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Electric Dreams. Proceedings ascilite 2013 Sydney


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Table of Contents

Number of papers: 127

  1. Understanding the use of smart mobile technologies for learning in higher education

    Angela Murphy & Helen Farley, University of Southern Queensland; Andy Koronios, University of South Australia

    This paper presents a preliminary exploration of the types of smart mobile technologies higher education students have access to and use to support their learning by comparing cohorts from two... More

    pp. 602-606

  2. Enablers and Barriers to Academic’s Acceptance of Technology: Can “Individual Differences” Make a Difference?

    Maimuna Mussarrat, Birgit Loch & Benedict Williams, Swinburne University of Technology

    With the advances in technology the higher education sector is rapidly evolving. While some researchers are predicting the University of the Future to be more virtual, many academics at the coal... More

    pp. 607-611

  3. Technology as a creative partner: Unlocking learner potential and learning

    Vickel Narayan, AUT University, New Zealand

    The value of technology in education is still discounted by many academics. In many instances where technology is considered for learning and teaching, it is done without any pedagogical reasoning ... More

    pp. 612-621

  4. Virtual Worlds for learning: done and dusted?

    Christine Newman, Queensland University of Technology; Helen Farley, University of Southern Queensland; Sue Gregory, University of New England; Lisa Jacka, Southern Cross University; Sheila Scutter, University of South Australia; Marcus McDonald, RMIT University

    When Second Life first came to the attention of the mainstream media in 2007, educators recognised the potential of virtual worlds for teaching and learning. They seemed to be the ideal... More

    pp. 622-626

  5. Distributed Digital Essay: Academia connects with social media

    Fiona Nicolson, Sherrie Love & Mitch Parsell, Macquarie University

    A key challenge faced by higher education is the evolution of assessment tasks to better suit the participatory and collaborative way in which our student s use the web. This paper provides a model... More

    pp. 627-632

  6. The Learning Ecosystem: A practical, holistic approach to old problems in a new world

    Leona Norris, Annora Eyt-Dessus & Clive Holtham, City University

    This paper reflects our journey towards the dream of a seamlessly enhanced teaching and learning framework to support our academic excellence through VLEs. While we often seek to move forward and... More

    pp. 633-641

  7. Dreams, hiccups and realities: What happens when lecturers and students co-design an online module?

    Maria Northcote & Beverly Christian, Avondale College of Higher Education

    Negotiating curriculum design with students for students involves incorporating both the students’ needs and the lecturers’ requirements into the course structure, learning activities , resources... More

    pp. 642-646

  8. Pipe dreams or digital dreams: Technology, pedagogy and content knowledge in the vocational educational and training sector

    Teresa O’Brien & Dorit Maor, Murdoch University

    Regional Australia provides fertile ground for the integration of online technologies to support the vocational education and training (VET) sector. This paper examines teachers’ beliefs about... More

    pp. 647-651

  9. Augmenting learning reality: iPads and software as cognitive tools

    James Oldfield, Unitec Institute of Technology; Jan Herrington, Murdoch University

    In the three short years since the release of the iPad, it has become the object of substantial investment in a number of areas of education. This investment is driving the need for significant... More

    pp. 652-656

  10. Imagining the future of assessment: for evidence, for credit and for payment

    Beverley Oliver & Kay Souter, Deakin University

    MOOCs are beginning to affect the business models of higher education providers by hastening the ‘unbundling’ of some of the central functions of higher education, particularly formal credit for... More

    pp. 657-660

  11. The Greek flip: old language, online learning

    Martin Olmos, Moore Theological College

    The flipped classroom has generated much enthusiasm as the future of education. Past research has shown personal support from a tutor as highly effective, but uneconomical. Might flipped formats be... More

    pp. 661-670

  12. Gamification of Tertiary Courses: An Exploratory Study of Learning and Engagement

    Varina Paisley, Macquarie University

    ‘Gamification’ is the implementation of game elements into non-game settings. In education, the purpose of gamification is to increase student engagement and motivation through the introduction of ... More

    pp. 671-675

  13. Designing learning spaces in higher education for autonomy: Preliminary findings and applications

    Martin Parisio, The University of Sydney

    Centre for Research on Computer-supported Learning and Cognition, Faculty of Education and Social Work The University of Sydney More

    pp. 676-680

  14. The Reading Game – encouraging learners to become question- makers rather than question-takers by getting feedback, making friends and having fun.

    Robert Parker, Maurizio Manuguerra & Bruce Schaefer, Macquarie University

    The Reading Game is a question and answer game designed to engage learners in the content of their coursework. The class of student participants creates a collective learning space where every... More

    pp. 681-684

  15. Higher Education Teachers’ Understanding of Flexibility and Enhancement in a Learning Management System

    Zofia Pawlaczek, Kay Souter & Aleisha Ting, Deakin University

    Inasmuch as Learning Management Systems (LMS) are environments for learning, they are also design-spaces for higher education (HE) teachers to assemble content for the coherent presentation of a... More

    pp. 685-689

  16. A new mindset for a new world - or a return to the ideals?

    Annette Q Pedersen, University of Copenhagen

    The Internet has changed the world and it's business models, but how can universities take advantage of the new potentials for teaching, learning and research, we've only just begun to grasp the... More

    pp. 690-693

  17. Exploring Connected Learning Spaces in Teacher Education

    Rachel Perry, Kimberley Pressick-Kilborn & Matthew Kearney, University of Technology, Sydney

    This paper reports on outcomes from a study that explored how connected learning spaces, mediated by videoconference technology, enabled real-world engagement in pre-service teacher education.... More

    pp. 694-705

  18. Using Twitter in Higher Education

    Sarah Prestridge, Griffith University

    The use of the social networking tool Twitter was incorporated into a f irst year education studies course to support the Universities development of First Year students’ academic culture,... More

    pp. 694-705

  19. Piloting an online mathematics and statistics tutoring service

    Jim Pettigrew & Donald Shearman, University of Western Sydney

    In early 2013 the Mathematics Education Support Hub at the University of Western Sydney launched a tutoring service to support students’ mathematical and statistical learning in an online... More

    pp. 706-710

  20. Enhancement of scientific research and communication skills using assessment and ePortfolio in a third year Pathology course

    Patsie Polly, Thuan Thai, Julian Cox & Adele Flood, The University of New South Wales

    While science students are often aware of their gain in scientific knowledge through their degree, the same cannot be said for their understanding of their development of generic skills. Ofte n,... More

    pp. 711-723