bluuebunny/crossref_metadata_2025 huggingface dataset:
Marriage Counseling: The Merchant's Tale , the Book of Esther, and Medieval Medical Advice
Authors: Nikolsky Noa
Published: December 2024

Abstract: This article argues that Chaucer's Merchant's Tale draws heavily on the biblical Book of Esther in its portrayal of May and Januarie's marriage. The tale's interest in medical healing and counsel is indebted to late medieval readings of the Esther story in both Christian and Jewish traditions. By the time Chaucer was writing, Queen Esther was seen as a wife who could skillfully manipulate her husband by using medical knowledge and presenting herself as a wise counselor. Januarie and May's final confrontation in the tale is presented as a parody of Esther's intervention with Ahasuerus, and the tale's use of the Esther motif thus points to unease surrounding the story of the wily and manipulative Jewish wife.
Property and Pessimism: The Problem of Land in The Tale of Gamelyn
Authors: Becker Alexis Kellner
Published: December 2024

Abstract: This article argues that the fourteenth-century Middle English outlaw narrative The Tale of Gamelyn is a romance against the future. The Tale of Gamelyn insists upon both the impossibility of futures and the dangers of future-oriented societies, especially when these futures depend upon landed property. Gamelyn begins with a controversy over traditions of primogeniture and partible inheritance, both of which, the poem goes on to show, contravene their intended purpose of ensuring the continued investment of familial social and economic power in land, leading instead to various forms of waste. When the outlawed youngest son Gamelyn flees to the forest and becomes the king of the outlaws, the poem presents a functional, harmonious society, without familial relationships, or property, but this society is predicated on its own ephemerality. Unlike the protagonists of other comparable Middle English romances, Gamelyn does not reproduce. I consider this anti-futurity in conversation with Lee Edelman's conceptualization of "reproductive futurism" in No Future (2004). Edelman, however, does not consider the reproduction of property relations. The Tale of Gamelyn is a critique of reproductive futurity that focuses on the futility of land as a locus for social reproduction; it surveys a set of possibilities but reveals them all to be hopeless.
Estigma del peso y conductas alimentarias en estudiantes universitarios: Resultados de un estudio transversal
Authors: Agama-Sarabia Adiel , Flores-Peña Yolanda , Pedrero Victor , Pilot-Pessa Rosane
Published: December 2024

Introducción. El estigma del peso inicia con experimentar el estigma mediante creencias, actitudes y acciones descalificantes que se internalizan e incrementa la anticipación a ser estigmatizado por motivo del peso. Esto modifica conductas de alimentación: mal adaptativas (comer emocional, restricción cognitiva y comer sin control) y conductas adaptativas (comer intuitivo) como respuestas de regulación emocional. El objetivo general fue analizar el efecto de mediación de las facetas del estigma del peso (experimentado, internalizado y anticipado) en las conductas de alimentación mal adaptativas y adaptativas.
Metodología. Estudio transversal. Participaron 766 estudiantes universitarios del área de la salud. Se aplicaron: a) Escala Modificada de Internalización del Estigma, b) Escala Miedo del Estigma, c) Cuestionario de Tres Factores R-18 y d) Escala de Comer Intuitivo. Se realizaron modelos de mediación con MPLUS8 con Bootstraping e intervalos de confianza 95%.
Resultados. El 68% (n = 524) fueron mujeres. El estigma internalizado presentó efecto directo en comer emocional (p = .001), comer sin control (p = .001) y restricción cognitiva (p = .001), negativo con comer intuitivo (p = .001). Estigma anticipado en comer emocional (p = .001), comer sin control (p < .001), pero no con restricción cognitiva (p = .392), negativo con comer intuitivo (p = .011). El estigma anticipado es mediador entre estigma experimentado y comer emocional (ß = .103, p = .001) y comer sin control (ß = .225, p < .001). El estigma internalizado fue mediador en restricción cognitiva (ß = .194, p = .001), comer sin control (ß = .136, p = .001) y comer emocional (ß = .082, p = .001).
Conclusión. La relación entre estigma experimentado y comer emocional, restricción cognitiva y comer sin control está mediada por el estigma internalizado, el estigma anticipado es mediador entre comer emocional y comer sin control.
‘Caution will get us nowhere’: manifesto writing as collective practice with a diverse film-making class
Authors: Nunn Chris
Published: December 2024

