bluuebunny/crossref_metadata_2025 huggingface dataset:
How are Australian higher education institutions contributing to change through innovative teaching and learning in virtual worlds?
Authors: Gregory Brent , Gregory Sue , Wood Denise , Masters Yvonne , Hillier Mathew , Stokes-Thompson Frederick , Bogdanovych Anton , Butler Des , Hay Lyn , Jegathesan Jay Jay , Flintoff Kim , Schutt Stefan , Linegar Dale , Alderton Robyn , Cram Andrew , Stupans Ieva , McKeown Orwin Lindy , Meredith Grant , McCormick Debbie , Collins Francesca , Grenfell Jenny , Zagami Jason , Ellis Allan , Jacka Lisa , Campbell John , Larson Ian , Fluck Andrew , Thomas Angela , Farley Helen , Muldoon Nona , Abbas Ali , Sinnappan Suku , Neville Katrina , Burnett Ian , Aitken Ashley , Simoff Simeon , Scutter Sheila , Wang Xiangyu , Souter Kay , Ellis David , Salomon Mandy , Wadley Greg , Jacobson Michael , Newstead Anne , Hayes Gary , Grant Scott , Yusupova Alyona
Published: December 2024

Over the past decade, teaching and learning in virtual worlds has been at the forefront of many higher education institutions around the world. The DEHub Virtual Worlds Working Group (VWWG) consisting of Australian and New Zealand higher education academics was formed in 2009. These educators are investigating the role that virtual worlds play in the future of education and actively changing the direction of their own teaching practice and curricula. 47 academics reporting on 28 Australian higher education institutions present an overview of how they have changed directions through the effective use of virtual worlds for diverse teaching and learning activities such as business scenarios and virtual excursions, role-play simulations, experimentation and language development. The case studies offer insights into the ways in which institutions are continuing to change directions in their teaching to meet changing demands for innovative teaching, learning and research in virtual worlds. This paper highlights the ways in which the authors are using virtual worlds to create opportunities for rich, immersive and authentic activities that would be difficult or not possible to achieve through more traditional approaches.
The role of asynchronous discussion forums in the development of collaborative critical thinking
Authors: Ghodrati Nazanin , Gruba Paul
Published: December 2024

Blended learning approaches often make use of asynchronous discussion forums (ADFs) to enhance face-to-face learning, collaboration and co-construction. One aspect of research for such online tools focuses on the development of critical thinking. But what, specifically, is the role of such technology in such efforts? Over a semester, we collected data through classroom observations, semi-structured interviews and online postings. In our cyclical thematic analyses, we identified virtual presence, timing, display presentation, and skill development as influential factors regarding the development of collaborative critical thinking. Students, nonetheless, were often very frustrated with the tool. Improvements to the actual use of the tool, combined with greater guidance, may yield stronger results.
Exploring the Use of Audio-Visual Feedback within 3D Virtual Environments to Provide Complex Sensory Cues for Scenario-Based Learning
Authors: Garrett Michael , McMahon Mark
Published: December 2024

The continuous quest for ever increasing fidelity in 3D virtual worlds is running parallel to the emergence and adoption of low-cost technologies to implement such environments. In education and training, complex simulations can now be implemented on standard desktop technologies. However, such tools lack the means to represent multisensory data beyond audio-visual feedback. This paper reports on a study that involved the design, development and implementation of a 3D learning environment for underground mine evacuation. The requirements of the environment are discussed in terms of the sensory information that needs to be conveyed and techniques are described to achieve this using multiple modes of representation, appropriate levels of abstraction and synesthesia to make up for the lack of tactile and olfactory sensory cues. The study found that audio-visual cues that used such techniques were effective in communicating complex sensory information for novice miners.
Engaging training simulations for socially demanding roles
Authors: Fluck Andrew E. , Fox Adam
Published: December 2024

Students in higher education preparing for socially demanding roles often encounter role play as a technique for mastering their future professions. Lawyers have 'moots' or scripted court sessions. Medical doctors attempt to diagnose the injuries or diseases simulated by actors. Some pre-service teachers undertake micro-teaching simulations with peers pretending to be pupils (not necessarily compliant ones). However, this is an inefficient use of learning time for the peers, and work is proceeding to develop virtual worlds in which such training can be conducted with simulated pupils. This paper describes the development of one such learning environment, and discusses the challenges to be met as this class of learning interactions becomes useful in teacher training.
Learning new technology tools in pre-service teacher education
Authors: Divaharan Shanti
Published: December 2024

