bluuebunny/crossref_metadata_2025 huggingface dataset:
Electronic nomads? Implications of trends in adolescents' use of communication and information technology
Authors: Russell Glenn , Holmes David
Published: April 2016

Adolescents' increased use of electronic over print-based information technologies is radically accelerated today by the rapid development and convergence of interactive technologies. Enhanced interactivity via communication technologies or personalised (wearable) information technologies effectively releases adolescents from the need to consume institutionally controlled "broadcast" technologies such as the textbook or the educational video. Adolescents are able to become nomadic in the way they can traverse culture, time and space, hitherto impossible within institutional boundaries. This paper reports adolescents' use of information technology at home, in a study of three groups of year eight students, in three private schools. The patterns of information technology consumption revealed are compared with findings published in Metro in 1990. The study extrapolates from the trend emerging from this comparison to argue that the high levels of personalisation, mobility and global reach associated with adolescents use of communications and information technologies constitute a paradigm shift which will increasingly characterise popular culture and educational practices.
Technology in the school curriculum
Authors: Ediger Marlow
Published: April 2016

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The medium and the message
Authors: Richardson Lesley
Published: April 2016

From discussions expounding the virtues of interactive multimedia (IMM) appearing frequently in the popular press, education and training literature, conference presentations and seminars, it could be construed that IMM is being heralded as the answer to training and education needs for the 1990s, but what does the phenomenon offer trainers and/or educators, striving to achieve cost efficient and effective learning? It seems reasonable to suggest that developments in the understanding of teaching and learning methods that enhance and nurture cognitive skill acquisition are what underlies the potential contribution of IMM to improved learning effectiveness.
Developing effective hypermedia instructional materials
Authors: Oliver Ron , Herrington Jan
Published: April 2016

The use of hypermedia as an instructional medium is growing rapidly with developments and enhancements in instructional and computing technologies. Much of the popularity of the medium is derived from its capacity to convey large amounts of information to learners in structured and associated ways which promote student centred and independent learning. Recent developments in multimedia technologies and software, and enhanced networking facilities through the Internet, have led to new and exciting opportunities for hypermedia systems development. This paper provides an overview of the potential of hypermedia as an instructional medium and discusses research that has investigated learning outcomes. It provides an overview of instructional design considerations to guide developers and designers of hypermedia systems.
User and usability testing - how it should be undertaken?
Authors: Conyer Merle
Published: April 2016

Usability evaluation is the analysis of the design of a product or system in order to evaluate the match between users and a product or system within a particular context. Usability evaluation is a dynamic process throughout the life cycle of a product or system. Conducting evaluation both with and without end-users significantly improves the chances of success. Six usability evaluation methods and six data collection techniques are discussed, including advantages and limitations of each. Recommendations are made regarding the selection of particular evaluation methods and recording techniques to evaluate different elements of usability.
Multimedia markets: A study of Australian content developers
Authors: Noacco Dean Jason
Published: April 2016

The Australian multimedia industry needs to pay closer attention to original market-driven content development if it is to survive an increasingly competitive global marketplace. This paper provides a schema for future developments in multimedia and reports some results of an investigation of multimedia content developers in terms of size, composition, information flows, types of activities undertaken, technological orientation and project focus. The aims of the study were to provide a "snapshot" of the industry at the current time, to serve as a benchmark for future research, and map current industry activities against predicted trends in multimedia. The results have implications for government programs supporting new multimedia ventures, and for present policy and strategy mechanisms employed by multimedia producers.
Intelligent agents, Internet information and interface
Authors: Meek James
Published: April 2016

A review of intelligent software agents and their relevance to networked information touching on some of their emerging potential and on interface considerations.
Effects of experiential-based videos in multi-disciplinary learning
Authors: Bin Abdul Jabbar Khalid , Ong Alex , Choy Jeannette , Lim Lisa
Published: April 2016

This study examined the use of authentic experiential-based videos in self-explanation activities on 32 polytechnic students' learning and motivation, using a mixed method quasi-experimental design. The control group analysed a set of six pre-recorded videos of a subject performing the standing broad jump (SBJ). The experimental group captured videos of two subjects performing six variations of the SBJ. They then proceeded to analyse those videos as with the control group. All students then attempted a worksheet designed to elicit various levels of principled understanding of the topic on "projectile motion". In addition, data on students' motivation to learn and learning outcomes were measured by using three subscales of the Motivational Strategies for Learning Questionnaire (MSLQ) ― task value, critical thinking, and self-efficacy ― both before and after the intervention. Data were also collected through online pre- and post-tests, classroom observations as well as reflection journals. No significant differences between the experimental and control groups in terms of the post-intervention results were found (p > 0.05). However, the results suggested that use of experiential-based videos and video-based tools may in fact be more beneficial for students who are weaker in critical thinking and self-efficacy, to gain a better understanding of their learning.

