ASCILITE - Australian Society for Computers in Learning in Tertiary Education Annual Conference
2011
Table of Contents
Number of papers: 175
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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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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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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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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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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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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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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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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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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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‘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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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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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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Nicola Building Virtual Tour; Considering simulation in the equity of experience concept
Meg Colasante, RMIT University, Australia
pp. 263-268
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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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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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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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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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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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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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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
