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2007: 2007 ASCILITE Conference Companion Materials

 

 

Reviewed abstracts for posters and symposia/panel sessions for the ASCILITE 2007 Conference.

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 - Posters

  • Redesigning a more learner centred prescribing curriculum for medical students

    Karen Baskett, Gosia Mendrela, Meg Stuart

    There are three central ideas behind learning design; that learning should be active, that activities are orchestrated (using workflow) and that learning designs can be recorded, modified, shared and re-used (Britain, 2004). Taking this into consideration, the Curriculum and Training Unit (CAT) at the National Prescribing Service are re-designing existing web based prescribing modules. Currently used by over 2000 senior medical students in 13 Australian medical schools, the modules were originally designed to improve prescribing confidence in recent graduates. The conversion of the existing units to LAMS (Learning Activity Management System) software, provides learners with a more activity based learning environment along with opportunities for peer and expert feedback. The flexibility of the software gives greater control over the design and update process. Sharing of (LAMS) sequences within the health sector internationally will be explored. In order to provide a much more student focused design and more appropriate and extensive feedback to learners, we have engaged in a process of consultation with content writers, lecturers and students. Staff at LAMS International will develop three new tools within LAMS to meet the needs of our learners. Currently the most common mode of delivery for the modules within universities is self paced and therefore our initial template is for a self paced delivery model. We hope however, to be able offer templates for delivery in a blended environment (for example tutorial or PBL) by working in consultation with individual universities.

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  • Showcasing Mahara: A new open source eportfolio

    Mark Brown, Bill Anderson, Mary Simpson, Gordon Suddaby

    This poster presents the outcomes of a collaborative project funded by the New Zealand Government to develop an open source electronic portfolio for use in the tertiary sector. The intention is to convey the core principles underpinning the design of the ‘Mahara’ eportfolio and to describe some of the unique features of this new open source system. In particular, the poster will showcase the different ‘views’ of Mahara and the social networking functions, along with illustrating how Massey University is planning to embed eportfolios in an initial teacher education programme.

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  • Jumping on the YouTube bandwagon? Using digital video clips to develop personalised learning strategies

    Kevin Burden, Simon Atkinson

    This poster presentation illustrates the outcomes and processes involved in the development of a set of exemplar materials to support the assisted take up of a new digital video archive (Newsfilm Online) in the Higher Education community in the UK. The exemplars are underpinned by a conceptual framework based around learning designs and learning spaces which, we believe, are transferable to other digital learning resources.

    Read article: Jumping on the YouTube bandwagon? Using digital video clips to develop personalised learning strategies

  • Just in time teaching revisited: Using e-assessment and rapid e- learning to empower face to face teaching

    Allan Carrington, Ian Green

    Today’s educational technologies allow an educator to more readily develop quality digital teaching and learning materials. By also integrating regular formative e-assessment into these learning objects, using a new generation of assessment technologies, lecturers can obtain a better understanding of the needs and knowledge students bring to the classroom, and can adjust their lecture plans accordingly ‘just in time’.

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  • Choice, communication and learner autonomy: The development of social competence skills using podcasting technologies

    Anthony Chan, Catherine McLoughlin

    The potential of podcasting to support teaching and learning has been highlighted in the past year, linked with a new wave of Web 2.0 tools and their potential for knowledge building, creativity and innovation in learning. In an increasingly technologised world, learners need digital skills and social competencies that enable them to communicate and learn in different modalities. This paper reports on a pilot study that aims to improve oral presentation and self-regulatory skills through podcasting at a regional Australian high school. Instead of using the technology merely to deliver learning resources, the approach adopted was to support student podcasting of their personal interpretation of concepts and ideas in key subject areas to share with peers and the wider community. By supporting learner choice and agency in this manner, greater engagement in learning is anticipated by all stakeholders.

    Read article: Choice, communication and learner autonomy: The development of social competence skills using podcasting technologies

  • Educational levels of Internet use

    John Clayton

    A close examination of the use of the internet by educational institutions could lead to a simple definition, such as, 'the use by educational institutions of the world wide web to facilitate educational activities’. While this definition is technically correct, it fails to explain the full range and use of the Internet by educational institutions. This poster describes and illustrates four levels of Internet usage identified by the author in educational institutions.

