bluuebunny/crossref_metadata_2025 huggingface dataset:
PENGUATAN LITERASI LINTAS BUDAYA MELALUI PEMBELAJARAN FILM PADA SISWA-SISWA SMA NEGERI 4 SEMARANG
Authors: Suryaningsih Sukarni , Wilujeng Sri Rahayu
Published: June 2024

ABSTRAKMelakukan peran sebagai sarana edukasi dan hiburan, film bermuatan budaya memiliki nilai lebih karena di dalamnya penonton berkesempatan untuk belajar mengenai persamaan dan perbedaan antar budaya. Eksistensi film sebagai sarana hiburan memungkinkan masyarakat menyerap dengan lebih mudah unsur-unsur budaya yang sebelumnya tidak mereka ketahui dan pahami. Melalui kegiatan pendampingan untuk menambah pemahaman budaya, kegiatan pengabdian masyarakat ini mengajak siswa-siswa SMA untuk memiliki literasi budaya sehingga topik tayangan film yang di dalamnya terdapat unsur-unsur budaya seperti etika, norma, gaya hidup dapat mereka sikapi dengan bijakKata kunci : film, budaya populer, literasi budaya, pemahaman budaya  ABSTRACTPlaying its role as a means of education and entertainment, films with cultural content have added value since the audience has the opportunity to learn about the similarities and differences among cultures. The existence of films as a means of entertainment allows people to more easily absorb cultural elements that they previously did not know and understand. Through mentoring activities to increase cultural understanding, this community service activity invites high school students to have cultural literacy so that they can approach wisely the topics of film shows which contain cultural elements such as ethics, norms, lifestyles.Keywords : film, popular culture, cultural literacy, cultural understanding
The CSU Online Learning model
Authors: Klapdor Tim
Published: June 2024

One of the key components of the CSU Distance Education Strategy is the articulation of an Online Learning and Teaching Model consisting of a set of elements which are known to result in increased student engagement. Increasing student engagement and connectedness is an important goal because of its link to measures of teaching quality, retention and overall satisfaction. This poster is a visual representation of those key elements and provides a unique way contextualizing learning design, activity and technology that results in increased student engagement.
Let's Talk Learning Analytics and Student Retention
Authors: Heath David , West Deborah , Huijser Henk
Published: June 2024

This poster presents a summary of an Australian Government Office for Learning and Teaching strategic commissioned project titled Learning Analytics: Assisting Universities with Student Retention. The project was descriptive and exploratory, with data collection occurring between July, 2014 and March, 2015. A mixed method design was employed. The project occurred at a time when many institutions were actively exploring their options so a primary focus was on highlighting crucial issues in relation to learning analytics implementation. Following the data collection phase, a framework and accompanying set of discussion questions were developed to emphasise the importance of systematic discussion in making sense of and harnessing the opportunities afforded by learning analytics for student retention purposes.
Digitise Your Dreams the Indigenous Way
Authors: Matthews Aaron , Aggarwal Rachna , Lim Siew Leng
Published: June 2024

Dreamtime stories are the Indigenous way of understanding the world. These stories gave unity and purpose to Indigenous societies in the past and are important today in maintaining their identity and culture. They are seen to be the beginning of knowledge and thus make them good artefacts for capturing learning experiences. Research has shown that the sharing of stories from experience helps student see the purpose of learning hypothetical or conceptual content (Bittel & Bettoi, 2014). As such, the key to learning would lie with the choice and design of stories to make sure their connections with real world problems and prior knowledge are prominent. A digital story strategy captures the entire enquiry process by acting as the channel for self-expression in a digital era, including students’ information fluency towards constructing knowledge based on what they have observed and reflected on, to developing the ability to apply this new knowledge to a problem later (Kervin et. al., 2014). Riesland (2005) wrote that visual literacy education will empower the twenty-first century students with the skill to survive in a dynamic and fast revolving online world as they learn to decipher hypermedia information to develop critical thinking and analytical skills.
Metacognitive Development in Professional Educators
Authors: Abu Askar Reem
Published: June 2024

This research focuses on three areas: 1) The interaction between practising teachers’ metacognitive knowledge and regulation skills in relation to their classroom practices using mobile technologies; 2) perceived barriers and facilitators to the successful integration and use of mobile technology in the classroom; and 3) the impact of introducing a professional development programme (iPads Professional Development Programme) (iPDP) aimed at developing tertiary teachers’ metacognitive knowledge and regulation skills in order to improve their classroom practices. The main purpose of this study is to determine whether the development of teachers’ metacognitive knowledge and skills improves teachers’ pedagogical practices and integration of mobile technologies, such as iPads, and increases their proficiency using mobile devices for teaching and learning in tertiary blended classroom environments in New Zealand. This aligns with the “educational design research’s” (EDR) characteristics of offering practical solutions to real-world problems from the perspectives of both the participants and the researchers.
Is Student Transition to Blended Learning as easy as we think (and what do they think)?
Authors: Miles Carol
Published: June 2024