The purpose of this qualitative study is to propose a model of instructional approach for pre-service teacher education in the area of learning a new technology tool. Through the instructional approach, it is hoped that pre-service teachers will become confident in integrating the technology tool which they have learnt, to enhance teaching and learning in the classroom. The study involved 30 Post-Graduate Diploma in Education (Physical Education) pre-service teachers and 59 Post-Graduate Diploma in Education (Secondary) pre-service teachers who were attending a core Information and Communication Technology (ICT) course in the year 2010. An instructional approach was designed for the implementation of video sports games for the 30 Physical Education (PE) pre-service teachers and for the implementation of Interactive White Board (IWB) for the 59 Post-Graduate Diploma in Education (Secondary) (PGDE Sec) pre-service teachers. During the course, the pre-service teachers were introduced to Video Sports Games and Interactive White Boards through an instructional approach that comprised of self-paced team exploration of the tools, peer sharing and critique, team exploration of various lesson plans culminating in lesson ideas/plans designed as a team. Based on data collected through observations, reflections and artifacts submitted by the teams, this study proposes a refined instructional approach to be adopted at the pre-service teacher education level for effective learning of the technology tool. The findings revealed that immersion time with the tool, team learning, peer sharing and critique were significant components which enhanced the pre-service teachers' learning experience. The study explores the significant role of the tutor and pre-service teachers and proposes an enhancement of the current instructional approach.
Leveraging technology for engaging learning design
Authors: Datt Ashwini K. , Aspden Trudi J.
Published: December 2024

Web 2.0 tools alone do not teach or result in effective or meaningful learning. A review of literature on evolving learning designs based on the tenets of Pedagogy 2.0 (Lee & McLoughlin, 2010) highlights four contributing elements of design for socio-constructivist learning environments: authenticity, motivation, scaffolding and skills development. This paper details an innovative learning design for the integration of technology to provide flexible access and encourage engagement while facilitating the development of knowledge management skills in an undergraduate course. A combination of technologies and strategies were used to encourage students to sufficiently engage in the assessment tasks. These were: course website for information provision, WebQuest for scaffolded instructions, wiki for collaboration and social bookmarking for sharing and reviewing references. The evaluation of the learning design was generally positive with students reporting increased 'tech savvyness'. However, a significant challenge was facilitation of equitable and synergistic group work which is central to socio- constructivist learning designs. Future iterations of the design will focus on this aspect in addition to encouraging student engagement with the Web 2.0 tools that were underutilized this time.
Scholarship, leadership and technology
Authors: Creanor Linda
Published: December 2024

This case study describes how one university is addressing the challenge of embedding evidence- based practice in learning, teaching and technology by building on the concept of distributive leadership. Following its launch in 2008, the Caledonian Scholars and Associates initiative has firmly established itself as a key aspect of continuing professional development for learning and teaching within the institution, with technology playing a central role. The paper outlines how the initiative has benefitted from the experiences and findings of national and international developments and adapted them to the local context by supporting, encouraging and acknowledging evidence-based practice across the curriculum. It provides an overview of evaluation findings and concludes by outlining future plans to ensure sustainability.
mLearning
Authors: Cochrane Thomas
Published: December 2024

This paper explores the state of play of mlearning in education. Mlearning bridges pedagogically designed learning contexts, enables learner generated contexts, and content, while providing personalization and ubiquitous social connectedness. The researcher makes a case for the impact of mlearning to act as a catalyst for transforming pedagogy informed by the implementation of over 30 mlearning projects, and reflects upon example implementations of mlearning within a variety of contexts.
iWant does not equal iWill
Authors: Brand Jeffrey , Kinash Shelley , Mathew Trishita , Kordyban Ron
Published: December 2024

This research tested the efficacy of a blended learning iteration with iPad tablet computers, an e- textbook and Blackboard's Mobile Learn application connected with a learning management system (LMS). Mobile learning was embedded into the pedagogical design of an undergraduate subject run in two semesters with 135 students. Using design-based research (DBR), an empirical investigation examined four variables including: iPad use; mobile technology use; attitude, including the unified theory of acceptance and use of technology (UTAUT) scale; and academic performance. Quantitative analysis with PASW Statistics included descriptive, scaling, correlations, partial correlations and ANCOVAs. Results suggested that students were positive about mobile learning, but were unconvinced that it made a difference to their learning. Performance variables demonstrated that age and self-managed learning attitudes were important covariates with academic success, and mobile learning per se was important but not independent from curriculum design and student engagement.
The creative graduate
Authors: Allen Belinda , Coleman Kathryn
Published: December 2024

