bluuebunny/crossref_metadata_2025 huggingface dataset:
"An Experiment to make a flodde of water to com into a howse": Rethinking the Relationship between Narrative and Performance in Medieval Wonder Recipes
Authors: Bower Hannah
Published: December 2024

Abstract: This article explores relationships between narrative, performance, and empowerment in late medieval recipes for enacting marvelous transformations (or the illusion of them) in social and domestic spaces. These recipes have been productively framed by scholars as imagined narratives of wish-fulfillment, self-fashioning, and triumph, which promise social, sexual, and intellectual success. In this article, however, I interrogate further the relationship between narrative, performance, and power across overlapping domestic, scholarly, and clerical contexts. I demonstrate that risks of failure, humiliation, and transgression are not always assuaged by the narrative structures present in recipes but can, in fact, be foregrounded by them. I make this argument by comparing particular recipes to fabliaux. These comic tales encode certain narrative structures present in recipes—such as sequential action and consecutive repetition—as risky and precarious routes to power. Furthermore, these longer imaginative narratives function as virtual performance spaces where those wonders can be tried out in particular domestic settings, live relationship networks, and shifting webs of cultural associations. In conjunction with the recipes, such writings compel us to pay more attention to the challenges—and pleasures—that risk, error, and adaptation offered writers and readers of wonder recipes. Rather than just framing those writers and readers as gullible consumers of magic or wistful imaginers of far-fetched futures, we should be alert to the possibility that they may have felt vulnerable and powerful, confused and clear-sighted, troubled and exhilarated by the numerous narrative trajectories recipes could open up.
The cinematographic community: Fernand Deligny’s ‘tentatives’ and radical film education
Authors: Comanducci Carlo
Published: December 2024

Fernand Deligny’s experiments with film in the context of social work and therapeutic communities since the 1950s are part of what Marlon Miguel calls ‘semi hidden histories’, whose study is broadening the landscape of film theory and film education. Located at the margins of institutional forms of teaching and care, the ‘tentatives’ organised by Deligny involved a participatory use of the camera, the idea of film and film-making as an egalitarian and heterotopian space, and rested on the formation of radically inclusive communities. This article focuses on the proximity Deligny saw between cinema and that ‘common body’, made of contingent events and impersonal gestures, which for him constituted the common ground of the human. Inspired by the principles of éducation nouvelle, by his life with non-speaking autistic children, and taking shape through a collaboration with Gilles Deleuze and Félix Guattari, Deligny’s work placed itself within an alternative vision of education, beyond the pedagogical model later criticised by Jacques Rancière, which understands it not as a series of techniques for the transmission of knowledge, but rather as a fundamental dimension of collective life.
A scriptwriting incubator course in South Africa: the ‘educational dividend’ in a rapidly evolving media landscape
Authors: Kaplan Kenneth
Published: December 2024

Increased competition among global media conglomerates entering Africa’s largely underserved and potentially huge market in search of audience numbers results in increased demand for locally produced African stories. This article considers the educational and pedagogic approach to training screenwriters in a year-long script incubator course funded by a South African media corporate with involvement of industry and the Film and Television Department at the University of the Witwatersrand in Johannesburg. The article describes the incremental nature of the script incubator process, while providing anecdotal observations about how participants responded to course content and its roll-out. Grappling with the educator’s role in such industry-funded training initiatives, the article avoids dismissing the ‘educational dividend’ as simply another path to profit for commercial broadcasters seeking suitable skills for industry employment. This raises important considerations for film educators working within local socio-economic realities.
Immune Checkpoints and Their Inhibition in T-Cell Lymphomas
Authors: Seňavová Jana , Rajmonová Anežka , Heřman Václav , Jura Filip , Veľasová Adriana , Hamová Iva , Tkachenko Anton , Kupcová Kristýna , Havránek Ondřej
Published: December 2024

T-cell lymphomas (TCLs) are a rare and heterogeneous subgroup of non-Hodgkin lymphomas (NHLs), forming only 10 % of all NHL cases in Western countries. Resulting from their low incidence and heterogeneity, the current treatment outcome is generally unfavorable, with limited availability of novel therapeutic approaches. Therefore, the recent success of immune checkpoint inhibitors (ICIs) in cancer treatment motivated their clinical investigation in TCLs as well. Multiple studies showed promising results; however, cases of TCL hyperprogression following ICI treatment and secondary T-cell-derived malignancies associated with ICI treatment of other cancer types were also reported. In our review, we first briefly summarize classification of T-cell-derived malignancies, general anti-tumor immune response, immune evasion, and immune checkpoint signaling. Next, we provide an overview of immune checkpoint molecule deregulation in TCLs, summarize available studies of ICIs in TCLs, and review the above-mentioned safety concerns associa­ted with ICI treatment and T-cell-derived malignancies. Despite initial promising results, further studies are necessary to define the most suitable clinical applications and ICI therapeutic combinations with other novel treatment approaches within TCL treatment. ICIs, and their combinations, might hopefully bring the long awaited improvement for the treatment of T-cell-derived malignancies.
Equity
Authors: Willems Julie
Published: December 2024