This is about the students. In the move to ‘flipped’ or blended modes of delivery, universities are spending all of their energies focusing on course design and upskilling academics, and assuming that students will easily embrace the new methodologies that are integral to blended learning approaches. We make this assumption based on the belief that they are au fait with all things technology when that may not be true. What we are doing is radically changing what they are experiencing as learning delivery methods, compared to what they had expected. Through implementation of these new blended learning delivery models, we have fundamentally changed what they are expected to do as students. We do this without sufficient warning and support mechanisms for this radical new way of learning. We must engage the students in this discussion and really LISTEN to what they want and need. We must conduct robust research that will inform our course design and teaching practices, our student advising and support, and we must begin now.
Learning analytics
Authors: Liu Danny Yen-Ting , Rogers Tim , Pardo Abelardo
Published: June 2024

The rise of learning analytics in the last few years has seen fervent development from institutions, researchers, and vendors. However, it seems to have had a laggard reception in higher education. Peering behind some barriers to adoption, we question whether common approaches that address the economics of low hanging fruit distract us from asking and answering deeper questions about student learning. This may lead to destructive feedback loops where learning analytics, swept by the currents of institutional agendas and cultures, does not deliver upon its promises to those who need it most - students and educators.
The “I”s have it
Authors: Jones Hazel
Published: June 2024

Learning Analytics are increasingly becoming commonplace in tertiary institutions and there are many frameworks and implementation strategies that have been developed to assist institutions in effective take up. Most of these are aimed at an institutional level and at strategic development, often with a key aim of improving student retention. This paper briefly discusses and compares these frameworks and introduces an alternative, complementary framework that is aimed at a practical level of implementation for groups or teams, be this a discipline group or a project team. The framework is built on 6 “I”s – impetus, input, interrogation, intervention and impact, all within an institutional context.
On the Evaluation of OLEs Using the HEART Framework
Authors: Flaounas Ilias , Kokkinaki Aikaterini
Published: June 2024

In 2010 Google's researchers introduced the HEART framework for the evaluation of online products. HEART, which stands for Happiness, Engagement, Adoption, Retention and Tasks, tries to provide guidance on a set of key metrics that need to be measured in order to evaluate an online product in an objective and holistic manner. While each metric quantifies an angle of key factors, we need all of them in order to achieve safe conclusions. Our position is that the same framework could be used in the assessment of the deployment of an OLE. We present the framework and an example of its application.
Decisions and designs for building enterprise learning systems within an enabled learning paradigm
Authors: Allan Garry , Pawlaczek Zosh
Published: June 2024

Student learning data is now a currency of value for both our educational institutions and the increasing number of third party providers that complement and extend the university learning management system. Detailed awareness of the data management practices of these providers is of increasing relevance to the governance of enterprise learning system design, and in parallel educators need to be cognisant of the core data practices of third party technologies that they deploy within their teaching environments.
Vertical learning in Agricultural Science
Authors: Yench Emma , Grommen Sylvia
Published: June 2024

This discussion paper will report on the development, trial and evaluation of an initial pilot, and invites suggestions and constructive criticism from interested peers. The online biosphere will be trialled in semester 2, 2015, with a prototype biosphere environment consisting of background stories contextualising one narrative and associated problem-solving learning activity relevant to two second year subjects, Animal Nutrition (AGR2AN) and Biochemistry for Agricultural and Animal Sciences (AGR2BAA).
Applying Adaptive Comparative Judgement to videos as an indicator of ‘At Risk’ teaching performance
Authors: Geer Ruth Elizabeth
Published: June 2024

This presentation will discuss whether the findings of this investigative study have been effective in identifying 'At risk' pre service teachers.
Institution wide information privacy frameworks to support academics in the use of learning analytics
Authors: Dobozy Eva , Heath Jennifer , Reynolds Pat , Leinonen Eeva
Published: June 2024

Lecturers invest time and effort in developing, implementing and evaluating their learning designs. They are also increasingly interested in and engaged with the capture of changes in student engagement and utilization patterns and learning outcomes using learning analytics tools. These new analytics tools make individual student surveillance possible. Given these rapid developments, there is now an urgent need for educators and learning analytics researchers to think about the ethics of learning analytics and the protection of individual privacy. This presentation will consider the importance of an Institution wide privacy framework to support learning analytics. Institution wide frameworks provide protection for both students and academic staff as they engage with learning analytics and should provide the academic staff with clarity regarding ethical matters that often arise in this domain. Key features of institution wide frameworks include: governance structures; responsibility for action; maximum transparency; privacy principles consistent across diverse education delivery methods; legislative requirements met; suitable student consent mechanisms and; a clear secondary use of data policy.
Learning Analytics Special Interest Group
Authors: Lynch Grace , Pardo Abelardo
Published: June 2024