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  • Developing ICT and e-learning capacity in a medical and health sciences faculty

    Iain Doherty, Adam Blake, Pauline Cooper

    Our poster presents the preliminary stages of a study concerning the question of increasing e-learning capacity to meet the flexible and distance learning requirements of a Faculty of Medical and Health Sciences. We are seeking effective ways to increase e-learning capacity within the Faculty in order to provide increased choice for all learners. Our case study is presented in terms of a simple three part analysis. The three parts of the analysis are: the number of e-learning projects completed by the Learning Technology Unit over a three year period; the number of courses offered within the Faculty of Medical and Health Sciences as a whole; identification of the need to address the e-learning capacity question within the Faculty. In conclusion we suggest some possible strategies for increasing e-learning capacity and outline our future research methodology.

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  • E-learning for New Zealand industry training organisations: Analysis of benefits and barriers

    Richard Elliott, John Clayton

    The key findings are presented from the second phase of a research project which was undertaken to ascertain the current status of the use of e-learning technologies by New Zealand Industry Training Organisations (ITOs). The data presented here was derived from a multi-part online survey of e-learning activity in New Zealand ITOs. The benefits and barriers of e-learning for New Zealand ITOs are analysed and major findings highlighted.

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  • Scupper’s Island: Using game design and role play to learn about professional ethics

    Ken Eustace, Clinton Mason, Mitchell Swan

    Scuppers Island is a role playing game (RPG) at http://ispg.csu.edu.au:7688/, based on a pirate code of conduct as the major part of the game play. In an educational context, game- based learning is used to teach computer ethics which can be extended to professional ethics. The purpose of the game is to let the players interact as pirates and learn about values, ethics and differences in each other’s ethical beliefs. To design the game, games design theory was researched and implemented using a set of basic rules. A game must have a hero, and must involve a quest or challenge, for it to be an effective learning tool. The authors propose that use of an online environment in teaching professional ICT ethics can be very effective if used in conjunction with traditional learning techniques.

    Read article: Scupper’s Island: Using game design and role play to learn about professional ethics

  • Conversations with independent young adult online language learners

    Linda Mei Ling Fang

    This pilot study focuses on young adult learners who voluntarily enrolled for an online English language learning program. They were interviewed mid-way through their program. Preliminary findings indicate that they pursued lessons that suited their goals and their usage patterns, which depended on internal and external factors, varied.

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  • Framing the role of technologies in the recognition and development of staff capacities to enhance learning in higher education

    Alan Farley, Dale Holt, Siew Mee Barton

    There are practical initiatives which can be taken by university management to move institutions forward by engaging a broad range of staff and in cultivating leadership capabilities in teaching and learning. These initiatives are considered in terms of 12 ‘levers of engagement’ currently being implemented in our university, and shown below. Deakin, as a major flexible education provider, is used as an institutional case study of the role of technology in supporting organisational change in higher education. Many of the levers of engagement are evident in other Australian universities.

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  • Online learners’ interactions and characteristics affecting satisfaction and academic performance: A Philippines case study

    Ma. Teodora E. Gutierrez, Aura C. Matias

    The study seeks to identify and validate the elements that contribute to the successful delivery of online instruction in terms of types of learners' interaction and characteristics. This is achieved through a 20-item survey questionnaire administered to forty distance education students enrolled in the Master of Public Administration course in one of the Philippines' state universities. Factorial designs of 23 were used to identify the appropriate combination of the learner’s interaction in order to achieve highest possible grades.

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  • Diversity in large classes: The challenge of providing self directed formative learning

    Mandy Harper, Judy Brittain

    First year science courses at the University of Auckland face a number of common challenges which impact on course design and learning support for individual students. The large student cohorts (> 1100) entering courses are not only diverse in future program choices but also in their educational backgrounds. Opportunities for formative learning have been developed though the web environment using the university’s “in house” learning management system Cecil, and Bestchoice (an interactive learning portal). http://bestchoice.net.nz (Woodgate and Titheridge 2006). These formative learning activities have been integrated into existing course designs (Gunn & Harper 2006) to support diversity in learning strategies and learning styles while enabling all students to develop a sound body of knowledge essential in the discipline of Science. Teachers across the disciplines of Chemistry and Biological Sciences maintain a professional dialogue about learning developments. There is an overlap of the order of 80% across the Biology and Chemistry cohorts. Where it is appropriate, similar technologies are used. This commonality between courses results in improvements in students’ learning outcomes. This is part of teaching reflective practice which is currently influencing future developments.

    Read article: Diversity in large classes: The challenge of providing self directed formative learning

Showing 1–13 of 40 articles