bluuebunny/crossref_metadata_2025 huggingface dataset:
أثر التغيرات المناخية في التركيب النوعي لمحاصيل الفاكهة في محافظة البصرة
Authors: R. Yasin Bushra
Published: June 2024

إن التغيرات المناخية تهدد استقرار الأنظمة البيئية ، ومنها البيئة الزراعية فتشكل ضغطاً على الموارد الزراعية الطبيعية والبشرية منها ،والتي انعكست سلباً على نمط زراعة أشجار الفاكهة الأكثرحساسية للتغيرات المناخية في محافظة البصرة مقارنة بنمط زراعة المحاصيل الاخرى مثل الخضروات والبقوليات وغيرها . اتضح من خلال البيانات الأحصائية تغير خصائص العناصر المناخية المؤثرة في زراعة ونمو اشجار الفاكهة للمدة من 1951 الى 2020 ، والتي انعكست سلبا على تغير انواع اشجار الفاكهة المزروعة مع انخفاض انتاجيتها واعدادها ، فضلاعن اختفاء زراعة البعض منها و التي كانت تزرع في عقد الخمسينات من القرن الماضي . ألأمر الذي يتطلب وضع أستراتيجيات وخطط للتكيف مع التغيرات المناخية والجفاف والسعي الى الزراعة المستدامة باستخدام التقنيات الزراعية الحديثة الصديقة للبيئة .
استخدام نظم المعلومات الجغرافية والاستشعار عن بعد لتحديد مقدار التلوث الهوائي لحقل المشراق وتأثيره على البيئة لمدينة الموصل
Authors: S. Qasim Altaee Sahar , H. Khudhur Farah
Published: June 2024

تعد دراسة الأزمات والكوارث البيئية من العوامل الجغرافية المهمة التي تناولتها الدراسة من خلال توظيف نظم المعلومات الجغرافية والاستشعار عن بعد في تحديد الاتجاهات الرئيسية لموضوع البحث. حيث تعرضت مدينة الموصل الى العديد من الازمات وسوف نتطرق في هذا البحث الى احدها الا وهي التلوث الهوائي بغاز ثاني اوكسيد الكاربون من حقل المشراق حيث تم أندلاع حريق في مصنع المشراق الحكومي للكبريت بالقرب من محطة الموصل وهذا ادى الى انتشار سريع للغاز في المدينة وهذا ماحدث عام 2016 نتج عنها غيوم كثيقة من ثاني أوكسيد الكبريت (SO2) التي تم أكتشافها من الفضاء بواسطة معطيات رسم خرائط الاوزون الكلي لدراسة القمر الصناعي (Toms-EP) Total Ozone Mapping Spectrometer-Earth Probe في 18 يوماً مما أدى إلى تلوث الهواء على نحو واضح وبناء على ذلك تم استخدام معامل نموذج Moran's I الحالي لتحديد القيم والتجمعات المتشابهة للظاهرة الجغرافية بمقارنة قيمة ازواج المعالم بالقيمة الوسطى للمعالم في المنطقة وتوضح الطريقة اختلاف القيم عن المتوسط ككل وكشف التباين المحلي لطبيعة التوزيع المكاني إذ تم اعتماد نموذج قياس تأثير التباين للتلوث بالكبريت على التحليل الاحصائي للبقة الباردة أو الواطئة والبقع المرتفعة العالية وإيجاد الدرجات المعيارية Z score مستوى المحلات السكنية لمدينة الموصل إذ تم كشف التركز لمناطق تركز التلوث اقل قيم Cold التي تراوحت بين 99-95 وتمثل اللون الأزرق على خريطة التوزيعات المكانية متركزة في المناطق الشمالية والغربية من المدينة حيث تصدرت اعلى نسب التلوث الهوائي بغاز ثاني اوكسيد الكبريت احياء موصل الجديدة والنهروان والقاهرة من 2970 -1620 واقل نسبة باحياء التراث والهاشمية والجلاء بنسبة تترواح بين 180-90 من نسبة التلوث الهوائي بالغاز وكان لهذا التلوث الهوائي سبب كبير في التسبب بالعديد من الامراض التنفسية للسكان وتلف العديد من المحاصيل الزراعية.
التغييرات المناخية وأثرها على الأمن المائي في إقليم كوردستان العراق (تحلیل جیوبولتیکي)
Authors: O. Kadhem Almaspdy Faraqd , W. Frayh Alrkaby Nasir
Published: June 2024