Educational equity is premised on the right of individuals to a higher education irrespective of their age, geographical location, gender, race, physical ability, or socio-economic background in order to improve their income generation and hence quality of life (Santiago et al., 2008). In the digital age, distance-, flexible-, mobile-, virtual- and e-learning are all being promoted as means by which disadvantaged learners from around the globe can access, participate in, and achieve the outcome of post-secondary qualifications. They are also promoted as the means by which staff can participate in commensurate employment irrespective of their personal circumstances. This paper examines equity as a key benchmark for both students and staff in an era of changing demands and changing directions in higher education. While grounded in the literature, the paper incorporates ethnographic (student voice) and autoethnographic (staff voice) exemplars to highlight ways that disadvantage is experienced in technologically-mediated education.
A Multivariate Survey Analysis
Authors: Tchantchane Abdellatif , Fortes Pauline Carolyne
Published: December 2024

Teaching and learning in higher education has been influenced by the rapid rate of innovation in technology. We have experimented with the integration of technology in our foundation Statistics subject and measured students' performance relative to those taught statistics by the traditional teaching of the same subject: a total of 144 students of 30 different nationalities taught by the new methodology were surveyed at the end of the subject before the final examination.
Facilitating the ability of graduates to articulate their employability skills through the use of a 3D virtual learning environment
Authors: Stokes-Thompson Frederick , Wood Denise , Scutter Sheila
Published: December 2024

'Readiness' for employment is having the appropriate knowledge and practical skills for a particular job, as well as possession of the 'right' attributes for that job. A recent report on the recruiting preferences of Australian graduate employers (AAGE, 2011) revealed that the three most desired attributes in graduates are communication, team work and problem solving. This paper reports on the first stage of a three stage study exploring the potential of a 3D virtual learning environment (3DVLE) to aid graduates identify and articulate these 'employability skills' (Precision Consulting 2007). Using a qualitative approach, the purpose this stage was to seek primary stakeholder (students and university staff) feedback and input into the early design of three proposed learning scenarios in a 3DVLE. Student acceptance of the 3DVLE was positive, staff acceptance less so. Both students and staff provided valuable input into improving the look and use of the proposed scenarios.
Pedagogy and Learning Spaces in IT
Authors: Pretto Gabriella
Published: December 2024

In order to plan for the future, we need to understand the past and present better. There is a dearth of data on Information Technology (IT) teaching practice. This is an explorative study that documents and appraises current IT teaching practices, with a particular emphasis on the extent to which the layout of computer laboratories impact on teacher pedagogy. Recent discussion on learning spaces has focussed more on collaborative spaces or student hubs, without really addressing the needs of regular IT users - teachers and students. This paper will discuss the various challenges for IT teachers, and make suggestions for future improvements. This investigation is part of a larger study into the pedagogy of IT teachers, and how it is articulated through classroom practice. It is a qualitative enquiry that adopts a case study methodology triangulated by classroom observation, videotapes, teacher interviews and student questionnaires.
The surprising truth about how metaphor motivates e- learners
Authors: Nagel Lynette , Blignaut Seugnet , Cronjé Johannes
Published: December 2024

Motivation and engagement is hard to maintain in e-learning. Metaphor entertains and motivates participants in virtual environments. After teaching and researching several courses designed around metaphors, we examined its effect on intrinsic motivation in a course based on a virtual soccer tournament. Using a qualitative methodology to investigate students' use of metaphor in communications, the Cognitive Evaluation Theory (Deci, Koestner, & Ryan, 2001) served as framework to analyse the relationship between the metaphor and intrinsic motivation. We found that there was more copious use of metaphor in the online social discussions, and that it was used for targets of immediate importance and emotional value. Scarce metaphors in reflective journals mapped onto the learning experience. Social constructivist course design required engagement from students that supposed motivation. Unmotivated students were passive, and disrupted the activities of others. Disengaged students can erode motivation of others who become helpless, lose autonomy and feel incompetent.
Modeling pre-service teachers' technological pedagogical content knowledge (TPACK) perceptions
Authors: Koh Joyce Hwee Ling , Sing Chai Ching
Published: December 2024

