The role of the learning designer has expanded from the commonly known activities of an instructional designer to incorporate a range of new roles, largely prompted by new technologies. In this paper, we articulate an approach that further
The role of the learning designer has expanded from the commonly known activities of an instructional designer to incorporate a range of new roles, largely prompted by new technologies. In this paper, we articulate an approach that further extends the role of the learning designer to encompass evaluation and design-based research, in collaboration with the subject matter expert. Such collaboration is professionally enhancing for both parties, and adds to the sum of knowledge on the effective design of learning environments, by documenting and disseminating the learning design process.
Sachiyo Sekiguchi, Paul Gruba, Abdul Rahman Al-Asmari
Networked computer technologies have a strong potential for enhancing second language (L2) learning in the modern classroom. Three-Dimensional Virtual Reality Environments (3D VREs), in particular, provide features to support student
Networked computer technologies have a strong potential for enhancing second language (L2) learning in the modern classroom. Three-Dimensional Virtual Reality Environments (3D VREs), in particular, provide features to support student motivation, socialization and interaction. These include, for example, the ability for L2 learners to present as avatars, build virtual structures and interact with others in conversational modes. In this preliminary qualitative case study, we examine the perception of culture through online exchanges between both Japanese and English learners within the Virtual Babel project. Critical reflections and an agenda for further research conclude our paper.
How can teachers encourage students to listen in lectures – and indeed to attend them? What about international students and those who have language difficulties? These were the questions which triggered a study of the beliefs of first
How can teachers encourage students to listen in lectures – and indeed to attend them? What about international students and those who have language difficulties? These were the questions which triggered a study of the beliefs of first year students about learning from lectures, and a desire to improve students’ ability to learn from lectures through providing MP3 uploads and a classroom set of iPod nanos. Students completed a pre- and post-course evaluation which revealed their beliefs about lecture attendance and supplementing that attendance by listening to lectures on iPods for revision and re- listening.
Paul Sheehy, Gerard Marcus, Frederico Costa, Rosanne Taylor
The development of e-learning resources, the educational design and outcomes of their application dominate the e-learning literature. Less often considered, but equally significant, is the manner in which these resources are implemented
The development of e-learning resources, the educational design and outcomes of their application dominate the e-learning literature. Less often considered, but equally significant, is the manner in which these resources are implemented and integrated into existing curricula and teaching contexts to promote sustainable use as well as high quality student learning experience. We describe our experience of the implementation of e- learning platforms utilising a centrally supported learner management system supplemented by Faculty developed innovative e-learning tools designed to stimulate learning through inquiry. The Faculty’s implementation strategy focussed on incorporation of e-learning activity across the curriculum to enhance the existing on-campus experience. Shared leadership promoted innovation and encouraged staff to utilise e-learning approaches tailored for their teaching context that were authentic and constructively aligned to the graduate attributes, and to share their learning from these experiences. Significant aspects of the success of this strategy included the provision of high quality educational design, empowerment of staff to experiment, timely staff development, focus on the relationship of the specific learning outcomes to the graduate attributes, development of customised flexible and easy to use resource development platforms and a strong focus on student learning experience monitored by reflection and research.
There is much in the literature concerning teaching and learning online that advocates using the online environment to promote interaction and communication amongst students. Despite this much of what happens in practice in this area is
There is much in the literature concerning teaching and learning online that advocates using the online environment to promote interaction and communication amongst students. Despite this much of what happens in practice in this area is focussed on preserving and translating lecture materials to the online environment. This paper explores possible historical reasons for the apparent resilience of lectures. It also examines some of the issues raised by the persistence of lectures and some possible ways to address these issues.
This paper provides the background and context to a pilot study to investigate the use of blogs (personal reflections) and wikis/clogs (blogs used for collaborative reflections) to support authentic learning, communication and the
This paper provides the background and context to a pilot study to investigate the use of blogs (personal reflections) and wikis/clogs (blogs used for collaborative reflections) to support authentic learning, communication and the development of communities of practice within a higher education environment. The study is supported by the ascilite Community Mentoring Program and the results of the investigation will be reported in full at the conference.
The PBL approach is used to encourage deep learning on tasks that reflect the complexity of ‘real world’ professional environments. Using an online learning environment as part of the PBL approach enables the students to be self-directed
The PBL approach is used to encourage deep learning on tasks that reflect the complexity of ‘real world’ professional environments. Using an online learning environment as part of the PBL approach enables the students to be self-directed in their approach to problem resolution. This study considers the design of an online PBL module and how students used the online resources in their group work on a professional practice problem. Student interaction is considered from an analysis of online discussions to reveal learning processes. An end-of-course survey reveals student perceptions of this approach.
