bluuebunny/crossref_metadata_2025 huggingface dataset:
Educational software design: A literature review
Authors: Pellone Gennaro
Published: April 2016

The aim of this literature review is to outline the context of theory in designing educational software for vocational education and training, and to give an account of the significance of the "key ingredients" which constitute best practice.
Distance education technologies: The fourth generation
Authors: Taylor James C.
Published: April 2016

For many years distance education practitioners have enthusiastically embraced a wide range of educational technologies. In contrast, on-campus educators have tended to be satisfied with traditional approaches ignoring the new technologies of teaching and concentrating their energies on research and other scholarly activities. A review of developments in the application of a range of technologies in distance education provides an appropriate foundation for delineating the challenge to leaders and managers of conventional on-campus institutions interested in improving the quality of teaching and learning. The opportunity for institutional leaders is to adopt a proactive stance and to generate an organisational development strategy which will lead to the new technologies becoming a structurally integrated element of the teaching/learning environment.
Multimedia reporting in science problem solving
Authors: Harper Barry M. , Hedberg John G. , Wright Robert J. , Corderoy Robert M.
Published: April 2016

The increasing availability of CD ROM based interactive multimedia packages to support learning in science classrooms offers science teachers new pedagogical opportunities for student-centred and cooperative learning. However, many of the current products do not make full use of the existing technology in schools and even when they do they tend to constrain the student to a very limited view of information and how it can be used as part of student reporting of inquiry projects.
Interactivity in many packages has been limited to "point and click" rather than employing instructional strategies that immerse and challenge students. The Interactive Multimedia Learning Laboratory at the University of Wollongong has developed two interactive multimedia packages designed for Australian schools that not only attempt to develop problem solving skills but also allow students to express their ideas with different forms of representation in their reports.

Investigating Lake Iluka, based on the ecology of a coastal lake environment uses a text based notebook which allows the student to select text and edit it into their report on their problem investigation A second package, Exploring the Nardoo, based on water management issues extends the concept to include multimedia elements in the student's notebook. The evaluation of both packages has examined the ability of students to express themselves in text together with static and dynamic aural and visual forms. This paper also reports on improvement of scientific understanding and improved problem' reporting based on metacognitive supports included in these interactive multimedia packages, especially the use of genre templates and guides.
Learning and teaching in virtual worlds: Implications of virtual reality for education
Authors: Moore Paul
Published: April 2016

Though Virtual Reality is at a relatively rudimentary stage of development, many argue it is destined to influence both educational theory and practice. Active research into the educational implications of VR for education is underway and mainly focuses on the phenomena related to the immersion of individuals in a simulated environment. This paper surveys the research into VR and focuses on the implications of immersive virtual worlds for learning and teaching.
A process approach to the transfer of training
Authors: Foxon Marguerite
Published: April 2016

In the previous article [Foxon, 1993] the author presented two models of transfer. The first, based on force field analysis, highlights the inhibiting and facilitating factors that impact transfer. In particular, intention to transfer and the perceived level of supervisor support were discussed. The second model conceptualises transfer in terms of a five stage process (ranging from initiation to unconscious maintenance) rather than as an outcome or product of training. In this article three strategies to facilitate greater transfer are presented, with a detailed discussion of end-of-course action planning as an effective means to help learners bridge the gap between the training environment and the application arena.
Open learning and critical reflection: Implications for OTEN
Authors: Miles Tim
Published: April 2016

This article examines the relationship between open learning and critical reflection and the implications of this for OTEN. OTEN (Open Training and Education Network) is the TAFE institution which was formerly known as the External Studies College of TAFE and which in 1990 changed its name to the Open College and more recently to OTEN. The fact that the word "open" is now incorporated in its name is significant in so far as its role is perceived to have changed from distance to open education.
The Perth Educational Television Project
Authors: Oliver Ron , Grant Mike , Younger Geoff
Published: April 2016

The Perth Educational Television (PET) Project delivered educational television to schools in Perth during 1993 through a narrowcast system using Multipoint Distribution System (MDS) technology. A comprehensive program of 200 hours of television was delivered from Edith Cowan University and beamed through the metropolitan area of Perth in a trial project that investigated the potential of a pay TV service for education. This paper describes the context in which the PET Project was undertaken. It discusses the organisation and activity within the participating schools and investigates the value, potential and viability of future educational pay TV systems.
Frankincense or Frankenstein? Assessing the impact of CD-ROMs on school education
Authors: Russell Glenn
Published: April 2016

