bluuebunny/crossref_metadata_2025 huggingface dataset:
A web enabled video system for self reflection by student teachers using a guiding framework
Authors: Kong Siu Cheung , Shroff Ronnie H. , Hung Hing Keung
Published: April 2016

To ensure their teaching quality, it is important for student teachers to undertake self reflection on their teaching performance after supervised teaching sessions. With the goal of sharpening the teaching competence of student teachers, a dual function system that uses web based and video based technologies is being developed to facilitate self reflection by student teachers and the teaching supervisory role of teaching supervisors. This article reports on the development of a web enabled video system for encouraging student teachers to reflect on their teaching performance, using a guiding framework. The system enables student teachers to self monitor a video recording process during lessons in teaching practice, and make post-lesson self reflection without the constraints of time and location. Two key features are provided by the system to support student teachers and enhance the quality of reflection. One key feature is a guiding support for self reflection on teaching performance, using a four-dimension framework comprising curriculum planning and evaluation, pupils and pupil-teacher interaction, discipline and classroom management, and professional knowledge of teaching. A second key feature of the system is a 'video bookmark' function for the operationalisation of the reflective process.
The topic of instructional design in research journals: A citation analysis for the years 1980-2008
Authors: Ozcinar Zehra
Published: April 2016

This study examines research publication and trends in instructional design, as found in selected professional journals during the period 1980-2008. Citation analysis was used to investigate documents relating to instructional design, as indexed in the Web of Science. Instructional design; instruction design; educational design; learning design; teaching design; ID, etc, were the key phrases used for searching the documents, and a total of 758 analysed documents were judged relevant to the field of instructional design. The results of the study were explored according to the journal of publication; document type; year of publication; author; author affiliation; country of publication; most frequently used words and phrases; subject; language; cited by years and h index rating. Notable findings include the most frequently used key words and phrases (after instructional design, these are cognitive load theory and worked examples); regarding subject area, education, educational research, and educational psychology dominate. With regards to country of origin, 87% of authors came from only 7 countries, with countries in the Far East being poorly represented.
Lecture attendance and web based lecture technologies: A comparison of student perceptions and usage patterns
Authors: Von Konsky Brian R. , Ivins Jim , Gribble Susan J.
Published: April 2016

This paper investigates the impact of web based lecture recordings on learning and attendance at lectures. Student opinions regarding the perceived value of the recordings were evaluated in the context of usage patterns and final marks, and compared with attendance data and student perceptions regarding the usefulness of lectures. The availability of recordings was not seen to impact lecture attendance, although students showed some tendency to listen to the recording for a missed lecture. Students who achieved a high mark tended to supplement lecture attendance with recording usage more than students who achieved a low mark, but they did so with greater variation. If students perceived that a learning experience was of value to their learning, they were more likely to use it. Individual case studies describing perceptions, usage patterns, and attendance records of selected students highlight the fact that there is great variation in successful learning patterns, and suggest that engagement is an important factor impacting learning. Although the use of recordings to supplement lectures was seen to enhance the learning of some students, its uptake and effectiveness was not uniform across the cohort. This observation highlights the need for a range of learning modes in engineering education, appealing to a diverse set of individual learning styles. Future work is described in the context of these findings.
Laptop computers and wireless university campus networks: Is flexibility and effectiveness improved?
Authors: Eriksson Miikka J. , Vuojärvi Hanna , Ruokamo Heli
Published: April 2016

This study explores whether university students find that laptop computers and networks increase flexibility and effectiveness of studying. Special attention has been paid to non-traditional students who have extra commitments, such as taking care of children or term-time employment. Questionnaire data was collected from students who had the opportunity to acquire a laptop partly sponsored by the university. The data was analysed quantitatively. Results show that students with children particularly benefited from the support the laptops and networks provided. However, term-time employment did not influence students' experiences of flexibility or effectiveness in studying. Since it is increasingly common for university students to have other commitments along with their studies, this information can be utilised when planning teaching and student support practices.
Discourses in conflict: The relationship between Gen Y pre-service teachers, digital technologies and lifelong learning
Authors: Donnison Sharn
Published: April 2016

This paper analyses Gen Y pre-service primary school teachers' conceptualisations of lifelong learning. It is situated within a context of improving the provision and delivery of pre-service teacher education. This paper argues that Gen Y's understanding of lifelong learning has been influenced by their engagements with digital technologies and that while they may have appropriated the Discourse of change in this context, it does not necessarily indicate an overall capacity for change agency. This is a concern for programs of teacher education whose mission, arguably, is to prepare future activist teaching professionals. This paper argues that higher education and teacher education programs of study need to consider the relationship between Gen Y, lifelong learning and change agency when aligning pedagogy and curriculum with the new generation of students.
 