This article puts forth a number of ideas on co-creation with film-making students, which can both enhance their own practice and critically situate it within the wider film, television and creative industries. In the case study presented here, students on a second-year module called Independent Filmmaking Practices at the University of Greenwich in 2021 wrote a collective manifesto, titled the ‘Dismantle-festo’. The case study presented here is partly for educators seeking in-class exercises which depart from mainstream thinking about the film and television industries. However, in presenting and analysing both the exercises which led to the manifesto, and the manifesto itself, this article is also partly a record of the concerns and hopes of this cohort, condensed within the radical format of the manifesto.
Heat Shock Protein Network: the Mode of Action, the Role in Protein Folding and Human Pathologies
Authors: Melikov Aleksandr , Novák Petr
Published: December 2024

Protein folding is an extremely complicated process, which has been extensively tackled during the last decades. In vivo, a certain molecular machinery is responsible for assisting the correct folding of proteins and maintaining protein homeostasis: the members of this machinery are the heat shock proteins (HSPs), which belong among molecular chaperones. Mutations in HSPs are associated with several inherited diseases, and members of this group were also proved to be involved in neurodegenerative pathologies (e.g., Alzheimer and Parkinson diseases), cancer, viral infections, and antibiotic resistance of bacteria. Therefore, it is critical to understand the principles of HSP functioning and their exact role in human physiology and pathology. This review attempts to briefly describe the main chaperone families and the interplay between individual chaperones, as well as their general and specific functions in the context of cell physiology and human diseases.
Exploration of the Development and Cell Communication of Aneuploid Osteoblasts and Osteoclasts in Giant Cell Tumour of Bone Using Single-Cell RNA Sequencing
Authors: Gao Bo-Hua , Wang Yan , Zhang Ye , Chen Zhong-Ren , Ming Guang-Fu
Published: December 2024

We aimed to explore the development and cell communication of osteoblasts and osteoclasts with aneuploidy variation in giant cell tumour of bone (GCTB). We predicted the diploid and aneuploid cells in tissue samples using the CopyKAT package. The Monocle2 package was used to analyse differentiation trajectories of aneuploid cells. We used the CellChat package to observe the signalling pathways and ligand-receptor pairs for the two interaction types, “Cell-Cell Contact” and “Secreted Signalling”, respectively. A total of 9,117 cells were obtained including eight cell types. Most aneuploid cells were osteoblasts. As the cell differentiation trajectory matured, we found that aneuploid osteoblasts first increased the inflammatory response activity and then enhanced the ability to activate T cells, whereas osteoclasts gradually enhanced the cellular energy metabolism, cell adhesion, cell proliferation and immune response; the activated biological functions were gradually weakened. The analysis by CellChat indicated that CTLA4 or TIGIT might act as important immune checkpoint genes to attenuate the inhibitory effect of aneuploid osteoclasts on NK/T cells, thereby enhancing the activity of NK/T cells. Our study found that both osteoblasts and osteoclasts might be involved in the development of GCTB, which may provide a new direction for the treatment of GCTB.
Docosahexaenoic Acid Promotes Eryptosis and Haemolysis through Oxidative Stress/Calcium/Rac1 GTPase Signalling
Authors: Alharthy Feryal H. , Alsughayyir Jawaher , Alfhili Mohammad A.
Published: December 2024

Docosahexaenoic acid (DHA) is an omega-3 polyunsaturated fatty acid with promising anticancer potential. Anaemia is a frequent adverse effect of anticancer treatment caused in part by eryptosis and haemolysis. Thus, it is important to investigate the role of DHA in red blood cell (RBC) death. RBCs were treated with anticancer concentrations (10–100 μM) of DHA under different physiological conditions, and fluorescence-assisted cell sorting was employed to measure eryptotic markers. Cell membrane scrambling was detected by annexin-V-FITC labelling, cytoplasmic Ca2+ by Fluo4/AM, cell size by forward scatter (FSC), and oxidative stress by H2DCFDA. Haemolytic markers were also assayed by photometric methods. DHA caused significant phospholipid scrambling with Ca2+ accumulation, loss of cellular volume, and oxidative stress. These changes were associated with dacrocyte formation, as revealed by electron microscopy. Moreover, DHA exhibited a dual effect on membrane integrity: it was haemolytic under isotonic conditions and anti-haemolytic in hypotonic environments. Importantly, inhibition of Rac1 GTPase activity with NSC23766 significantly reduced DHA-mediated haemolysis, as did co-administration of either sucrose or polyethylene glycol 8,000. Conversely, the presence of 125 mM KCl and urea without extracellular Ca2+ significantly exacerbated DHA toxicity. In conclusion, this is the first report that identifies key biochemical mechanisms underlying the cytotoxic effects of DHA in RBCs, promoting further development and validation of DHA in anticancer therapy.
Global English Corner
Authors: Woodley Carolyn , Curran Lisa
Published: December 2024

