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ASCILITE - Australian Society for Computers in Learning in Tertiary Education Annual Conference

2011

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Table of Contents

Number of papers: 175

  1. Challenging Perceptions of Blended Learning in an Adverse Learning Context

    Des Breeze, Philippa Buckley & Fiona Gilmore, University of Canterbury, New Zealand

    The Christchurch earthquakes of 22 February 2011 initiated an extraordinary process of professional development which informed and consolidated changes to the pedagogy and practices of three... More

    pp. 179-181

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  2. Engaging in online postgraduate education as means of professional learning.

    Tania Broadley, Curtin University, Australia

    With enrolments in higher education becoming a competitive market, through the removal of caps in 2012, the equitable access to postgraduate education is raised. Postgraduate education, provided... More

    pp. 182-193

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  3. Lights, camera, action: Gathering experiences of first time distance learners

    Mark Brown & Helen Hughes, Massey University, New Zealand; Natasha Hard, Mike Keppell, Sandi Shillington & Liz Smith, Charles Sturt University, Australia

    pp. 194-199

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  4. Auditing education courses using the TPACK framework as a preliminary step to enhancing ICTs

    Chris Campbell & Aspa Baroutsis, The University of Queensland, Australia

    The Teaching Teachers for the Future (TTF) project is a Department of Education, Employment and Workplace Relations (DEEWR) project that involves all 39 Australian teacher education universities.... More

    pp. 200-204

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  5. Changing practice: Does the LMS matter?

    Helen Carter, James Meek & Vanessa Warren

    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... More

    pp. 205-209

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  6. Contextual Course Design with Omnispective Analysis and Reasoning

    Srinivas Chemboli & Clive Boughton, The Australian National University, Australia

    In this paper, we present a novel approach to contextualize course design by the application of the Omnispective Analysis and Reasoning (OAR) framework to map the goals and intent of a course to... More

    pp. 210-219

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  7. Fostering institutional change through learning leadership – a study of stories of adaptation in blended and flexible learning and distance education.

    Merilyn Childs & Mike Keppell, Charles Sturt University, Australia; Mark Brown, Massey University, New Zealand; Carole Hunter & Natasha Hard, Charles Sturt University, Australia; Helen Hughes, Massey University, New Zealand

    pp. 220-226

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  8. Singapore student teachers’ intentions and practices in integrating technology in their teaching

    Angela F. L. Wong, Seng Chee Tan & Doris Choy, Nanyang Technical University, Singapore

    The purpose of this study is to investigate the development of student teachers‘ intentions and practices in integrating Information and Communication Technology (ICT) into teaching. Data was... More

    pp. 227-233

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  9. Lecturer engagement in the use of interactive tools in learning management systems. A Swedish case study.

    Michael Christie, Stockholm University, Sweden; Ramon Jurado Garrote, University College of Borås, Sweden

    In this paper the authors argue that although Higher Education researchers have been largely responsible for the creation of the Internet, university lecturers have been far less innovative and... More

    pp. 234-238

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  10. ‘Because I said so’: A Teacher-Centred Approach as a Scaffolding Technique to Accommodate International Distance Learners in a Student-Centred Environment

    Valeri Chukhlomin, State University of New York Empire State College, United States

    At the SUNY Empire State College’s Center for Distance Learning (CDL), the majority of students come from the State of New York, whereas international distance learners were historically a tiny... More

    pp. 239-243

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  11. The CAT amongst the pigeons: A reflective framework approach to personalised professional development in open, flexible and networked learning.

    John Clayton & Richard Elliott, Waikato Institute of Technology, New Zealand

    Reflective-frameworks are designed to assist educators to critically reflect on their professional practice. In essence individuals make meaning from their professional experiences in relation to... More

    pp. 244-249

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  12. mLearning: Why? What? Where? How?

    Thomas Cochrane, AUT University, New Zealand

    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... More

    pp. 250-262

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  13. Nicola Building Virtual Tour; Considering simulation in the equity of experience concept

    Meg Colasante, RMIT University, Australia

    pp. 263-268

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  14. Evaluation of alternative feedback mechanisms on student engagement with assessment feedback

    Stephen Colbran, University of New England, United States

    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... More

    pp. 269-274

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  15. ReMarksPDF – Advanced Electronic Assessment Feedback

    Stephen Colbran, University of New England, United States; Michael Garner, Griffith University, Australia

    ReMarksPDF is an ALTC project designed to significantly improve electronic assessment workflows in the tertiary sector and enhance student engagement. The project is concerned with summarizing the ... More

    pp. 275-277

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  16. Going live: Building academic capacity in blended learning using web-conferencing technologies

    Roger Cook & Natasha Giardina, Queensland University of Technology, Australia

    pp. 278-288

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  17. Exploring Medical Students’ Use of Technology

    Linda Corrin, University of Wollongong, Australia

    The use of Information and Communication Technologies (ICTs) are increasingly important in the delivery of medical education. Whilst the primary motivation for technology integration is to increase... More

    pp. 289-294

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  18. Scholarship, leadership and technology: a case study of embedding evidence-based practice

    Linda Creanor, Glasgow Caledonian University, United Kingdom

    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... More

    pp. 295-306

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  19. Bridging the gap – engaging distance education students in a virtual world

    Rachel Crease, Bob Pymm & Lyn Hay, Charles Sturt University, Australia

    Following a review of the provision of courses in the School of Information Studies (SIS) program at Charles Sturt University, academics in the school worked with learning and teaching services to ... More

    pp. 307-313

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  20. Unresolved issues about ‘authentic’ online learning: Interpretations, assumptions and challenges

    Barney Dalgarno, Charles Sturt University, Australia; Gregor E. Kennedy, University of Melbourne, Australia; Helen Farley, University of Southern Queensland, Australia; Mark J.W. Lee, Charles Sturt University, Australia

    The focus of the symposium will be a critical exploration and examination of the notion of ‘authentic’ learning, leading to a discussion of implications and consequences for the design of online... More

    pp. 314-315

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