Staff and student perceptions of an online learning environment: Difference and development
Authors: Palmer Stuart , Holt Dale
Published: April 2016

Academic staff play a fundamental role in the use of online learning by students. Yet, compared to studies reporting student perspectives on online learning, studies investigating the perspectives of academic staff are much more limited. Perhaps the least common investigations are those that compare the perceptions of academic staff and students using the same online learning environment (OLE). Much research indicates, at least initially, academic staff most value OLE systems as a mechanism for efficient delivery of learning materials to students. Following the mainstreaming of an OLE at Deakin University in 2004, the data from a large, repeated, representative and quantitative survey were analysed to investigate comparative staff and student evaluations of an OLE, and to explore the evidence for development in the use of an OLE by academic staff. Generally, students were found to give higher importance and satisfaction ratings to elements of the OLE than staff. Students were also more likely than staff to agree that the OLE enhanced their learning. A comparison of the mean ratings recorded for staff in 2004 and 2005 showed that both importance and satisfaction ratings of elements of the OLE were almost universally higher after a year of use of the OLE.
Reconciling university teacher beliefs to create learning designs for LMS environments
Authors: Steel Caroline
Published: April 2016

Learning management systems (LMS) serve as the primary online technology for student learning in many universities. Although they are only one 'solution', they are often regarded as all encompassing. How university teachers reconcile their beliefs about such technologies with their pedagogical beliefs remains a relatively unexplored area. This study draws on three cases from various disciplines to uncover faculty beliefs about the roles, affordances and limitations of these technologies and how each teacher adapted these to their learning designs within an LMS environment. The overall aim is to reveal the relationship between teacher beliefs and learning designs for web technologies such as LMS. This research contributes to the conceptual understandings that underpin faculty teacher development for technology integration. It provides insightful accounts of the kinds of teacher beliefs that underlie effective learning designs for quite large classes. The resultant stories themselves hold great potential to promote reflection and discourse on the use of technologies in university teaching.
 
Designing an online video based platform for teacher learning in Singapore
Authors: So Hyo-Jeong , Lossman Hans , Lim Wei-Ying , Jacobson Michael J.
Published: April 2016

In this paper, we describe our path for designing an online community of practice for teachers in Singapore, from identifying the current status of professional development to designing an online platform where teachers can share vivid images of their teaching practices with other teachers. To identify current practices in professional development, we conducted a large scale online survey with 1605 teachers. The quantitative data collected from this survey gave us a macro-level overview of the current status of teacher professional development in Singapore schools. Next, for a more in depth understanding of teachers' views on professional development experiences and gathering of ideas for designing an online video based environment, we conducted participatory design workshops with 11 teachers in two schools. The purpose of these workshops was to engage end users, who are teachers in Singapore, from an early stage of the design process so that their needs and ideas could be reflected in the final design. Finally, we turned the ideas gathered from the participatory workshops into a concrete design of an online environment for a teacher community. In the design process for this environment, particular attention was given to Web 2.0 technology solutions, which emphasise participation from community members as a key element. In conclusion, we discuss issues and challenges faced in this process, and implications for future research into online professional development actvities.
A strategic assessment of audience response systems used in higher education
Authors: Kay Robin H. , LeSage Ann
Published: April 2016

An audience response system (ARS) permits students to respond to multiple choice questions using a remote control device. All responses are instantly displayed, usually in chart form, and subsequently reviewed and discussed by the instructor and the class. This paper offers a comprehensive review of teaching strategies used with ARS and includes a discussion of general, motivational, assessment based, and learning based approaches. Several promising strategies have been identified, particularly collecting formative assessment feedback and peer based instruction. More systematic, detailed research in a broader range of contexts is recommended.
Advancing the m-learning research agenda for active, experiential learning: Four case studies
Authors: Dyson Laurel Evelyn , Litchfield Andrew , Lawrence Elaine , Raban Ryszard , Leijdekkers Peter
Published: April 2016