The TPACK framework comprises seven constructs that describe teachers' technology integration expertise. These TPACK constructs address a theoretical void in the area of educational technology and have been widely adopted by colleges of education for the planning of teacher technology integration courses. This study first describes Singapore pre-service teachers' TPACK perceptions with respect to these seven constructs. Using a stepwise regression model, this study then analyzes the relative impact of age, gender, and TPACK constructs on the TPACK perceptions of pre-service teachers. It was found that TPACK constructs had significant impact on pre-service teachers' TPACK perceptions whereas the demographic variables of age and gender were not signficant. Among the TPACK constructs, only technological pedagogical knowledge and technological content knowledge were found to be significant predictors of TPACK. The implications of these findings on the design of pre-service teacher ICT courses are discussed.
Using design principles to improve pedagogical practice and promote student engagement
Authors: Herrington Jan , Reeves Thomas C.
Published: December 2024

Design principles are fundamental to the conduct of educational design research (or design-based research) studies, a research approach that is becoming more widely used in educational technology research and pedagogy. In this paper, we argue that design principles can be used to guide the design and development of learning environments in higher education that are based on sound practical and theoretical principles, and that can promote student engagement through innovative learning tasks. We review the use of design principles in educational research, and describe how these principles can be used to design and refine educational innovation and technology-based learning initiatives. The paper describes four phases of design-based research, together with examples of how existing principles can be analysed and used by teachers to inform the creation and dissemination of innovative solutions to educational problems.
Appropriating Online Social Networking (OSN) Activities for Higher Education
Authors: Hamid Suraya , Waycott Jenny , Chang Shanton , Kurnia Sherah
Published: December 2024

Online social networking (OSN) activities are becoming more prevalent in higher education. The phenomenon can be observed in many higher learning institutions around the world. There are many ways of appropriating OSN for teaching and learning. OSN enables lecturers and students to publish and share knowledge quickly and easily. However there are also several challenges which include the limited skills in using social technologies among lecturers and students. This paper discusses the findings from two case studies conducted using an exploratory approach employing semi-structured interviews to gather lecturers' perspectives on their appropriation and use of OSN. The findings demonstrate a range of approaches used as well as the benefits and challenges faced by the lecturers in appropriating social technologies for teaching and learning. The finding can be used as a guide for other lecturers and educational designers to improve the use of OSN activities in higher education.
Sustaining elearning innovations
Authors: Gunn Cathy
Published: December 2024

The challenges of turning funded projects from elearning innovations into sustainable products and services have featured in the higher education literature for more than forty years. Various guidelines and strategies designed to facilitate the process have been developed and tested. Key challenges are identified and critical success factors proposed. Yet the problem persists in more or less original form, suggesting that most of the advice has been lacking in some respect. This paper examines the current raft of ideas and proposed solutions to the problem of sustaining elearning innovations. Preliminary findings from sixteen case studies are presented to see how experience aligns with the guidelines. While the evidence from these cases is not universal, it is does support comment on the usefulness of existing guidelines and a proposal for an alternative approach to sustainable innovation based on this research.
Changing directions through VirtualPREX
Authors: Gregory Sue , Dalgarno Barney , Campbell Matthew , Reiners Torsten , Knox Vicki , Masters Yvonne
Published: December 2024

Many pre-service teachers currently undertake their professional experience with insufficient knowledge and confidence to handle unexpected teaching situations. VirtualPREX explores the experiences of 72 pre-service teachers who undertook a teaching role-play in a virtual world. The researchers discuss this opportunity for pre-service teachers to utilise new methods and avenues in a virtual world to both supplement their learning and undertake preparation for practical experience. Participation by pre-service teachers in role-play enables them to test and develop a better range of professional skills and acquire confidence in, and more realistic awareness of, their skills before being placed in real-life classrooms. Presented in this paper are the findings from a pilot of this study and pre-service teacher reactions to the role-play activity including whether they felt that it was helpful in preparing them for their upcoming professional experience placement.
Institutional support for and barriers to the use of 3D immersive virtual worlds in higher education
Authors: Dalgarno Barney , Lee Mark J.W. , Carlson Lauren , Gregory Sue , Tynan Belinda
Published: December 2024

Anecdotal evidence suggests that despite recognising the potential benefits of 3D immersive virtual worlds for learning and teaching, many academic staff have chosen not to adopt them, due in large part to the complex array of technical and policy hurdles that must be negotiated in order to make use of such resources within higher education institutions. This paper presents selected results from the questionnaire phase of an Australia and New Zealand-wide scoping study of the use of 3D immersive virtual worlds in higher education. The particular focus in the paper is on findings from the questionnaire about support provided within institutions, technical and other barriers encountered by those considering adoption, and whether and how these were overcome.
Contextual Course Design with Omnispective Analysis and Reasoning
Authors: Chemboli Srinivas , Boughton Clive
Published: December 2024