This paper reports on a pilot project undertaken by Victoria University (VU) with three partner universities in China (Sichuan University, Henan University and Liaoning University). The Global English Corner project uses online technologies to both encourage interactions between students in China and Melbourne and enhance the English language proficiency of international students for whom English is not a first language. The Global English Corner project also explores how technologies might achieve a greater comparability of the student experience on- and offshore in supporting the language development of international students. The Global English Corner pilot uses the online conferencing tool Elluminate together with a WordPress blog to conduct and support English conversations between business students in China and two student peers in Melbourne, Australia.
EBooks as teaching strategy
Authors: Wong Kevin , Liong Ching , Lin Zhi-Xiu , Lower Michael , Lam Paul
Published: December 2024

Besides serving as tools for leisure-reading and self-learning, eBooks can be effective in the facilitation of teaching and learning. Teachers can proactively make use of eBooks to facilitate teaching and learning. The Mobile Learning Project at The Chinese University of Hong Kong was exploring the use of eBooks from teachers' perspective. This paper was about two cases in which teachers created the eBooks themselves rather than using commercially prepared materials. In one case, the eBooks became reference materials for students to freely refer to when they were in need of more information. In the second case the eBooks created were tightly integrated with curriculum such they were required weekly readings that matched the weekly topics of the course. Much care had also been paid to make the eBooks viewable on the majority of students' handheld devices. Surveys and download statistics of the eBooks were used for evaluation. The findings pointed us to both promises and challenges.
Facebook in higher education promotes social but not academic engagement
Authors: Wise Lisa , Skues Jason , Williams Benedict
Published: December 2024

Although there is evidence that academically successful students are engaged with their studies, it has proved difficult to define student engagement clearly. Student engagement is commonly construed as having two dimensions, social and academic. The rapid adoption of social media and digital technologies has ensured increasing interest in using them for improving student engagement. This paper examines Facebook usage among a first year psychology student cohort and reports that although the majority of students (94%) had Facebook accounts and spent an average of one hour per day on Facebook, usage was found to be predominantly social. Personality factors influenced usage patterns, with more conscientious students tending to use Facebook less than less conscientious students. This paper argues that, rather than promoting social engagement in a way that might increase academic engagement, it appears that Facebook is more likely to operate as a distracting influence.
A 2010 Snapshot of Educational Technology use by Teaching Staff of Charles Sturt University
Authors: Uys Philip , Dalgarno Barney , Carlson Lauren , Crampton Andrea , Tinkler Jacquie
Published: December 2024

This paper presents a snapshot of Charles Sturt University teaching staff attitudes towards and usage of technologies for teaching and learning, drawing on an institution wide online questionnaire completed in 2010 by 246 teaching staff. One of the most interesting findings from this study is the high usage figures for many teaching technologies, including technologies which most would assume would still be used only by early adopters. The study also highlights technologies with relatively low current usage but very high desired usage, including plagiarism checking software for student use, and online assignment marking and return. The study also indicates that teaching staff have genuine educational reasons for choosing to use technologies in their teaching. The findings of this study make it further very clear that assumptions about staff or students' technology preferences, usage or proficiency based on age would be highly misguided. A key finding from this study is that teaching staff at Charles Sturt University are highly diverse in their attitudes towards and usage of technology and consequently, university initiatives need to cater effectively for different stages of technology adoption.
Englishmen in New York
Authors: Thorneycroft Sarah
Published: December 2024

While the internet, culture and technology have been reshaping publishing and information media for years, academic publishing and scholarship still functions within a model that is effectively several hundred years old. It is time to start asking the hard questions about what it means to publish as an academic, how we engage with published research and how higher degree students engage with research publication.
While it is true that most journals now exist in an online format, the vast majority of these simply echo a print format in electronic form - the scholarly paper as a document has remained unquestioned, and persists despite often low levels of true readership. Yet, outside of academia, the definition of publishing is no longer limited to a 'container' of content. Text can exist in a contextual network and be framed by fluid, constantly changing content around it. Identified in this paper are issues in traditional publishing and some of the possibilities and considerations in breaking open the 'container' model to move into an open and dynamic online space. Central to this is the enabling of thesis and dissertation publication in alternative formats via the oScholar project.
Please note that this paper makes use of QR codes - a QR-enabled mobile device is recommended but not required when reading this paper.
Determining higher education student attitudes towards engaging with online academic writing skills programs
Authors: Siragusa Lou
Published: December 2024

The Learning Centre at Curtin University has recently released its academic writing skills programs in an online format which in 2010 had attracted over 3000 hits from students. In order to determine the effectiveness of these online programs and to predict when students are likely to engage with them, a questionnaire containing quantitative and qualitative items was added at the end of these online programs. The Theory of Planned Behaviour was used as a framework in order to determine students' attitudes and planned use of such online academic writing skills programs. The collected data revealed that, while students felt anxious with starting such programs, the instructional design process employed in the development of these resources made them intuitive, interesting and useful to the vast majority of participants. Circumstances in which students are likely to engage with such online programs in the future were also identified.
Mix and match
Authors: Russell Carol , Posada John Paul
Published: December 2024