Changing demands for graduate capabilities lead to changing directions for undergraduate assessment. 'Creativity' is a widely promoted graduate capability that relates to many others, such as independent learning and innovative problem-solving. Assessment practices need to become more focused on the evaluation of generic capabilities, additional to assessment of discipline- specific knowledge. This has implications for the content, design and modes of assessment. Assessment as learning promotes an approach in which the learning activity and assessment task are one and the same, and authentic assessment design incorporating group work, problem-based, online and portfolio assessment enable the development of generic capabilities to be embedded in the discipline. The paper explores creativity as a graduate capability, the creative potential of digital media, and how changing directions in assessment practice could support the assessment of creativity, with a focus on using eportfolios in assessment.
The potential role of collaborative learning in enhancing e-learning systems
Authors: Alkhalaf Salem , Nguyen Jeremy , Nguyen Anne , Drew Steve
Published: December 2024

Despite the considerable potential for e-learning to help bring about improved learning outcomes, particularly for female students and students who need to rely on distance learning, feedback from current users of e-learning systems in the Kingdom of Saudi Arabia (KSA) suggests a relatively low level of satisfaction. This study adopts a mixed-methods approach to investigate the underlying reasons for this situation. The results indicate that students are not unhappy with the information technology infrastructure or with other technical aspects. However, many students report a low level of interaction between them and their fellow students. When such interactions do occur, an overwhelming majority of students indicate that they find such interactions. Together, these findings suggest that greater student interaction, which could be fostered through the use of collaborative learning, is likely to be both popular with students and beneficial to their learning outcomes.
Age-related differences in ICT access and confidence among pre-service teachers
Authors: Albion Peter R. , Jamieson-Proctor Romina , Finger Glenn
Published: December 2024

The Australian Government's Digital Education Revolution is directed at school education but, because teacher preparation is a significant factor in its success, there are implications for teacher education in Australian higher education. A national project, Teaching Teachers for the Future, has been funded to support change in teacher preparation programs based on the construct of Technological Pedagogical Content Knowledge (TPACK), which describes teachers' complex combination of knowledge of content, pedagogy, and technology. Knowledge of information and communication technology is a necessary, but not sufficient, foundation for TPACK. This paper presents data about ICT access and confidence reported by teacher education students in a regional university. Key findings included that teacher candidates had access to and confidence for using common forms of ICT but more limited access to and confidence for using less common forms, and that there were few significant differences in ICT access and confidence according to age.
Use of Asynchronous Online Discussion for 9 year-old pupils in A Science Classroom
Authors: Yee Lye Sze
Published: December 2024

Young pupils are generally very enthusiastic about Science and always want to share with their classmates what they know. However, there is no enough time for class room discussion for all to participate during curriculum time. The use of Web-based forum can possibly help solve this problem by extending the classroom time. They can participate and view the postings in the forum at home or at school so long there is Internet Connection. This paper describes how a primary school teacher used asynchronous online discussion in teaching of Science for 9 year-old pupils.
Recommendations for enhancing the quality of flexible online support for online teachers
Authors: Yardy Andrew , Date-Huxtable Elizabeth
Published: December 2024

Flexible online support of teaching and learning at university is increasingly used in preference to face-to-face and blended formats to provide self-directed and just-in-time resources for teaching staff. Few have been evaluated to date. This paper outlines a pilot evaluation framework using the University of Newcastle's online resource, "Teaching in the Online Environment". The framework utilises web analytics (keyword search data) combined with data mining to evaluate this online staff development resource. In this paper we discuss the methodological challenges and benefits associated with our approach and make recommendations applying our findings to improve the Teaching in the Online Environment resource.
Using insider research to study teacher engagement with video conferencing in first-year classes
Authors: Westberry Nicola
Published: December 2024

This paper describes the use of insider research in an ongoing project that aims to explore the complex relationships between teachers, pedagogy, and technology within large first-year courses. It outlines the design rationale for the project and describes the methods used to study the engagement of 17 academic staff with video conferencing technology over a five-month period in 2011. Three researchers have occupied the dual roles of research participants (being members of the teaching staff involved with the video conferencing) and researchers; thus, they have been 'insiders' or full participant-observers. After describing the context and methodology, the paper reflects on the use of insider research as an approach to study teacher engagement with e-learning initiatives.
An integrated Faculty model for engaging staff with online and blended learning
Authors: Weaver Debbi , Kokonis Sue
Published: December 2024