In this paper, we present a novel approach to contextualize course design by the application of the Omnispective Analysis and Reasoning (OAR) framework to map the goals and intent of a course to its design and delivery. Effective design and delivery of courses requires alignment between planned learning activities and learning outcomes. However, it is generally not trivial to translate learning outcomes into course design, particularly so when using a Learning Management System (LMS). This is further compounded by the differences between the language of teaching theory and that used by the LMS. Thus, there is a need to effectively capture the rationale for design decisions in a course and map them to desired outcomes. We illustrate the application of the OAR framework with a process for translating a learning objective into course design using the Moodle LMS.
Engaging in online postgraduate education as means of professional learning
Authors: Broadley Tania
Published: December 2024

With enrolments in higher education becoming a competitive market, through the removal of caps in 2012, the equitable access to postgraduate education is raised. Postgraduate education, provided through higher education institutions, is an important aspect of career development for professionals. Professionals working outside of the metropolitan area are increasingly seeking postgraduate education opportunities that will be delivered online, at a distance. In this research study, data collected from the teaching profession, has culminated in a model that will ultimately improve access to professional learning. This research paper aims to highlight the important role that higher education providers play in the delivery of postgraduate education to professionals working in regional and remote areas of Australia. Although this paper focuses on the realm of education, the model of connectedness, where synchronous and asynchronous technologies are used, can be adapted and applied to any profession that requires equitable access to professional learning.
Changing student learning preferences
Authors: Andrews Trish , Tynan Belinda
Published: December 2024

Learner preferences appear to be changing and there is some evidence that students are seeking a different kind of learning experience than currently commonly available. This paper provides a brief discussion of changing student learning preferences and suggests that these are being driven by the accessibility and characteristics of available and emerging technologies, rather than by technological determinism. The paper also suggests that, in many ways, the majority of higher education institutions are ill-prepared for these changes and that a gap is emerging between student expectations and student experience. It is proposed that students are looking for more connected and mobile learning opportunities and that 'loose networks' are playing an increasingly important role in supporting learning. The paper discusses the implications these changes have for institutions and suggests that while universities face challenges they also have choices.
Collaboration, community, identity
Authors: Andrew Martin , Arnold Josie
Published: December 2024

This paper presents a narrative enquiry of the use of learning technologies and communities of practice (Wenger, 1998) in creating and delivering the online Master of Arts (Writing) at Swinburne University of Technology. We consider the research question of how we have come to understand and practice elements of a social constructivist pedagogy involving engaged, learner- centred peer and community support both as a creative team and as e-moderators. We consider, too, that our pedagogy is informed by poststructural understandings of learner identities as invested and unfixed (Weedon, 1997). This study utilizes the self as data by drawing on narratives of course developers and lecturers collaborating to create unique materials. While our methodology utilises elements of autoethonography (Chang, 2008), it also involves analyzing themes and narrative configurations in stories (Polkinghorne, 1995), specifically those of tutors and students. Our narrative exemplifies and proposes strategies for writing e-curriculum for web 2.0; for scaffolding e-learning, and for creating and maintaining communities of invested, engaged learners. Simultaneously we add nuances to the scholarly conversation about e-learning communities, e-curriculum development and subjective academic narrative methodology.
ICT-assisted multi-campus teaching
Authors: Anderson Alan , Date-Huxtable Elizabeth
Published: December 2024

Given the range of ICT-assisted delivery options available today, the uninitiated might assume that teaching across multiple campuses no longer presents any significant challenges. Further, it could be argued that terms such as multi-campus and distance teaching have less relevance now that ICT enables flexible learning beyond the time and spatial confines of the physical campus. In fact, research literature indicates that multi-campus teaching continues to present some unique pedagogical, technical, learning support and administrative challenges. Based on a search of Australian University Web sites, this paper examines principles, practices and challenges for ICT- assisted teaching and learning at multi-campus institutions, at the same time noting a lack of comprehensive online resources that address ICT-assisted multi-campus teaching as a distinct category of flexible learning.
Affective Encounters and Spatial Engagements
Authors: Al-Mahmood Reem
Published: December 2024