إن ظاهرة التغير المناخي هي في الأصل ظاهرة طبيعية تحدث كل عدة آلاف من السنين، ولكن مع تزايد الأنشطة البشرية أدى ذلك إلى تسارع حدوث التغير المناخي. وبما أن المناخ هو متوسط الأحوال الجوية المتعاقبة في مكان ما لفترة طويلة فقد تكون شهراً أو موسماً أو سنة أو عدة سنوات. ولذلك نجد أن علم المناخ يهتم بإظهار متوسط أو متوسط الأحوال الجوية السائدة في منطقة ما بدلا من إظهار التغيرات اليومية للأحوال الجوية في المنطقة. يعتبر علم المناخ من العوامل الطبيعية المؤثرة في تكوين سطح الأرض وفي مختلف جوانب الحياة النباتية والحيوانية والإنسانية. كما يهتم علم المناخ بالتطبيقات العلمية لتحديد أنماط الظروف الجوية وتفسيرها وإمكانية استخدامها لصالح الإنسان. تقع منطقة الدراسة ضمن تدرجات مناخية شديدة الانحدار في هطول الأمطار ودرجات الحرارة. الخريطة (1)، خاصة مع التغيرات المناخية الأخيرة التي شهدتها الأرض والتي ترتفع من المناطق المحيطية إلى المناطق القارية (Seppälä,2018.P71) (1)، تقدر بمتوسط درجة الحرارة العالمية التي تتراوح بين 0.99 ± 0.13 درجة مئوية فوق خط الأساس قبل بداية الثورة الصناعية، وأضافت الملوثات التي ساهمت في رفع درجات الحرارة في الأعوام (1850-1900)، ثم معرفة تأثير تغير المناخ على كمية الأمطار الغزيرة المرتبطة بتغير المناخ والتركيز على كمية الأمطار وعلاقتها بحجم السيول المتكررة.
العلاقة بين مؤشر درجة حرارة السطح LST والغطاء النباتيADVI لمركز قضاء بلدورز
Authors: S. Hadi Azhar , Sh. Ahmad Wasan
Published: June 2024

تلعب البيانات الفضائية دورا بارزا في استنباط المؤشرات والعلاقات للمتغيرات الطبيعية، ومنها درجة حرارة السطح وعلاقته مع الغطاء النباتي، من خلال هذه الورقة البحثية تحاول الباحثتان استكشاف الدلالة العلاقية ما بين مؤشر درجة الحرارة LST والغطاء النباتي NDVI لمركز قضاء بلدروز، ولغرض ابراز العلاقة بشكل أكثر وضوحا وفاعلية فقد اعتمد مستويان للتحليل الاول اعتماد سنوات الجافة وسنوات رطبة للمقارنة بينها، والمستوى الثاني المقارنة على اساس المقارنة بين متغيري درجة حرارة السطح والغطاء النباتي لموسمين (الربيع، الخريف) لكل سنة، البيانات المعتمدة للتحليل تتمثل بالبيانات الفضائية التي توفرها الهيئة العامة للمساحة الامريكية. وتوصل البحث الى قيم (NDVI ) خلال الموسم الرطب وتنخفض خلال الموسم الجاف، كما ان قيم درجة حرارة السطح تكون اكثر حرارة خلال الموسم الجاف الا ان التباينات في الموسم الرطب تكون اكثر اذ بلغت قيم الانحراف المعياري فيها(3.64 و4.65) خلال العامين 2005و2006 على التوالي . كما ان العلاقة سلبية ضعيفة بينها وبين درجة حرارة السطح ، الا انها تكون سلبية اكثر قوة في الموسم الجاف.
Planungsprobleme als epistemische Probleme. Anmerkungen zur Debatte über multiple Wahrheiten in der Planung
Authors: Sommer Christoph
Published: June 2024

How should planning deal with the “brutal plurality of truths” (Davy/Levin-Keitel/Sielker 2023). This is a relevant but also controversial question. In this commentary section, Gerd Lintz pointed out that a “broad concept of truth and knowledge” might undermine the ability to cope with the climate and biodiversity crisis in terms of planning (Lintz 2024). Leaving aside the supposed risks of a social-constructivist dilution of the concept of truth, this commentary focuses on planning challenges that go hand in hand with an “epistemization of the political” (Bogner 2021). Epistemization refers to the challenge of how knowledge comes about and by whom it is produced. At the planning level, the question arises as to where and why various forms of truth and knowledge production are increasingly becoming a problem. For example, it is necessary to deal with the (de)politicizing effects of data-driven spatial development, the denial of planning expertise or the suppression of deliberative procedures for plan qualification. Such “knowledge conflicts” must be reflected upon in planning science—especially in interdisciplinary and transdisciplinary research and work contexts.
GEY BİREYLERIN BABALARIYLA KURDUKLARI İLİŞKİNİN DEĞERLENDİRİLMESİ: NİTEL BİR ARAŞTIRMA
Authors: Kurban Abuelenın Gizem , Karaman Hakan , Yaman Ömer Miraç
Published: June 2024

Gey bireyler, uluslararası literatürde farklı boyutları ile ele alınmış olsa da Türkiye’de geylere ilişkin literatür oldukça kısıtlıdır. Bu çalışmada, ailede erkek çocuk olarak deneyimlenen süreçte gey bireylerin çocukluktan bugüne kadar şekillenen baba ilişkileri çeşitli boyutlarıyla incelenmiştir. Çalışmada nitel araştırma deseni kullanılmıştır. Kendisini gey olarak tanımlayan 9 katılımcı ile yapılan derinlemesine mülakatlar neticesinde, katılımcıların söylemleri analiz edilerek veriler temalandırılmıştır. Ulaşılan sonuçlarda katılımcıların çocukluklarında kendilerini genel itibariyle sessiz, yalnız, asosyal olarak tanımladıkları görülürken bu profilleri pekiştiren bir tecrübe olarak akran zorbalığına ilişkin ortak bir deneyim de ortaya çıkmıştır. Diğer yandan otoriter, ilgisiz, sert ve donuk mizaçlı baba profillerinin öne çıktığı görülmekte iken baba-oğul ilişkisi anlamında mesafeli ve kısıtlı iletişime sahip bir ilişki biçimi kendini göstermiştir. Özellikle ergenlik dönemi ile birlikte babayla olan ilişkilerin daha sık olumsuz yönde seyrettiği anlaşılmıştır. Diğer yandan katılımcılarda babaya ilişkin öfke, kırgınlık, pişmanlık, özlem gibi duyguların yoğun olduğu görülmüştür. Mevcut durumda ise babayla görüşmenin tercih edilmediği ya da mecburiyetten dolayı sınırlı düzeyde sürdürülen bir ilişki biçiminin varlığı söz konusudur. Dolayısıyla katılımcıların genel olarak babayla olan deneyimlerinin olumsuz yönde geliştiği görülmüştür. Babayla olan ilişki böylesine olumsuz bir tablo sunması, bu durumun gey bireylerin yaşamlarında ayırıcı bir karşılığı olabileceğini düşündürmüştür. Bu anlamda babayla olan ilişkinin çocukluk ve ergenlikteki karşılığını daha iyi ortaya koymak, gey kimliği ile nasıl ve ne düzeyde ilişkilenebileceğini anlamak adına ileri araştırılmaların planlanması önerilmektedir.
Vpliv porodnega položaja pri iztisu ploda na poškodbo presredka
Authors: Kapus Karmen , Kukovica Iva , Frelih Fabjan Anita , Lučovnik Miha
Published: June 2024