 
Analysing cognitions in a hypermedia learning environment
Authors: Frampton David
Published: April 2016

The paper describes the theoretical basis and methodology for research seeking to identify higher order cognitive activity occurring in students' information seeking and learning tasks with hypermedia. It reviews difficulties arising from the inconsistency among schemes of cognitive analysis, and of articulating such schemes closely with accounts of the desirable attributes of graduates in employment, where the display of higher order skills is expected. It concludes that such analyses of learning with hypermedia must, despite these problems, be guided by more holistic theoretical accounts of thinking, and constantly adapt methodologies to avoid reliance on over-simplified models.
An evaluation of the use made by students of the audio recording of lectures
Authors: Roberts Geoffrey
Published: April 2016

The audio recording of lectures, particularly in subjects with large enrolments, offers a number of benefits to students, staff and facilities such as libraries. An evaluation of the use made by students of audio recordings of lectures revealed that students valued opportunity to listen to the lectures they had missed whilst also reducing the number of students seeking academic staff to ask questions. The ability to make copies of the audio recordings was used by students to learn away from the library which reduces pressure on library facilities. The study also revealed that few students deliberately missed lectures on a regular basis, even though they knew the lecture was being recorded. The results produced a number of insights into how students used audio materials in their learning.
Creating and using digital audio files under the Windows operating environment
Authors: Nelson Larry
Published: April 2016

Macintosh and Amiga users have had good sound playback facilities for years; recent models of the Mac have recording capabilities as well. While sound boards for MS DOS PCs have been around for quite some time, audio formatting standards have been nonexistent, and memory restrictions have placed severe limits on the amount of sound which can be recorded. The advent of Windows has changed things. This paper suggests that PCs with Windows are capable of serious audio work, and mentions factors to be aware of before setting forth on sound ventures with a PC.
Instructional design and workplace performance
Authors: Noone Leon
Published: April 2016

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Interacting at a distance: Staff and student perceptions of teaching and learning via video conferencing
Authors: Schiller John , Mitchell John
Published: April 2016

Video conferencing is a new form of communications technology which allows students and lecturers to interact at a distance. Its use is currently being expanded within the university sector, particularly Distance Education Centres, and in Technical and Further Education Colleges. Using nine Colleges of TAFE in South Australia as case studies, this paper explores the nature of video conferencing, its major uses, and evolving, unique characteristics of teaching/learning methodologies for video conferencing. Staff and student perceptions of the appropriateness of video conferencing as an interactive medium are also presented.
Formative evaluation of educational children's programs: A comparison of Australian and American models
Authors: Treuen Marianne
Published: April 2016

This paper examines the trial and pilot stage of formative evaluation, concentrating on the two programs "Sesame Street " and "Finders Seekers ". For each trial it investigates the setting, subjects, methods, aims and purpose of the trial as well as which sections of the programs were selected and how responses by children and adults were reported and recorded.
While Australian producers have limited budgets, the following observations are relevant to Australian trials. Settings for trials should be varied. Trials should reflect the differences among subjects. While testing segments may be useful, pilots should be ready to use in the trial process. Observation as a method needs careful analysis. Reporting needs to take into account the literacy skills of children and the editing done by evaluators.
A process approach to the transfer of training
Authors: Foxon Marguerite
Published: April 2016

The on the job application of skills and knowledge learned in training, referred to as transfer of training, is the subject of increasing interest by management, performance technologists, and trainers. As training budgets increase, questions are being asked about the return on this investment, and practitioners are searching for strategies to increase the likelihood of transfer of training. In this article transfer is conceptualised in terms of a five stage process (ranging from initiation to unconscious maintenance) rather than as an outcome or product of training. Two factors which are commonly cited as inhibiting the transfer process - low motivation, and an unfavourable perception of supervisor support - are discussed. A model of transfer, based on force field analysis, which considers the process of transfer in terms of inhibiting and supporting factors is proposed. Potential strategies to support greater transfer are introduced, and will be explored in detail in the second part of this article [Foxon, 1994].
Reducing cognitive load in multimedia navigation
Authors: Hedberg John G. , Harper Barry , Brown Christine
Published: April 2016