How do students engage in e-learning environments? What are the affective encounters and spatial engagements of students in these environments? These questions are considered by viewing affectivity and spatial engagements in terms of hybridity of the subject-object (human- material) embrace to consider not only people but also the vitality of objects and their materiality. Two poststructuralist transdisciplinary practice-focused frameworks are used: 1) the material semiotic lens of Actor-Network Theory (ANT) (Latour, 2005; Law, 2008a, 2008b) which accents material agency, and 2) Non-Representational Theory (Thrift 2008) which draws on Deleuzean notions (Deleuze & Guattari 1988) to consider affectivity as "charged" (Navaro-Yashin, 2009) intensities. This paper draws on student data from a larger ethnographic study of four fully online postgraduate subjects at an Australian university to trace participant e-learning experiences. By exploring the salience of student affective encounters and spatial engagements through three contrasting vignettes, I open up questions to address 'pedagogies of desire' (Zembylas, 2007a, 2007b, 2007c) to explore how subjectivities and desires are (per)formed in a 'more than human way' and how places of (e-)learning are "affectively charged" (Leander, Phillips & Taylor, 2010, p. 336, original emphasis). These insights can open up new ways to (re)think e-learning design and pedagogy, in theory and in practice.
An Investigation into the Learning Styles and Self- Regulated Learning Strategies for Computer Science Students
Authors: Alharbi Ali , Paul David , Henskens Frans , Hannaford Michael
Published: December 2024

Student-centred educational paradigms place a high level of responsibility on learners to control and self-regulate their personal learning processes. In these new educational paradigms, it is essential to understand students' preferences and the self-regulated learning strategies they use in order to enhance the learning process. This paper examines the different learning styles and self- regulated learning strategies used by students in a core computer science course. An Index of Learning Styles and a Self-Regulated Learning Strategies Questionnaire were administered to second year students studying programming languages concepts and paradigms. Results show that aspects of students' preferred learning styles had a significant impact on academic performance in the midterm examination. Further, consideration of the self-regulated learning strategies used by students provides evidence that metacognitive strategies were the least popular strategies among students. This suggests that students are not aware of important self-regulated learning strategies and may benefit from educational interventions focusing on these strategies. These results have implications for future teaching of the course, and are being used to guide the development of an online collaborative learning objects repository that aims to improve self-directed student learning.
Augmented Reality for Learning Anatomy
Authors: Yeom Soon-ja
Published: December 2024

Learning anatomy requires students to memorise a great deal of information and contextualize this within the range of body functions. Visualising the relationships in three dimensions of various organs and their interdependent functions is a major difficulty in this task. The system described in this paper is a development to assist students by providing an augmented reality version of the anatomical details under investigation that provides a structured learning approach to the material. This is a research project to investigate whether augmented reality (AR) with haptics is an effective tool to learn anatomy while providing equitable access to more engaging experiences.
Mobile Technologies in the Field
Authors: Williams Paula , Wong Wai-Leng , Webb Helen , Borbasi Sally
Published: December 2024

Universities are being swamped by waves of emergent technologies and the emergence of iPads is the latest 'state-of-the-art' mobile device to receive attention. While a number of iPad trials and initiatives have been conducted within the confines of classrooms, for example, Bond University, University of Melbourne and Adelaide University (Brand & Kinash, 2010; Jennings et al 2010; Cross, 2010); far fewer have been conducted in the field, see Duke University's use of iPad as a field research tool (Winograd, 2010). This study reports a faculty's trial to explore how far iPads could be integrated into a field setting for training of paramedic students in Wilderness Medicine. As it turned out, the remote setting for the exercise presented a number of challenges for the coordinators. Questions that needed to be considered included how "mobile" is the iPad?, How can it be used to support and enhance students' learning in the field?, How far could the iPad be extended where Internet connectivity is intermittent? The iPad trial highlighted a lack of a "common language" within the faculty as a basis to collaborate and design learning activities. It provided impetus for an ongoing series of conversations amongst the coordinators and others in the Faculty about design approaches and the need for a pedagogical framework to integrate technologies that support teaching and learning activities.
Interactive white(board) elephants
Authors: Willems Eugene , Willems Julie
Published: December 2024

The introduction of interactive whiteboards (IWBs) in secondary schools around Australia is currently being heavily promoted for the purposes of transforming the delivery of education through innovation and technology (Gillard, 2010). In such a climate, the evaluation of case studies exploring the effectiveness of the implementation of new technologies for the purposes of teaching and learning can help guide others contemplating or embarking on this process. While much of the literature reports positive outcomes in the adoption of IWBs in the secondary classroom, this paper provides a balance by exploring a case of change mismanagement which has led to the existence of electronic white elephants. The paper also explores the potential of modified force field analysis (FFA) as a decision- making and evaluation instrument for the process of technological change within educational contexts.
Building blended delivery capability in vocational educators
Authors: Weterman Linda , Kelly Oriel
Published: December 2024