The ascilite Learning Analytics Special Interest Group (LA SIG) aims to promote and develop awareness and resources surrounding Learning Analytics and its application to learning and teaching. The LA SIG sharing practice session will: ???? facilitate networking for LA researchers and practitioners; ???? facilitate sharing of outstanding practice in LA via presentations from the three finalists in the LA SIG Awards program. The Awards finalists will share their experiences and lessons learned in relation to their nominated projects/practices. The 2015 Award winner will also be announced during the session; and provide updates on what’s happening in the Learning Analytics community within Australia/New Zealand and beyond. The session will have the following structure: 1. Latest developments in the Learning Analytics community in Australia/NZ and an update from the Society of Learning Analytics Research (Dr Grace Lynch and Dr Abelardo Pardo) 2. Presentations from the finalists for the 2015 Award for Excellence in Learning Analytics: moderated by Simon Welsh 3. Discussion and Q&A: moderated by Simon Welsh 4. Announcement of the 2015 Award winner: Dr Grace Lynch and Dr Abelardo Pardo.
#NPF14LMD Learners and Mobile Devices: Sharing Practice
Authors: Cochrane Thomas , Frielick Stanley , Narayan Vickel , Sciascia Acushla Dee
Published: June 2024

NPF14LMD is a National AKO Aotearoa funded two year project exploring the key issues surrounding learners and mobile devices. The project encompassed six tertiary institutions across New Zealand, involving over 50 practitioners and several hundred students. The sharing practice session will report on some of the key findings from this project after two years of implementation.
A gamified eLearning approach to teaching food regulation
Authors: Teychenne Danielle
Published: June 2024

Knowledge of food regulation in Australia and New Zealand is fundamental for higher education nutrition students. Despite its importance, students are often disengaged with the learning content as it involves legislation, regulatory bodies, complex application procedures, food safety testing and political debates that often dismiss scientific fact. At a university in Victoria, students were taught this content in a passive, 2-hour, face-to-face lecture. This lecture did not provide any active learning opportunities for the students to apply their newfound knowledge. This paper describes a proposed pilot project to address learner disengagement through a gamified eLearning tool, The Story of Hemp. This digitally immersive teaching approach aims to reengage students with a real world context for their learning, leaving them with a greater sense of identity and significance as budding nutritionists.
The value of digital critical reflection to global citizenship and global health
Authors: Stoner Lee
Published: June 2024

This paper will contend that digital critical reflection can play a key role in tackling contemporary global health concerns. More specifically, institutes of higher education can utilize study abroad to foster global citizenship, which in turn may empower students to become civically engaged and potentially drive social change. However, global citizenship, as an educational outcome, is optimally facilitated when educational experiences are married with appropriate pedagogy, including the shaping of subsequent understandings and actions with critical reflection. This paper will discuss a pre-existing global health study abroad course, and outline: (1) why critical reflection is an essential step to fostering global citizenship, and (2) how digital story telling is being utilized to enrich the critical reflection process.
Digital andragogy
Authors: Sheffield Rachel , Blackley Susan Ellen
Published: June 2024

This paper revisits the term “andragogy” (adult education) and develops new ways of working in tertiary education based upon an analysis of the skills and dispositions of 21st century learners through the lens of adult education, and the affordances of readily accessible digital technologies. These ways of working constitute what we term “digital andragogy”. In order to engage and retain students and revitalise tertiary education, lecturers need to take account of the profiles of their learners and seek to create learning spaces that best suit their needs and wants. We posit that tertiary learners should be encouraged and supported to transition from pedagogical practices experienced in their school years to tertiary education contexts for learning that are grounded in digital andragogy. Described in this paper is a proof-of-concept project that is currently being undertaken with 88 undergraduate students in a Bachelor of Education Primary course.
A digital what?
Authors: Lamond Heather , Rowatt Andrew John
Published: June 2024

This paper outlines a work in progress to create a shared learning space that will enable teaching staff to be exposed to a broad range of established and emerging digital technologies with the aim of increasing their digital literacy and self-efficacy levels so that technologies can be integrated into teaching practice. The project is a partnership between the Centre for Teaching and Learning, and the Library and will facilitate easy, supported access to technologies that individual teaching staff would not otherwise be able to experience. Premised on the importance of experiential learning to develop knowledge, skills and confidence the space will be designed for collaborative and playbased learning and development.
Badging digital pathways of learning
Authors: Gibson David , Coleman Kathryn , Irving Leah
Published: June 2024