This paper describes how and why various technologies - mobile devices and web services combined with tools available in online learning management systems - are being used to support individual, team and situated learning in one university's engineering programs. The tools include mobile devices for peer marking, online peer review and marking tools, online tools to support team formation and collaboration and online tools for individual learning. Games and simulations are also being introduced. All of these are helping to develop the curricula in ways that enhance graduate attributes such as design problem solving, critical thinking, teamwork and communication skills, and in some cases they are also saving staff time. By mapping and analysing in technology use in relation to different theoretical perspectives on learning, we are able to suggest what might be the next steps in an integrated action research approach to developing the use of learning technologies.
Equipping Lecturers for the iRevolution
Authors: Oldfield James , Cochrane Thomas
Published: December 2024

In this paper we explore several critical factors influencing educational technology adoption including teaching staff buy-in and the critical nature of lecturer professional development within educational technology adoption projects (Kukulska-Hulme & Pettit, 2007, 2008; Learning and Skills Network, 2009; Moser, 2007). The paper outlines and critiques the methods used to achieve this staff buy-in as the second phase of a larger longitudinal eLearning and mLearning participatory action research project (Cochrane, 2010). The overall project makes use of social constructivism as the underlying pedagogical theory driving and informing the changes taking place. A community of practice (COP) model (Wenger, 1998; Wenger, White, & Smith, 2009) has been developed as a means of guiding and supporting lecturers as they develop their eLearning skills together. Artifacts created through this process (boundary objects) were then used to bring the lurkers into the core group from legitimate peripheral participation into full participation within the project's supporting COP.
Learner-generated content as a pedagogical change agent
Authors: Narayan Vickel
Published: December 2024

While the affordance of Web 2.0 tools in enhancing learning and teaching is well documented, effective use of these tools still eludes most practitioners. New technologies are simply used to recreate the hierarchical structure present within the four walls of the classroom and that signifies power and control online. The apparent ease at which technology is able to situate itself with the old and contemporary pedagogical practices is perhaps its biggest weakness and hinders effective use in learning and teaching.
The paper reports on the findings from six projects where learner generated content was made explicit in course outcome. These projects where carried out between year 2010 and 2011 (some projects are still on-going) in the faculty of Technology and Built Environment (TBE) and Te Puna Ako at Unitec New Zealand and involved students and staff from various courses ranging from levels 2 to 7. An overview of the six projects and the Web 2.0 tools used in the courses is given and the implications of making learner generated content an explicit course outcome is discussed.
Evaluating E-portfolios for university learning
Authors: McNeill Margot , Cram Andrew
Published: December 2024

E-portfolios provide a web-based space where students can demonstrate their development of expertise in a wide range of skills and knowledge, whether in discipline knowledge or graduate capabilities. However, it is yet to be demonstrated how readily these tools can be integrated within the university curriculum. This paper reports on the results of a pilot implementation of the Mahara e-portfolio tool in an Australian university, involving different curriculum contexts across two semesters. Students in the participating units were surveyed on their perspectives about the usability of the e-portfolio tool, the support provided and its effectiveness for their learning. The results suggest that, like all successful curriculum innovations, e-portfolios need to be integrated into the learning and teaching process and students need to understand the benefits as part of successfully engaging with the tools. Amongst the implications is the question of whether the currently available e-portfolio tools are sufficiently sophisticated to integrate seamlessly with existing LMS platforms to meet the changing demands of higher education.
Classroom communication on mobile phones
Authors: Lam Shun Leung , Wong Kevin , Mohan Joseph , Xu Dongyan , Lam Paul
Published: December 2024

Thanks to the advancement in technology, web-based classroom response system is available in leveraging mobile phones to perform function in similar to that of traditional 'clickers. Mobile phones can be used to enrich communication in classroom. Teachers do not need to hand over the clicker devices to students anymore. Individual students can respond to teachers' questions right on their mobile devices. The paper reports two pilot cases in which teachers at two universities in Hong Kong adopted the web-based classroom response system. The primary objective of the study was to evaluate the feasibility of such practice in real classroom situation. However, the results have not been all promising. The success of web-based classroom response system was dependent on the possession of high-end mobile devices and skills to manoeuver these devices.
Preserving our Past with Toys of the Future
Authors: Khan Muqeem , De Byl Penny
Published: December 2024