The emergence of integrated technologies is facilitating the configuration of vision and sound in ways previously impossible with discrete technologies. The attributes of infinite storage, continually increasing speed of access and phenomenal manipulation of images and sound are moving rapidly towards the notion of virtual reality in technology based information and presentation systems. What are the implications for instructional design? This paper discusses effective multimedia design strategies which results in the creation of multimedia programs. Implications for the development of materials with groups located at geographically different places are discussed. This impacts on the possibility of developing multimedia material between different groups in different countries.
Educational technology and the mass lecture: A restatement of fundamental issues
Authors: Roberts Geoffrey
Published: April 2016

Many more students and staff come into contact with basic educational technology in lecture theatres and classrooms than with computer based education or open learning systems approaches. Such delivery systems must be reliable, user-friendly and supported by well trained staff. The issues of ensuring proper lecture theatre design and fit out to ensure ease of use of educational technology and the need to attract sufficient budgets to do the task properly, are central if the use of educational technology is to become a fundamental feature of teaching and learning at the tertiary level in a time of mass lectures and static budgets.
Social presence for different tasks and perceived learning in online hospitality culture exchange
Authors: Wang Mei-jung , Chen Hsueh Chu
Published: April 2016

This study utilized online discussion and project construction tasks to determine the extent of social presence and collaborative learning for hospitality culture exchange. The online culture exchange lasted for 6 weeks from September to November 2011. Forty-four English majors from a hospitality college in Taiwan and an institute of education in Hong Kong were matched into 22 pairs to participate in this study. Four student helpers facilitated the project. This study analyses patterns of students' social presence for different tasks and students' perceived learning. The results show that participants were more enthusiastic about self-introduction and travel projects than about article reading and discussion. Moreover, patterns of social presence were significantly different for different tasks. Students' responses to language learning and cultural awareness were positive. Students regarded the project as helpful because it offered them a chance to learn language and culture and promote critical thinking and awareness of different perspectives. Students therefore had the opportunity to interact with others, to articulate their ideas, and to negotiate. In addition, the student helpers were able to train themselves to work under pressure, develop coordinating skills and leadership, and learn to make use of different methods of communication.

 
Educational heterotopia and students’ use of Facebook
Authors: Hope Andrew
Published: April 2016

Facebook use in higher education has grown exponentially in recent years, with both academics and students seeking to use it to support learning processes. Noting that research into educational cyberspace has generally ignored spatial elements, this paper redresses this deficiency through using Foucault’s (1986) discussion of different spaces to examine Facebook use. Recognising that more than simple façade space is also social practice, Foucault’s heterotopian principles are used to explore spatial notions of difference (deviance and divergence), relational aspects (conflicts and connections) and flow (time and thresholds). It is argued that social networking sites offer possibilities for creative deviations, can foster learning communities and help to develop social relations. Yet they also distract students, allowing them to escape seminars, whilst giving rise to damaging, rigid definitions of work and study. Ultimately, if universities are to be architects of the future, rather than its victims, the inherent differences of such learning spaces need to be recognised and traditional notions of academic work challenged.
A proposed reconciliation of conservative and liberal approaches to instructional design
Authors: Wallace Philip R.
Published: April 2016

The conservative approach to instructional design assumes training can be based upon general models of learning and an analysis of the skill. The liberal approach assumes students need to develop individually appropriate strategies for skill performance. The reconciliation of these two approaches is proposed through the organising concept of 'transfer of training'. Conservative approaches best support transfer to anticipated contexts. Liberal approaches best support transfer to unanticipated contexts. A combination of both approaches may lead to safe and efficient performance in defined situations as well as the flexibility to cope with novel situations.
Two way interactive sound on a standalone Macintosh platform
Authors: Rehn Geoffrey
Published: April 2016

Recent policy statements released by both Federal and State governments indicate official willingness to explore the possibilities of the new technologies in language teaching at all educational levels. In this article, the author discusses his experiments in using the Macintosh computer as a standalone, two way interactive language teacher, with the ability to record and play back the learner's attempts at pre-recorded words and phrases in a genuinely interactive sense. Success has been achieved using the MacRecorder, the AudioPalette in HyperCard 2 and Authorware Professional. These developments will prove of interest to those involved in computer-assisted language learning (CALL).
Curriculum, instructional design and the technologies: Planning for educational delivery
Authors: McBeath Clare , Atkinson Roger
Published: April 2016