Educators worldwide are witnessing a change in thinking concerning digital learning, teaching and assessment resources as well as the theories and practices connected to making claims about learning based on digital evidence. These shifts are occurring as three elements have combined to form new digital pathways for learning: 1. Self-organizing online global communities engaged in informal learning activities, 2. A new globally supported mechanism for sharing and managing data, files, images and metadata concerning those activities known as ‘open badges’, and 3. Rapidly changing conceptions of higher education, continuing education, and the boundaries of informal to formal learning. So in addition to learners being on a personal learning journey to fulfill their aspirations for professional growth, higher education institutions world wide are also on learning journeys to modernize and respond to these changes, which have the potential for disruption and transformation of the university’s business model and role in society.
A comparison of undergraduate student experiences of assessed versus non-assessed participation in online asynchronous discussion groups
Authors: Douglas Tracy , Mather Carey , Murray Sandra , Earwaker Louise , James Allison , Pittaway Jane , Robards Brady , Salter Susan
Published: June 2024

This paper discusses a pilot study investigating perceptions from undergraduate students enrolled in units in which asynchronous online discussion boards were utilised formatively or linked to summative assessment. Of the influences that determine level of student engagement in online discussions, one key factor is whether discussions are assessed. Whilst assessing student discussions does motivate participation, this approach is not always valued by students as they are critical of the value of asynchronous discussion boards to their learning. The type of postings can be an influencing factor in student engagement, with effective facilitation, clear purpose and group participation perceived to be important. Students also viewed discussion boards as a platform in which peer engagement and information sharing occurred. Students who were enrolled in a unit in which discussion postings were assessed demonstrated emerging critical thinking skills. Students strongly indicated discussion boards must be fit-for-purpose and integrated into the curriculum regardless of whether they are assessed or not.
An investigation of blended learning experiences of first-year Chinese transnational program students at an Australian university
Authors: Dai Kun
Published: June 2024

The extensive uses of information and communication technologies (ICT) in higher education have reformed the traditional classroom-based study mode. Blended learning, the combination of online and offline learning methods, has become an essential teaching and learning strategy for both instructors and students. An increasing number of Chinese students choose to conduct their undergraduate study through China-Australia transnational programs. Due to the differences in teaching and learning styles between Chinese and Australian universities, the perceptions of transnational students on blended learning strategies may impact their study experience and the adaptation to a different environment. Although previous studies have investigated learning experiences and adaptation issues of Chinese students from various perspectives, limited studies have explored the perceptions of Chinese transnational program students on blended learning in their first-year Australian study. This study describes a series of preliminary qualitative findings of these students blended learning experiences, especially the online section, in an Australian university.
Loop
Authors: Corrin Linda , Kennedy Gregor , De Barba Paula , Bakharia Aneesha , Lockyer Lori , Gasevic Dragan , Williams David , Dawson Shane , Copeland Scott
Published: June 2024

One of the great promises of learning analytics is the ability of digital systems to generate meaningful data about students’ learning interactions that can be returned to teachers. If provided in appropriate and timely ways, such data could be used by teachers to inform their current and future teaching practice. In this paper we showcase the learning analytics tool, Loop, which has been developed as part of an Australian Government Office of Learning and Teaching project. The project aimed to develop ways to deliver learning analytics data to academics in a meaningful way to support the enhancement of teaching and learning practice. In this paper elements of the tool will be described. The paper concludes with an outline of the next steps for the project including the evaluation of the effectiveness of the tool.
Using expectation confirmation theory to understand the learning outcomes of online business simulations
Authors: Benckendorff Pierre , Gibbons Belina , Pratt Marlene
Published: June 2024

The purpose of this paper is to contrast learners’ expectations of the knowledge and skills developed by an online business simulation at the start of the semester with their perceptions of how well the simulation performed in meeting these expectations at the end of the semester. The study draws on expectation confirmation theory to measure the expectations and perceived performance of two business simulations. Data were collected from 225 students studying at two Australian universities. The findings indicate that both online business simulations performed strongly in terms of helping learners understand strategy, real world problems and the importance of interaction and cooperation between different business departments. Both simulations also performed well in developing skills across all five levels of Bloom’s taxonomy. There were some notable differences between expectations and performance between the two cohorts and the implications of these differences for business simulation choice and design is discussed.
Features of an online English language testing interface
Authors: Al-Nadabi Zakiya
Published: June 2024