Uvod: Vpliv porodnega položaja na tveganje za poškodbo presredka, ki je odvisen od lokalnih in regionalnih babiških praks, kot so ročna tehnika zaščite presredka, razne stopnje epiziotomije in operativnih porodov itd., še ni zadostno raziskan. Namen raziskave je bil v eni od slovenskih porodnišnic preučiti morebitno povezavo med porodnim položajem ob iztisu ploda in pojavnostjo poškodbe presredka.Metode: V retrospektivno kohortno raziskavo smo vključili 625 porodnic, ki so leta 2021 rodile v Splošni bolnišnici Jesenice. Izključili smo večplodne nosečnosti, prezgodnje porode, porode s plodom v medenični ali okcipito-posteriorni vstavi, vakuumske ekstrakcije ploda in epiziotomije. Z multiplo logistično regresijo smo preučili, ali je bil položaj porodnice ob iztisu ploda (leže na hrbtu (n = 66), leže na boku (n = 404) ali vsi ostali položaji (n = 155)) neodvisno povezan s pojavnostjo poškodbe presredka.Rezultati:Pri 363 porodnicah (58 %) ni prišlo do poškodbe presredka. Pri 192 (73 %) je prišlo do poškodbe prve stopnje, pri 59 (23 %) do poškodbe druge stopnje in pri 11 (4 %) do poškodbe presredka tretje ali četrte stopnje. Porodni položaj ob iztisu ploda ob upoštevanju drugih potencialnih dejavnikov tveganja ni bil statistično pomembno povezan s tveganjem za poškodbo presredka: razmerje obetov (RO) 0,691, 95% interval zaupanja (IZ) – 0,401–1,191 za položaj na boku; RO 0,710, 95% IZ – 0,386–1,306 za ostale položaje v primerjavi s porajanjem leže na hrbtu.Diskusija in zaključek: V slovenski porodnišnici z visokim odstotkom porodnic, ki ne rodijo leže na hrbtu, porodni položaj ob iztisu ploda ni neodvisni dejavnik tveganja za nastanek poškodbe presredka
PELATIHAN BAHASA JEPANG BAGI CALON PESERTA MAGANG
Authors: Widiandari Arsi , Sakariah Dewi Saraswati
Published: June 2024

ABSTRAKSeiring dengan semakin tingginya kebutuhan akan tenaga kerja asing di Jepang, Indonesia merupakan salah satu negara yang tidak melewatkan kesempatan tersebut. Hingga saat ini banyak tenaga kerja migran dengan berbagai status yang bekerja di Jepang. Dengan adanya permasalahan tersebut, pentingnya kemampuan berbahasa Jepang dan juga pemahaman akan budaya Jepang merupakan sebuah keniscayaan. Kemampuan berbahasa Jepang bagi tenaga kerja magang di Jepang dapat membantu peserta magang dalam memahami regulasi baik yang ada di perusahaan maupun di masyarakat, selain itu pemahaman bahasa Jepang yang baik juga membantu mereka dalam beradaptasi dengan budaya setempat. Pelatihan ini menargetkan para peserta magang yang berada di sebuah LPK di wilayah Kota Semarang. Melalui pelatihan ini, para peserta didik dapat meningkatkan kemampuan dan juga wawasan mereka terkait bahasa dan budaya Jepang.Kata kunci     : Bahasa Jepang, Pelatihan BahasaABSTRACTAs the demand for foreign workers in Japan continues to rise, Indonesia is one of the countries seizing this opportunity. To date, many migrant workers with various statuses are working in Japan. Given this situation, the importance of Japanese language proficiency and understanding Japanese culture is undeniable. Japanese language skills for internship workers in Japan can help interns understand regulations both within the company and in society. Moreover, good Japanese language proficiency also assists them in adapting to the local culture. This training targets interns at an LPK (Job Training Center) in the Semarang City area. Through this training, the participants can enhance their skills and knowledge related to the Japanese language and culture.Keywords        : Japanese Language, Trainning
PELATIHAN MEMBATIK PADA IBU-IBU PKK PURWOSARI SAYUNG DEMAK SEBAGAI UPAYA MENINGKATKAN KREATIVITAS EKONOMI PEREMPUAN
Authors: Maziyah Siti , Indrahti Sri , Alamsyah Alamsyah , Yuliati Dewi
Published: June 2024