CD-ROMs have been heralded as providing an opportunity for great advances in educational technology and learning. However, little attention has been given to date to the notion that, without an appropriate pedagogy, this new technology may fall short of its capabilities. It may, indeed, be more characteristic of a Frankenstein, a construct which is potentially dangerous, than Frankincense, a valuable gift. This paper explores a number of possible limitations in the use of CD-ROMs in school education, and suggests that teachers may need to re-think how some examples of CD-ROMs may be effectively implemented.
An evaluation of computer assisted learning in geography in Singapore
Authors: Teh George P.L. , Fraser Barry J.
Published: April 2016

Six computer assisted learning (CAL) modules in geography were developed by the investigators and evaluated in the unique milieu of Singapore schools in terms of impact on achievement, attitudes and classroom psychosocial environment. A sample of 671 students from the second year of high school were assigned randomly to either a CAL or control group. In contrast to past research, effect sizes were relatively large and ranged from 1.0 to 3.5 standard deviations. Compared with control students, CAL students had higher achievement and attitude scores and perceived their classes as having greater gender equity, investigation, innovation and resource adequacy.
International collaboration and facilitation of learning environment technology
Authors: Power Colin N.
Published: April 2016

.
Can computer technology affect teenage attitudes towards AIDS?
Authors: MacGregor R. C. , Gibbons B. K.
Published: April 2016

Over the past five years the issue of AIDS has been a major concern for health education professionals and an examination of the literature suggests there have been a variety of initiatives undertaken. Gruen et al (1991) have demonstrated significant increases in student knowledge through the involvement of medical and professional personnel in the establishment of a school based AIDS teaching unit. Walker et al (1991) have utilised AIDS data in statistical computing courses as a means of more up to date data to students, while Lipson and Brown (1991) have reported some modest 'success' utilising video tapes.
Developing and distributing audio applications with Visual Basic and ToolBook
Authors: Nelson Larry
Published: April 2016

Visual Basic and ToolBook are powerful environments for developing software, and both support multimedia applications. This paper compares the capabilities of these systems for developing interactive audio applications, and finds that, as always, there are trade-offs to consider. ToolBook provides an environment more akin to that of an authoring system, but is not as parsimonious as Visual Basic when it comes to preparing executable files for distribution to users.
OASIS: The development of a school information system
Authors: Pegler Graham
Published: April 2016

The direction and approaches adopted in the provision of school information systems have been discussed in a previous paper. The nature of the school organisation was said to lead to a unique set of difficulties in relation to the development and implementation of a school information system that could provide an integrated solution for schools; one that could satisfy the potential and scope envisaged and overcome the problems or pitfalls that exist. This paper seeks to critically examine the development of OASIS (Office Administration and School Information System) which was undertaken by the NSW Department of School Education. The reasons for the decisions made to develop an information system that would be implemented in all NSW Public Schools are instructive for others looking down the same path. The examination produces a number of observations and insights that have application to the development of school information systems.
Student impulsivity in decision making with computer simulations
Authors: King John , King Rhonda
Published: April 2016

A series of decision-making activities in real-life and life-like situations were undertaken by a class of year six primary school students over a period of three months. Students played the computer simulation Shipwreck before and after the activities. During the simulation sessions, interactions between pairs of students were audio taped. Other data recorded included the survival scores generated by the program, the time of play for each pair and responses to questions at the end of the game sessions and at the end of the experiment. A control class played the game at the same times and the same data were recorded. Results suggest that while the treatment group showed no reduction in impulsivity in decision making, they remained stable in this respect compared to the control group.
Are we recognising the organisational impact on educational software design?
Authors: MacGregor R. C.
Published: April 2016

.
Technologically mediated learning: The future of training in Australia
Authors: Hosie Peter J.
Published: April 2016

Following a review of the economic imperatives currently facing Australia, the future directions training will take are examined. Related training issues are considered; such as multiskilling, on-the-job training and legal issues. The author predicts that technologically mediated learning (TML), especially interactive multimedia, will gain ascendancy as the predominant mode of delivery for training.
Review of "Education and Work"
Authors: Block Deborah P.
Published: April 2016

.
Navigation and learning style
Authors: Brickell Gwyn
Published: April 2016

.
Simulating algal bloom in a lake: An interactive multimedia implementation
Authors: Corderoy Robert M. , Harper Barry M. , Hedberg John G.
Published: April 2016

