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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

  • A participatory design approach to the development of online tutor training materials: A case study from China

    Zehang Chen

    The role of the tutor in online learning can be complex due to the wide range of media and pedagogies that can potentially be used. As a result there is a need for effective training materials that recognise this and the Sino-UK eEducator project aims to meet this need. This paper reports research into the participatory design approach adopted within the project. Ten potential users of the final eEducator training module are involved in the design process. Reflective journals and interviews have been used to collect data regarding the ways they work with other academics and learning technologists. The paper describes the process, the similarities participants share and problems they confront in this project.

    Read article: A participatory design approach to the development of online tutor training materials: A case study from China

  • Driving online education: The Swedish Net University – a case study in purpose and pedagogy

    Michael Christie

    This paper maps the development of the Swedish Net University and raises theoretical and practical questions about its purpose and its effect on pedagogically sound e-learning. The paper analyses what happens when e-learning is driven from the top and universities are rewarded with money for putting their courses online. It also studies the effects of online availability of university courses for marginalised groups in society. It is clear from research undertaken for this paper that mature age, remote area, immigrant and female students have more opportunity to study because of the establishment of the Net University in Sweden. The extent to which social engineering was a factor in the government's decision to create the Net University is discussed in relation to this broadening of recruitment. The fact that the Net University is a virtual organisation which acts as a broker for courses is also studied. Some courses are specially designed to be offered online while others are traditional courses that are simply downloaded to the net. Contrasting the two enables the author to argue for a pedagogy of e-learning.

    Read article: Driving online education: The Swedish Net University – a case study in purpose and pedagogy

  • Real use research evaluation of an online essay writing module: Information literacy eLearning modules project

    Dawn Coburn, Dave Keen, Wendy Ritson-Jones, Bronwyn Hegarty, Jenny McDonald

    This paper reports on a work in progress. Evaluative research findings for one module from the New Zealand Tertiary Education Commission (TEC) funded project, Information Literacy e-Learning Modules are presented. Essay Writing with Readings is the first authentic task-based online information literacy module to be piloted and trialed with students and staff. Evaluation of the usability and effectiveness of the module was conducted in 2006 in real use contexts as part of a class, and as a stand-alone resource. The aim of the project was to develop a range of on-line modules (11) over two years, predicated on the Australian and New Zealand Institute for Information Literacy (ANZIIL) standards of information literacy (Bundy, 2004), which are derived from standards developed by the American Library Association (2006). The modules are amenable to adaptation and use in a range of contexts, as well as accessible to diverse groups of learners. Broad findings from the evaluation of Essay Writings with Readings showed the module, in essence, as meeting the project aim. Participants strongly endorsed the module, which had relevance for users with a diverse range of backgrounds and experiences. The researchers also concluded that the module has potential for adaptation, development and customisation as a teaching tool. The research methodology which generated these findings was both quantitative and qualitative. The evaluation involved 23 participants, both staff and students, from university, polytechnic and college of education backgrounds. Refinements for the evaluation of additional modules are noted as the project proceeds into its second year.

    Read article: Real use research evaluation of an online essay writing module: Information literacy eLearning modules project

  • Learning with wireless mobile devices and social software

    Thomas Cochrane

    The paper outlines the beginning of research into the synthesis of mobile personal technologies, social technologies, and constructivist pedagogies, and briefly explores the potential for creating student-centred collaborative learning communities using wireless mobile devices (e.g. PDAs, Ultra Mobile PCs, mobile phones and smart-phones) and social software (e.g. blogs, RSS, instant messaging, moodle, elgg etc…). Instead of simply re-purposing content to fit small screen wireless devices, a wide range of social software tools can be used to facilitate social constructivist pedagogies informed by constructivism, social constructivism, communities of practice, and a conversational model of learning. Many social software services provide mobile versions of their services, and there are a growing number of dedicated services for mobile devices, as well as Java, Symbian, Palm OS, and Windows mobile client applications. Several example scenarios are outlined.

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  • Argumentation and text-based conferencing: Who is learning and what is being learned?