Engaging vocational educators to take the lead in developing blended learning practices that are 'fit for purpose' within an educational and workplace context is challenging. This paper explores literature in the areas of scaffolding; zone of proximal development, mentoring and coaching. It describes the initial experience of a blended learning project team in implementing scaffolding learning principles to engage vocational educators in order to create sustained change that links clearly to teaching, learning and assessment within an outcomes environment. The paper also provides some insights into the implementation of the Blended Learning Project (BLP) through the initiation and execution stages of the student (peer) projects. Through this type of practice the novice is always becoming the expert and the expert is always somewhat a novice. The greatest gain for this project is the development of process capability which is the cornerstone to sustained development in practice and expertise.
The move to Moodle
Authors: Walker Robyn , Brown Mark , Moore Chris , Hughes Helen
Published: December 2024

This paper describes the results of a survey among academics in the College of Business at an Australiasian university in the aftermath of a move to Moodle. The survey aimed to gather evidence of the relationships between university lecturers and the online environment, from which future practice could be informed. The findings were largely positive. A strong majority of respondents reported some degree of integration of Moodle with their teaching, along with a long-term commitment to Moodle utilization and improvement over time. However, only a limited number of respondents agreed that Moodle had helped them improve their teaching, indicative that academics were still in a period of transition from shallow systems compliance to deep pedagogical change. Overall, the experience showed that the move to Moodle needs careful planning and communication and must be part of a wider strategy to integrate e-learning solutions throughout course design and institutional culture.
My teacher is an Android
Authors: Walker Lyndon
Published: December 2024

This concise paper describes work-in-progress research that examines the development of an Android "app" for a topic in a first year Statistics paper. The Android platform was chosen as Android devices are the top-selling mobile devices, outselling Apple iPods/iPhones/iPads. In addition, the operating system is open-source and development can be done through the Android AppInventor programme, accelerating the development process by providing a point and click interface to bypass much of the programming. The paper briefly examines the literature relating to student engagement and the use of mobile devices in teaching, before describing the process of developing the app. It is concluded by describing future research that will be presented at the conference.
Technological pedagogical differences in the teaching of English and Mathematics in a primary school
Authors: Tay Lee Yong , Lim Siew Khiaw , Lim Cher Ping
Published: December 2024

This case study research attempts to examine the difference in technological pedagogical approaches adopted by teachers in the teaching of English and Mathematics in a school in Singapore. The study adopts the learning from and learning with technology framework in reporting and analysing the findings. From the lesson observations, review of teachers' written reports and curriculum plans, interviews with teachers and group interviews with students. Mathematics teachers adopted predominantly the learning from technology pedagogy with occasional learning with technology approach. In contrary, English teachers facilitated students to learn from and also with technology. This case study illustrated how technological pedagogical approaches were influenced by the subject (i.e., English and Mathematics). This study also highlights the limited use of the co-constructivist approach by the teachers in the teaching of both of the subjects.
Why should I use this?
Authors: Spence Natalie
Published: December 2024

This paper reports an ethnographic study in which I investigated how students made sense of, and in their turn shaped, a social network site in intensive courses in film and media production. Broadly based on a sensemaking approach, the study aimed to reveal how students' expectations, strategies, 'knowledge gaps' and other perceptions of the situation and digital affordances shaped the use of a social networking space. Results showed that students brought expectations that were sometimes met and sometimes not. The paper suggests that while preserving students' freedom of choice, the institution should aim to clarify how online tools fit into the larger environment of learning and offer strategies in their use. Learning design should an ongoing process of students' and online designers' collaborative sensemaking.
Beyond the simple codes
Authors: So Simon
Published: December 2024

As mobile technologies become increasingly prominent in our daily lives, mobile tagging with QR (Quick Response) codes in the business sector is prevalently in many parts of the world. However, we believe the movement of using QR codes in education is still in its infancy. Apart from our own research in this area, this paper explores the possibilities beyond the simple use of the codes and offers some suggestions on how the technology can be used to its full potential.
That's what friends are for
Authors: Price Jenna
Published: December 2024

Research has demonstrated that involvement in learning communities is important for student engagement and retention (Bailey and Alfonso 2005). This paper describes the use of Facebook to create an online community for first year students in a Journalism course that had recently increased in size and in terms of student diversity. A Facebook group was set up one month before the beginning of semester. New students were invited to join the group, which was supported by the subject coordinator and student peer mentors. Students participated throughout the semester and showed very high levels of peer interaction and engagement. The paper describes the outcomes for students, including a substantial improvement in student retention.
Engaging students in learning through online discussion
Authors: Parisio Martin L.
Published: December 2024