Many of the software packages presently marketed as simulations are in fact little more than 'pre-set', limited models of the 'real world' systems they are designed to emulate. There is little scope for the user to interact with the model as they would in a 'real world' experience, and this must compromise the intended educational outcomes. The exact nature of what constitutes a 'good simulation' is not agreed upon among researchers or designers alike, but if the goal of the simulation is to provide experiences which approach those in the 'real world', and in so doing, provide opportunity for the development of higher order skills which research in cognitive science is suggesting are important, one must strive for the greatest degree of user interaction as possible.
The achievement of this goal rests with the application of HyperMedia based platforms which may be exploited for their ability to provide the 'genuine interaction' essential to 'real world' systems, across the computer-user boundary. A number of design issues must be addressed if the full potential of HyperMedia based platforms is to be harnessed.
The use of interactive computer simulations in training
Authors: Gatto Diana
Published: April 2016

.
Editorial 30(4)
Authors: Bennett Sue , Dalgarno Barney , Kennedy Gregor
Published: April 2016

In the Editorial for this issue we are very pleased to have permission to reprint the analysis of AJET, which was recently published in the Educational Technology magazine (Hadlock, et. al., 2014). The article is the latest in a series analysing key academic journals in the field of educational technology. The authors chart AJET’s development over the decade from 2003 to 2012, highlighting key points in its history. Their analysis includes article types, methodologies, citation and authorship. The findings show the significant expansion in scope and reach of AJET over that formative period, and provide a basis for reflection about our history. The authors conclude that AJET “will continue to be well positioned to establish policy and practice in international education trends” (p.47).
Online professional learning for rural teachers of mathematics and science
Authors: Herbert Sandra , Campbell Coral , Loong Esther
Published: April 2016

Professional learning is crucial for the ongoing development of teachers and the improvement of student outcomes. Professional learning in mathematics and science education has the potential to address concerns about shortages in these areas and their impact on economic growth. However, attendance at face-to-face professional learning is problematic for many teachers located in rural areas. This study explores the utilisation of online professional learning in mathematics and science education by teachers in rural areas, and canvasses teachers’ requirements for this form of professional learning. An activity system, using cultural-historical activity theory, is developed for online professional learning for teachers of mathematics and/or science. Qualitative interpretive analysis of transcripts of 14 semi-structured individual interviews with three different groups of people suggests that teachers of mathematics/science require professional learning programs which are not only flexibly delivered but also provide professional learning content that has high utility value. By better understanding how teachers respond to the notion and practice of online professional learning, informed decisions can be made about how best to support teachers and thus build capacity in schools for success in mathematics and science.
Learning outcome, presence and satisfaction from a science activity in Second Life
Authors: Vrellis Ioannis , Avouris Nikolaos , Mikropoulos Tassos A.
Published: April 2016

Although problem-based learning (PBL) has many advantages, it often fails to connect to the real world outside the classroom. The integration with the laboratory setting and the use of information and communication technologies (ICTs) have been proposed to address this deficiency. Multi-user virtual environments (MUVEs) like Second Life (SL) are 3D collaborative virtual environments that could act as complementary or alternative worlds for the implementation of laboratory PBL activities offering low-cost, safe, and always available environments. The aim of this study was to compare a simple laboratory PBL activity implemented in both the real and virtual worlds, in terms of learning outcome, satisfaction, and presence. The sample consisted of 150 undergraduate university students. The results show that the MUVE provided similar learning outcome and satisfaction to the real-world condition. Presence was positively correlated to satisfaction but not to the learning outcome. Finally, there are indications that the MUVE was perceived as more pleasurable and informal learning environment, while reality was perceived as more stressful.
A student-constructed test learning system: The design, development and evaluation of its pedagogical potential
Authors: Yu Fu-Yun , Su Chia-Ling
Published: April 2016

Although research has found that student-constructed tests (SCT) have some potential for promoting cognitive elaboration, as yet there are no systems available to support the associated activities. This study designed and developed an SCT learning system guided by the ideology of contribution-based pedagogies, accentuating the principles of adaptability and flexibility. To assess its learning potential, a group of 54 student teachers used the system, and data on their perceptions, generated work, and online log files were collected and analysed. The constant comparative method, descriptive and inferential statistics, and content analysis were employed in the data analysis. Several important findings were obtained. First, a global and macro view accentuating the integration and inter-connectedness of the study material was obtained by the participants based on the SCT activity. Second, a significant proportion of the participants considered SCT as their preferred assessment and learning approach, highlighting its affective and cognitive potential, in comparison to the traditional teacher-constructed tests. Third, SCT encouraged a majority of students to generate questions involving cross-chapter topics and engage in question revision behaviour to different extents, indicative of knowledge integration and elaboration. Significance of this study and suggestions for instructional implementations, online system development, and future study are provided.
Tablets@university: The ownership and use of tablet devices by students
Authors: Green David , Naidoo Essendran , Olminkhof Caroline , Dyson Laurel Evelyn
Published: April 2016