This paper presents the initial outcomes of a key scoping study undertaken to explore the role of augmented reality and motion detecting technologies in the context of Intangible Cultural Heritage (ICH) for museums related environments. Initial prototypes are in the form of an interactive infrared camera based application for children to engage with an Aboriginal puppet. This scoping study is unique, as it tries to combine two extremes: the curation of historical intangible artifacts and their preservation through digital intervention. Heritage related intangible content is always restricted because of its non-physical nature and can never be fully embed in an environment like museums and related exhibitions. This paper explores alternative opportunities for knowledge transfer of ICH content that manifest with playfulness in order to elicit a deeper understanding of such intangible cultural artifacts. This study is complementary to multiple disciplines including heritage preservation, museum technologies and emerging interaction design.
Learning style and digital activity
Authors: Johnson Genevieve Marie , Broadley Tania
Published: December 2024

In order to understand student engagement in higher education through the use of digital technologies, it is necessary to appreciate the broader use of differing technologies. Forty-eight first-year university students completed an online survey that queried patterns of digital activity across home, school and community contexts and that included rating scale items that measured learning style (i.e., active-reflective, sensing-intuitive, visual-verbal, sequential-global). Results suggest that students vary widely in digital activities and that such variation is related to differences in learning style. For example, active learners were more likely than reflective learners to engage in digital activities in the community and users of some specific application, as opposed to non-users, were more likely to be verbal than visual learners. Implications for instructional applications of digital technology in higher education are presented.
Adoption of web and mobility technologies in a multicultural population of hospitality and leisure students
Authors: John Claudette , Jenkins Ian
Published: December 2024

The aim of the research is to gather empirical evidence on the current use of Web 2.0 and mobile technology in the population of first semester international students. The evolution of usage over time is analyzed. A quantitative analysis, comparing the results at an institute of higher education in Switzerland with those of three Australian universities was performed. The results from the research demonstrate that on average, 2010 students use computers more than their Australian counterparts in 2006. Significantly fewer students in 2010 did not use Web 2.0 technologies and mobile devices compared to 2006, which is important for learning styles and delivery of blended learning practices. The results of the first stage of this research support the notion that this cohort of students uses Web 2.0 and mobile technologies to communicate and consume content.
Should we teach an old game new tricks?
Authors: Hardy Mat , Totman Sally
Published: December 2024

The Middle East Politics Simulation (MEPS) is a simulation of diplomacy and political tension in the Middle East. This online role-play exercise is aimed at providing students with an improved level of understanding of the political dimensions of the region. Having been run since 1993, the MEPS has not had any major updates to its platform in all those years. However, as such a mature online entity there is the question of whether the MEPS will continue to engage students as their expectations of what constitutes an online role-playing environment became steadily raised by their familiarity with more graphically immersive platforms. The reliance on social media tools for students and political figures to use as conduits for communication is also unrepresented in the MEPS and the subject of some student dissatisfaction in previous years. This research assesses student attitudes towards the MEPS with an eye to balancing the demands of technology, functionality, equity of experience, security and, most importantly, learning outcomes.
The	iLessonPlan
Authors: Andre Alages
Published: December 2024

Learning technologies increasingly play a key role in enhancing teaching, learning and assessment. However, it is common practice for English Language trainee teachers to use hard and or soft copies of sample lesson plans presented in a table or list format in the classroom and for feedback. This is the conventional approach used to plan lessons. This approach compounds the complex and complicated process involved in planning ESOL (English to Speakers of Other Languages) lessons. Also the approach does not take advantage of new learning theories and new learning technologies. This paper reports the findings of an ongoing project where a lesson planning tool was designed and developed to replace the conventional approach. This tool, the iLessonPlan, is a prototype interactive online lesson planning tool. In this paper, the design of the iLessonPlan is described, a prototype version is demonstrated and feedback on the use of the tool is presented.
Equity in Group Work Methodologies
Authors: Smith Simon , Peirce Eleanor , Ricci Mario
Published: December 2024

Collaboration is a necessary graduate attribute and is regarded as an effective way to increase learning and understanding. Technologies in education have vastly extended the opportunity for collaborative approaches to learning due to anywhere/anytime accessibility. However, whether in the virtual environment or in person, barriers to collaborative group work persist. To determine potential group work barriers, this exploratory study investigates student responses within an online environment that utilises a range of collaboration tools, together facilitating a student peer-reviewed group research project in first year human biology. Pre- and post-activity surveys were conducted and revealed persistent perceptions of inequity with regard to group work participation. However, the surveys also indicated that on an individual level there was broad agreement of benefits gained throughout the collaborative process. The results indicate that a major barrier to student engagement with collaboration relates to perceived performance of others, and not with perceived self-improvements experienced via the collaborative process.
Collaborative Community Mentoring Program (C²MP)
Authors: Reushle Shirley
Published: December 2024