ABSTRAK“Pelatihan Membatik Pada Ibu-Ibu PKK Purwosari Sayung Demak Sebagai Upaya Meningkatkan Kreativitas Ekonomi Perempuan” bertujuan untuk memberikan bekal kreativitas kepada ibu-ibu PKK Purwosari Sayung Demak agar dapat memanfaatkan ketrampilan membatik untuk meningkatkan perekonomian mereka.  Pekerjaan ini dimulai dengan koordinasi dengan pihak yang terlibat dalam pelatihan, yaitu Ketua PKK Purwosari Sayung Demak dan instruktur pelatihan. Setelah terjadi kesepakatan antara dua pihak tersebut, kemudian ditentukan waktu pelatihan yang berlangsung selama 3 hari. Adapun materi yang diterima oleh ibu-ibu PKK itu adalah proses membatik tulis dan cap hingga mewarnai.Kata kunci: pelatihan membatik; PKK; Demak; peningkatan ekonomi; perempuan  ABSTRACT"Batik Training for Women from PKK Purwosari Sayung Demak as an Effort to Increase Women's Economic Creativity" aims to provide creativity for women from PKK Purwosari Sayung Demak to utilize batik skills to improve their economy. This work began with coordination with the parties involved in the training, the PKK Purwosari Sayung Demak, the chair, and the instructor. After an agreement has been reached between the two parties, a training time is determined which will last for 3 days. The materials received by the PKK women included writing, stamping batik, and coloring.Keywords: batik training; PKK; Demak; economic improvement; Woman
Technology for Learning
Authors: Moscova Michelle , Porter David , Schreiber Kate
Published: June 2024

To assist in the design/selection and implementation of educational technologies in a regional medical program, first-year students were surveyed to determine the technologies used for academic purposes and their technology usage habits. The perceived usefulness and usability of technologies have been noted as important factors in technology adoption, as well as student engagement with technology. To address these conditions, the researchers surveyed students regarding the technologies they used for specific educational tasks. While still in our early stages of research, the results suggest that smartphones and tablets, while popular with students, still have not displaced laptops as the preferred devices for most tasks.
Mobile devices in an Interprofessional Community of Practice #NPF14LMD
Authors: Mentis Mandia , Holley-Boen Wendy
Published: June 2024

The use of mobile devices shows promise in supporting practitioners to develop professional ePortfolios to document their ongoing learning and practice. This poster illustrates how practitioners within an interprofessional community of practice use mobile devices to develop professional identities. The affordances of mobile technology enable transformative ways of using multi-media in ePortfolios to showcase authentic practice and field-based learning in developing professional identities. The experiences of a practitioner focus group using mobile devices is analysed using a cultural historical activity theory (CHAT) framework to foreground changes in conceptions about Professional Learning and Identity Development (PLID).
Preparing Students for Future Learning
Authors: Cheng Jasmine , Payne Sally , Banks Jennifer
Published: June 2024

UTS:Insearch is the premium pathway provider to the University of Technology Sydney (UTS). With education increasingly moving towards technology enhanced delivery, we identified the need to appraise our teaching approaches to better prepare students for future learning. This proposal represents the Blended Learning Framework adopted for the process of designing and implementing blended learning within the academic subjects. We initiated a suite of strategies with the intention to create classroom environment where learning occurs through seamless integration of technology enhanced strategies and face-to-face activities, characterised by the best features of interaction within a subject, that will promote academic enhancement and innovation in learning and teaching. The 'hands on' strategies allowed teaching staff to experience first-hand how students could be engaged with content through the meaningful use of technologies. This has led to 76% of our subjects either well progressed or fully compliant with a blended learning approach within a year.
Creating concept vignettes as a module supplement for active and authentic learning
Authors: Chatterjee Chandrima
Published: June 2024

Teaching Quantum Mechanics can be a daunting task for instructors. Typical classroom lectures may not be sufficient at times for proper understanding of the fundamental concepts. Hence there is a need to incorporate an effective scheme in the present teaching curriculum to further the learning experience of the students thereby enhancing their understanding of complex and abstract concepts. As such developing short educational and instructional videos known as Concept Vignettes on selected topics can help to supplement the existing lesson materials in quantum mechanics (Garik et al, 2005; Kohnle et al, 2010). Concept Vignette videos have been created on various topics previously by MIT's Teaching and Learning Laboratory and are specially designed to enable students to learn a key concept in Science or Engineering (McKagan et al, 2008; Muller R et al, 2002) . My study will involve developing similar videos (in collaboration with MIT lecturers) with focus on the fundamentals of Quantum Mechanics.
Enhancing Student Learning Outcomes with Simulation-based Pedagogies
Authors: Benckendorff Pierre , Lohmann Gui , Pratt Marlene , Reynolds Paul , Strickland Paul , Whitelaw Paul
Published: June 2024

This poster reports on an Australian Government Office for Learning and Teaching (OLT) project to assist business educators to embed simulations into the curriculum. The purpose of this project was to gather and disseminate good practice in the design of pedagogy and assessment in simulation-based units in business. Data collection included interviews with educators and decision makers, student focus groups and surveys. The project included the development of an online toolkit consisting of case studies, a good practice guide and a simulation learning barometer. A ‘framework for simulation-based pedagogy’ is presented as a key outcome of the project.
The impact of digital technology on postgraduate supervision
Authors: Maor Dorit
Published: June 2024