This paper describes an online English language proficiency testing platform that uses Moodle- hosted selected and open response questions along with other useful features. These features include enhanced test security settings aided by the Safe Exam Browser; an embedded MP3 player for listening skills; and a split screen mode for reading tests. The paper highlights significant elements of this particular approach to testing as they apply to formal high-stakes e-exams (testing of learning) and for continuous assessment (testing for learning). Snapshots of sample online test materials illustrate these features. Issues of concern in the field of web-based, computer-assisted assessment will be discussed in light of experience gained from a recent pilot study in which this interface was used in a series of mock exams in 2015.
Remote Access Laboratories for Preparing STEM Teachers
Authors: Ting Wu , Albion Peter , Orwin Lindy , Kist Alexander , Maxwell Andrew , Maiti Ananda
Published: June 2024

Bandura’s self-efficacy theory provided the conceptual framework for this mixed methods investigation of pre-service teachers’ (PSTs) self-efficacy to teach Science, Technology, Engineering and Mathematics (STEM) subjects. The Science Teaching Efficacy Belief Instrument-B (STEBI-B) was modified to create the Technology Teaching Efficacy Belief Instrument (T-TEBI). Pre-test and post-test T-TEBI scores were measured to investigate changes in PSTs’ self-efficacy to teach technology. Interviews and reflections were used to explore the reasons for changes in pre-service teachers’ self-efficacy. This paper reports results from a pilot study using an innovative Remote Access Laboratory system with PSTs.
Higher Education Teachers’ Experiences with Learning Analytics in Relation to Student Retention
Authors: West Deborah , Huijser Henk , Heath David , Lizzio Alf , Toohey Danny , Miles Carol
Published: June 2024

This paper presents findings from a study of Australian and New Zealand academics (n = 276) that teach tertiary education students. The study aimed to explore participants’ early experiences of learning analytics in a higher education milieu in which data analytics is gaining increasing prominence. Broadly speaking participants were asked about: (1) Their teaching context, (2) Their current student retention activities, (3) Their involvement in, and aspirations for, learning analytics use, (4) Their relationship with their institution around learning analytics. The sampled teaching staff broadly indicated a high level of interest but limited level of substantive involvement in learning analytics projects and capacity building activities. Overall, the intention is to present a critical set of voices that assist in identifying and understanding key issues and draw connections to the broader work being done in the field.
Paving the way for institution wide integration of Tablet PC Technologies
Authors: Taylor Diana , Kelly Jacqui , Schrape Judy
Published: June 2024

The implementation of a new technology into an institution can be challenging when faced with limited support and restricted procurement procedures. Academics in the Faculty of Science and Engineering at Curtin University have been using tablet PC technology for several years to transform passive presentations into media rich, collaborative and engaging learning experiences. Recent advancements in tablet PC technology have stimulated new interest in tablet technology but also raises the question of how a university responds to the support and procurement of such new technology. In addition, what professional development is required to ensure that staff are comfortable and competent when teaching effectively with these devices. This paper presents the experiences and findings from a Community of Practice at Curtin University that embarked on evaluating and implementing three models of tablet PC at the university. The Community also engaged in a number of different professional workshops that demonstrated various strategies and fostered communication around current practice. The outcomes presented in this paper indicate the need to support academics using tablet PC’s in a responsive way rather, rather than being prescriptive on tools available through service agreements. The collaborative approach to investigating an educational technology situation used in this project could be seen as a model applicable to other contexts that involve many stakeholders across an institution.
Learning Design for digital environments
Authors: Soulis Spiros , Nicolettou Angela
Published: June 2024

Digital learning environments are a catalyst for change and development in Higher Education. One way to respond to this is by going to the foundation of the environment – the learning design process. Using an Australian university’s major project in learning design as an example, this paper will look at how students need to be active members of Curriculum Design Teams to ensure that responsive, relevant and engaging digital learning ecosystems are created. Strategies based in design thinking, socio technical systems, learners as designers, and agile methodologies for project management, will be shown to be central to the effectiveness of the project. Challenges emerging from the projects’ implementation are identified as key directions to be addressed in the evolution of the process.
Analysis of MOOC Forum Participation
Authors: Poquet Oleksandra , Dawson Shane
Published: June 2024

The integration of social learning practices into massive open online courses (MOOCs) raises numerous learning and teaching challenges. While research into formal online education has provided some insight into the strategies for facilitating online learner-to-learner and learner-to-teacher interactions, the differences between MOOCs and more mainstream online courses impede any direct adoption and application. This paper reports a study linking the analysis of MOOC learner and teacher interactions to those in formal online education. The study compares MOOC forum activity of the individuals occasionally posting on the forum, and the ones contributing to the forum regularly. Through the social network analysis of forum posting and voting, we highlight the similarities and differences in how the networks of regular and occasional participants develop and interact. The findings provide some insight into how social learning practices can be promoted regardless of the course population size.
Strong and increasing student demand for lecture capture in the changing Australian university classroom
Authors: Miles Carol
Published: June 2024