The notion of mentoring is ancient. The original mentor was described by Homer as the "wise and trusted counsellor" who Odysseus left in charge of his household during his travels. In modern times, the concept of mentoring has found application in virtually every forum of learning. Greater use of communication technologies has provided significant opportunities for relationships to form and grow in digital environments and with the ease of linking dispersed individuals and groups using these technologies, opportunities for interaction and collaboration are extensive. This paper investigates the concept of collaborative mentoring in digital environments and explores strategies and technological tools for supporting and developing shared meaning and conducting rational discourse. The ascilite pilot Collaborative Community Mentoring Program (C²MP) is provided as an example. An early attempt at building a model for collaborative mentoring in digital environments is explored using an adaptation of a three-element Community of Practice framework, progress of the pilot mentoring program is reported and a process for evaluating the pilot is outlined.
Benchmark yourself
Authors: Northcote Maria , Seddon Jack , Brown Philip
Published: December 2024

Teachers need effective online teaching and course development skills to engage higher education students in meaningful, socially contextual, challenging and engaging learning experiences. To develop these skills, academic teaching staff typically attend professional learning activities, such as workshops to investigate online learning and strategies, engage in one-to-one consultations with online learning experts, and analyse practical exemplars. Online teacher/designers are often perplexed by the transitional conundrums between the modes of on-campus and online teaching, and grapple with how to endow online learning contexts with the same qualities of good on- campus learning contexts. Many online teachers and designers of online courses are self-taught whereas others rely on institutionally-provided courses, workshops and seminars to extend their online teaching skills. This paper reports on a utilisation-focused evaluation methodology (Patton, 1997) that was adopted to develop a self-reflection rubric tool to guide academic teaching staff in the evaluation of their own online teaching and course development skills.
An instructional design model for screencasting
Authors: Loch Birgit , McLoughlin Catherine
Published: December 2024

Students entering first year university mathematics courses in Australia often show gaps in their mathematical understanding and may not have the cognitive and metacognitive skills to cope with abstract thinking. Screencasts produced as learning support for these students have definite benefits as learners have flexibility in accessing the resources at their convenience, and they can watch step by step model explanations of concepts and operations. Nevertheless, the instructional format of most mathematical screencasts focuses on expert performance of, and commentary on a particular skill, and often neglects to consider the active engagement and participation of the learner. This article provides an overview of instructional design approaches to screencasts, and of self- regulated learning models. It then introduces a preliminary instructional design model building on self-regulated learning theory for the creation of screencasts, in order to foster and enhance students' cognitive and metacognitive skills in understanding complex mathematical concepts.
Changing spaces
Authors: Karanicolas Sophie , Green Ian , Willis Craig , Snelling Catherine
Published: December 2024

Many leading innovators in higher education are seeking to change the nature and purpose of face-to-face (f2f) sessions, aiming to morph the traditional university lecture into something that is more interactive and student driven. Underpinning this changing lecture dynamic is a focus on the learning that students are required to achieve in order to be best prepared for, and thus gain maximum benefit from, the f2f session. This project team has been successfully carrying out a range of effective pre-lecture engagement activities (EPLE) through the use of learning technologies, with attested improvement in student outcomes and progression rates, across two different disciplines. Both student and teacher engagement has been enhanced through the development of 'interactive online learning modules' (TOLMs) in Oral Health that are completed prior to the scheduled f2f session, and 'crash courses' (CCs) in Civil Engineering that are conducted in class within the first 10 minutes of the f2f.
Integrating bioscience and clinical learning through technology
Authors: Judd Terry , Elliot Kristine , McColl Geoff
Published: December 2024

Successfully integrating bioscience and clinical learning is a major challenge for designers of medical curricula. A new learning system being developed at the University of Melbourne will make it easier for medical students to locate, access and utilise bioscience and clinical learning resources to support both formal and informal learning activities. Backed by a comprehensive database of curriculum, bioscience and clinical resources, students will have immediate access to the best available bioscience and clinical resources via interactive activity and search-based interfaces. Student portfolios, based around new patient record and procedural log systems will be fully integrated within the system. Implementation will be supported by an extensive program of evaluation and research, with particular emphasis to be placed on student's selection and use of digital resources and the use of electronic health records to support clinical learning.
Using log data to investigate the impact of (a)synchronous learning tools on LMS interaction
Authors: Greenland Steven
Published: December 2024