Tablet devices have made a dramatic impact in the computing industry, and have been widely adopted by consumers, including tertiary students. Published research surrounding the use of tablet computers in tertiary settings appears to be largely centred on the advantages of integrating tablets into university pedagogies. However, there appears to have been very little research into the current level of ownership and use amongst students beyond university-sponsored adoption programs. This paper sets out to provide baseline data on the level of ownership and the current usage of tablets by students at an Australian university. A survey of 200 undergraduate and postgraduate students and interviews with five students showed high tablet ownership and significant engagement with educational uses. The findings of this study have implications for the incorporation of tablets into university education.
Fold-back: Using emerging technologies to move from quality assurance to quality enhancement
Authors: Leonard Simon N , Fitzgerald Robert N , Bacon Matt
Published: April 2016

Emerging technologies offer an opportunity for the development, at the institutional level, of quality processes with greater capacity to enhance learning in higher education than available through current quality processes. These systems offer the potential to extend use of learning analytics in institutional-level quality processes in addition to the widespread focus on business analytics, and to deliver well-constructed mixes of information from different data sources. Borrowed from music amplification, the term fold-back is proposed as a way to describe such a mix. This paper begins the design-research project of designing effective fold-back systems by expanding the theoretical assumptions about learning embedded in higher education quality processes. A number of theories building on Vygotsky’s cultural-historical approach are discussed to imagine quality in higher education in terms of what students actually do and how they engage in addition to what the institution does. The discussion is summarised in a fold-back matrix capturing the sorts of evaluation questions the systems might address. The paper concludes by providing two initial design sketches for re-purposing emerging technologies with the capacity to support expanded quality processes in education. These sketches are based on the Experience Application Programming Interface (xAPI) and Dedoose technologies.
Editorial 30(5)
Authors: Bennett Sue , Dalgarno Barney , Kennedy Gregor , Henderson Michael
Published: April 2016

In this editorial we consider some of the strengths of case study research in educational technology and some of the challenges it presents in reporting. Case study approaches are popular in educational technology research, as in education more broadly. This is in part because of the widespread acknowledgement that context plays such an important role in educational experiences. The versatility of the case approach allows researchers to explore the impact of a ‘naturally occurring’ phenomenon, such as the introduction of a new institution-wide technology tool or policy, or to investigate a technology-supported learning experience designed specifically for the purposes of the research. The multiple data sources associated with case study research can lead to a comprehensive dataset enabling greater analytic depth and richness than other approaches. Some of the best case studies in educational technology draw on observations, interviews, and student work products to explore relationships between perceptions, behaviours, and outcomes. Although case studies lack the kind of generalisabilty we associate with high quality experimental and survey research, they can be used for theory testing and theory building (Eisenhardt, 2002; Yin, 2009). The case study approach also takes many forms, including nested designs and mixed methods, and has much in common with formative research (Reigeluth, 1999) and design-based approaches (McKenney & Reeves, 2014).
In defence of post-course evaluations: Going beyond the smile sheet
Authors: Foxon Marguerite
Published: April 2016

Post course evaluation is equated with the 'Smile Sheet' in the minds of most trainers, and as such it is not held in high repute but rather regarded as something of a joke. In this article the author demonstrates how post course evaluation is an excellent means of obtaining in depth data about course participants' learning, skill development and behaviour change. The difference between the 'Smile Sheet' and effective post course evaluation is in the systematic approach to the design of the questions. A methodology to guide this design is outlined, and sample questions from post course evaluations are given.
The role of a typographic style in the development and preparation of instructional texts
Authors: Kemp Neal , Towers Steve
Published: April 2016

As computing technology has changed the way in which teaching materials are prepared, the role of self-instructional texts has attracted greater attention. This paper addresses the role of typographic style in the development of self-instructional text. The authors have identified the difference between the visual appeal of text and the ease with which learners interpret the content. Steps towards developing and implementing a defined typographic style are discussed, including a brief methodology for style management and maintenance. Recommendations are presented about how to maintain style and achieve high quality educational products.
Adult education and school programs: The two co-funded ABC Educational TV Services
Authors: Ramsay Grahame
Published: April 2016