There has been a tendency in the past for people to see curriculum development, instructional design and the technologies used for educational delivery as three different, but complete, approaches to the output of learning materials. At times there has been inadequate communication and even antagonism between the practitioners of the different fields. Each field views its own expertise as all encompassing and able to perform all that is required in the production of educational programs and materials. This paper examines these three areas of expertise, describing their backgrounds, analysing the different types of responsibilities and looking for definable interfaces between them. It presents a layered model, wherein each layer has an interrelating place as part of a holistic approach to the production of good educational materials. Examples are given to illustrate the requirements, limitations and opportunities offered by each layer of the model to those above and below it.
Selecting computer based authoring packages for training
Authors: Jamieson Duncan , Hosie Peter
Published: April 2016

Choosing a Computer Based Training system is a daunting task. With in excess of one hundred major packages on offer, errors are costly in terms of scarce capital, opportunities foregone, and human resources wasted. Selection criteria must start with, and be matched to, learner needs and the training requirements of the organisation, and not be technology driven. This article will outline a process for the selection of a CBT package in line with these needs.
Conflict Resolution in distance education
Authors: Hintz Ernst Ralf
Published: April 2016

In September 1989, the Centre for Evening and External Studies at Macquarie University began a project to design, produce and offer Australia's first comprehensive unit in Conflict Resolution Studies. The aim of the project was threefold: (1) to assist the School of History, Philosophy and Politics in developing an exciting new area of study; (2) to provide external and internal students with an independent learning package; and (3) to evaluate as a case study the effectiveness of the instructional design and to assess student response to material in the distance education mode.
Evaluation: Towards a definition and statement of purpose
Authors: Marsden Jane
Published: April 2016

This paper explores various interpretations of the term "evaluation" in the context of training and development. It looks specifically at definitions and purposes of evaluation. It is proposed that, in Australia's current economic state and in the environment of the Training Guarantee, training professionals need to address the need for comprehensive evaluation practices.
When performance and instructional technologists talk: Dialogue about impact, change and personal growth
Authors: Rossett Allison
Published: April 2016

Presentation delivered to the Australian Institute of Training and Development on July 15, 1991.
Information systems in education: An interactive model for projecting primary school enrolments
Authors: Gould E. , Casperson P.
Published: April 2016

Sophisticated information systems are poised to play an important part in educational administration. Fundamental to the success of these systems is a means of accurately predicting school enrolments. In this paper an enrolment projection methodology is described for predicting numbers of primary school children in NSW five years into the future. Beginning with preschool age children, the expected number of kindergarten enrolments are forecast and these cohorts are progressed through the first six years of primary school. The model described is implemented on a microcomputer and uses an interactive technique which enables human intervention in order to take full account of local knowledge in predicting the numbers in each year group. Control on totals is maintained by allowing groups of schools to be amalgamated and by applying to these groups similar routines to those which are applied in obtaining projections for individual schools. This counteracts the effects of student mobility across wider areas and overcomes the problems associated with simple aggregation of individual school year group numbers. The technique provides a valuable planning tool when enrolment figures are needed for future decision making.
Evaluation and the development of quality learning materials
Authors: Nouwens Fons , Robinson Peter
Published: April 2016

Learning materials development has traditionally been controlled by individual academics as distance education followed organisational models provided by traditional face to face teaching. Recent developments in both education and training have increased expectations of distance education. Increasing student participation rates, accessibility of higher education, increasing costs and exponential growth of knowledge are some factors that require development of innovative approaches to meet these expectations. Quality management literature suggests that these challenges may be met by a flexible but systematic, participative and team-based approach using quality improvement strategies. Developments in educational evaluation indicate that quality is promoted by an action-evaluation paradigm based on critical theory. Action evaluation promotes information gathering directed towards the making of specific decisions, a systems approach to evaluation, participative democracy in both decision making and evaluation and reflective practice. A marriage is proposed between action evaluation and quality management to guide the development of quality in distance education. Three strategies are suggested immediately: use of a team approach to materials development that is genuinely participative and democratic, collection of information about the quality of service provided to students in a way that promotes systematic improvement in the quality of that service and finally examination of all relevant aspects of educational services provided. This paper discusses the initial stages of the trial of such an approach as it is being developed within the Department of Mathematics and Computing at the University College of Central Queensland.
Informing managers about telecommunications technologies for education and training
Authors: Rosie Peter , Charman Terry , Atkinson Roger
Published: April 2016

Australian educational technologists face the challenge of convincing management to invest in telecommunications for some important aspects of education and training. Despite well-proven overseas models and ample evidence to indicate the cost and learning effectiveness (Hosie, 1987, 1988; Lundin, 1988) of using telecommunications, Australia has been slow to take advantage of possibilities the technology offers. Why is this so?