As the use of classroom lecture capture gains wide acceptance and application around the world, this technology is quickly moving into the mainstream for university teaching. The paper reports preliminary findings of a student survey conducted by Echo360 across seven Australian universities to gain student feedback and perspective on the use of lecture capture technology, focusing on the use of the technology and student results at the University of Newcastle, Australia. Specific focus is applied to the use of lecture capture to enhance the flipped and blended styles of teaching and learning that are currently being implemented.
Prior knowledge, confidence and understanding in interactive tutorials and simulations
Authors: Lodge Jason , Kennedy Gregor
Published: June 2024

The balance between confidence and understanding can be difficult for students to manage, particularly in digital learning environments where they start with different levels of prior knowledge. The level of prior knowledge and perception of how well understood this prior knowledge is will drive the level of engagement and integration of new knowledge as students are exposed to it. Exploring the relationship between these factors is therefore important for the design of digital learning environments. In this paper we describe two studies examining the levels of confidence and understanding reported by students completing interactive and non-interactive exercises in a digital learning environment. The reported levels of confidence and understanding are then contrasted against pre- and post-test performance and self-reports of the experience completed at the conclusion of the session. The results suggest that students’ prior knowledge influences their confidence and perceived difficulty of the material but does not necessarily influence performance.
An enhanced learning analytics plugin for Moodle
Authors: Liu Danny Yen-Ting , Froissard Jean-Christophe , Richards Deborah , Atif Amara
Published: June 2024

Moodle, an open source Learning Management System (LMS), collects a large amount of data on student interactions within it, including content, assessments, and communication. Some of these data can be used as proxy indicators of student engagement, as well as predictors for performance. However, these data are difficult to interrogate and even more difficult to action from within Moodle. We therefore describe a design-based research narrative to develop an enhanced version of an open source Moodle Engagement Analytics Plugin (MEAP). Working with the needs of unit convenors and student support staff, we sought to improve the available information, the way it is represented, and create affordances for action based on this. The enhanced MEAP (MEAP+) allows analyses of gradebook data, assessment submissions, login metrics, and forum interactions, as well as direct action through personalised emails to students based on these analyses.
Conditions for successful technology enabled learning
Authors: Henderson Michael , Finger Glenn , Larkin Kevin , Smart Vicky , Aston Rachel , Chao Shu-Hua
Published: June 2024

This paper reports on the findings of a 16 month project funded by the Australian Government Office for Learning and Teaching. The project utilized an iterative mixed method design to investigate (a) what digital technologies are used and valued by students and educators for learning, and (b) the different factors within the ‘ecology’ of the university that contribute to these successful uses of digital technology. In total 2838 students and staff across two Australian universities and a further 114 leaders from all 39 Australian universities participated in the project. Through large scale surveys and in depth case studies thirteen ‘conditions for success’ were identified that appeared to stimulate, support, and/or sustain specific success stories. These conditions relate to different aspects of the ‘ecology’ of higher education – from individual skills and attitudes through to institutional policymaking. This paper describes the conditions for success, and concludes with challenges to the higher education sector.
A ‘participant first’ approach to designing for collaborative group work in MOOCs
Authors: Dona Kulari Lokuge , Gregory Janet
Published: June 2024

This paper discusses the learning design of two Massive Open Online Courses (MOOCs), the Carpe Diem MOOC and the Autism MOOC, both of which were designed and delivered by Swinburne University of Technology in Melbourne, Australia. The authors propose a set of principles to guide the design and development of MOOCs where the intent is to facilitate interaction and peer support between participants. They present details of how these principles were enacted in the design of the Carpe Diem MOOC and the Autism MOOC, particularly in the design of groups, and suggest that these principles can be viewed as a ‘participant first’ approach to design. Key elements of this approach include accessibility, navigation, clarity and consistency, purposeful use of tools and resources and effective support to enable participants to engage easily in collaborative work in MOOC environments.
Learning design for science teacher training and educational development
Authors: Bjælde Ole , Caspersen Michael , Godsk Mikkel , Hougaard Rikke , Lindberg Annika
Published: June 2024