This article reports on an m-learning research agenda instituted at our university in order to explore how mobile technology can enhance active, experiential learning. Details of the implementation and results of four areas of m-learning are presented: mobile supported fieldwork, fostering interactivity in large lectures with mobile technology, using mobile devices to learn about mobile technology and, finally, podcasting. These directions are informed by a concern for achieving m-learning practices consistent with sound educational theory and the needs of the contemporary, technologically aware student body. All four implementations have been successfully embedded in mainstream subjects on a continuing basis. Therefore they represent a departure from the project based approach of much m-learning reported in the literature. This outcome was achieved through a focus on the economic sustainability and feasibility of each case. An evaluation focusing on how well each case assisted students' learning found that, with the exception of lecture podcasting, all supported high quality experiential learning.
Learning with and from Facebook: Uncovering power asymmetries in educational interactions
Authors: Rambe Patient , Ng'ambi Dick
Published: April 2016

Although social networking sites (SNS) are increasingly popular among students, their academic application is unfolding on trial basis and best practices for integration into mainstream teaching are yet to be fully realised. More importantly, is the need to understand how these sites shape academic relations and participation of heterogeneous students, particularly in resource-constrained African environments. The speculation about meaningful educational uses of SNS possibly rests on the complexity of grasping the multiple horizontal and vertical interactions that unfold via these sites. This study examines academic relations on Facebook with a view to generating a nuanced account of how power is reinforced or disrupted in interactions mediated by Facebook. The paper analyses the Facebook wall and forum postings of 165 first year Information Systems students and employs Anderson’s model of six types of interactions to explore student experiences of the enactments of social power in Facebook engagements. Issues relating to power that emerged from Facebook interactions concerned asymmetrical engagements based on gender, breaching of hierarchical boundaries, compulsive academic use of Facebook, perceptions of vertical surveillance, lecturer and student projection of themselves and impression management. The paper recommends that learning with and from Facebook demands identification of leverage points in various stages of Facebook interaction.

 
 
Converged social media: Identity management and engagement on Facebook Mobile and blogs
Authors: Rambe Patient
Published: April 2016

There is scant evidence to demonstrate that researchers grasp the social dimensions of convergence, and particularly, the academic and social implications of converged media on students' lives. Despite a surge in student appropriation of social media-enabled mobile phones for exchanging educational resources and social practices, little is known about this collapsing of academic and social contexts. Twelve purposively selected postgraduate students who used Facebook Mobile for exchanging learning resources and micro-management of their daily lives were interviewed to unravel the influence of converged social media on students' lives. Identity construction and convergence as theoretical constructs were drawn upon to examine student narratives of their Facebook interactions and navigation of their identities. The findings suggest that Facebook Mobile enhanced the students’ networked exchange of knowledge and meaningful participation in learning communities. However, students expressed uncertainty about educators' judgements of their online personae, invasion of their privacy, information security and fears of jeopardising future career prospects. The study recommends best-practice pedagogical designs that emphasise deep engagement, safe communication, measures to deal with plagiarism and policy interventions to address privacy and information security.

 

 
An interactive digital platform for preservice secondary English teachers’ reading: First iteration findings
Authors: Ladbrook Judine
Published: April 2016

Preservice teachers of secondary English need sustained and confident experiences of the pedagogical affordances of information and communication technologies (ICTs), to overcome the constraints perceived by their secondary teaching colleagues. They also need to rapidly develop an extensive knowledge of adolescent fiction titles for progressing the reading engagement and success of their future students. Building on the students’ acceptance of ICTs, this study examines the impact of using an interactive digital platform within preservice secondary English courses, for adolescent reading requirements. This paper reports results of the first iteration of the innovation. Data were collected via a questionnaire and results show that using an interactive digital platform with social networking characteristics for writing and reading book summaries, augmented knowledge of titles, increased motivation for reading, developed a repository of titles for use in the first year of teaching, and demonstrated how a digital platform might be successfully used in schools. Recommendations for the second iteration of the innovation are also reported.
Learning fire investigation the clean way: The virtual experience
Authors: Davies Amanda , Dalgarno Barney
Published: April 2016