The traditional role of the ABC in supporting education has become more complicated under new funding arrangements to support programs for schools and to introduce adult education. Various options and directions for childrens' and adult education have been debated for some time in the ABC but the present solution incorporates some fascinating elements that had not been foreseen. It has been clear, since 1990, that there was a funding short-fall that would place the future of ABC school broadcasts at risk but the solution adopted is both novel and effective. This article considers how the two education services have come about in the ABC. It ponders how they have gained support in a period of reduced Federal government funding for the ABC when the future of educational broadcasting looked bleak. It also examines how some of the long debated issues, of the role of the ABC as a provider of national educational resources, have been resolved.
Developing instructional software
Authors: Pellone Gennaro
Published: April 2016

Software development for the computer in the classroom is becoming a growing concern for educational institutions. Many packages which claim to be "educational" fail to meet this criterion. By software we mean the program with which students interact when they are being taught by a computer and by development the adequacy of its educational merit. This paper attempts to highlight some basic design principles which will help overcome these problems.
Review of "School Industry Links: The Consequences of Minding Other People's Business"
Authors: Wright Jan
Published: April 2016

Review of: "Price, Bronte (1991). School Industry Links: The Consequences of Minding Other People's Business. Australian Education Review No. 34. Hawthorn, Vic: Australian Council for Educational Research. ISBN 0 86431 100 1."
The open learning initiative: New directions for higher education
Authors: King Bruce
Published: April 2016

This paper was Bruce King's Keynote address to the Biennial ASETEdTech'92 Conference, 1-3 October 1992 in Adelaide.
Multimedia technology and new pathways to learning
Authors: Paine Nigel
Published: April 2016

Nigel Paine is Chief Executive of the Scottish Council for Educational Technology. This paper was his Keynote address to the Biennial ASET EdTech'92 Conference, 1-3 October 1992 in Adelaide.
The exchange of curriculum information in Australian education: A review of purposes, practices, and problems
Authors: Watt Michael G.
Published: April 2016

This article investigates the patterns and sequences of change in the design of the national system for exchanging information on curriculum-related products within the Australian educational community. The development of the information system is analysed as a function of the missions of the Curriculum Development Centre (CDC) between 1973 and 1989, the Australian Schools Catalogue Information Service (ASCIS) between 1984 and 1989, and the Curriculum Corporation since 1990.
Educational information systems: Problems of the small educational organisation
Authors: Hedberg John , Harper Barry , Bloch Deborah
Published: April 2016

This paper describes the issues surrounding the provision of information systems to small educational organisations, in particular, the concerns which need to be considered when generating a comprehensive strategy for the implementation of an educational integrated information system. The paper reviews both information systems strategy research and innovations in educational technology, and reports on two studies of the problems in information systems strategy of educational professionals. In the major study, survey responses from 432 high schools were analysed to examine the relative use of microcomputer school information systems for efficiency of routine functions versus effective decision-making defined as greater use of information by school personnel. Schools showed significantly greater use of the systems for more efficient processing of routine tasks. However, operational factors related to the use of the systems as informing tools for more effective decision-making were able to be singled out, and relationships among measures of efficiency, effectiveness, decision-making and operational factors were identified. The article concludes with implications for institutional practice, related research and professional preparation of educational administrators.
Perspectives for school information systems
Authors: Pegler Graham
Published: April 2016

The development of information systems is often considered, overtly or covertly, in the context of large organisations. Schools, as organisations, need to confront many of the same problems in the development of appropriate information systems but also suffer from difficulties as a result of their size and their organisational nature. This paper attempts to provide an organisational perspective of the difficulties that schools face in developing an information system, the scope of such information systems and the directions in which schools have moved in implementing information systems.
Adventure games in education: A review
Authors: Cavallari Beth , Heldberg John , Harper Barry
Published: April 2016

This paper details an investigation into the educational applicability of adventure games. Adventure games are defined and their characteristics analysed. Those making claims about the educational viability of adventure games are identified and the claims are discussed. The current status of adventure games in the classroom, and the need for further research into their educational viability and research possibilities are discussed.
Educational broadcasting: A comparative approach
Authors: Ramsay Grahame
Published: April 2016

Review of Meyer, M. (1992) Aspects of School Television in Europe Communication Research and Broadcasting No 10. Paris: Saur Munchen. ISBN 3-598-20209-1.
The politics of open learning
Authors: McAlpine Iain
Published: April 2016

Delegates at the Access Through Open Learning conference organised by UNE Northern Rivers at Byron Bay in early September this year participated in a survey aimed a prioritising the major issues in open learning. The conference took on a strongly political flavour, with the presence of Senator John Tierney speaking on behalf of the Federal Liberal Party, and Dr Di Bolton representing DEET.