This paper presents the impact and perception of two initiatives at the Faculty of Science and Technology, Aarhus University: the teacher training module ‘Digital Learning Design’ (DiLD) for assistant professors and postdocs, and the STREAM learning design model and toolkit for enhancing and transforming modules. Both DiLD and the STREAM model have proven to be effective and scalable approaches to encourage educators across all career steps to embrace the potentials of educational technology in science higher education. Moreover, the transformed modules have resulted in higher student satisfaction, increased flexibility in time, pace, and place, and in some cases also improved grades, pass rates and/or feedback.
Enhancing Queensland Pre-service Teachers' Self-efficacy to Teach STEM By the use of Remote Access Laboratories
Authors: Wu Ting
Published: June 2024

Education for Science, Technology, Engineering, and Mathematics (STEM) is acknowledged as a priority around the world. However, many primary and secondary teachers are inadequately prepared for teaching STEM because of their limited exposure in their own schooling and teacher preparation. The Remote Access Laboratories for Fun, Innovation and Education (RALfie) project offer opportunities to provide a variety of STEM experiences available to students and teachers in schools, especially those in remote locations. they also have potential for influencing teachers' self-efficacy to teach STEM by building up their capacities and capabilities to teach technologies. The mixed methods research is investigating how engagement with RALfie influences teachers' self-efficacy for teaching STEM.
Refocussing support on locally connected, digitally enabled communities of practice
Authors: Tull Susan
Published: June 2024

Investigation of a new support model for professional development in the pedagogical use of technologies found that local communities of practice were preferred over a panuniversity online community of practice. The support model was refocussed to digitally enable the development of locally connected communities of practice. This poster displays the two models, the research findings which supported their development, and recommendations for future developments.
Enhancing Workplace Learning through Mobile Technology
Authors: Trede Franziska , Markauskaite Lina , Goodyear Peter , Macfarlane Susie , Tayebjee Freny , McEwen Celina
Published: June 2024

Technology-mediated learning (TML) and workplace learning (WPL) are major priorities for universities. TML is core to the dynamic growth and modernization of university education, and WPL is an essential strategy used by universities to prepare students for future work. In Australia, both are rapidly changing practices, providing new possibilities and challenges. Though these two areas have largely remained separate in educational literature and practice, the integration of TML and WPL can provide important opportunities to bridge university and the workplace as well as build students' digital capacities and online professional identities. This poster presents a mobile resource for named the "GPS for WPL", aimed at helping students, academics and workplace educators to improve professional learning experiences by making better use of mobile technology. This resource was designed as part of a project funded by the Office for Learning and Teaching, entitled "Enhancing Workplace Learning through Mobile Technology"
Avaliação da atividade antimicrobiana e potencial conservante do óleo essencial de orégano (Origanum vulgare)
Authors: Pimenta Priscila Abreu , Silva Ana Paula Sousa , Andrade Gustavo Borges , Souto Ricardo Bizogne , Mota Milleno Dantas
Published: June 2024

Conservantes antimicrobianos são aditivos que retardam ou inibem o desenvolvimento de microrganismos que podem ser prejudiciais à saúde humana; há uma grande diversidade de conservantes utilizados no mercado, mas percebe-se uma tendência mundial crescente do uso de produtos e conservantes naturais. Óleos essenciais (OE) são potenciais agentes conservantes naturais, pois são metabólitos secundários sintetizados por plantas aromáticas e medicinais. Entre a espécies mais utilizadas de forma convencional para fins antissépticos, está o orégano. Apesar da grande quantidade de dados sobre a composição química do OE de orégano, verificou-se que a composição e as propriedades biológicas ainda não foram totalmente exploradas, visto que dados da literatura relatam composição diferenciada de acordo com a região cultivada. Este estudo teve como objetivo testar o potencial antimicrobiano do OE de orégano em cepas de Staphylococcus aureus, Pseudomonas aeruginosa, Escherichia coli e Candida albicans. A investigação da atividade antimicrobiana in vitro do OE foi testada em relação a quatro microrganismos clinicamente relevantes, utilizando o método de microdiluição. Observou-se que o OE conseguiu inibir C. albicans a partir de uma concentração de 0,312%; E. coli a partir de 0,625%, S. aureus a partir de 1,25% e P. aeruginosa < 0,156%. A partir dos resultados encontrados, concluiu-se que o OE de orégano apresentou atividade antimicrobiana sobre os microrganismos estudados. Contudo, são necessárias pesquisas adicionais a fim de determinar as concentrações ideais do orégano como agente conservante, levando em consideração os fatores que afetam sua composição, assim como a quantidade dos compostos ativos presentes.
Pollination biology of Humiria balsamifera var. floribunda (Humiriaceae) on the coast of Maranhão, Brazil
Authors: Sousa Pinto Rafael , Dos Anjos Joana Viviane , Albuquerque Patricia Maia Correia de
Published: June 2024