The effective teaching of fire investigation skills presents logistical challenges because of the difficulty of providing students with access to suitable fire damaged buildings so that they can undertake authentic investigation tasks. At Charles Sturt University (CSU), in the subject JST415, Fire Investigation Cause and Origin Determination, the novel approach of providing students with a CD based virtual environment based on the scene of a burned down house, as an alternative to having them undertake investigation of a real fire scene, has been implemented. This paper describes a quantitative and qualitative study exploring the effectiveness of this teaching resource. A key finding from this study was that students felt that the virtual fire investigation task had important advantages over undertaking a real investigation task, even though there were some limitations in the overall degree of realism of the experience. The results also suggested that students found that the visual fidelity and navigation capabilities provided within the environment were quite adequate for carrying out their fire investigation activity. Importantly, students also felt that the ability to revisit the virtual scene as many times as they wanted, at a time convenient to them, gave it advantages over a real investigation task if they were to be provided with only one or the other.
Peer review of online learning and teaching: Harnessing collective intelligence to address emerging challenges
Authors: Wood Denise , Friedel Martin
Published: April 2016

In 1983 Donald Schon argued for the development of "an epistemology of practice which places technical problem-solving within a broader context of reflective inquiry" (Schon, 1983, p. 69) in response to the complexity, uncertainty and instability of professional knowledge. This paper reports on a collaborative project led by the University of South Australia, which designed and developed a comprehensive, integrated peer review system that harnesses the power of the collaborative web to engage academic staff in the development or redevelopment of their own courses through the kind of reflective processes Schon (1983) advocated. The project builds on extensive work that has been undertaken both within Australia and overseas to support and stimulate the scholarship of online learning and teaching, and it has the capacity to demonstrate quality learning and teaching through course development, evaluation, improvement and interactive learning. Evidence produced through such processes can be used by academic staff as evidence to support claims for recognition and reward. The project has evolved in response to changing technologies and recognition of the need for a more adaptable system that enables academics to play a significant role in the creation of criteria and in contributing their own exemplars using a Web 2.0 approach. A major feature of the approach is its educative dimension, which is responsive to supporting online teaching and learning at a time when new Web 2.0 and 3D virtual learning technologies are presenting new challenges for educators. This paper describes the project and argues that online learning and teaching in this changing landscape is an emerging area of scholarship which needs to be supported and encouraged.
Evaluating coursework in computer games degrees: Students and assessors as virtual characters
Authors: Ip Barry , Capey Martin , Baker Andrew , Carroll John
Published: April 2016

This paper explores a relatively new area in the design and development of assessment procedures for the evaluation of coursework and student performance on computer and video games degrees. Emphasis is placed on an assessment which involves the development of and interaction in a virtual world, where lecturers and students are represented as virtual characters. The establishment of a new assessment framework for games degrees is outlined, followed by the findings from in depth interviews with students and lecturers concerning its implementation. The results provide a self reflective but critical insight on how existing assessment techniques may be adapted for the growing demands and popularity of games courses, as well as issues surrounding the appraisal of undergraduate work within virtual environments. Recommendations are provided on how similar assessments may be conducted in the future.
Bringing academics on board: Encouraging institution-wide diffusion of e-learning environments
Authors: Birch Dawn , Burnett Bruce
Published: April 2016

Rapid advances in educational and information communications technology (ICT) have encouraged some educators to move beyond traditional face to face and distance education correspondence modes toward a rich, technology mediated e-learning environment. Ready access to multimedia at the desktop has provided the opportunity for educators to develop flexible, engaging and interactive learning resources incorporating multimedia and hypermedia. However, despite this opportunity, the adoption and integration of educational technologies by academics across the tertiary sector has typically been slow. This paper presents the findings of a qualitative study that investigated factors influencing the manner in which academics adopt and integrate educational technology and ICT. The research was conducted at a regional Australian university, the University of Southern Queensland (USQ), and focused on the development of e-learning environments. These e-learning environments include a range of multimodal learning objects and multiple representations of content that seek to cater for different learning styles and modal preferences, increase interaction, improve learning outcomes, provide a more inclusive and equitable curriculum and more closely mirror the on campus learning experience. This focus of this paper is primarily on the barriers or inhibitors academics reported in the study, including institutional barriers, individual inhibitors and pedagogical concerns. Strategies for addressing these obstacles are presented and implications and recommendations for educational institutions are discussed.
Instructional designers' conceptualisations of learning objects
Authors: Francis David E. , Murphy Elizabeth
Published: April 2016