As Lange (1984) accurately ventures: fear, apathy, lack of encouragement and ignorance are the main reasons why implementation of telecommunications technology for the delivery and administration of education and training has lagged behind in Australia. Not surprisingly these disincentives have resulted in a lack of effective policy developments. Without well researched and marketed policy there is unlikely to be forward motion.

One obvious deficiency is the lack of information and understanding of telecommunications technologies throughout the general community, including amongst lecturers, teachers and trainers. What understanding people have is fragmented, disjointed and often confused with commercial brand names. High-end applications such as video conferencing are the most known and sought after by educators and trainers. However, once awareness is raised and sources of information provided, considerable interest may be shown in alternative technologies of a simpler and more affordable nature. Often, facilities are available for use but knowledge of their application to education and training is limited.

Educational and training administrators and policy developers in Australia could be fairly accused of all of Lange's sins in relation to developing the uses of telecommunications technology but they cannot all be overcome instantly. Also, decision-makers in education have been elevated to their management positions before these technologies became widely used. Hence management often lacks the essential base knowledge to make informed decisions.

This article arises from one of the activities of Western Australia's Telecommunications for Education and Training (TET) Task Force. One part of its work was to provide essential base-level information, in an accessible form, for education managers involved in making decisions about implementing telecommunications technology. This article is concerned with techniques for providing this kind of information.
The effective presentation of inquiry-based classroom experiments using teaching strategies that employ video and demonstration methods
Authors: Sever Songul , Oguz-Unver Ayse , Yurumezoglu Kemal
Published: April 2016

This study was conducted in the light of the philosophical framework of inquiry-based science education. The research involved the presentation of experiments on basic science concepts that have been tested for validity through inquiry-based processes. The experiments were formulated firstly to determine what differences there would be in student academic achievement and in their attitudes toward the school subject of Science and Technology when the experiments were introduced by demonstration or in a video. Another purpose of the study was to create technology-supported teaching materials to enrich the learning environment. The participants in the research were second-year pre-service teachers (N=149) who were students in classroom teaching. The study was of a quasi-experimental design and made use of a pretest, post-test and permanency test with a control group. The results then being merged with the observation notes of the researchers. The study set forth the strong and weak aspects of both teaching strategies and concluded that using both methods to complement each other would be effective in teaching and would also constitute an alternative to the teaching materials and strategies used in schools with scarce resources.

 
Self-emergent peer support using online social networking during cross-border transition
Authors: Ding Feng , Stapleton Paul
Published: April 2016

Transitioning from school to university is a major development for learners, often accompanied by difficulties. When overseas students arrive at university for the first time these challenges are multiplied. It is suggested, however, that these difficulties can be mitigated to a certain extent via the use of online social networks. The present study, using data generated by a group of 350 first-year students from mainland China (called QQ), explores how an online instant messaging service helped the students adapt to life in a Hong Kong university. Findings reveal that (a) first-year mainland students experienced specific problems at distinct stages; (b) the QQ provided informational, instrumental and emotional support for the students; (c) the QQ was self-emergent and had a clear annual cycle. It is argued that self-initiated peer support among students plays a vital role in higher education, especially at crucial periods such as school-to-university and cross-border transitions.
EFL learners’ strategy use during task-based interaction in Second Life
Authors: Chen Julian ChengChiang
Published: April 2016

Motivated by theoretical and pedagogical concerns that the link between second language (L2) learners’ second language acquisition (SLA) and language use in 3D multi-user virtual environments (MUVEs) is still not fully connected in current SLA literature, this study examined the patterns of English as a foreign language (EFL) learners’ employment of communication strategies during task-based interaction in Second Life (SL). Nine adult EFL learners worldwide were recruited, and they used their avatars to negotiate meaning with peers in interactional tasks via voice chat in SL. Results reveal that confirmation checks, clarification requests, and comprehension checks were the most frequently used strategies. Other types of strategy use were also discovered, such as a request for help, self-correction, and topic shift – accompanied by a metacognitive strategy and spell-out-the-word that had not been previously documented in task-based research in 3D MUVEs. This study demonstrated that SL could offer an optimal venue for EFL learners’ language acquisition to take place and prompt their cognitive processing during task-based interaction. Additionally, 3D multimodal resources afforded by SL provide additional visual support for EFL students’ input acquisition and output modifications. A call for more research on voice-based task interaction in 3D MUVEs is also needed.
The design of a study aid for synthesizing instruction
Authors: Youngblood Patricia
Published: April 2016