There is a need to improve supervision of higher degree students to increase completion rates, reduce attrition and improve quality. This discussion paper explores the contribution that technology can make to higher degree research supervision. It focuses on research studies that support supervision through the application of digital technology. In reviewing current research, I discuss whether web-based tools can influence the training of Higher Degree Research (HDR) students, are effective in supporting students, and can reduce breakdowns in supervisory relationships. A major trend in higher education is the re-purposing of Web 2.0 systems, not only to access knowledge collaboratively, but also to create and sustain communities of learners. In critically reviewing current research-based papers, I was able to assess the impact of web-based tools on the training and support of doctoral students. The longer-term aim of this research project is to create a digital platform that can assist postgraduate students and their supervisors.
Technology issues in blended synchronous learning
Authors: Dalgarno Barney , Bower Matt , Lee Mark , Kennedy Gregor
Published: June 2024

Universities have responded to demand from students for increased time flexibility by providing online alternatives to face-to-face education, typically centered around the provision of online learning resources along with asynchronous online learning activities. More recently, synchronous options afforded by the capabilities of web conferencing tools, video conferencing tools and virtual worlds have emerged, providing the potential to bring together face-to-face and remote students using blended synchronous learning strategies. In the OLT-funded project Blended Synchronicity: Uniting on-campus and distributed learners through rich-media real-time collaboration tools, seven case studies of the use of blended synchronous learning strategies were explored. This discussion paper highlights the technology considerations and technology setup issues emerging from the case studies, as background material for a round table discussion session at the conference.
Developing the Scholarship of Technology Enhanced Learning (SOTEL)
Authors: Cochrane Thomas , Narayan Vickel
Published: June 2024

Embedding a reflective practice framework based upon SOTEL within collaborative curriculum design critically informs the evaluation and impact of the curriculum redesign process and provides a mechanism for dissemination to a broader, global audience. This symposium explores the potential of developing collaborative open scholarship networks for SOTEL and educational design research.
Benchmarking for technology enhanced learning
Authors: Sankey Michael
Published: June 2024

It is one thing to undertake Benchmarking in the areas of technology enhanced learning (TEL) as a one-off activity, but it is quite another to build this form of activity into your strategy for future and long-term growth at an institution. This paper reports on a follow up study conducted in 2015 with 22 of the 24 institutions who first participated in major inter-institutional benchmarking activity in June 2014, using the ACODE Benchmarks. The study was conducted eight months after the initial activity to understand how the institutions that had participated in the initial activity had used this to build their capacity for future growth. It will provide evidence of the longer-term value of this type of activity and will conclude with a series of recommendations on how an institution may apply this methodology to enhance its capacity to deal with the rapidly changing TEL space.
Learning to swim in an ocean of student data
Authors: Russel Carol
Published: June 2024

Like other Australian universities, Western Sydney University collects a large amount of data on student learning experiences, including their use of technologies. For busy discipline academics the task of mining and analysing all the data, to create meaningful evidence that informs teaching practice, can seem overwhelming. Graphs of responses to multiple choice questions are relatively straightforward to generate and share. But text comments in response to open-ended questions, although potentially very revealing, are often not used systematically. The University is making both quantitative and qualitative student survey responses available in a format that teaching staff can access directly through an institutional data dashboard. There has been some progress and there are some challenges. During 2015 we have been aiming to encourage teaching staff not just to dip their toes in the water but to take the plunge and use both quantitative and qualitative data actively and with purpose.
Connecting fun and learning
Authors: O'Rourke Mark
Published: June 2024

Games-based learning has the potential to improve engagement and skill development. This research explores the development of the White Card Game and the impact that fun has on learning outcomes. The first-person shooter style game offers a contextualised, situated experience that equips learners with skills and an understanding of the socially complex world of work. The research has approached the analysis through an Activity Theoretical framework. This approach involved: analysing the interactions between components in the games-based learning activity system while they evolved; identifying contradictions and exploring the mediation that progressed the activity outcome; and examining fun within the games-based learning context. This analysis revealed significant increases in knowledge transfer, skill development and engagement with the curriculum in comparison to conventional pedagogical approaches.
Developing Self-Regulated Learning through Reflection on Learning Analytics in Online Learning Environments
Authors: Mikroyannidis Alexander , Frey Tracie Marie Farrell
Published: June 2024

This paper describes a conceptual framework for developing self-regulated learning through facilitated dialogue and reflection on learner activity in online learning environments. In particular, the framework focuses on the motivational and contextual aspects of self-regulated learning and how the field of learning analytics can support student metacognitive knowledge in these two areas and distribute instructional support.
The three pillars to building staff capability to create digital learning experiences
Authors: Manning Catherine , Macdonald Hero
Published: June 2024

Many institutions are grappling with building staff capability in the complex task of designing and creating high-quality, technology-rich digital learning experiences informed by pedagogy. This paper provides an overview of a pilot program with two interactions implemented at the University of Melbourne called the Digital Learning Design (DLD) program. Focused on building Library’s organisational capability the program was built on three pillars of staff capability; deep knowledge of learning theory, learning design principles and skills in selecting digital technologies. The DLD design drew on research in change management, effective capability building as well as best practice in developing digital technology skills. Learners experienced the learning theories taught with the program design including the concepts of the flipped classroom, authentic learning and community of practice. This paper showcases an innovative and successful approach to addressing the issue of enduring staff capability to create digital learning experiences.
Measuring creativity in collaborative design projects in pre-service teacher education
Authors: Kennedy-Clark Shannon , Kearney Sean , Eddles-Hirsch Katrina , De La Hoz Rod , Galstaun Vilma , Wheeler Penny
Published: June 2024