This article draws on the findings of phenomenographic research into university teachers' conceptions of learning through online discussion. It was revealed that university teachers consider online discussion in their pedagogy to - a. provide time and access; b. engage learners; c. foster a community of learners; and d. enable higher-order cognition and learning. Widening participation in higher education reinforces the challenge for teachers to encourage learner engagement. This article explores the adoption of online discussion as a strategy to engage learners. It contributes to our understanding of how teachers' think about learning technologies, in particular, asynchronous online discussion and its affordances for learning. There are implications for university teachers, educational designers, academic developers, e-learning professionals and all those involved with the enhancement of student engagement, learning experiences and outcomes.
Changing minds and transforming professional development...virtually
Authors: Owen Hazel
Published: December 2024

Imagine a professional learning and development (PLD) approach designed to dovetail with what educators are doing in their classrooms and online - PLD that is accessible 24/7. Rather than asking educators to add another focus to their busy lives, this approach would support their teaching in a way that could rapidly enhance their students' engagement and achievement. The Virtual PLD (VPLD) programme was trialled and evaluated in 2010 with 10 teachers from the tertiary, secondary and primary sectors, and is being piloted in 2011 with 20 teachers and principals. The findings from the 2010 in-depth evaluation have fed forward into the pilot, which in turn is providing opportunities to test the robustness of the existing model with a larger number and variety of participants. This paper will provide a description of the VPLD model, as well as an overview of some of the findings from the 2010 trial.
Multidiscipline Multi technologies
Authors: Olney Ian
Published: December 2024

This paper describes the current progress of a federally funded project that is attempting to provide a multidisciplinary approach to increasing the clinical training capacity of undergraduate health students. Students from five disciplines: physiotherapy; podiatry; psychology; medicine and nursing from the one Australian multi-campus university are being encouraged to undertake a small component of their clinical placement in local hospital settings that are supported by the project and state government health networks. Using an exploratory case study approach this paper reports on the early stages of the project and highlights some of the issues in dealing with the myriad of stakeholders and how various technologies are being used to connect with students and provide supports and spaces to reflect.
Engagement at the Epicentre
Authors: Monti Antoine , Tull Susan , Hoskin Alan
Published: December 2024

Following the February 22nd, 2011 earthquake in Christchurch, Learning Advisors observed what happened to an institution forced to suddenly confront significant damage and loss of physical teaching space and infrastructure on only the second day of the teaching Semester. The university's struggle to restore and deliver its teaching programme and care for the welfare of staff and students, was a laboratory for observing lecturer interventions that contributed to maintaining student engagement and good pedagogy. This is a record of our observations from a case study sample of lecturers and their courses.
A perceptual training module for pilot instrument scans
Authors: McLean Greg , Wise Lisa , Williams Benedict
Published: December 2024

The current generation of young people have grown up with digital technologies and this has led to widespread consideration of how to use these technologies for education and training. We are interested in the potential for developing game-like training modules for deployment on personal digital devices to allow trainee pilots to practise information extraction skills for a variety of different contexts. The current study is based on an instrument scanning perceptual training module reported by Kellman and Kaiser (1994). While we expect that novices will be able to easily learn the instrument scanning tasks, it is important to ascertain whether their performance reflects an increased understanding of the flying situation, or just a correct choice learned implicitly within the context of the specific experimental tasks. If the latter, the possibility of negative transfer of gaming strategies to real world performance requires further examination.
The emergence of educational technologies in ethics education
Authors: Lees Amanda B.
Published: December 2024

The Values Exchange decision making software offers a unique way to deliver ethics education to health care professionals. It does not attempt to objectify ethics nor does it use traditional ethics terminology. Reflecting a changing direction, it places emphasis on a student's existing knowledge, experience and ability to reason. This ability is seen as an inherent characteristic of all students but can remain latent if ethical decision-making is only valued if undertaken by ethics 'experts'. A case study, with five participants explored the ways in which the software facilitated users to think about ethical issues. The online environment created space that facilitated decision- making. Learning about oneself and others enabled users to arrive at new ways of seeing practice based issues, and new ways of seeing themselves. The findings from this small scale study suggest that the Values Exchange encourages thoughtful reflection that has the potential to manifest itself in benefits for both patient and practitioner.
Learner experiences of online learning in a blended learning situation
Authors: Kehrwald Benjamin , Rawlins Peter , Simpson Mary
Published: December 2024