Experts in the field have acknowledged that the 1990s bring new challenges to the field of educational technology. The traditional models for designing instruction will need to be modified to address the new capabilities of emerging technologies (Alien, Dodge & Saba, 1989; Hannafin & Rieber, 1989). And research must be conducted to guide the development of instructional design and technology theory and models (Klein, 1989; Reigeluth, 1989).
In his review of the status of current research in instructional technology (IT), Clark (1989) recommends that future research must go beyond descriptive research methods to adopt prescriptive research methodology. He recommends that IT researchers use the more basic, descriptive research findings from individual differences and developmental psychology to create 'design prescriptions'. These prescriptions can then be used in design research to produce generalizations about the best methods to be used with specific tasks and learners to increase achievement and motivation. The study reported here is an example of this type of design research.

In this study the researcher used a prescriptive instructional design theory, the elaboration theory (Reigeluth & Stein, 1983), to construct a study aid called a theoretical synthesizer and test its effectiveness in helping biology students learn genetics principles.
Measuring participant performance: An alternative
Authors: Bumpass Susan , Wade David
Published: April 2016

This article presents the reasons for having faculty appraise participant performance during training. A methodology used to develop such an appraisal is explained and a sample of the behavioural description used is provided. The preliminary results suggest that faculty appraisal of participants' performance during training is a useful evaluation alternative.
Cognitive load theory as an aid for instructional design
Authors: Cooper Graham
Published: April 2016

This paper attempts to draw together several recent findings in educational psychology that have led to the development and application of cognitive load theory to the format of instruction (Chandler and Sweller, unpublished manuscript; Sweller, 1988). These findings are directly related to the processes involved in learning, and will ultimately affect the way instructional design is approached.
Cognitive load may be viewed as the level of 'mental energy' required to process a given amount of information. As the amount of information to be processed increases, so too does the associated cognitive load. Cognitive load theory suggests that effective instructional material promotes learning by directing cognitive resources towards activities that are relevant to learning rather than to processes that are an adjunct to learning.

Cognitive load theory grew out of research investigating the differences between experts and novices. This research will be discussed briefly before returning to the issue of cognitive load theory.
Training needs assessment (and application) in an accounting firm
Authors: Pirera Fiona , Singh Daljit
Published: April 2016

This paper outlines the implementation of a major project on assessing training needs in an Accounting firm (Touche Ross & Co). It discusses the various stages of the project including methodology selection, data collection, data analysis, reporting of results, application of results to course design and project evaluation. This project was carried out over a two year period (1987-1989).
Expert assistants - productivity to the power of ...!
Authors: Willie Sylvia
Published: April 2016

Expert Assistants, a type of Expert System, can improve productivity where learning time in a job is longer than a day or two. They can profitably be used to provide a new employee with the knowledge accumulated by their predecessor over a period of months or years. Development time using current shells is cost effective. The objectives of this paper are to give the reader (a) an appreciation of the functionality of an expert assistant, (b) a basic understanding of the potential for productivity enhancement from such a system, and (c) an appreciation of the possible extensions to general training systems.
A cross-cultural study of the implementation of microcomputers into schools
Authors: Fleer Marilyn
Published: April 2016

There is a strong commitment by education authorities for computer technology to become part of the curriculum in most Australian schools, however, little research has been focussed on how this will happen.

Many schools and education systems have had to rely on a trial and error method of implementation, resulting in a limited awareness of, and consideration for the:
...issues of equal opportunity or disadvantage. In fact, many of them (school staff) did not recognize a need for any special provision to address disadvantage due to gender, ethnicity, race or physical or mental handicap, (Jennings and Bradley, 1984, p.10).
The findings of this broad based review of Western Australian computing programmes was possibly an indication of general trends Australia wide. In 1985 the National Advisory Committee in Computers in Schools recommended that:
...planning committees will need to make special provision to encourage access to the program by groups such as girls, aboriginals, disadvantaged students and the disabled, (1985, p. 29).
It appears that only limited research is available to guide these committees on the identification of the special provisions needed to encourage access to the programme by these special groups. Given the cross-cultural context many educationalist work in, and the implications this holds for Aboriginal schools children, research into computer education for Aborigines is urgently needed.