This paper reports on a faculty-wide implementation of an integrated model of professional development to enhance online teaching practice. A key aim was to draw on the thinking of key scholars, and to build on pockets of excellence already within some discipline groups, to develop a consistent level of good practice across the Faculty. The model incorporates four stages: informing staff of key research in the field, engaging staff in online practice, providing learning design teams to assist staff in implementing learning activities and the provision of ongoing support from colleagues through communities of practice. The paper describes the model and reports on progress to date.
Online Community Engagement through Simplicity, Relevance and Connection
Authors: Tull Susan
Published: December 2024

This paper reports on the first stage of a phased approach to the development of an intervention which aims to support adult literacy educators in developing e-learning for their learners. The intervention is being implemented within an online environment created using Moodle, and studied using a design based research methodology. This initial iteration of the intervention was designed to encourage the members of the extant community of adult literacy educators to develop an online community, and to engage with the online environment. Engagement was encouraged though the facilitation of communications within this physically spread community, and the provision of online access to their community resources. Simplicity, relevance and connection were the elements found to be central to participant engagement within this first phase of the intervention.
Is anybody there?
Authors: Teague Donna , Corney Malcolm
Published: December 2024

The report card for the introductory programming unit at our university has historically been unremarkable in terms of attendance rates, student success rates and student retention in both the unit and the degree course. After a course restructure recently involving a fresh approach to introducing programming, we reported a high retention in the unit, with consistently high attendance and a very low failure rate. Following those encouraging results, we collected student attendance data for several semesters and compared attendance rates to student results. We have found that interesting workshop material which directly relates to course-relevant assessment items and therefore drives the learning, in an engaging collaborative learning environment has improved attendance to an extraordinary extent, with student failure rates plummeting to the lowest in recorded history at our university.
One-to-one Computing
Authors: Tanti Miriam , Cameron Leanne
Published: December 2024

As a direct result of the Australian Government's Digital Education Revolution Program (DER), many of the school leavers soon to enter the Higher Education sector will be accustomed to a one-to-one student laptop learning environment. Therefore, it is not unreasonable to assume that these students will expect a similar environment when they enter university. Training pre-service teachers to use the one-to-one ratio effectively in the classroom is also critical to their capability in implementing requirements expected of them in the classroom in the 21st century. It is within this context that this research is set. The authors report on a pilot project that aims to capitalize on the one-to-one student experience by transforming the current, traditional lecture and tutorial model adopted in most tertiary institutions, with one-to-one integrated lectures and workshops. This paper describes the first phase of the research: an investigation into how prepared Australian universities are to cater for these students.
Working together
Authors: Stewart Sandra , Hunter Carole
Published: December 2024

Personal learning is a complex terrain for students to navigate, and one that transcends discipline and cohort boundaries. This paper reflects on the introduction of a forum to promote, encourage and support student engagement with PebblePad, an ePortfolio / personal learning system. The forum provides students with an informal network beyond their course/subject cohorts in which they can ask questions and discuss issues as they traverse the technical and conceptual complexities in what is for many a transformational learning approach. It has developed as a partnership between students and staff, emerging from a student suggestion, establishing itself under the leadership of staff with student support, but gradually undergoing a role reversal so that students now take the lead. Now nearing the end of its second year, the forum demonstrates how staff-student partnerships can benefit a range of stakeholders in the university community - from students to academics, and particularly to the mentors themselves.
A portrait of evaluation studies of learning technology innovations 2005-2010
Authors: Steel Caroline , Gunn Cathy
Published: December 2024

Much effort has gone into the development of evaluation methods for learning technology. Yet the mantra remains the same; that studies fail to produce reliable evidence to answer important questions about the impact of technology on student learning and behaviour. The authors conducted a meta- analysis of 100 evaluation studies published in two leading learning technology journals from 2005 - 2010. A set of thirteen criteria to critique the articles was derived from the principles of educational design research. This paper discusses findings concerned with the extent to which studies are a) theoretically grounded, b) show evidence of impact on student learning and behaviour and c) potentially transferable to other higher education contexts. The findings resonate with comments in a recent report on Learning with Technology (ALT 2010) that 'research typically doesn't address the problem of building an ecology of learning, or treat integration of the innovation as a research issue' (p.5). The authors are keen to discuss ways to improve the quality of evaluation studies in learning technology for the future. Some recommendations are proposed to stimulate discussion and feedback.
Adoption of Twitter in higher education
Authors: Saeed Nauman , Sinnappan Suku
Published: December 2024