    Caroline Coffin, Ann Hewings, Sarah North

    This paper focuses on the use of computer mediated communication (cmc), specifically text-based asynchronous conferencing. It reports on two small scale studies which investigated its use as a medium for developing students’ argumentation skills. The first study focused on a postgraduate distance program in Applied Linguistics whilst the second study focused on an undergraduate distance program in Health and Social Welfare. Both programs were delivered by the Open University, UK and students represented a diverse population with regard to age, ethnicity, educational achievement and geographical location. The paper discusses the use of a linguistic framework to investigate how teachers and diverse communities of students are using cmc to develop new ways of exchanging views on academic ideas and issues. Argumentation was focused on because a fundamental aim of education is to develop in students a critical attitude towards knowledge, and the ability to engage in reasoned debate (Terenzini, Spinger, Pascarella, & Nora, 1995). Claims have been made that asynchronous conferencing is particularly effective in enabling students to reflect on, elaborate and challenge ideas put forward. The suggested framework allows researchers to systematically examine such claims and to gain insight into individual and collective processes of argumentation and learning.

    Read article: Argumentation and text-based conferencing: Who is learning and what is being learned?

  • An in-depth case study of students’ experiences of e-Learning – how is learning changing?

    Gráinne Conole, Maarten de Laat, Teresa Dillon, Jonathan Darby

    This paper describes some of the findings which have emerged from an in-depth case study exploring students’ experiences of e-learning. The main research theme of the project was to collect learner stories on their experiences with e-learning. Data was collected through an online survey, coupled with a series of in-depth case studies using student audio diaries and interviews. The study yielded both expected and unexpected findings in terms of students’ use of technologies. The expected findings are useful in terms of providing valuable up-to-date empirical evidence of students’ current learning environment. The unexpected findings give a hint of the student learning environment of tomorrow and have important implications for policy and practice.

    Read article: An in-depth case study of students’ experiences of e-Learning – how is learning changing?

  • Analysing online discussions: What are students learning?

    Deborah Cotton, Jon Yorke

    Online asynchronous discussions (OADs) are increasingly advocated to encourage interaction in blended learning in higher education. However, questions remain over the educational utility of OADs. In particular, relatively little is known about how students use online discussions and the ways and extent to which their use enhances learning. Previous research seeking to investigate the correlation between discussion board use and exam results has proved problematic and open to misinterpretation. Analysis of the content of online discussions may provide a more fruitful way of discovering the impact on student learning, but this approach can appear overly complex and time-consuming. This paper describes a small scale research project which pilots a number of different methods for analysing online discussions and considers the advantages and disadvantages with each approach, both in terms of methodological simplicity and utility of findings.

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  • An experience with conducting a role-play in decision making for a food and nutrition policy course

    Pippa Craig, Leah Bloomfield

    In 2005 post-graduate students participated in an online role-play in a distance Masters in Public Health course, Food and Nutrition Policy Studies, at the University of New South Wales. A major course outcome is for students to appreciate the political dimensions of policy formulation and to understand that it is not just a matter of researching and analysing relatively objective food and nutrition data. The strategy we chose to achieve this was a two-week online role-play, using a WebCT discussion group, in which students were assigned roles as members of an inter-sectoral national Food Policy Planning Committee. This was embedded in a realistic case study, which forms the backbone of the 14-week course. The online environment offered these distance students a real opportunity to learn about the complexity of policy negotiation. We reflect on the factors that appear to have contributed towards the success of this strategy.

    Read article: An experience with conducting a role-play in decision making for a food and nutrition policy course

  • Who’s learning and how? Researching the learner experience

    Linda Creanor, Kathryn Trinder, Doug Gowan, Carol Howells

    This paper provides an overview of the recently completed Learner Experience of E-learning (LEX) research study which was funded by the Joint Information Systems Committee (JISC) in the UK. By interviewing learners from a range of post-16 educational contexts from across the country, the study aimed to elicit their views, not only on technology enhanced learning, but also on how they use technology in their everyday lives, and the impact this may have on their attitudes and approaches to learning. The paper will explain the rationale behind the research, describe the development of an innovative research methodology and outline the main findings as illustrated in the final project report. The findings indicate that there are several under-researched aspects of e-learning which would merit further investigation including the ubiquitous use of social software, learner control issues and the emotional impact of technology use. The paper concludes that tutors, course designers and managers would benefit greatly from taking time to listen to their learners.