Conference sessions dealt with a wide range of aspects of open learning, including the TV Open Learning Project, recognition of prior learning, use of technology to solve issues of access and equity, using national computer "networks to provide student access to tutors and information, and the establishment of open access centres by local councils. It was the political issues, however, that emerged from the survey as being dominant in the minds of most respondents.
Toward an integration of behavioural and cognitive psychologies through instructional technology
Authors: Becker Wesley C.
Published: April 2016

The schism between operant behavioural and cognitive psychological views is examined with the aim of showing the potentials for their convergence when an instructional perspective is taken. As Lee (1988) points out, part of the problem lies in operant psychologists' use of stimulus-response language when they are really talking about condition-action sequences or means-to-ends. The inaccurate presentation of the operant position by cognitive psychologists is also part of the problem, and for the most part, neither reads the other's literature. With better communication, these problems could be overcome, although underlying philosophies of science might still differ.
An overtised-operant view of instruction on cognitive processes provides a further basis for closing the schism. Building from the behavioural processes of discrimination learning, chaining, verbal learning, etc., more complex cognitive structures can be described in terms of the more elemental structures from which they are built. Engelmann and Carnine's (1982) theory of instruction provides a key (through overt teaching strategies) in bridging the gap between basic operant principles and higher cognitive structures.

Operant psychology based interpretations of the changes that occur from being a novice to being an expert also are discussed to demonstrate additional commonalities between behavioural and cognitive positions.
Roll over Beethoven
Authors: Allan Margaret
Published: April 2016

A 'work in progress' report on a project to develop applications
of interactive media in the study of language.
Learning theories and computers in TAFE education
Authors: Pellone Gennaro
Published: April 2016

The place of the computer in the classroom especially within TAFE Colleges has increased dramatically over the past decade. This paper attempts to describe the role of computers in TAFE education providing some understanding of the principal theoretical models of learning and their relationship with the computer as an educational aid.
Implementing computer education: The role of the primary principal
Authors: Schiller John
Published: April 2016

The introduction of computers into schools has placed unique pressures on school principals to implement change. Therefore, knowledge of how principals effectively manage staff and pupil use of computers is essential. This paper reports on a study to investigate implementation of Computer Education. As an innovation in the elementary school, introduction and use of computers was not a requirement of the NSW Department of School Education, but depended on school-based decision making and initiatives. A combination of quantitative and qualitative data-gathering procedures was used in a selected sample of six urban, elementary schools in one educational region to investigate the relationship between the interventions of principals and implementation success of Computer Education, which was determined through use of multiple Concerns-Based Adoption Model (CBAM) diagnostic devices: Stages of Concern, Levels of Use and Innovation Configuration. Interventions made by principals and other key change facilitators were documented in self-report diaries and from regular semi-focussed interviews. Interventions were analysed according to an Intervention Taxonomy and compared across schools.
The study demonstrated that principals are key figures in successful implementation of Computer Education, because of the number and type of their interventions. In particular, those interventions of the principal, which have a monitoring and evaluative function, appear to be influential in determining the degree of implementation of Computer Education. Implementation success was greatest at schools where the principal demonstrated an 'initiator' change facilitation style as compared to a 'manager' or 'responder' style. The 'responder' change facilitation style was associated with least success in implementation of Computer Education. The study also demonstrated that interventions of other school-based change facilitators influenced implementation. Formation of a change facilitation team was important in successful implementation of Computer Education
A rubric for assessing teachers' lesson activities with respect to TPACK for meaningful learning with ICT
Authors: Koh Joyce Hwee Ling
Published: April 2016

Teachers' technological pedagogical content knowledge (TPACK) for meaningful learning with ICT describes their knowledge for designing ICT lesson activities with respect to five dimensions: active, constructive, authentic, intentional, and cooperative. The ICT lesson activities designed by teachers can be assessed to determine the strengths and weaknesses of their TPACK for meaningful learning with ICT in practice. This study describes the conception, validation, and implementation of a rubric for assessing ICT lesson activities with respect to the dimensions of meaningful learning with ICT. It was conducted with 55 Singaporean pre-service teachers trained to teach Chinese as a second language. The 217 lesson activities they designed during a compulsory ICT module were rated using the rubric. High ratings were obtained for the active dimension because the activities involved students using and manipulating ICT tools. However, the ratings for the other dimensions were lower because opportunities for students' personal meaning-making, exploration of real-world phenomena, collaboration through divergent knowledge construction, as well as self-diagnosis and management of learning gaps were not as well supported in these activities. The uses of this rubric for enhancing TPACK assessment, ICT course design and the development of TPACK activity types will be discussed in the paper.