Twitter has experienced a tremendous growth since its inception and is considered as an effective and simple social medium for communication. Despite its huge uptake, less is known about the usage of Twitter as a learning tool especially within higher education. This study investigates the adoption of Twitter in an e-Commerce unit in an Australian higher education institution. Building on Twitter's inherent social features, an extension to Davis's original Technology Acceptance Model (TAM) is devised by including intrinsic and extrinsic motivation behaviours as predictors of Twitter usage. The empirical evaluation does not provide support to the original TAM constructs of usefulness and ease-of-use but reveals enjoyment and social norms as the strongest predictors. The study implications suggest a mind-shift in the adoption of Web 2.0 tools as compared to that of traditional Web technologies, i.e., Web 2.0 is more about enjoyment and social presence and not merely about how useful or easy-to-use a technology is.
Authentic assessment in elearning
Authors: Rourke Arianne Jennifer , Coleman Kathryn S.
Published: December 2024

This paper examines the notion of authentic assessment and the role elearning can play as a teaching and learning tool to provide 'real world relevance' to learning in higher education. This paper will firstly, argue that educators should consider aligning course assessment to real world relevance. Secondly, it will argue that social networking tools such as weblogs (blogs) can provide one means of achieving this goal when assessment is designed to encourage collaborative learning and reflective practice. The two teaching and learning exempla's discussed will apply the concept of the reflective practitioner to the practice of writing about the arts as an authentic assessment (Herrington, Reeves & Oliver, 2010) task that is relevant to student's future professions as art administrators. The first discusses how students' collaboratively write, edit and publish an online art journal 'Artwrite'*. The second discusses student's writing blog journals where they reflect about their art industry placements.
Digital Teaching and Learning Ecosystem (DTLE)
Authors: Reyna Jorge
Published: December 2024

Reviewing the literature on digital 'ecosystems' applied to computer science, a gap has been identified. This analogy has never been used to describe the complex interactions between student-interface, student-teacher, student-content and student-student. These interactions are crucial to gaining an in-depth understanding of online learning environments and to promoting effective e-learning practices. The aim of this research is to develop a theoretical framework to describe these interactions by using the DTLE model based on the 'ecosystem' approach. For educators the model will help to design, describe and evaluate current online learning practices. For learners, it will help to explain how teaching and learning occurs in their studies and will assist them to seek greater value from their learning experience. Additionally, the DTLE model will provide a practical methodology to rank online units in terms of design layout, navigability and accessibility, content, interactivity, assessment, and student engagement.
Developing critical perspectives in a media saturated world
Authors: McMullen Cathi
Published: December 2024

This paper describes how digital video clips are being used to support the development of critical perspectives and greater awareness of the location of marketing practice in wider moral, social and political arenas. The context is an undergraduate marketing subject, Brand Management. Adobe CAPTIVATE 5.5 facilitates the combination of video clips sourced from YouTube along with music, images and educator voice-overs into integrated online learning resources for the subject. Discussion in this paper is limited to just one topic area for the subject, ethical issues in branding. To engage students to explore contested ethical issues a multimedia resource has as its focus the Australian Government's proposed legislation to mandate plain cigarette packaging. This illustration of the use of digital video clips highlights the significant potential for development of online marketing curriculum and meaningful learning in marketing, providing greater attention is paid to the pedagogy that underpins the use of digital videos.
Managing Large E-learning Development Initiatives
Authors: McMahon Mark
Published: December 2024

This paper reports on a research consultancy undertaken for the Flexible Learning Framework in reviewing management processes undertaken as part of Series 13 of Flexible Learning Toolboxes. Toolboxes are e-learning products that cover multiple Units of Competency in National Training Packages. In the 13th iteration of the project a number of initiatives were implemented designed to support the development of 7 Toolboxes. The research explores the role of documentation and communication processes and their impact on the development experiences of key stakeholders such as the designers, developers and managers of the products. Findings identified a number of important factors with regard to the use of design documentation and project management processes that are important to successful development as well as some recommendations for future iterations.
A discussion of the factors affecting the implementation of one-to-one computing learning environment in a primary school
Authors: Lim Siew Khiaw , Tay Lee Yong , Lim Cher Ping
Published: December 2024

This ethnographic case study describes and analyses the conditions that support the seamless integration of information communication technology (ICT) into the classroom with school initiated student one-to-one computer ownership program in a primary school. The findings suggest the importance of two factors: technological infrastructures and teachers' beliefs and practices. In addition, curriculum, school leadership and professional development also play less visible but supporting functions in the process of integrating ICT into the teaching and learning process.
Support and promotion of mobile learning strategies
Authors: Lam Paul , Kwok Morris , Wong Kevin
Published: December 2024