Research into pollination ecology provides information on plant reproduction, interactions with pollinators and biodiversity conservation. Humiria balsamifera occurs only in South America and presents an infraspecific complex with 10 varieties recorded in the most recent taxonomic revision. The current study aimed to evaluate the phenological events of flowering and fruiting, floral biology, floral visitors, and the reproductive system of H. balsamifera var. floribunda, in a restinga area in Maranhão, Brazil, in the year 2017. The production of floral buds, flowers, and fruits in 20 individuals was evaluated by the Fournier method. The phenophases presented no correlations with temperature, humidity, and rainfall, except for the production of immature fruits, which increased in the drier months. The species presents a large number of flowers in cymose-paniculate inflorescences, which open at 7:00 am and last less than a day. Nectar is the main resource exploited by the floral visitors. In all, 1393 floral visitors were observed distributed in 49 morphospecies, 94.75% of which were bees and wasps, including Melipona subnitida, Apis mellifera, Xylocopa cearensis, Melipona fasciculata, Polybia sericea and Megalopta amoena as the most abundant. Visitor activity occurred in all daytime hours and months of the year, but the abundance of specimens increased with flowering and reduced rainfall. Reproductive system tests indicated that H. balsamifera var. floribunda presents facultative xenogamy, requiring pollen vectors for its reproductive success. This work reinforces data on other varieties of the species and demonstrates the environmental importance of the plant to sustain fauna.
Estudo da conversão de polietileno de baixa densidade sobre materiais compósitos tipo Nb2O5/HY
Authors: Vidal dos Anjos Alisson , Da Silva Antonio Osimar Sousa , Da Silva Bruno José Barros , Garrido Pedrosa Anne Michelle , Barros de Souza Marcelo José
Published: June 2024

Devido ao aumento na produção de resíduos plásticos, descarte inadequado e do longo período de degradação destes polímeros, o Brasil tem se deparado com sérios impactos ambientais. A fim de evitar uma ampliação do problema, a pirólise catalítica tornou-se um processo bastante atrativo em relação ao tratamento químico destes materiais, promovendo processos que demandem menores gastos energéticos. Desta forma, neste trabalho foram desenvolvidos via mecanossintese, catalisadores heterogêneos compósitos a base da zeólita Y na forma ácida, impregnada com diferentes teores de óxido de nióbio calcinado (10 % Nb2O5/HY e 20 % Nb2O5/HY). Os catalisadores obtidos foram caracterizados por difração de raios X (DRX) e adsorção de nitrogênio à 77 K. Através destas técnicas de caracterização, foi possível determinar as propriedades estruturais e texturais dos catalisadores e assim poder correlacionar com sua atividade catalítica. As reações de pirólise térmica e catalítica do PEBD foram realizadas via Termogravimetria (TG) em diferentes taxas de aquecimento (5, 10 e 20 ºC.min-1) usando PEBD e misturas de PEBD + catalisador. Os dados de conversão foram correlacionados através dos modelos cinéticos de Flynn-Wall-Ozawa (FWO) e Vyazovkin (VZK). Foi observado que as curvas de conversão catalíticas apresentaram faixas de temperatura inferiores às apresentadas pelo polímero puro e que as energias de ativação estimadas pelos dois modelos foram similares indicando uma boa correlação dos dados. Conforme observado pelos testes catalíticos, os resultados indicaram que a produção do material compósito Nb2O5/HY pode ser uma boa estratégia para gerar aumento da atividade catalítica no processo de conversão do PEBD.
Mobility-in-place: how to keep privilege by being mobile at work
Authors: Tupas Ruanni , Tarrayo Veronico N.
Published: June 2024

In this paper, we explore the notion of mobility as a dynamic process of keeping oneself in a privileged position through the mobilisation of linguistic, communicative, and semiotic resources. It is a proposed construct that troubles our understanding of the two dominant paradigms in the study of language in globalisation: the sociolinguistics of distribution (study of language-in-place) and the sociolinguistics of mobility (study of language-in-motion) (Blommaert and Dong 2007. Language and movement in space. Working Papers in Language Diversity. University of Jyväskylä). We examine the professional life story of Andrew and Juanito to map out the inventive manner by which they move around within their workplaces through their deployment of language, and English in particular. While there has been substantial work dedicated to unpacking elite language and how it enables the mobility of speakers, our paper departs from it by constructing an understanding of how such privilege is organized in terms of people’s ability to shift between linguistic and stylistic choices in order to mobilize their own privileged mobility within their chosen workplaces. What we see here is the mobilisation of ‘language-in-motion-in-place’ -- or broadly, mobility-in-place -- which erases the conceptual dichotomy between the two dominant paradigms in the study of language and globalisation: while the speakers are in place, they are also mobile.