 
A methodological review of studies of SALT (Suggestive-accelerative learning and teaching) techniques
Authors: Dipamo B. , Job R. F. S.
Published: April 2016

Suggestopedia and SALT techniques are being applied in the adult education, business training and consulting spheres. However, a review of the relevant literature reveals doubtful support. Evaluative studies are often methodologically flawed, and the results are often inconsistent. Overall, the results do not justify the claims made about the systems. However, factors such as subject anxiety and duration of the study may explain some inconsistencies.
Examination of the effects of subject anxiety and task difficulty on the outcome of SALT (Suggestive Accelerative Learning and Teaching) techniques
Authors: Job R. F. S. , Dipamo B.
Published: April 2016

A noteworthy feature of studies of SALT and suggestopedia is inconsistent results. Both theory and evidence suggest that these techniques may be beneficial to high anxiety learners learning a difficult task but detrimental to low anxiety learners on an easy task. This mix of results may account for many of the inconsistent results in the literature. Thus the role of anxiety is of considerable importance because it may provide an account of damaging inconsistencies and because it may indicate appropriate areas of application. Therefore the present study examined the impact of SALT techniques on the learning of high and low anxiety learners, given both an easy and a difficult task. The results did not support the main hypothesis: overall the SALT techniques produced results which were inferior to conventional learning techniques. Further, SALT techniques were not superior at any level of anxiety or task difficulty. Thus, the present study confirmed the common failure to find SALT techniques superior to conventional learning. Disadvantages of the SALT techniques were identified and suggested that the method may do better with considerably more learner familiarity with the method.
Instructional typographies using desktop publishing techniques to produce effective learning and training materials
Authors: Priestly Wendy
Published: April 2016

Presentation delivered to the Australian Institute for Training and Development Conference NSW Division in July 1991.
Publication Review
Authors: Kennedy Kerry J.
Published: April 2016

Review of: C. McBeath. Curriculum Decision Making in TAFE. 2nd Edition.
Perth: Australian Society for Educational Technology WA Chapter, 1991, 118pp.
http://education.curtin.edu.au/pubs/cdmt/home.htm
Exploring the technical pedagogical and content knowledge (TPACK) of Taiwanese university physics instructors
Authors: Jang Syh-Jong , Chang Yahui
Published: April 2016

University science teachers’ technological pedagogical and content knowledge (TPACK) is crucial for effective teaching. Although there has been a plethora of studies investigating pre-service and in-service teachers’ TPACK, few studies have examined university instructors’ TPACK and university students’ perceptions of instructors’ TPACK. The main purpose of this study was to examine the TPACK questionnaire differences between university students’ perceptions and instructors’ self-perceptions, and assess differences in university physics instructors’ TPACK according to gender, academic degrees and teaching experience in Taiwan. This study adopted and revised an instrument for measuring university students’ perceptions of science instructors’ TPACK. The sample was randomly selected from the physics instructors of universities in the northern, central, and southern regions of Taiwan. Exploratory factor analysis was conducted to examine the dimensions of the instrument. The results revealed that the TPACK questionnaire of university physics instructors’ views were different from the university students’ perceptions. University physics instructors’ results indicated statistical significance in overall TPACK according to teaching experience. The research implications of this study are provided along with suggestions.
What's in a name! That which we call a course by any other name would smell as sweet
Authors: Strain James H. , Inglis Alistair
Published: April 2016

Following a major revision of course content, the former Graduate Diploma in Educational Technology conducted at Victoria College was re-accredited in December 1989 as a Graduate Diploma in Instructional Design and Technology. This paper will examine the significance of the course's name change and explore the distinctions identified between the role profile of an instructional designer and an educational technologist. The authors will outline some of the fundamental changes necessary in providing a graduate diploma program for instructional designers as compared to educational technologists.
The use of interactive media in foreign language learning
Authors: Looms Peter Olaf
Published: April 2016