The purpose of the study reported on in this paper was to gain insight into how instructional designers conceptualise learning objects (LOs) and their attributes. It aimed to identify the range and types of conceptualisations of LO attributes held by a group of designers. Data were collected during two phases of semi-structured phone interviews with 10 instructional designers working in Canadian colleges and universities. Open, axial and selective coding were used to analyse data. Designers identified the following attributes of LOs: digital, interactive, pedagogically purposeful, pedagogically worthwhile, pedagogically assessable, usable, reusable, peer reviewable and granular. Designers conceptualised LOs and their attributes with more of a focus on pedagogical best practices rather than a focus on technical definitions of LOs.
Online discussion and critical thinking skills: A case study in a Singapore secondary school
Authors: Cheong Chong Min , Cheung Wing Sum
Published: April 2016

Studies have shown that electronic discussion can be used effectively to teach critical thinking and can achieve greater understanding. The use of online discussions is common in polytechnics and universities, and many schools in Singapore have begun to introduce online forums for discussion beyond the classroom. This research investigates lower secondary school students' critical thinking in an asynchronous online discussion environment. The findings show that the students in this age group have only minimally exhibited critical thinking skills during the online discussion. However, investigation into students' perception of online discussion shows positive attitudes. Some enhanced scaffolding strategies for online discussion participants and guides on designing good questions are recommended to foster critical thinking skills in this environment.
A multi-component model for assessing learning objects: The learning object evaluation metric (LOEM)
Authors: Kay Robin H. , Knaack Liesel
Published: April 2016

While discussion of the criteria needed to assess learning objects has been extensive, a formal, systematic model for evaluation has yet to be thoroughly tested. The purpose of the following study was to develop and assess a multi-component model for evaluating learning objects. The Learning Object Evaluation Metric (LOEM) was developed from a detailed list of criteria gathered from a comprehensive review of the literature. A sample of 1113 middle and secondary students, 33 teachers, and 44 learning objects was used to test this model. A principal components analysis revealed four distinct constructs: interactivity, design, engagement, and usability. These four constructs showed acceptable internal and inter-rater reliability. They also correlated significantly with student and teacher perceptions of learning, quality, and engagement. Finally, all four constructs were significantly and positively correlated with student learning performance. It is reasonable to conclude that the LOEM is reliable, valid, and effective approach to evaluating the effectiveness of learning objects in middle and secondary schools.
Learning through computers: Uncovering students' thought processes while solving physics problems
Authors: Soong Benson
Published: April 2016

This paper presents a study that illustrates how the author and an in service secondary school teacher used basic synchronous computer mediated communications (CMC) technology to help them uncover students' physics preconceptions and thought processes (including their misconceptions and misunderstandings) in a real class setting. In this paper, I first provide a discussion on constructivist science learning environments, highlighting the central role students' preconceptions play in their learning in the science subject domain. Next, I argue that in light of constructivist learning principles, learning may be viewed as a conceptual change process; a process which is facilitated by active problem solving attempts. I then present a study (which was part of a larger design experiment) whereby student pairs worked collaboratively to solve physics questions via NetMeeting, a free CMC software from Microsoft. Results pertaining to how protocol data of students' problem solving attempts (as recorded by NetMeeting) provided us with rich insights into the students' thought processes that are normally not easily accessible are discussed. Finally, I consider further research work that could be done in light of the findings of this study.
Changing relationship: Who is the learner and who is the teacher in the online educational landscape?
Authors: Maor Dorit
Published: April 2016

This article focuses on the special role of students as discussion leaders and their engagement in the facilitation of online discussion in relation to the teacher's role. The methodology combined quantitative data of students' frequency behaviour with qualitative analysis of students' individual online contributions. Each contribution was analysed in relation to one of the six facilitation roles plus the direct instruction category. In the seven that were used to compare the discussion leader's role with the teacher's role, the discussion leaders performed higher than the teacher in the following: summing up and confirming, moving the discussion forward, focusing the discussion and debriefing. The teacher demonstrated more frequent behaviours in the following: direct instruction and encouraging and giving feedback. Scaffolding had a similar frequency for the discussion leader and the teacher with a slightly higher rate. The task given to each member to be a discussion leader enabled new relationships between the teacher and the learners and new relationships among the learners, with everyone being empowered, changing their learning experiences and promoting the learning of others in the community.
Educators' perceptions of automated feedback systems
Authors: Debuse Justin C. W. , Lawley Meredith , Shibl Rania
Published: April 2016