The Mobile Learning Project at The Chinese University of Hong Kong (CUHK) started in 2010 as an initiative to promote mobile learning (mLearning) among teachers at the university. The paper describes the strategies employed by the project in supporting the promotion of a range of mobile learning activities at the university, and reviews factors in relation to challenges and success.
An evidence based approach to evaluation
Authors: Kilham Chris
Published: December 2024

The Positive Partnerships is an Australian Government initiative that is designed to provide information and professional development for Australian parents, carers and school staff working with school aged students with autism, using a combination of face to face and online delivery. This paper investigates first, how the website can present research-based interventions in a field marked by "bad science, risky medicine and the search for a cure" (Offit, 2008). Second, the paper offers suggestions for website evaluation. Maintaining a clear focus on the purpose of the site, and judiciously selecting among readily available online evaluation tools, are central to success. Triangulation, representativeness, independence and other key safeguards can also shore up the validity of website appraisals. The paper concludes by describing nine different complementary ways that the Positive Partnerships website has been evaluated, and briefly sketches a sample of the findings. Suggestions for future research are provided.
Re-engineering for Australia's engineering skill shortage
Authors: James Patrick , Quinn Diana , Dansie Brenton
Published: December 2024

To address Australia's engineering skills shortage, the University of South Australia has teamed with Open Universities Australia to create an online version of an approved Associate Degree in Engineering from 2012. This initiative involves large-scale pedagogical and technical staff development. Content is being modularised. Current lectures are being recorded and summarised for delivery using our new Moodle-based Personal learning environment. Asynchronous assessments and activities are being written and tested for individual and small group learning and community building. Simulations, visualisations and interactive experiments are being created and sourced to support practical skill development. Mahara ePortfolio systems are helping to engage students in reflection and support collaborative learning and career planning. Virtual classrooms provide regular synchronous Helpdesk consultations. The re-engineering process is creating a blend of traditional and cutting-edge learning experiences which is also re-energising our current face-to-face and regional teaching as well as satisfying the needs of a new cohort of students.
Let's talk
Authors: Ilyas Mareena , Kelly Oriel
Published: December 2024

This paper describes the results of a pilot undertaken to find how suitable the Wimba virtual classroom option is in providing academic learning support from a central Learning Support Centre for English as Second Language (ESL) students not based on the main campus of the institution. With the increasing number of remote campuses being established there is a need to provide equitable learning support to remote students. While learners had positive perceptions of the virtual classroom's interactions as language learning tools, the pilot study highlighted some complications to the transition to virtual support. A number of lessons were learned and will be shared.
He ara hou ka tu mai
Authors: Hearns Merle , Diener Scott , Honey Michelle , Cockeram Judy , Parsons David , Champion Erik , Schott Gareth , Falloon Garry , Thompson David , Bell Tim , Grimley Mick , Green Richard , Cochrane Todd , Davis Niki , Morrow Donna , Corder Deborah , U-Mackey Alice , Clear Tony , Philpott Anne , Davies Roy , Loke Swee Kin , Atkins Clare , Gregory Sue
Published: December 2024

The Virtual Worlds Working Group began with the DEHub research consortium in November 2009. In December 2010, New Zealand joined the VWWG. This paper highlights the current work of the NZ based members of the group and presents the work of 23 authors at 11 institutes of higher education in New Zealand. The scope of the work covered is diverse, and a number of platforms have been used. Virtual worlds enable educators to provide realistic simulations, engaging role-plays, immersive and genuine tasks, and social interaction that encourages group collaboration, and highlights the ability that virtual worlds have to transform both teaching and learning.
Implementing e-learning
Authors: Hannon John , Hirst David , Riddle Matthew
Published: December 2024

The shift to an open source learning management system (LMS) raises questions for the integration of technology and pedagogy in an institutional approach to e-learning, and for strategies to build effective student learning through staff development. Implementation at La Trobe University involved the migration of over 1300 subjects to Moodle by the start of Semester 1, 2011. This paper describes this process as a migration story in which successful implementation is a necessary but not sufficient stage to achieving an effective e-learning strategy, in this case, one that meets particular pedagogical needs by embedding pedagogical choices that match the blended learning needs of a multicampus university. The risk is that implementation defaults to technology requirements, and is enacted in a way that pre-empts and sets the conditions for academic development in e-learning. This paper examines the ambiguity of "implementation" that arises from the separate goals of LMS configuration and pedagogical needs.
Students' engagement with technologies
Authors: Gosper Maree , Malfroy Janne , McKenzie Jo , Rankine Lynnae
Published: December 2024

