Economies in the creation and delivery of digital objects, the ability of tutors to easily re- purpose and re-present media-rich content and the increasing ease of access to previously controlled network storage areas by students are but a
Economies in the creation and delivery of digital objects, the ability of tutors to easily re- purpose and re-present media-rich content and the increasing ease of access to previously controlled network storage areas by students are but a few of the perceived drivers behind initiatives to re-use digitally created content. However, while it maybe economically beneficial and technically feasible to continuously make available to students’ a range of re- usable digital objects a number of issues should be explored before it is recommended tutors use the digital materials available. This poster outlines the preliminary development of an evaluation tool to investigate students’ perceptions of re-usable video objects in an English language course in Japan.
This presentation will demonstrate how a digital repository can facilitate academics and educators publishing online material for deployment via a learning management system. It will cover the types of digital rights expression languages
This presentation will demonstrate how a digital repository can facilitate academics and educators publishing online material for deployment via a learning management system. It will cover the types of digital rights expression languages, copyright management issues and how to encourage your staff to publish online. The particular digital repository that will be used for this presentation is Equella, which has been developed by The Learning Edge International, an Australian based company. Equella has been implemented within half of the universities in Australia. In addition, Nanyang Technological University has been trialling Equella for much of 2007. Equella has rich integrations with Blackboard, WebCT, Moodle and other LMSs. Equella provides a variety of digital rights management (DRM) tools to manage digital rights and copyright issues for items uploaded to the repository. DRM can be set up to manage third party copyright issues such as for purchased content. It can also track the contributor(s) of material and the moral rights owners (e.g. authors) of that material. In addition, Equella provides a copyright compliance module that manages copyright materials using the Copyright Agency Limited (CAL) licence framework.
A specialist support team is working with academics to design online learning experiences for Open Universities Australia. Delivery to a cohort of students with needs and backgrounds different from traditional university students, and with
A specialist support team is working with academics to design online learning experiences for Open Universities Australia. Delivery to a cohort of students with needs and backgrounds different from traditional university students, and with timeframes and administrative structures that often conflict with familiar practice, raises challenges beyond those normally faced in online education. This poster describes some of the solutions that have been put in place and outlines a framework for an ongoing evaluative study.
Students arrive at university with diverse backgrounds, expectations and levels of curiosity and varying abilities to cope with their first semester. The generic knowledge, skills and attitudes to learning acquired at secondary school, at
Students arrive at university with diverse backgrounds, expectations and levels of curiosity and varying abilities to cope with their first semester. The generic knowledge, skills and attitudes to learning acquired at secondary school, at vocational training institutions or in the workplace, are sometimes inadequate for the demands of successful university study. To do well and to lay a firm foundation for their professional development, students need to enhance and expand their abilities to work and learn effectively within the more demanding university context - fast! This poster describes a collaborative approach to scaffolding the development of first year students’ generic skills: information literacy, information communication technology [ICT], critical thinking and teamwork skills, and the negotiation of their university’s Learning Management System [LMS]. Collaborations between the lecturer and specialist support staff: an educational designer, academic skills advisers, a campus librarian and an instructional designer, resulted in a number of carefully structured ICT-supported learning tasks in a first semester, first year unit. Importantly this approach ensured access to the highest available levels of expertise for scaffolding the development of each particular skill and for embedding developing knowledge and skills in a discipline context. Class activities and assessment tasks, often ICT-supported, provided an opportunities for students to embed their newly enhanced skills in a realistic manner. After giving an overview of these activities and tasks, this paper provides insights into both the students’ and our own reflections on this experience. It presents our conclusions about the benefits offered by this approach and briefly describes plans for future research.
Drawing from the findings of a wider study into the role and function of online social presence and its (potential) relationship with learner support in text-based online learning environments, this poster highlights key findings related
Drawing from the findings of a wider study into the role and function of online social presence and its (potential) relationship with learner support in text-based online learning environments, this poster highlights key findings related to social aspects of learner support in text-based online learning environments and, in particular, community based model for learner support.
The poster presentation describes the author’s epistemological stand and the theoretical framework of his proposed doctoral study. The new theoretical perspective based on the constructivism is proposed as the theoretical foundation for
The poster presentation describes the author’s epistemological stand and the theoretical framework of his proposed doctoral study. The new theoretical perspective based on the constructivism is proposed as the theoretical foundation for the action research study.