Assessment of student learning is a core function of educators. Ideally students should be provided with timely, constructive feedback to facilitate learning. However, provision of high quality feedback becomes more complex as class sizes increase, modes of study expand and academic workloads increase. ICT solutions are being developed to facilitate quality feedback, whilst not impacting adversely upon staff workloads. Hence the research question of this study is 'How do academic staff perceive the usefulness of an automated feedback system in terms of impact on workloads and quality of feedback?' This study used an automated feedback generator (AFG) across multiple tutors and assessment items within an MBA course delivered in a variety of modes. All academics marking in the course completed a survey based on an adaptation of the unified theory of acceptance and use of technology (UTAUT) model. Results indicated that while the workload impact was generally positive with savings in both cost and time, improvements and modifications to the system could further reduce workloads. Furthermore, results indicated that AFG improves quality in terms of timeliness, greater consistency between markers and an increase in the amount of feedback provided.
Learners' attitudes to wiki technology in problem based, blended learning for vocational teacher education
Authors: Robertson Ian
Published: April 2016

It would be difficult to argue that the use of online technology to support teaching and learning has not undergone significant change in the last two decades. Recently, with the promotion of social software technologies such as blogs, wikis, podcasts and virtual classrooms, we have seen the emergence of the idea of e-learning 2.0. That is, the use of online technology to support communication, collaboration and knowledge building which are consistent with constructivist principles. The research reported here was conducted in the context of a blended learning approach that incorporates wiki technology and face to face contact to support problem based and group based learning and assessment in a teacher education program at RMIT University, Australia. The results of a post-course survey of learners are used to describe the learners' experience of access to and use of wikis, and their attitudes towards the use of wikis in their own teaching practice over the following 12 months. This discussion is undertaken with consideration to the benefits and difficulties associated with problem based and group based learning and assessment. The learners' attitudes towards the potential use of wikis in their own practices are explored in terms of implementation and professional development.
A context-aware knowledge map to support ubiquitous learning activities for a u-Botanical museum
Authors: Wang Shu-Lin , Chen Chia-Chen , Zhang Zhe George
Published: April 2016

Recent developments in mobile and wireless communication technologies have played a vital role in building the u-learning environment that now combines both real-world and digital learning resources. However, learners still require assistance to control real objects and manage the abundance of available materials; otherwise, their mental workload could become so high that learning becomes less effective. The learner is the priority in every learning situation and is, therefore, a crucial factor in executing u-learning. This study presents a u-learning system that integrates context awareness and ontological technology to design a context-aware knowledge map (CAKM) to improve learning efficiency. A case study of an Orchid Island botanical ecosystem course was conducted in classrooms and at the Botanical Garden of National Museum of Natural Science in Taiwan. Participants were university teachers and students. A questionnaire based on the technology acceptance model (TAM) theory was designed and used to measure the willingness for adoption or usage of the proposed system. The results demonstrate that this innovative approach can enhance learning intention. The results also indicate that this CAKM not only substantially improves the effectiveness of subject learning but also enhances the usability of u-learning systems in the museum environment.

 
Peer assisted learning and blogging: A strategy to promote reflective practice during clinical fieldwork
Authors: Ladyshewsky Richard K. , Gardner Peter
Published: April 2016

The use of peer assisted learning in clinical education is explored in this case study. Groups of undergraduate physiotherapy students were structured into communities of practice during the second half of their clinical fieldwork program. They collaborated online in an asynchronous manner, using information communications technology (blogs) and focussed their discussion on professional practice and evidence based practice issues. Each blog group was composed of four to five fourth year physiotherapy students in their final year of clinical fieldwork. Each blog group was moderated by an academic moderator. Focus groups were structured to collect information on the experience and outcomes associated with the community of practice experience. The blog was very valuable and heightened learning, built trust, and supported learners to integrate theory to practice. A range of issues were also identified, however, that need to be considered to improve the blogging experience such as increasing the size of the group and providing more detailed guidelines. Clinical fieldwork programs looking to elevate the reflective practice component of professional development should consider blogging as an option.
Effects of a computer based beginning reading program on young children
Authors: Watson Tara , Hempenstall Kerry
Published: April 2016