    Read article: Who’s learning and how? Researching the learner experience

  • Using fMRI to explore interactivity and cognition: A methodological case study

    Barney Dalgarno, Gregor Kennedy, Sue Bennett

    Recent educational models of computer-based interactivity stress the important role of a learner’s cognition. It has been suggested that interactive learning tasks carried out in the context of an authentic, problem-based scenario will result in deeper, elaborative cognitive processing leading to greater conceptual understanding of the material presented. Research methods that have been used to investigate cognition and learning have traditionally included self-report questionnaires, focus groups, interviews and think-aloud protocols and, more recently in computer-based settings, interaction log file or ‘audit trail’ analysis. While all of these techniques help researchers understand students’ learning processes, all are limited in that they rely either on self-report or behavioural information to speculate about the cognitive activity of users. The use of functional brain imaging techniques has the potential to address this limitation. Drawing on issues encountered during a current study using Functional Magnetic Resonance Imaging (fMRI), this paper discusses the key methodological issues involved in the use of these techniques for exploring interactivity and cognition.

    Read article: Using fMRI to explore interactivity and cognition: A methodological case study

  • Whose assessment in a problem based learning medical program?

    Peter Davy

    This paper describes work in progress of an electronic assessment project at the University of Sydney. The Faculty of Medicine has developed an online format for the Modified Essay Question (MEQ) written assessments used in its problem based learning (PBL) medical program. The MEQ is used to assess a student's approach to a problem, particularly their reasoning skills and understanding of concepts. The goals of this project include assisting students perform optimally in the MEQ assessment, implementing improvements to the efficiency of written assessment administration and enhancing the quality of feedback to students. Four trials of the online MEQ have now been conducted. Faculty and student feedback on all four trials have been very positive. Students have reported that they have more time to plan and draft their answers and that the electronic format is more motivating than using the traditional paper assessment format. Faculty staff have reported that the online MEQ reduces the burden of marking student answers, while also improving the provision of student feedback. This project is attempting to meet the assessment challenges faced by a medical school with large student enrolment numbers by efficiently assessing the application of knowledge and clinical reasoning in a PBL context.

    Read article: Whose assessment in a problem based learning medical program?

  • Re-purposing an online role play activity: Exploring the institutional and pedagogical challenges

    Elizabeth Devonshire

    Migrating a proven learning design from one online teaching milieu to another is not always a simple process. Complications can arise on various fronts. From a pedagogical perspective, for instance, one of the main challenges is associated with the task of realigning the activity to adequately reflect the new curriculum context, delivery mode, target audience, learning process and anticipated outcomes. Similarly, institutional barriers such as intellectual property and the available online infrastructure and technical supports can also limit, and at times inhibit, reuse. Drawing on personal experience, this short paper discusses the challenges associated with re-purposing an online learning design across program, disciplinary and institutional contexts. Using a role play activity as the case study, this paper aims to stimulate discussion about the complexities and practicalities associated with the reuse of a proven learning design. Initially the original and re-purposed learning designs are outlined. Then, the pedagogical and institutional shifts that were required are discussed and a framework for analysing the dimensions of reuse is proposed.

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  • Learner identities in transition: Getting to know our students better through a comparative investigation of two British and Australian postgraduate programs

    Sophie di Corpo, Siân Bayne

    This paper describes research in progress, which aims to explore the ways in which learners in higher education negotiate issues of identity performance when making the transition between face-to-face learning and learning online. The research compares the talk of two groups of British and Australian learners engaged on courses in which an initial period of classroom-based learning is followed by collaborative, internet-based study. Drawing on methodological tools provided by discourse analysis, the project is working with discussion-board transcripts generated in the context of online learning to formulate a methodology appropriate for analysing the ‘frozen talk’ of the online discussion. Insights from this analysis will be used to draw conclusions on how identities are ‘written’ within online courses, how this differs from identity construction in conventional learning contexts, and how differing institutional, cultural and pedagogical factors affect modes of identity construction among learners in such ‘blended’ learning environments.

    Read article: Learner identities in transition: Getting to know our students better through a comparative investigation of two British and Australian postgraduate programs

Showing 14–26 of 121 articles