This poster updates the community on the progress of the campus-wide e-portfolio rollout at the University of Wollongong, since it was reported on at the ASCILITE 2006 conference. During 2007 additional Faculties have come on board to
This poster updates the community on the progress of the campus-wide e-portfolio rollout at the University of Wollongong, since it was reported on at the ASCILITE 2006 conference. During 2007 additional Faculties have come on board to develop a Faculty or program customised template and to release this to their students, and additional Careers Service programs have also developed e-portfolios. By August 2007 around 1200 e- portfolios have been released to students and around 150 have been released to staff. 2 early adopters (teachers) have been interviewed to discuss how they integrated the e- portfolio into the context of their particular subjects, and reflecting on how this could be improved. Plans for further development and dissemination are discussed including links to the Carrick funded national e-portfolio study.
This poster updates the lessons from a collaborative learning about how the process of mapping similar teaching cases can help define the terrain and share good-practice to encourage uptake. The context mapping process gives an
This poster updates the lessons from a collaborative learning about how the process of mapping similar teaching cases can help define the terrain and share good-practice to encourage uptake. The context mapping process gives an understanding of how we might consider all the role based learning task designs in a way that is not dependent on the particular definition such as role-play or case-study but rather focuses on a process that considers the context of the academic and finding similar good practice to be able to work with them effectively. The author worked collaboratively with the Project EnRoLE team to map a repository of cases in ways that were helpful for the team’s understanding of the factors that are key to useful definitions of role-based learning. It is hoped the exercise will influence and clarify strategies for disseminating the project and the cases in ways that encourage re-usability of the learning designs for role-based learning experiences.
The process of designing a learning activity does not arise entirely from an individual without any reflections or interactions with the individual’s environment. This includes students, colleagues, management and institutional culture
The process of designing a learning activity does not arise entirely from an individual without any reflections or interactions with the individual’s environment. This includes students, colleagues, management and institutional culture. This poster describes the practice of designing and implementing a learning activity involving informal collaborative work between a learning technologist and an academic staff. Both are situated in different departments within the same institution which has just introduced a virtual learning environment (VLE) in recent years as a platform to promote the adoption of online learning.
Stephen Marshall, Geoff Mitchell, Stephanie Beames
The E-Learning Maturity Model provides a quality improvement framework by which institutions can experience a discontinuity of perception that can drive change. This poster conveys the key concepts of the eMM and illustrates how the
The E-Learning Maturity Model provides a quality improvement framework by which institutions can experience a discontinuity of perception that can drive change. This poster conveys the key concepts of the eMM and illustrates how the capability analysis can go beyond benchmarking and provide a framework for supporting change and improving the quality of e-learning experienced by students and staff.
There is a growing interest in the use of a learning object economy as a means to deliver high quality learning to students particularly in the post-16 educational sector. This is fuelled by, amongst other things, pressures to increase
There is a growing interest in the use of a learning object economy as a means to deliver high quality learning to students particularly in the post-16 educational sector. This is fuelled by, amongst other things, pressures to increase student numbers brought about by initiatives such as widening participation and lifelong learning, and student’s expectations of high quality electronic learning. The reuse of learning objects is a means of making wider use of scarce and expensive resources. Crucial to this is finding an effective means for the storing, cataloguing and retrieval of materials.
This paper outlines the design principles and software architecture of Olly! (OnLine Learning for You!). Olly! is an open source, browser based instant messaging tool designed specifically for conducting classes online. Built on the AJAX
This paper outlines the design principles and software architecture of Olly! (OnLine Learning for You!). Olly! is an open source, browser based instant messaging tool designed specifically for conducting classes online. Built on the AJAX scripting model, it is cross- browser compatible and universally available to anyone with access to a computer. Data generated by the tool (text based conversations, file uploads, etc.) is retained by the institution offering the service. While currently a prototype, the future development of Olly! will produce a release candidate for use in a variety of online learning applications.
This poster informs the community of a project being undertaken at The University of Wollongong (UOW) to develop a program to support teachers involved in multi-location teaching. UOW has incorporated blended and distributed teaching
This poster informs the community of a project being undertaken at The University of Wollongong (UOW) to develop a program to support teachers involved in multi-location teaching. UOW has incorporated blended and distributed teaching throughout many Courses. These models rely heavily on educational technologies for delivery, as well as part time and sessional staff, for delivery. This project aims to address the needs of these staff. By examining barriers to utilisation, it will develop a professional development program that utilises flexible delivery strategies for delivery.