This paper presents exploratory examination of LMS log data from ten undergraduate business courses that differ in terms of learning activity design. Data were derived from the Unit Statistics and User Activity functions on Blackboard versions 8 and 9.1, which report the number of student hits across the various LMS applications. The research identifies obstacles encountered when using log data. Findings suggest that the design of learning activities has substantial impact upon levels of student interaction with the LMS. Furthermore the greater the amount of asynchronous learning activities, versus synchronous ones, may generate increased student interaction not just with the interactive applications but with the LMS overall. This outcome is particularly relevant given the correlation between LMS interaction and student results reported in other studies. The research confirms the potential of log data to inform online teaching practice, highlights some of challenges involved and outlines avenues for future research.
Exploring Medical Students' Use of Technology
Authors: Corrin Linda
Published: December 2024

The use of Information and Communication Technologies (ICTs) are increasingly important in the delivery of medical education. Whilst the primary motivation for technology integration is to increase learning and teaching effectiveness, such decisions are sometimes based on assumptions of a high level of technological literacy of students entering higher education. Recent literature has challenged these assumptions instead presenting a more diverse picture of students' experience and skill with technology (Kennedy et. al., 2007, Oliver & Goerke, 2007; Margaryan, Littlejohn & Vojt, 2011). This paper presents the results of surveys conducted with new graduate medical students designed to measure access to and confidence with technology. This data has been used by the medical school to monitor the technological profile of each cohort of students in order to implement suitable support activities and to provide an empirical foundation to inform decisions around the implementation of new educational technologies in the curriculum.
The CAT amongst the pigeons
Authors: Clayton John , Elliott Richard
Published: December 2024

Reflective-frameworks are designed to assist educators to critically reflect on their professional practice. In essence individuals make meaning from their professional experiences in relation to accepted best-practice. This paper will explore the use of a reflective-framework in open, flexible and networked learning. The development of a competency assessment tool ,the CAT, to help educators reflect on their current use of e-Learning applications and the pedagogy of their practice, is decribed. By working through the CAT individuals can identify areas of strength and examine areas requiring development. The result of this critical evaluation is the generation of personal learning plan (PLP) in the effective use of e-learning. How the reflective framework operates as an empowerment approach to professional development is explained in detail. This paper argues that the use of the CAT extends the repertoire of teaching skills, improves professional practice and ultimately enhances the learning environments of learners and teachers.
A rationalised curriculum of computer education for university students in natural sciences in China
Authors: Xue Heru , Guo William W.
Published: December 2024

Computer education to non-computer science disciplines in Chinese universities has been under the guidance of the Chinese Ministry of Education (CME) since 1997. The "1 + X" structure proposed by CME in 2007 for computer education to non-computer science disciplines in Chinese universities offers a higher flexibility for institutions to choose X courses for their non-computer science disciplines, but it does not adequately address a few important issues in providing students with equitable experience in computer foundation education and meeting the specific needs for those students who want to advance their knowledge and skills in computer/IT. Based on a comparative study with the similar curricula used in other national and international institutions, a new framework of "2 + D + X" structure of computer education to non-computer science disciplines was proposed at TMAU to address those weaknesses in the CME "1 + X" structure. Trials of this rationalised framework have shown that students in different disciplines in natural sciences at IMAU strongly supported this new curriculum.
Start me up!
Authors: Skilton Fran , Dugmore Penny
Published: December 2024

In 2010 Unitec launched an institution-wide eLearning strategy as part of a reconceptualised approach to teaching and learning. In response the library embarked on two action research projects investigating the effectiveness of library services. One project assessed the efficacy of online information literacy tutorials. Embedding online information literacy into Learning Systems such as Moodle are vital in the increasingly blended learning tertiary environment (Adolphus, 2009) (Bongey, Cizadlo, & Kalnbach, 2006). Considerable time and expertise is going into the development of these tutorials, so we want to ensure optimum use is made of them. What we produce must have value for students with differing learning styles and motivation (Berk, Olsen, Atkinson, & Comerford, 2007). The other project examined distance students' engagement with library services and resources to determine potential barriers to equity of access. Previously, library services to distance students have been minimal. However, the growth of this section of our client base has increased and we want to meet their needs. Informed by the results of a survey, an intervention incorporating eLearning technology was introduced. The group was re-surveyed and individual interview were conducted to obtain verbatim commentary about the efficacy of the intervention for increased engagement. Our poster will show the results of the action research projects, issues we faced and our future plans.
Towards a University Educational Framework
Authors: Phillips Rob
Published: December 2024

This poster exposes a draft university-wide educational and educational technology framework for discussion. Its purpose is to guide educational policy making, particularly for educational technologies. The framework is based on a general conceptual framework of learning and a set of design principles for a contemporary learning environment. The framework is expanded by considering which learning activities and technologies are best suited to actualizing these design principles.
What if student attrition was treated like an illness?
Authors: Lodge Jason
Published: December 2024

