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2006: ASCILITE 2006 Conference Proceedings

The proceedings of the 2006 ASCILITE Conference.

L. Markauskaite, P. Goodyear, & P. Reimann (Eds.)  Who’s Learning? Whose Technology?                                                            University of Sydney, Australia

December 3-6, 2006.

Published: 30 November 2006

ASCILITE Conference - Full Papers

  • Analysing teaching design repositories

    Danyu Zhang, Rafael Calvo, Nicholas Carroll, John Currie

    We describe a software application that supports teaching, research and administration by integrating a teaching design repository with a statistical reporting tool. In this paper we describe a quantitative approach that supports institutional collaboration and the assurance and improvement of quality teaching. The tool analyses key features in unit of study outlines and synthesises the information. Most data are collected from internal administrative processes within the faculty. The prototype system is designed to present various kinds of information from the different points of view of students, academic staff and academic managers who have access to information produced by the reporting tool.

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  • A lexical analysis of 1995, 2000 and 2005 ascilite conference papers

    Craig Zimitat

    Papers from the 1991, 2000 and 2005 ascilite conferences were analysed to identify key themes and concepts that have emerged from the thinking and research of Australian academics working with learning technologies. In 1995, themes were related to student learning and software / multimedia development. In 2000 there was a focus on student learning and specific products. In 2005, the online learning environment, learning activities and outcomes were key themes. Key themes in the whole collection of papers were the examination of most facets of “going online” and learning activities/assessment.

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  • eLearning adoption: Staff development and self-efficacy

    Bronwyn Hegarty, Merrolee Penman, Dawn Coburn, Oriel Kelly, Cheryl Brown, Beverley Gower, Grant Sherson, Maurice Moore, Gordon Suddaby

    The influence of staff development on the adoption of eLearning in the tertiary sector has been identified by a number of researchers. While different models of staff development are used in New Zealand organisations, it was unclear prior to this research which models helped staff develop capability and confidence in using new technologies for teaching. This article reports the findings of a project aimed at investigating the range of eLearning staff development models and their effectiveness in New Zealand tertiary education. The foci for the research were: the range of staff development models offered by a sample of New Zealand tertiary providers; how staff development models prepared academic staff for eLearning and the relationship to self-efficacy and why some models were more effective than others. A range of methodologies were used - focus groups, one-to-one interviews, questionnaires and case studies. Most participants had undertaken formal staff development of some kind, and all used a wide range of strategies for informal learning. The researchers concluded that existing formal staff development models were not regarded as adequate to assist staff to fully develop their capability and potential for eLearning, and many staff were engaging in a range of informal staff development activities.

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  • How experienced teachers learn in the information age

    Natalie Senjov-Makohon

    In the world of the Information Age, digital natives (students) are being taught by digital immigrants (experienced teachers). These digital immigrants prefer to employ a number of abilities or multiple intelligences (Gardner 1983) to learn about software that can be beneficial to their students. As experienced teachers with limited ICT exposure, they are interested in: learning how to push buttons (P), thinking how to apply software to their practice (A) and are willing to change their practice using ICT (C). This paper discusses a study of experienced teachers with limited ICT exposure and their preferred way of learning, as they PAC for the information age.

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Showing 118–121 of 121 articles