This paper presents the research findings of a study which collected data on school and community perceptions about the introduction of computer technology and the implementation of computer education into six Western Australian Government schools with substantial Aboriginal enrolments. A significant number of factors were found to influence the take-up of the technology by individuals in schools. These factors, although focusing on Aboriginal education, were relevant to most school contexts and implementation plans for innovation.
Introducing teleconferencing to Turkey: Partnerships that work!
Authors: Murphy Karen L.
Published: April 2016

This paper describes the planning and results of Turkey's first international multi-point audio teleconference. The technology existed, and teleconferencing equipment and expertise were both available. Yet a multi-point teleconference had never been done before. The teleconference was the result of a carefully planned partnership between the Turkish government, private industry, and a major university. The paper concludes with a discussion of the potential of instructional teleconferencing in Turkey.
Educational broadcasting - just for kids?
Authors: Kenworthy Brian
Published: April 2016

This paper examines and compares the appropriateness of broadcasting and narrowcasting to delivering educational programs for adult learners. It describes some recent developments in Australia and gives a number of examples of how specific groups of students can be targeted by narrowcasting.
It examines the ability of television to be used in a live, interactive capacity using as a major example North Island College and the Knowledge Network in British Columbia, Canada and discusses the recent report of The House of Representatives Standing Committee on Employment, Education and Training, An Apple for the Teacher? Choice and technology in learning and comments upon a number of recommendations that the Committee made about education and television.
The exchange of information on instructional materials: An evaluation for planned change in Australian education
Authors: Watt Michael G.
Published: April 2016

This article is a summary of a final report on an evaluation project. This evaluation project presented a plan for a program to establish a clearinghouse for exchanging qualitative and quantitative data on instructional materials used in Australian schools. A range of elements necessary to plan a program suited to Australian requirements and conditions was investigated.
Evaluation of training and development programs: A review of the literature
Authors: Foxon Marguerite
Published: April 2016

This paper outlines some of the findings of a research project on evaluation, which involved a review of the Training and Development (journal) literature for the period 1970-1986. An annotated bibliography was produced by the author as part of the project.
Rethinking the selection of learning technologies
Authors: Hedberg John G.
Published: April 2016

In this paper, the criteria for selecting modern learning technologies are discussed and it is suggested that four teaching/learning activities might form the basis for selection combined with a number of types of conceptual representations. The most important aspects for a designer are the match between learning task and its ability to be presented or manipulated by the learner using a decreasing range of information technologies.
The ABC's changing role as a provider of education television programs
Authors: Ramsay Grahame
Published: April 2016

The ABC's role as a telecaster of educational programs has undergone fundamental change since it became a corporation. Yet these changes have not attracted the publicity and debate that alterations to the ABC Television's evening schedule have. TV transmission that was once tailored to State needs is now beamed nationally by satellite. Advisory links between the ABC and State Education Departments have been severed. Copyright continues to present problems and the provision of entertainment and education programs for children has been merged under the control of one department. This paper examines the ABC's former role as a producer of educational television programs, looks at the recent policy changes, and suggests some possibilities for the future. It also considers the rise of alternatives to the ABC in education program making and distribution.
In flight or in plight? The current state of audio visual departments in Australian CAEs
Authors: Norman Mark
Published: April 2016

Given that the Commonwealth Government intends to maximise the number of students in tertiary education with a minimum increase in funding, this research aimed to review the effects of reduced Government funding on the services of Audio Visual Departments between 1980 and 1986. This study sets a "bench mark" on the current state of Audio Visual Departments. The scenario formed by the responses is not encouraging. Funding cuts, static or reduced staff profiles, aging equipment and an increased demand for resource production and training courses are just a few of the problems facing managers of the Audio Visual Departments.
If Audio Visual Departments are to provide effective and efficient services to meet the demands of their institution's academic and administrative staff, and the students, then there must be immediate "catch up" funding to allow managers to replace obsolete equipment built up over the last eight to twelve years. The effects of devaluation and inflation must be recognised and adjustments made with each funding grant to Colleges of Advanced Education. Most importantly, institution management must work with the Audio Visual Department's clients to determine the level of service required from the Department to effectively support training and development of competent graduating students within all disciplines.
Adaptation criteria for the personalised delivery of learning materials: A multi-stage empirical investigation
Authors: Thalmann Stefan
Published: April 2016