This study was an evaluation of a parent delivered, computer based beginning reading program with a group of 15 Kindergarten and Grade 1 students. Completing the Funnix program at home through a CD copy was expected to produce educationally and statistically significant improvements in phonemic awareness, letter-sound fluency, non-word decoding skills, and oral reading fluency, when compared to the outcomes for a similar group of 16 students in a wait list comparison group. Data were analysed using univariate analyses of covariance incorporating effect sizes. Statistically significant treatment effects were found for Kindergarten students in the intervention group on letter-sound fluency, oral reading fluency, non-word decoding, and phonemic awareness skills. Grade 1 students in the intervention group demonstrated significant improvement over time on letter-sound fluency, letter-name knowledge, non-word decoding and oral reading fluency; however, these improvements were not significantly greater than those for the Grade 1 comparison group. It was concluded that Kindergarten students gained the most benefits, and that at risk students may represent a fruitful target audience.
Role play in blended learning: A case study exploring the impact of story and other elements
Authors: Dracup Mary
Published: April 2016

Role play is an increasingly popular technique in tertiary education, being student centred, constructivist and suitable for a range of subject areas. The choice of formats is wide open, with options ranging from the traditional face to face performance through to multi-user online computer games. Some teachers prefer to take advantage of features of both online and face to face formats and offer a blended form. This case study describes an innovative blended role play in which the online component plays a small but important part. The findings show that decisions on not only how to make the best use of technology but also how to design and facilitate a role play can have a profound effect on the creation of an engaging first-person story from which powerful learning can be drawn-in this case, learning outcomes including deep insights into strengths and weaknesses of participants' personal change management styles.
An investigation of student teachers' attitudes to the use of media triggered problem based learning
Authors: Ma Angela Kit Fong , O'Toole John , Keppell Michael
Published: April 2016

This study investigates how teacher education students responded to a particular suite of educational products that involved media based educational learning objects, and their attitudes to them in fostering student centred learning in general, and problem based learning in particular, with the ultimate goal of enhancing and improving the quality of teacher training. Two lines of inquiry have been followed throughout the investigation:
to identify and describe student attitudes to the newly developed video rich PBL courseware for teacher education; and

to explore how such educational courseware can be used, enhanced, and presented as examples of learning objects in actual teaching situations.
The implications and recommendations arising from the findings obtained in this research project will provide teacher educators with some initial insights when using similar media based products in teacher education.
Children's learning processes using unsupervised "hole in the wall" computers in shared public spaces
Authors: Dangwal Ritu , Kapur Preeti
Published: April 2016

Earlier research by Mitra and colleagues on the use of computers by young children revealed that children are able to learn basic computing skills irrespective of their social, cultural, intellectual and religious backgrounds (Mitra & Rana, 2001). The present paper is an attempt to identify the varied aspects of a learning environment that impact upon the learning process enabled by "hole in the wall" computers. The study covers 250 children in the age group 8 to 14 years using qualitative and anecdotal evidence given by children and research consultants in the field. The evidence indicates that the environment in which the child learns is of importance for it brings together a host of different yet interrelated aspects of learning. The findings suggest a pedagogic tool for alternative methods to teaching in school settings, and strengthen the view that students should be engaged in a thinking curriculum, wherein everyone learns from everyone else, and no student is deprived of the opportunity for making contributions and appreciating the contributions of others.
Promoting staff learning about assessment through digital representations of practice: Evaluating a pilot project
Authors: Thomson Rosemary , Wilson Gail
Published: April 2016

The Assessment Snapshots digital resource is a current project to support academic learning about assessment by diffusing knowledge and understanding of locally contextualised good practice in assessment at the University of Western Sydney. An initial collection of Snapshots was made available to academic staff on the university web site in early 2006. This paper describes how the resource has been utilised by teachers and explains the uses that academic developers have made of the resource in supporting teachers to extend their learning about assessment. The paper reflects on the extent to which the pilot project has been successful in disseminating effective assessment practice and promoting reflection and discussion about assessment issues. It proposes future directions for more effectively integrating and contextualising resources for professional learning with teachers' everyday teaching practice.
Using "plasma TV" broadcasts in Ethiopian secondary schools: A brief survey
Authors: Bitew Getnet Demissie
Published: April 2016

The objective for this study is to investigate the contribution of the "plasma" mode of instruction to the school experiences of students in Government secondary schools in Ethiopia, as viewed by students, their parents and teachers, and by comparing it with experiences in Catholic secondary schools, which did not use "plasma". Interviews, observations and document analyses were used as data collection instruments. It was observed that Government and Catholic Schools use the same national curriculum but employ different classroom practices. Government schools were using a live, nationally broadcasted "plasma" television mode of instruction, whilst the Catholic schools used traditional face to face methods of teaching. However, the two groups of participants; students, teachers and parents in the two schools, have different comments on the actual teaching-learning practices of the schools irrespective of their own classroom experiences. Recommendations based on the data are presented.
Effects of remoteness on the quality of education: A case study from North Indian schools
Authors: Mitra Sugata , Dangwal Ritu , Thadani Leher
Published: April 2016