This paper discusses the use of interactive videodiscs and CD-ROMs in connection with the learning of foreign languages in Denmark and selected countries (Australia, France, the Netherlands, the United Kingdom and the USA). Discs currently being used include specially produced language discs, authentic materials (films and documentaries), multimedia databases and discs originally developed outside Denmark for use in subjects other than languages. The hardware required ranges from a monitor, simple LaserVision player and remote control to computer-based systems with one or two screens. Many of the materials in use or under development suffer from the fact that they are designed for use by individuals on hardware configurations costing between US$4,000 - $10,000. The paper includes suggestions for external funding and potential partners for EC applications, as well as a listing of institutions currently working in the field.
Human-technology traffic jams (or harnessing human brainpower is more than a matter of logic)
Authors: McNamara Sue
Published: April 2016

This paper acknowledges the innovative developments being undertaken in technology based instructional projects in Australia. However the focus here is on the 'parking problems' or more precisely the 'traffic jams': current and future difficulties in design and management of converging technologies in education. Previous papers have called for greater consideration of the learner. This paper addresses the need for consideration of human factors relating to design and management which will determine the success of technology based instruction in education and training, both now and in the future.
An evaluation of SALT (Suggestive-accelerative learning and teaching) techniques
Authors: Dipamo B. , Job R. F. S.
Published: April 2016

So that you know the structure of this paper, and so that you may select particular sections of interest to you for careful reading, the sequence of sections and their contents is outlined below.
Section 1:Introduction to the need for accelerative learning and the claims made about the system.Section 2:A description of the various techniques employed in Suggestopedia, SALT and Superlearning. The component parts are assessed in terms of the studies which have attempted to evaluate isolated components.Section 3:An analysis of the apparently extraneous factors which may influence the outcome of the studies.Section 4:Outline of the range of results reported in evaluating the techniques.Section 5:Review of the methodology of reported studies, in order to assess the validity of the results produced.Section 6:Brief outline of the methodology of the present study.Section 7:Description of the results of the present study.Section 8:Conclusion from the present study and the literature review.
Delivering open learning through a technological network
Authors: Jones F. Geoffrey
Published: April 2016

Open learning has the potential to offer a student access to education never before available in Australia. While the packaged product is extremely important its impact, regardless of quality, flexibility and inventiveness, will be seriously diminished if the appropriate delivery support mechanisms are not in place. Open Learning centres, as an immediate step, could offer great scope for delivery, especially where they are supported by terrestrial and satellite based technologies. This paper identifies 301 potential OLCs nationally and briefly introduces possible technologies that could be used to support education and training delivery.
Start think-keying
Authors: Carnegie Uni
Published: April 2016

This paper was presented at EdTech'90, the biennial conference of theAustralian Society for Educational Technology held at the University of Sydney in July 1990. It is a revised version of the paper published in the Conference Proceedings.
Using standards to improve performance
Authors: Dean Peter J.
Published: April 2016

The purpose of this article is to explore the nature and applications of professional standards for those in the training field. It provides background information regarding the growth of the profession and the creation of professional standards by the International Board of Standards for Training, Performance and Instruction. Detailed attention is given to the use of competencies in clarifying roles within the profession, hiring, establishing job expectations, planning professional growth opportunities, evaluating performance, succession planning, and knowing when training is not the solution to a performance problem. The growing issue of certification is also discussed. Emphasized throughout the article is how competencies enable us to communicate more clearly the roles and functions of the training profession, thereby enhancing professional credibility.
Validation: Cost effective external evaluation
Authors: Brown Peter , Hickey Michael
Published: April 2016

The purpose of any training system or organisation is to produce a trained person who can successfully perform specific tasks in the workplace. If these tasks cannot be performed to a required standard, then the training has failed. In fact, the quality control process of ensuring that a particular course meets the job requirements, by investigating the trained person on the job, is arguably the most important phase in a training system. After all, if a person performs well in the workplace there is probably nothing significantly wrong with the training course, and any necessary corrective measures will be concerned more with the efficiency of the training.
Despite the importance of this process, external evaluation (or 'validation') has been neglected in the past and only now is gaining the recognition it deserves. Current training legislation (NSW, 1989) attempts to ensure quality training in a cooperative industrial context. For the future, much will depend on the emphasis policy makers place on quality control, and in particular on validation (Bright, 1990). This paper describes the validation process and demonstrates that a relatively simple and cost-effective validation unit can be of considerable benefit to any organisation involved in training.
Technophilia and technophobia
Authors: Campion Michael G.
Published: April 2016

One of the sub-themes of the International Educational Technology Conference held in Perth, Western Australia in December 1986, "Education for a technological society", provided us with an opportunity to discuss whether educational technologists should, or should not, locate their work within broader debates about technological change. It will become clear as I proceed that I am of the opinion that they should, though I am far from convinced that they do.