in an attempt to stimulate interaction and student motivation in their lectures. The results also suggest it may be possible for lecturers to develop approaches for using clickers that align with both their personalities and discipline-specific contexts.

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  • Using mobile technologies to support learning in large on campus university classes

    Ron Oliver

    The delivery of courses and units through large classes in on-campus settings is an economic necessity for many higher education institutions, particularly within their undergraduate programs. Lecture presentations to cohorts of over 200 students are common in most universities. Such settings can present challenges for both learners and teachers. It is now apparent that mobile and wireless technologies can provide opportunities for participation, engagement and active learning within these settings. These technologies enable teachers to cater for a range of abilities, interests and learning styles. This paper describes activities in an Australian university setting where mobile technologies have been used successfully to support learning in large class on-campus settings.

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  • Similarities and differences in North American and New Zealand tertiary instructors’ perceptions of effective e-learning methodologies

    Billy O'Steen, David Ripley, Lim Doo, Betsy Arrington-Tsao

    In this cross-national study, tertiary instructors from North America and New Zealand were asked to share their perceptions regarding effective e-learning methodologies. Our intent was to determine what similarities and differences in perceptions existed and what implications, if any, such similarities and differences could have for the New Zealand government as it reviews and refines a national Digital Strategy that includes the tertiary sector. A comparison of the responses to four research questions indicated that while both similarities and differences in perceptions do exist, the similarities far outweigh the differences and there were no strong conclusions to significantly modify New Zealand’s current Digital Strategy development.

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  • Moving a unit online: A quantitative evaluation of student responses

    Stuart Palmer, Dale Holt

    In 2005, a unit was converted to ‘wholly online’ delivery mode, where all teaching occurred online. Student evaluation survey data for 2005 suggested that students rated many aspects of the wholly online unit delivery significantly lower than previously. For 2006, ten percent of the unit marks were dedicated to an assessed assignment activity based around an online discussion area. Based on student evaluation items common to the pre- and post-2006 period, overall student satisfaction with the unit returned to the same levels as prior to the introduction of wholly online delivery. These findings suggest that careful thought, but not necessarily major changes, may be required to avoid student disillusionment and maximise student learning outcomes when moving an existing unit to wholly online delivery. During 2005 and 2006, the same unit was included in a large survey to gauge students’ perceptions of studying wholly online units. The sub-set of respondents relating to this unit was found to have a good demographic match to the total unit enrolment. The survey included the following question item, ‘39: How satisfied have you been with this unit being offered wholly online?’, as an overall measure of student satisfaction with studying the unit in wholly online mode. Multivariate linear regression analysis was conducted with survey item 39 as the dependent variable. While the resultant regression model should not be interpreted literally as a formula for student satisfaction, it does suggest some areas for action to improve student satisfaction with studying this unit in wholly online mode.

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  • The quality and trust of wiki content in a learning community

    Trevor Peacock, Geoff Fellows, Ken Eustace

    User generated content is having an ever-increasing influence and presence on the Internet. Wiki communities, in particular Wikipedia, have gained wide spread attention and criticism. This research explores criticisms and strengths of wiki communities, and methods to reconcile the two. This research tests wiki software in an educational setting to determine indicators of article quality. The results give insight into the use of wiki systems in educational settings, suggest possible methods of improving the validity of content created within wiki communities, and provide groundwork for further research in the area.

    Read article: The quality and trust of wiki content in a learning community

  • Community, exchange and diversity: The Carrick Exchange

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

    The Carrick Exchange is a significant new online service that will provide communication and collaboration services, and learning and teaching resources across the Australian and international higher education sectors. The Carrick Exchange is sponsored by the Carrick Institute for Learning and Teaching in Higher Education. It is for those who teach, manage and lead learning and teaching in Australian higher education. The Carrick Exchange aims to provide access to quality learning materials and resources; information about new technologies and ideas that impact on teaching practice and student learning; opportunities for academic and support staff to network with others, comment on and exchange ideas; and a means for academics to participate in discussions, debates and dialogue about teaching. This paper reports on the first component of the Stage 2 ascilite research into the Carrick Exchange. Using a design-based research approach, the ascilite project team investigated the human issues involved in development of the Carrick Exchange. Twenty-nine key practitioners were interviewed. The interviews generated a comprehensive discipline, cross-institutional, national and international perspective of user needs and contexts of use for a national online repository. The interview findings were analysed in relation to engagement, resource identification and contribution, and peer review. The findings presented in this paper will inform the design, management, utilisation and associated processes of the Carrick Exchange.

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  • Staff and student perspectives on web based lecture technologies: Insights into the great divide

    Rob Phillips, Maree Gosper, Margot McNeill, Karen Woo, Greg Preston, David Green

    Web-based lecture technologies (WBLT) have been introduced by some Australian Universities in recognition that many students need flexible learning choices during their studies. This paper reports on some of the findings of a research project, "the impact of WBLT on current and future practice in learning and teaching". The research was conducted across four Australian universities, with data obtained from surveys and in-depth interviews with both staff and students who had used WBLT. While student perceptions about WBLT have been largely positive, staff opinions are varied. Many lecturers see the potential of WBLT as a study tool and recognise students’ need for flexibility. However, staff are concerned that WBLT are exacerbating a trend toward declining lecture attendance, which they are linking to a drop in academic performance. While some lecturers indicate they have made changes to their lecturing in response to the technologies, there is little evidence of changes to the curriculum to effectively utilise these technologies.

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  • Learner performance and attitudes in traditional versus simulated laboratory experiences

    Kevin Pyatt, Roderick Sims

    Evidence suggests that the physical, expository laboratory, as used in both high-school and college-level science courses, has lost its instructional value while emerging technologies such as simulations can serve as robust replacements. However, certain accreditation processes do not recognise the simulated laboratory as a legitimate alternative to expository high-school and college-level laboratories. This study therefore investigated whether simulated laboratories can achieve the goals of contemporary laboratory instruction as successfully as the expository laboratory paradigm. Using an experimental and quantitative methodology, two experiments were carried out, each of which comprised the completion of a laboratory activity by participants who were assigned to either a control (expository laboratory) or an experimental (simulated laboratory) group. The results revealed significant higher assessment means for the simulated groups. The simulated laboratories were also perceived to be more open-ended, easier to use, and easier to generate usable data, than expository laboratories. The time to complete simulated laboratory activities was significantly less than the time to complete expository laboratory activities. The results suggest that the simulated laboratory can serve as a legitimate alternative to the expository, “hands-on” laboratory and those current accreditation practices requiring online science courses to have “hands-on” laboratories need to be reevaluated.

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Showing 53–65 of 127 articles