This paper studies the relationship between geographic remoteness and the quality of primary education in rural Northern India. It then discusses this relationship in the context of educational technology. There is a significant negative correlation between the quality of education and the distance of a school from the nearest urban centre. No correlation was seen between the quality of education and average number of students per teacher or per classroom. The authors suggest that teacher migration and desire for migration are directly responsible for poorer quality of education in remote areas. The role of technology, therefore, becomes vital in such areas. We propose that appropriate educational technology, if designed for that purpose, will be needed to improve the quality of education in non-urban regions where good teachers will not remain.
The national broadband network and the challenges of creating connectivity in education: The case of Tasmania
Authors: Stack Sue , Watson Jane , Abbott-Chapman Joan
Published: April 2016

Tasmania, one of the first locations to have communities connected to the national broadband network (NBN), provided the context within which to ask significant questions about the implications of the NBN for all levels and sectors of education. This paper reports findings from a research project that developed innovative methodology to explore the issues with 21 respondents categorised as "leaders" in the field of information and communication technology in education. The aim of the research was to conduct an audit of actual and planned implementation of new technologies in classroom teaching through in-depth interviews, to assess challenges faced in implementation and to facilitate dialogue between leaders in disparate education areas through provision of forums online and face-to-face. In this way the action research both contributed to an understanding of issues and acted as a change agent in stimulating the sharing of new approaches to what turned out to be a set of highly complex "wicked" problems. Resulting models using a causal layered approach demonstrate that whereas the NBN did not become the immediate solution to connectivity for these leaders, it provided the motivation to consider what a connected educational environment could be like.
Is wiki an effective platform for group course work?
Authors: Elgort Irina , Smith Alastair G , Toland Janet
Published: April 2016

This study reports on students' and lecturers' perceptions of using wikis as a platform for conducting assessed group projects in two postgraduate Master's level university courses. The results highlight the fact that student attitudes to group work, in general, are mixed, and that the use of wikis per se is not enough to improve these attitudes. On the positive side, students found wikis useful for arranging information and sharing knowledge, while instructors thought wikis made managing and marking group work easier and more effective. Other issues related to using wikis as a collaborative learning tool in higher education are also considered.
Coherence or interest: Which is most important in online multimedia learning?
Authors: Muller Derek A. , Lee Kester J. , Sharma Manjula D.
Published: April 2016

The coherence principle states that all non-essential information in multimedia messages should be eliminated to minimise demands on cognitive resources. This assertion has been empirically verified in controlled laboratory studies with learners who have little prior knowledge and limited interest in the domain of instruction. It has not been investigated, however, whether the coherence principle generalises to real learning environments. In this study, 104 students from year 10, year 11, and first year university viewed either a concise or an extended online multimedia treatment on stellar spectra. The extended treatment included additional interesting information about the formation of black holes, galaxy collisions and the observation of dark matter. Following the multimedia, participants completed a retention and transfer test that covered only the material common to both treatments. Results showed students in both treatment groups achieved similar performance. This suggests that in authentic learning settings, interest may mitigate the effects of the coherence principle. Difficulties involved in measuring differences in learning within the constraints of a real learning environment are also addressed.
ICT in the secondary visual arts classroom: A study of teachers' values, attitudes and beliefs
Authors: Phelps Renata , Maddison Carrie
Published: April 2016

For some 20 years the literature has been highlighting a range of benefits to be gained from integrating information and communication technology (ICT) in the teaching of visual arts. However, little research has depicted the 'state of play' regarding visual arts teachers' approaches to technology within the Australian context. This paper reports on a study of 14 visual arts teachers from a rural area of Australia and reveals broad diversity in individual teachers' social, artistic and educational values, attitudes and beliefs about ICT, leading to widely diverse approaches to both their personal and professional use of technology. The paper explores a number of key issues, including: whether teachers perceive dissonance between ICT and visual arts; whether teachers believe it is important to integrate ICT in their teaching; the role ICT is currently playing in classrooms; the issues teachers are experiencing and how teachers approach their own ICT learning. It is argued that effective ICT professional development for teachers must take account of teachers' values, attitudes, beliefs and perceptions not only regarding ICT, but in relation to teachers' own approaches to their personal and professional learning.
 