This paper discusses a key finding of a recent study of learners' experiences of blended learning in a case involving multiple cohorts of students in a single degree program. The theme of differing experiences across learner cohorts is discussed. The presentation includes quantitative data drawn from student surveys. The findings and discussion highlight considerations for teaching academics, academic developers and program administrators related to the implementation of blended learning.
Embedding an ePortfolio system at a programmatic level
Authors: Dinmore Stuart , Kehrwald Ben , Bradford George
Published: December 2024

This paper outlines the ePortfolio implementation process at the University of South Australia. The eP system, powered by the open-source ePortfolio Mahara, is one element of an integrated suite of technology enhanced tools for teaching and learning at the University and will be available to all students and staff from the second half of 2011. This ePortfolio system has been chosen because of its flexibility and its capacity to be the venue for many complex tasks. We have sought to conduct the implementation of the eP, for teaching and learning purposes, at a programmatic level across the institution. We recognise that for a system like this to operate optimally it needs to be integrated within a program of study at every year level and that piecemeal approaches to using ePortfolios, while of some value, do not ultimately allow the full potential of portfolio learning styles to flourish. This paper reports on the work-in-progress of our ePortfolio implementation.
Bridging the gap
Authors: Crease Rachel , Pymm Bob , Hay Lyn
Published: December 2024

Following a review of the provision of courses in the School of Information Studies (SIS) program at Charles Sturt University, academics in the school worked with learning and teaching services to design and implement a variety of teaching and learning activities in the online environment in order to address the challenges of distance education (DE). These challenges included high student attrition, lack of motivation, a sense of isolation and a need for greater and improved communication. A new model of teaching was developed with subject provision now fully online, utilising a range of social networking software, with the aim of creating a more engaging and sustaining learning environment to help overcome the isolation often noted by DE students. This paper outlines the outcome of the course review and reports in particular on one aspect, the development of the SIS Learning Centre in Second Life, where students and teachers meet to engage in new and innovative learning and assessment activities designed specifically to encourage greater communication and connectivity between DE students.
Going live
Authors: Cook Roger , Giardina Natasha
Published: December 2024

This paper reports on a current initiative at Queensland University of Technology to provide timely, flexible and sustainable training and support to academic staff in blended learning and associated techno-pedagogies via a web-conferencing classroom and collaboration tool, Elluminate Live!. This technology was first introduced to QUT in 2008 as part of the university's ongoing commitment to meeting the learning needs of diverse student cohorts. The centralised Learning Design team, in collaboration with the university's department of eLearning Services, was given the task of providing training and support to academic staff in the effective use of the technology for teaching and learning, as part of the team's ongoing brief to support and enhance the provision of blended learning throughout the university. The resulting program, "Learning Design Live" (LDL) is informed by Rogers' theory of innovation and diffusion (2003) and structured according to Wilson's framework for faculty development (2007). This paper discusses the program's design and structure, considers the program's impact on academic capacity in blended learning within the institution, and reflects on future directions for the program and emerging insights into blended learning and participant engagement for both staff and students.
Lecturer engagement in the use of interactive tools in learning management systems
Authors: Christie Michael , Garrote Ramon Jurado
Published: December 2024

In this paper the authors argue that although Higher Education researchers have been largely responsible for the creation of the Internet, university lecturers have been far less innovative and active in their use of this form of Information Communication Technology (ICT). To support our case we use our own research to show the manner and extent to which a Learning Management System (LMS) is used by a sample of teachers from an Engineering Department in Sweden. We also analyze the use of interactive LMS tools by lecturers who undertake staff development courses. The teachers in our two samples make very little use of online asynchronous discussions (OADs) either as teachers or as students. We use logic and the literature to explain this phenomenon and make some recommendations for improving the scholarly, innovative and pedagogical use of LMS in both staff development and mainstream university courses.
Singapore student teachers' intentions and practices in integrating technology in their teaching
Authors: Choy Doris , Wong Angela F. L. , Tan Seng Chee
Published: December 2024

The purpose of this study is to investigate the development of student teachers' intentions and practices in integrating Information and Communication Technology (ICT) into teaching. Data was collected before and after the ICT course on their intentions to use ICT in future teaching, and after the two practicum school attachments to find out their practices in integrating ICT during their student teaching. The results showed that student teachers' intentions to integrate JCT were positive before and after the ICT course. There was a significant decrease in their practices to integrate ICT as an administrative tool and a student learning tool during the first practicum attachment. However, there were significant increases in their ICT practices during their second practicum attachment. The student teachers also reported positive overall attitude towards the use of ICT in teaching throughout their two-year teacher education programme.