Pre-service teacher education in the use of information and communication technologies (ICTs) has been the focus of numerous studies. In this paper, we further extend this body of research by examining the functions of creativity and how creative outputs are measured in pre-service teacher education, chiefly by discussing how students are assessed in terms of their creativities in design projects. The research aimed to evaluate the measures that had been put in place to ensure that the creative value of the student tasks was assessed objectively. Several strategies were used including a process-based task design, opportunities for students to revisit and refine designs, collaborative brainstorming, self-assessment, rubrics, panel marking by experts, and a design space that supported creativity. It was found that while interpretations of creativity were subjective, the students’ aim to develop creative outputs was fostered by the peer review and self-review processes adopted for the study.
A blended learning ecosystem
Authors: Hartnett Maggie , Kearney Alison , Mentis Mandia
Published: June 2024

As technologies evolve, the places and spaces for learning are rapidly changing and learners are required to take increasing responsibility for directing their own learning. By doing so, students are presented with a range of opportunities and challenges within these complex learning environments. Research suggests that an important consideration is the effect on learner motivation. This paper reports on motivational issues for students working within an online post-graduate professional teacher education programme that blends lecturer-directed and student-directed learning. In 2014, students completed a survey about their experiences of setting their own learning goals and negotiating their own curriculum with an emphasis on motivation. This was followed by a series of interviews aimed at exploring these experiences in more depth. Preliminary findings highlight anxiety about choosing course content and setting learning goals were among key concerns identified by students. Results provide insight into motivational considerations for learners in complex learning eco-systems.
Digital Futures research and society
Authors: Doyle Joanne , McDonald Lisa , Cuthill Michael , Keppell Mike
Published: June 2024

The contemporary Higher Education research environment demands ‘real-world’ impact as a key means of accounting for public sector funding. As such, there is increased pressure on researchers and research institutions to ensure research delivers outcomes for public good. This paper reports on research focused on a Digital Futures collaborative research program. The aim of the research was to explore how researchers and research stakeholders understand research impact. Impact was articulated as ‘making a difference’ however that ‘difference’ was translated by research participants as meaning the tangible impacts relating to quantitative components of research activities. The subtler influences of research impact on society were less well articulated. Results from this research suggest that in the complex world of impact, action, awareness and accountability, as elements of research practice, are key to creating maximum value from knowledge creation initiatives.
TPACK Framework
Authors: Campbell Chris , Al-Harthi Aisha , Karimi Arafeh
Published: June 2024

With the advent ubiquitous computing, cloud-based content creation is becoming more popular and readily accessible. In Malaysia the government equipped 10,000 public primary and secondary schools with 4G Internet connectivity and a cloud-based learning environment called the Frog VLE. This study investigated the alignment and compatibility the TPACK framework to teachers’ learning designs. A rubric was developed, based on the TPACK framework, and after feedback from an expert panel, 152 cloud-based sites were analysed. Results show that most areas were somewhat aligned with the TPACK framework while three areas were fully aligned and one area was minimally aligned. The fully aligned areas were use of links, design navigation flow and design functionality. The minimally aligned area was interactivity. This research finding can potentially inform teacher education as if specifically taught this can empower teachers when creating cloud-based content.
Implementing blended learning at faculty level
Authors: Borland Rosy , Loch Birgit , McManus Liam
Published: June 2024

More and more Australian universities are mandating blended learning approaches, whether for efficiency reasons to reduce face-to-face classes or the need for scarce teaching spaces, to create more engaging learning environments by accessing the benefits online learning provides, or simply to keep up with competitors who have implemented such approaches. The challenges surrounding the adoption of online teaching approaches are not new. In the face of pressure to offer greater flexibility in their course offerings, Australian universities have, for a number of years, grappled with how to successfully embrace technology-supported learning in a way which engages both academic staff and their students. In this paper, we use an action research approach to describe how blended learning was introduced at a STEM faculty. We focus on how this has resulted in certain types of staff support provided. We also highlight the faster than expected diffusion of innovation that we have observed.
Learning maps
Authors: Adachi Chie , O'Rourke Mark
Published: June 2024

This paper addresses the importance of creating high quality and contextualized resources for capacity building of academics for online learning and teaching. Drawing on a design-based research framework, the paper presents work-in-progress learning maps. Learning maps are an increasingly popular concept and resource among learning designers which capture and organize various theories and resources for the target learners. In a climate where the tertiary sector struggles to provide quality resources and support for teaching and learning practice, we argue that the creation and implementation of learning maps poses clear advantages and a successful model for teacher capacity building, and subsequently improves student learning.
A Mobile App in the 1st Year Uni-Life
Authors: Zhao Yu , Pardo Abelardo
Published: June 2024