The inexorable pace of technological change demands frequent modernisation of learning technologies and services to ensure they support equitable and engaging learning environments. Because of the resources involved, costs incurred need to be carefully weighed up against the potential benefits that upgrades will bring to students and their learning. In order to provide an evidence-based approach to planning, three Australian universities have recently completed a multidimensional survey to gain a better understanding of students' experiences and expectations of technologies in everyday life and for study purposes. More than 10,000 students responded. Technologies surveyed included established (email, learning management systems) and the more recent Web2.0 technologies (YouTube, Facebook). This paper presents the initial findings and implications they have for the development of technology- rich environments that are equitable, engaging and support quality outcomes.
The role of tutors in facilitating online student engagement
Authors: Fleckhammer Lorraine , Wise Lisa
Published: December 2024

This paper discusses the role of the tutor in developing an online learning community to promote student engagement for large online cohorts. Information overload on the discussion boards was addressed by separating students into streams of 150 - 200 students promoting greater student and staff engagement. A new feedback strategy was introduced to streamline the assignment-marking process and this feedback process has proved to be more socially engaging than traditional feedback via comments embedded within student assignments. The new feedback model involves commentary on assignments, which becomes a "conversation" with the student rather than a series of comments embedded within assignments. In addition, easier access to comments allows greater opportunity for moderation of marks by tutoring teams and for "feedforward" for subsequent assignments. The importance of the level of engagement and commitment to teaching of the tutoring staff has been made apparent by the serendipitous changes to the tutoring role.
Recent developments in virtual worlds and their potential impact on their use in higher education
Authors: Farley Helen
Published: December 2024

Educators have been quick to spot the affordances of virtual worlds (VWs) for authentic learning, distance education and for creating community among students. Though the affordances for many disciplines are obvious, there have been significant barriers to the widespread adoption of virtual worlds in the higher education sector. This paper examines some of the recent developments in VWs, user interfaces and company policy that may have a significant impact on the uptake of VWs. Some of these developments include simplification of user interfaces, increased options for VW hosting and changes in pricing policy. Future developments such as the advent of Microsoft's Kinect and the availability of VW apps for both Apple and Android devices are also considered.
Stop lecturing me, I want to learn
Authors: Evans Richard , Matthew Anne
Published: December 2024

Re-evaluation of pedagogical practice is driving learning design at Queensland University of Technology. One objective of the design for learning is to support approaches to increase student engagement and attendance in physical and virtual learning spaces through opportunities for active and problem-based learning. This paper provides an overview and preliminary evaluation of the pilot of one of these initiatives, the Open Web Lecture (OWL), a new web-based student response application that seamlessly integrates a virtual learning environment within a physical learning space.
Grounding the curriculum
Authors: Dolan Sean
Published: December 2024

This article argues that with the advent of online learning and the widespread use of discussion forums, there is an opportunity for faculty to encourage students to collaboratively reflect on their own teaching experience from their own unique viewpoints and contexts. Moreover, this shift towards active participation in online discussions has become essential to the student learning experience so that the full range of views and values from an increasingly diverse and non-traditional student base are shared and reflected. In this way it is suggested that traditional notions of curriculum as being defined and controlled by tertiary institutions are being transformed by the grounded experiences of student teacher practice.
Evaluation of alternative feedback mechanisms on student engagement with assessment feedback
Authors: Colbran Stephen
Published: December 2024

This study examined students' perceptions of the usefulness of assessment feedback provided by ReMarksPDF and provides a summary of positive and negative aspects of different types of feedback annotations. Students randomly received one of 7 different combinations of feedback. 74.9% of students found ReMarksPDF feedback better than that they have received in the past and 73.2% of students agreed or strongly agreed that other units should adopt the ReMarksPDF system. Students found the mark tally table, assessment rubric, spider chart, spider chart (with average), colour coding and smileys to be significantly valuable feedback in that order of preference. Females gave higher ratings than males on all feedback types, except spider charts, which were equally highly rated by males. Respondents indicated that ReMarksPDF feedback was easy to read and understand and that it was beneficial to have comments appear in a side column note.
Nicola Building Virtual Tour
Authors: Colasante Meg
Published: December 2024