Learning analytics is a technology on the rise in higher education. Adapted from business analytics, this approach is being used to track and predict student engagement and success in higher education. There is evidence to suggest that learning analytics can be successfully used to predict students at risk of failing or withdrawing and allow for the provision of just in time intervention. Despite this, the output of universities is not like that of other commercial ventures and business models for understanding consumer behaviour, for instance, are not equipped for accurate prediction of learning outcomes. The model presented in this poster is an attempt to create a predictive framework for 'learning health' from a multifaceted, epidemiological perspective. The model serves as a framework for understanding early student success at the micro and macro levels and provides a foundation for evidence-based use of learning analytics within a higher education perspective.
Encouraging effective online discussions
Authors: Jones Hazel
Published: December 2024

Although online discussion forums are considered an integral component of online learning in our College, the practice of how these are currently used does not always reflect the intended learning design. Discussions are often focussed on processes and administrative nature, rather than discussion about content. The aim of the project is to improve this usage, to include more in-depth and content-related discussions. The stages of the project and expected outcomes are explained.
Evidencing the development of distributed leadership capacity in the quality management of online learning environments (OLEs) in Australian higher education
Authors: Holt Dale , Palmer Stuart , Monro Judy , Quealy James , Solomonides Ian , Gosper Maree , Hicks Margaret , Sankey Michael , Louka Amgad , Hollenbeck Robert
Published: December 2024

The poster will present findings from the first year of a two-year nationally funded Australian Learning and Teaching Council (ALTC) project, Building distributed leadership in designing and implementing a quality management framework for Online Learning Environments undertaken by Deakin University, Macquarie University, University of South Australia, University of Southern Queensland and RMIT University. The project is running over 2011-2012. This project aims to design and implement a framework that uses a distributed leadership approach for the quality management of Online Learning Environments (OLEs) in Australian higher education. The distributed leadership approach enables the development of the framework and in turn contributes to its implementation. The framework is the vehicle for building leadership capacity. The national project team itself represents a broad range of educational, technical and managerial expertise.
Teachers' Beliefs and Use of ICTs in Malaysian Smart Schools
Authors: Hamid Seri Rahayu
Published: December 2024

This preliminary study investigated Malaysian secondary Smart School teachers' beliefs about ICTs and how they are used in their classrooms. Using a case study design, data were collected from focus group interviews with 31 Science, Mathematics and English teachers from three Malaysian secondary schools, and from journals of three students. Results showed that although these teachers held positive beliefs about ICTs in education, these beliefs were not fully translated into their classroom practices. Most of them believed that ICT was just a tool to use in teaching and learning, particularly if it eased knowledge dissemination, and helped students to understand the content. The analysis revealed early career teachers were using ICTs in more varied ways than the more experienced teachers. Many of these early career teachers communicated with their students through blogs and online groups; practices that were rare among the more experienced teachers.
Database of Research on Distance Education
Authors: Deveson Lance
Published: December 2024

The Distance Education Research Database is an invaluable resource for anyone with a stake in the distance and online education industry. It will keep you up to date with the latest thinking in distance and online education around the world, allow you to examine a treasure trove of research relevant to your professional development and provide a solid basis for your future studies. The Poster session will demonstrate the database , its features and practical uses.
Challenging Perceptions of Blended Learning in an Adverse Learning Context
Authors: Breeze Des , Buckley Philippa , Gilmore Fiona
Published: December 2024

The Christchurch earthquakes of 22 February 2011 initiated an extraordinary process of professional development which informed and consolidated changes to the pedagogy and practices of three teacher educators. The fast-tracking of technical capacity led to a questioning of beliefs around effective tertiary teaching pedagogy. The resulting changes to blended learning practices enabled learning to continue during a time of natural disaster. This poster is of particular relevance to those involved in teaching in a blended learning context, focused on developing equitable online learning experiences that engage and motivate all learners.
Interactive Webinars
Authors: Batur Susan , Lawson Mary , Jones Oliver
Published: December 2024

In recent years, a number of factors have contributed to the growth in both quantity and type of online educational resources made available to online learners. Two of these have been the speed of internet connections and advancing web technology. An example of this is the introduction of web-conferencing software, also known as webinars.
Learning Object Evaluation Metrics Based on Learning Styles Theory
Authors: Alharbi Ali , Henskens Frans , Hannaford Michael
Published: December 2024

This poster presents evaluation metrics to assess learning objects in terms of their compatibility with different learning styles. The metrics allow learning objects to be ranked based on their effectiveness with different types of students which, in turn, can facilitate designing and searching for learning objects that meet the learner's requirements and preferences.