Swee Kit Alan Soong, Lay Kock Chan, Christopher Cheers, Chun Hu
This study evaluates the impact of video recorded lectures on students who have accessed them as part of their studies at the Nanyang Technological University. A survey was designed and administered to this group of students. In addition
This study evaluates the impact of video recorded lectures on students who have accessed them as part of their studies at the Nanyang Technological University. A survey was designed and administered to this group of students. In addition, data on the usage of video recorded lectures between July 2005 and June 2006 was extracted from the server. The findings indicated that the usage among students has been far beyond expectations. It also suggested that the video recorded lectures have benefited the students as it has enhanced their learning experience in the University.
Research into teacher beliefs and practices in a web-enhanced environment have often failed to consider the influence of participant belief systems about web technologies in learning and teaching contexts in conjunction with these beliefs
Research into teacher beliefs and practices in a web-enhanced environment have often failed to consider the influence of participant belief systems about web technologies in learning and teaching contexts in conjunction with these beliefs more generally. The findings from this study emerged as part of a larger PhD investigation into university teacher beliefs about web technologies, learning and teaching, and the enactment of these two belief systems in practice. For this paper, the influence of the belief systems of three award-winning university teachers on practice is explored in relation to learners and teachers and the design of web-enhanced learning experiences.
An important yardstick by which any innovation may be judged is that of uptake by users. In the context of teaching and learning, innovative approaches do not necessarily need to involve a high level of technology. Indeed, there are robust
An important yardstick by which any innovation may be judged is that of uptake by users. In the context of teaching and learning, innovative approaches do not necessarily need to involve a high level of technology. Indeed, there are robust arguments that support the use of tried and tested approaches and tools that are used in novel ways. Staff hesitancy to innovate may be alleviated if they do not need to be continually retrained (e.g. in the use of new software). An approach that is being adopted successfully at The University of Newcastle is the use of a customised Microsoft Word template as a course-authoring environment, which is distributed to students as PDF files via Blackboard or CD. This paper explores the challenges presented by this approach and contrasts these with the benefits that accrue. It provides evaluation of stage one of the University of Newcastle’s Course Template pilot project, and discussion of the current work in progress on stage two of the project.
This paper reports research into the impact of computer-mediated interaction on both students and tutors in the context of a course-specific case study. Quantitative data provided evidence of successful achievement of learning outcomes and
This paper reports research into the impact of computer-mediated interaction on both students and tutors in the context of a course-specific case study. Quantitative data provided evidence of successful achievement of learning outcomes and high student completion rates. Tutors identified interaction as one in a number of successful features in the course design, about which they were very positive, inspite of the increased workload it entailed. Exploration of student data revealed both positive and some unintended negative effects associated with a highly interactive and activity-led approach to learning. These findings emphasise the importance of the context for interaction, in terms of the effective combination of both content and interpersonal interaction, the strong link with assessment and the content and design of activities. Tutors and students reported high levels of enjoyment and engagement as key features sustaining the success of a stimulating pedagogy.
This paper presents preliminary results of a trial of podcasting in six law units involving 1244 students during semester 1, 2006. The data revealed a rapid uptake and acceptance of podcasting with few difficulties. The vast majority of
This paper presents preliminary results of a trial of podcasting in six law units involving 1244 students during semester 1, 2006. The data revealed a rapid uptake and acceptance of podcasting with few difficulties. The vast majority of students perceived podcasting as having excellent value, particularly lectures and to a lesser extent, tutorials. Podcasting altered study habits, with students spending more time reading primary materials, and a minority of students spending time transcribing podcasts. Podcasts did not reduce participation on WebCT discussion forums. Podcasts were expected by students to be delivered within three days, with students prepared to accept lengthier downloads for improved quality. The paper discusses the main advantages and disadvantages of podcasting as revealed by student users. There is no doubt that audio podcasting has now become an essential requirement for teaching tertiary students within the law units. The challenge will be for UNE to create workflows to meet the expectations of students as to quality and service delivery.
In this paper we analyse the use of patterns across a number of fields including architecture, software development and educational technology design. Focusing on the reusability of a pattern outside its area of development, we have
In this paper we analyse the use of patterns across a number of fields including architecture, software development and educational technology design. Focusing on the reusability of a pattern outside its area of development, we have identified several issues related to the context and the value system of a pattern. The paper draws together lessons learned from different fields where patterns are already used and described. We conclude with a recommendation of pattern descriptors and guidelines which improve their applicability in varying value systems.