Examining equity of learner experiences across delivery modes is a contemporary issue, particularly in comparing onshore and offshore or local and distance experiences. This paper begins the journey of reviewing equivalence of learning experience for local and distance students in a vocational course in a Property Services learning program, just as this case joins a larger multiple-case study examining equivalence. It focuses on the potential of a simulation in providing equivalent 'practical' experience of conducting a building inspection. A simulation designed to help achieve this, the Nicola Building Virtual Tour, was trialed in a small cohort in the Property Services program, and a survey harnessing learner opinion of this tool received largely positive feedback, but also provide some guidance in how to proceed.
Changing practice
Authors: Carter Helen , Meek James , Warren Vanessa
Published: December 2024

What are the key drivers to change in teaching practice as they relate to the use of a learning management system? Is one system inherently better than another or is it teacher experience that matters most? Are we expecting academic staff to become 'experts in educational technology' and taking the focus away from developing their discipline expertise? What role do educational designers play in facilitating change in practice? What role does the institution play in supporting change in practice? This paper is meant to provoke discussion around these questions and asks you to consider how this might relate to your own experience and circumstance.
The potentials and pitfalls of social networking sites such as Facebook in higher education contexts
Authors: Willems Julie , Bateman Debra
Published: December 2024

Popular social networking sites such as Facebook demonstrate an emerging opportunity for students and educators within formal higher education contexts to share ideas, celebrate creativity and participate in an environment which offers immediate feedback from others who belong within a specific network. As this is an emerging use of the technology, an autoethnographic approach has helped capture the potentials and pitfalls of incorporating social networking within higher education. The findings highlight implications for the key stakeholders in higher education.
21C to 700 B.C in a swipe
Authors: Symonds Scott , Rowatt Andrew , Jamieson Andrew , Salapata Gina , Abasa Susan , Venkateswar Sita
Published: December 2024

The Tanya Jermaine collection of Greek vase reproductions was purchased by the Massey University School of History, Philosophy and Classics through an alumni donation in 2010. The collection was envisioned as a hands-on teaching resource for students to use and experiment with and proved to be the inspiration for a project aimed at mobilising the collection for a wider audience including distance students, high schools and the general public. Classics and the department of Museum Studies, supported by Centre for Teaching and Learning consultants, designed and created both physical and virtual exhibition spaces for the collection. One of the major drivers was to produce an engaging application that would replicate, at least in part, some of the tactile experiences that the vases provide to students in real life. After considering several options, a beta version of Adobe's Digital Publishing Suite was used to produce the mobile application.
E-books
Authors: Lovell-Simons Andrew , Kerr Sharon
Published: December 2024

Macquarie University Accessibility Services (MQAS) converts learning materials into accessible formats for students with access needs. The process is time and labour intensive and with unrealistic timelines can result in materials being delivered late. If learning materials were initially published directly in an accessible format, resources would be saved and students would receive their learning materials on time.  The emergence of the e-book allows students easier and faster access to content with choice and control over its delivery mode. When content is published directly as an e-book in ePub format, it can be read on a number of e- readers. Additionally, students using an iPad can change the font style and size to suit their needs or listen to content using iOS's built in text-to-speech software. An academic's new book, Foundations of College Music Theory was published straight to this format, allowing students faster access to their learning materials and the ability to listen to them.
Can Tablet presented lectures promote engagement of first year bioscience students in lecture note-taking?
Authors: Jeavons Tom , Kotsanas George , Rochecouste Judith
Published: December 2024

Lectures are one of the major teaching methods at University, but many academics are disillusioned about the value of lectures because of poor attendance and ineffective note-taking by students. Tablet technology in lectures has the potential to promote student engagement and improve note-taking. In this study, a case control design was used to investigate the effect of Tablet lectures on note-taking and attitudes of first-year bioscience students. The results of the study could possibly add to our knowledge of the use of Tablet technology in lectures to large numbers of students.
Achieving meaningful online learning through effective formative assessment
Authors: Gikandi Joyce
Published: December 2024

An online course was studied to investigate how integration of formative assessment enhanced the course design to facilitate learner engagement with meaningful learning experiences within the context of ICT-related professional development for teachers. The study employed case study methodology. Participants included postgraduate students enrolled in an ICT-related online course and the course teacher within a New Zealand university. Based on the findings, integrating ongoing authentic assessment activities within teaching and learning processes engaged the students actively, and provided opportunities for ongoing monitoring and assessment. These in turn, elicited appropriate formative feedback to support and scaffold learning. These formative processes also fostered development of an effective online learning community. The interplay between formative processes and an interactive learning community sustainably fostered learners' engagement with critical learning experiences including active, interactive, contextual, collaborative, reflective, multidimensional perspectives, and self-regulated aspects of meaningful learning, which ultimately supported development of robust and transferable knowledge.