Personalised e-Learning represents a major step-change from the one-size-fits-all approach of traditional learning platforms to a more customised and interactive provision of learning materials. Adaptive learning can support the learning process by tailoring learning materials to individual needs. However, this requires the initial preparation of content upfront, which is a laborious task – and organizations have to target their limited resources effectively. In order to guide the process of creating adaptive learning materials, the criteria for adaptation – or adaptation needs – have to be known. The aim of this paper is to identify these adaptation criteria, applying a mixed method procedure. First, thirty adaptive systems selected from the literature are investigated using a qualitative content analysis. Then, the resulting set of adaptation criteria is validated by experts in the form of a series of two online questionnaires. As a result, a set of 13 adaptation criteria representing different adaptation needs emerge.
EdTech'88 - designing for learning
Authors: Boomer Garth
Published: April 2016

Garth Boomer was asked to be the Conference Moderator for EdTech'88 -the Australian Society for Educational Technology's biennial Conference held in Canberra in September 1988. By design, his role was not clearly defined by the organisers - he was merely required to start the Conference off by providing delegates with some focus for the following three days of sessions, and to come back at the end of the Conference with his interpretation of what had happened. Here is what he said in both opening and closing the Conference.
Futures for computer-based training: Developing the learner-computer interface
Authors: Sims Rod
Published: April 2016

Often regarded as the solution to effective skills development, Computer-Based Training (CBT) is now satisfying many training demands. However, despite continued developments with instructional technology in areas such as embedded CBT and intelligent instructional systems, CBT remains a support mechanism for staff development rather than an integral component of computer-based information systems, and often fails to address the individual attributes of the learner. A model is proposed integrating the advanced components of intelligent CBT (interaction, individualisation, availability) based on human factors issues to provide a user-based operational environment. A second section appraises six variables (instructional design, technology, cognitive style, screen design, transfer and retention, and learner-computer interface) to describe an updated methodology for the design, development and implementation of technologically-advanced CBT systems. By reinforcing the capabilities of CBT and integrating these with changes in information technology, the scene is set for development and growth in learning through computer-based and learner-centred educational systems, founded on context-sensitive learner-computer interface.
Artificial intelligence and expert systems in education: Progress, promise and problems
Authors: Romiszowski Alexander
Published: April 2016

It is not our purpose here to get into a deep analysis of the meanings and accepted definitions of Artificial Intelligence and Expert Systems. Indeed it appears that no universally accepted definitions exist, a fact that is bemoaned by some authors as a source of much confusion in the field and an open invitation to "exploit the hype - being generated about the field in popular and quasi-technical media" (Harris and Owens, 1986). In their opinion, the artificial half of AI is generally taken to meanman-made, but there is much disagreement and lack of definition as regards the term intelligence as used in this context. Some researchers even refuse to be associated with this term. For example, I once attended a seminar given by Gordon Pask the cybernetician and creator of the CASTE system of conversational CAI (a name often quoted in the AI literature), in which he argued that AI does not exist, on the grounds that:
if a machine were to act in a way that one recognised as being intelligent, then the machine will be intelligent (why the need for the prefix artificial), but
 

he has not as yet seen a machine that is truly intelligent and doubts if he ever will (on the grounds that, for him, true intelligence has an affective/ emotional component and he has never seen machine display emotion).
The impact of new communication technologies on role and function in traditional education support services
Authors: Murphy Graeme
Published: April 2016

Focusing on the function and role of educational support services in the light of continuing technological development, this paper discusses the changing relationships between managerial and task performance levels in tertiary educational organisations. Specific reference is made to the impact of computer technologies and the demands of the user.
Technology in distance education: Turbo charging the horse and buggy
Authors: Smith P. J.
Published: April 2016

This paper argues that educationists will have to re-consider their present attitudes to education if the full potential of technology is to be realised in distance education. In particular the paper addresses the issues of structure and external studies, the needs of education and training and the need to explore the concept of open learning.
Educational technology assets for marketing: Product, process, package
Authors: McNamara Sue
Published: April 2016

Educational Technology is perhaps the one field in education which is readily equipped to deal with the challenges being given to Education in Australia today. A brief review of the concepts and components of Educational Technology highlights some of the positive responses which Educational technology can offer to the current dilemmas facing education.