The transition process that students undergo from high school to university, especially during the first year has a significant impact on their academic success. Higher education institutions try to cater for the needs of these students with a variety of initiatives. Although there are numerous resources made available in university websites, in most cases, they are underutilized. With the high adoption rate of smart phones among university students, mobile apps can be used to provide personalised support during the transition from high school to university. But, questions such as what is the truly relevant information that should be given to students, how should the information be delivered, and how should such a mobile application be designed remain unanswered. To explore these issues, we have developed a prototype mobile application called “myUniMate”. We conducted a pilot study in which 13 first year engineering students used the app for 6 weeks during a normal semester. Both qualitative and quantitative data was gathered to analyse the usability and feasibility of the app and to identify the features that were more useful. The obtained results have provided clear guidelines for the evolution of the application.
Standing on the shoulders of others
Authors: Weaver Debbi , Duque Samantha
Published: June 2024

As online and blended learning becomes the norm in higher education practice, academic developers and learning designers are increasingly required to work as part of curriculum development teams to facilitate the design of engaging and interactive online courses and activities. A range of highly-effective models of workshops and programs focused on curriculum design have been developed and widely reported, each with the primary aim of developing a ‘learning design’. But what form does this learning design take? How is it prepared, shared and edited amongst the curriculum team members? And how is it then translated into a functioning online site or activity for students to access? This paper focuses on the output of curriculum design workshops, and presents a highly simplified and accessible solution for time-poor curriculum teams.
MyCourseMap
Authors: Tee Lisa , Hattingh Laetitia , Rodgers Kate , Ferns Sonia , Chang Vanessa , Fyfe Sue
Published: June 2024

MyCourseMap is an interactive curriculum map created to increase curriculum transparency for both students and staff. It provides access to the entire curriculum at a glance, displays alignment of unit learning outcomes, assessments, course learning outcomes, and graduate attributes and links video from employers, graduates and students to help students reflect on the curriculum and its relevance. A prototype developed for the Bachelor of Pharmacy course at Curtin University as a proof-of-concept was tested and evaluated in 2014 and 2015. This evaluation utilised a mixed methods approach using a blend of quantitative and qualitative data through online survey and structured focus group discussions. From the evaluation, the perceived benefits of the MyCourseMap include students’ increased understanding of their degree structure and its relevance to their chosen profession. From a staff perspective, the MyCourseMap helps with review and development of curriculum and professional accreditation. Barriers and challenges have led to prototype refinements.
Open and Interactive Publishing as a Catalyst for Educational Innovations
Authors: Ren Xiang
Published: June 2024

This paper reviews the educational value and innovative uses of open and interactive publishing (OIP) in learning design. OIP is defined in its broadest sense including all the emerging practices brought about by using open approaches and networked technologies to publish and engage with content. It explores two aspects of educational values and uses: (1) Open publications and scholarship provide new forms of open educational resources that stimulate innovations in learning designs and pedagogies beyond textbooks. (2) OIP is by nature a digital learning space whereby creative learners are able to learn from peers and communities through self- and social publishing activities. It also discusses the impact and challenges of OIP inspired innovations, from which practical recommendations are derived.
Designing for relatedness
Authors: Reedy Alison , Sankey Michael
Published: June 2024

This paper draws on the initial analysis of data from an education design research study that investigated the experience of Indigenous higher education students in online learning. The interrelated themes of racial identity and relatedness were found to be significant to the experiences of these students. The paper examines a number of widely used learning design models and online facilitation approaches to determine the extent to which identity and relatedness are considered in the design of online environments and in the facilitation of learning. It concludes with a series of recommendations as to how an institution may mediate a level of relatedness for its students in online learning environments.
Higher education students' use of technologies for assessment within Personal Learning Environments (PLEs)
Authors: Lounsbury Lynnette , Mildenhall Paula , Bolton David , Northcote Maria , Anderson Alan
Published: June 2024

Higher education students' use of technologies has been documented over the years but their specific use of technologies for assessment-related tasks has yet to be fully investigated. Researchers at two higher education institutions recently conducted a study which sought to discover the technologies most commonly used by students within their Personal Learning Environments (PLEs). A specific aim of the study was to determine which of these technologies the students used when they complete and submit assessment tasks such as assignments and examinations. Results from questionnaires, focus groups and mapping exercises are reported and the implications of the findings for developing institutional infrastructure to engage students and support their learning are highlighted.
Digital leap of teachers
Authors: Leppisaari Irja , Vainio Leena
Published: June 2024

Digitisation and modernisation of education are central objectives in educational policy. This challenges to rethink teaching methods and update teacher pedagogic expertise. This article examines how two Finnish vocational education institutions are supporting transition of teacher professional development to the digital age. The comparison identified similar elements of success and areas for development. Strategic planning and leading of development for a digital leap is the starting point for success. Wireless connections must be universally available to enable use of one's own devices (BYOD). However, the key change factor is teacher transformation. Digital technology has led to professional development models being in a state of transition. Traditional face-to-face methods are not enough to modernise teacher competences. Peer learning, teacher initiated collaborative development, online training, and use of learning badges will be key methods in teachers taking a digital leap. A promising practice is student-teacher partnerships to change practices for the digital age.
To type or handwrite
Authors: Hillier Mathew
Published: June 2024

This paper reports on students' experience of e-Exams as collected via surveys undertaken in conjunction with a series of optional live trials of an open source, bring-your-own-device (BYOD) based e-Exam system in six mid-semester undergraduate examinations during 2014 at The University of Queensland, Australia. A set of surveys were conducted prior and following each exam that covered ease of use, technical issues, comfort, confidence, time, typing versus handwriting prowess. Responses to Likert items were compared between those students who elected to type and those that handwrote their exam. Insights as to which issues proved significant for students will prove useful to institutions looking to implement computerised exams.
New applications, new global audiences
Authors: Gregory Sue , Gregory Brent , Wood Denise , O'Connell Judy , Grant Scott , Hillier Mathew , Butler Des , Masters Yvonne , Stokes-Thompson Frederick , McDonald Marcus , Nikolic Sasha , Ellis David , Kerr Tom , De Freitas Sarah , Farley Helen , Schutt Stefan , Sim Jenny , Gaukrodger Belma , Jacka Lisa , Doyle Jo , Blyth Phil , Corder Deborah , Reiners Torsten , Linegar Dale , Hearns Merle , Cox Robert , Jegathesan Jay Jay , Sukunesan Suku , Flintoff Kim , Irving Leah
Published: June 2024

There continues to be strong interest among established, experienced academic users of 3D virtual environments for their sustained educational use. Consistent with global trends, they plan to further develop and optimise existing applications, reuse skills and experiences gained to develop new applications, and to share and reuse existing virtual resources. This is against a background of varied support from institutions, colleagues, students, funding bodies and also changing understanding and awareness of virtual environments and virtual reality by the general community as a result of consumer developments such as the popularity of multi-user online role playing amongst both children and adults, and the acquisition of technologies by companies with deeply entrenched technologies. At the same time, the ongoing development and availability of new multiuser virtual environment platforms, associated peripherals and virtual reality technologies promise new and exciting opportunities for educators to collaborate with researchers on a global scale, while also exploring the affordances of these technologies for enhancing the learning outcomes for an increasingly diverse and distributed student population.
Building graduate attributes using student-generated screencasts
Authors: Frawley Jessica Katherine , Dyson Laurel Evelyn , Tyler Jonathan , Wakefield James
Published: June 2024

There has been an increasing emphasis in recent years on developing the “soft” skills, or graduate attributes, that students need once they finish their university studies in addition to the specific domain knowledge of their discipline. This paper describes an innovative approach to developing graduate attributes through the introduction of an optional assignment in which first-year accounting students designed and developed screencasts explaining key concepts to their peers. Screencasts have been used in recent years for teaching but the approach of students, rather than teachers, making screencasts is far less common. Quantitative and qualitative analysis of student surveys showed that, in addition to improving their accounting knowledge and providing a fun and different way of learning accounting, the assignment contributed to the development and expression of a number of graduate attributes. These included the students’ ability to communicate ideas to others and skills in multimedia, creativity, teamwork and self-directed learning.
Community volunteers in collaborative OER development
Authors: DeVries Irwin
Published: June 2024

The purpose of this comparative case study is to explore and examine the practices of open course design and development community volunteers undertaken in the Open Education Resource universitas (OERu) network, an international partnership of member post-secondary institutions. With a focus on the design and development of an OER-based university-level course, the study identifies and describes features of an OERu open design and development volunteer community and compares and contrasts it to a similar community in the free and open source software (FOSS) development field.
Investigating the effectiveness of an ecological approach to learning design in a first year mathematics for engineering unit
Authors: Czaplinski Iwona
Published: June 2024

This paper reports on the results of a project aimed at creating a research informed, pedagogically reliable, technology-enhanced learning and teaching environment that would foster engagement with learning. A first-year mathematics for engineering unit offered at a large, metropolitan Australian university provides the context for this research. As part of the project, the unit was redesigned using a framework that employed flexible, modular, connected e-learning and teaching experiences. The researchers, interested in an ecological perspective on educational processes, grounded the redesign principles in probabilistic learning design (Kirschner et al., 2004). The effectiveness of the redesigned environment was assessed through the lens of the notion of affordance (Gibson, 1977,1979, Greeno, 1994, Good, 2007). A qualitative analysis of the questionnaire distributed to students at the end of the teaching period provided insight into factors impacting on the successful creation of an environment that encourages complex, multidimensional and multilayered interactions conducive to learning.
Designing an authentic professional development cMOOC
Authors: Cochrane Thomas , Narayan Vickel , Burcio-Martin Victorio , Lees Amanda , Diesfeld Kate
Published: June 2024

While there has been a lot of hype surrounding the potential of MOOCs to transform access to education, the reality of completion rates and participant profiles has tempered this hype such that within the hype cycle MOOCs have already hit the trough of disillusionment. However we argue that embedding cMOOC design within an educational design research methodology can enable the design of authentic professional development model that can indeed demonstrate transformation in pedagogical practice. Our design model links mobile learning theory, practice, and critical reflection within an EDR methodology to create an authentic experience for participating lecturers.
Tensions and turning points: exploring teacher decision-making in a complex eLearning environment
Authors: Bradey Scott
Published: June 2024

Understanding how university teachers experience and respond to imperatives to integrate digital technologies into their curricula and teaching practice is essential for addressing the gap between the potential of such technologies to articulate with institutional objectives and their uptake by university teachers. This article reports on a study in a regional Australian university focused on capturing the complex ways that individual and contextual factors can interact to support or impede the integration of technology into teaching practice. The lens of cultural-historical activity theory is used to describe and interpret the complex activity of designing and teaching a blended-mode course from the perspective of an experienced lecturer. An analytical focus on emergent tensions and the identification of turning points as markers of critical encounters requiring the lecturer to make decisions and take action provides an insight into potential transformations in their thinking and practice.