Search results for author:"Shirley Agostinho"
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The use of a visual learning design representation to support the design process of teaching in higher education
Australasian Journal of Educational Technology Vol. 27, No. 6 (Jan 01, 2011) pp. 961–978
Over the last decade there has been considerable research and development work exploring how university teachers can document their teaching practice in such a way as to enable the sharing of ideas. The premise of this research work, referred to in ...
World Conference on Educational Media and Technology 2004 (2004) pp. 3476–3481
This paper reports on an effectiveness evaluation conducted on a postgraduate course that was delivered totally online. The purpose of the evaluation was to determine whether the course was effective in terms of facilitating student learning, and to ...
Radical Constructivism and Beyond The Information Given: Emergent Models from a Postgraduate Web-based Course
World Conference on Educational Media and Technology 2000 (2000) pp. 244–249
A collective case study examined the change in pedagogy that occurred in a postgraduate Information Technology in Education subject that utilised World Wide Web technology. Two implementation cycles were examined. The model that surfaced from the ...
Topics: Educational Technology
Multiple Understandings: The Use of Different Sources of Feedback To Support Self-Study of Teaching in Information Technology
Annual Meeting of the American Educational Research Association 2000 (April 2000)
This paper describes how multiple sources of information were used by two educators to develop new understandings about their roles as teachers of information technology research to a multinational class. The information was gathered from students...
Educational Media International Vol. 37, No. 2 (2000) pp. 83–90
Discusses the concept of flexible learning that aims to bridge the gap between on- and off-campus contexts. Considers the role of technology in facilitating flexibility, particularly the World Wide Web, and gives an example of implementing flexible...
EdMedia: World Conference on Educational Media and Technology 1999 (1999) pp. 1093–1098
Increasingly universities have supported several innovative flexible learning projects over the past few years, and there exists a small but enthusiastic group of staff who have demonstrated that something is possible. Our task is to suggest...
Topics: Learning Outcomes
Journal of Interactive Media in Education Vol. 2016, No. 1 (2016)
All university educators perform design work as they prepare and plan learning experiences for their students. How such design work is undertaken, conceptualised, and optimally supported is the focus of ongoing research for the authors. The purpose...
Identifying the characteristics of support Australian university teachers use in their design work: Implications for the learning design field
Australasian Journal of Educational Technology Vol. 34, No. 2 (Apr 27, 2018)
Quality teaching is a strategic objective for universities; thus, there is an expectation that university teachers design high quality learning experience for their students. The field of learning design has developed over the past 15 years as a way ...
Technology tools to support learning design: Implications derived from an investigation of university teachers' design practices
Computers & Education Vol. 81, No. 1 (February 2015) pp. 211–220
The need to improve the quality of higher education has fostered an interest in technology tools to support effective design for teaching and learning. Over the past decade this interest has led to the development of tools to support the creation of ...
Towards sustainable technology-enhanced innovation in higher education: Advancing learning design by understanding and supporting teacher design practice
British Journal of Educational Technology Vol. 49, No. 6 (November 2018) pp. 1014–1026
Improving teacher design promises to be a scalable, sustainable approach to building capacity amongst a workforce faced with complex and evolving drivers of change in higher education worldwide. While design has long been recognised as a routine...
Design Methodology for the Implementation and Evaluation of a Scenario-Based Online Learning Environment
Journal of Interactive Learning Research Vol. 16, No. 3 (July 2005) pp. 229–242
A constant challenge facing university faculty and academics is determining how innovative and authentic elements, based on constructivist philosophy, can be manifested effectively in online learning settings. In this article, we describe an...
World Conference on Educational Media and Technology 2011 (Jun 27, 2011) pp. 3392–3397
This work in progress paper reports on a doctoral research study investigating the ICT literacy skills of contemporary learners across primary and high school settings, in order to understand the influence of their economic, social and cultural...
Topics: Digital Divide
Educational Media International Vol. 35, No. 3 (1998) pp. 173–80
Describes how the World Wide Web was implemented in a graduate course that focused on technology-based learning at the University of Wollongong (Australia). The interactions that took place among students, and between students and the instructor...
Computers & Education Vol. 64, No. 1 (May 2013) pp. 52–62
Based on cognitive load theory, it is well known that when studying a diagram that includes explanatory text, optimal learning occurs when the text is physically positioned close to the diagram as it eliminates the need for learners to split their...
World Conference on Educational Media and Technology 2008 (Jun 30, 2008) pp. 2312–2316
Mobile wireless technologies have the potential to exploit its location-awareness capabilities to engage learners in constructivist collaborative learning activities yet there is little research that explores this capability. This paper is a report ...
World Conference on Educational Media and Technology 2011 (Jun 27, 2011) pp. 3374–3378
This paper presents a work-in-progress exploring how learners can manage their own cognitive load through the use of computer-based tools. Cognitive load refers to the amount of mental processing undertaken in working memory by a learner. Cognitive...
Educause Quarterly Vol. 30, No. 3 (2007) pp. 36–43
The use of authentic tasks is derived from social constructivist principles of locating learning in the context of reality. Authentic tasks can foster learning transfer because collaboration among students not only helps them learn the concepts...
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2002 (2002) pp. 2609–2610
This project aims to produce generic/reusable learning design resources to assist academics to create high quality, flexible learning experiences for students. This is to be achieved by: identifying high quality learning designs used in higher...
World Conference on Educational Media and Technology 2004 (2004) pp. 3482–3489
This paper reports on the initial work conducted by a project focussed on exploring how learning objects could be used by university teachers and instructional designers to create learning experiences for their students. The project's aim is to...
Developing a learning object metadata application profile based on LOM suitable for the Australian higher education context
Australasian Journal of Educational Technology Vol. 20, No. 2 (Jan 01, 2004) pp. 191–208
This paper reports recent work in developing of structures and processes that support university teachers and instructional designers incorporating learning objects into higher education focused learning designs. The aim of the project is to...
ASCILITE - Australian Society for Computers in Learning in Tertiary Education Annual Conference 2010 (2010) pp. 393–394
Deciding how best to combine good learning tasks and appropriately supportive technology is becoming increasingly complicated. Teachers in higher education are struggling with rising expectations about graduate capabilities, a diversifying intake,...
ASCILITE - Australian Society for Computers in Learning in Tertiary Education Annual Conference 2007 (2007) pp. 51–60
World Conference on Educational Media and Technology 2008 (Jun 30, 2008) pp. 3631–3637
Little is known about university teachers’ approaches to design. This paper presents preliminary findings from a study that is investigating design processes of teachers in higher education. A summary of the design processes of two Australian...
A demonstration of metadata and tools for intelligent creation and delivery of Learning Digital Items
World Conference on Educational Media and Technology 2004 (2004) pp. 797–800
Abstract: This paper and accompanying demonstration describe and demonstrate the use of metadata and accompanying prototype tools for intelligent creation of Learning Digital Items. The metadata and tools have been developed as a part of the Smart...
Topics: Learning Objects
Jason Lukasiak; Shirley Agostinho; Ian Burnett; Gerrard Drury; Jason Goodes; Sue Bennett; Lori Lockyer; Barry Harper
Journal of Educational Multimedia and Hypermedia Vol. 13, No. 4 (2004) pp. 465–481
This paper presents a platform-independent method for packaging learning objects and learning designs. The method, entitled a Smart Learning Design Framework, is based on the MPEG-21 standard, and uses IEEE Learning Object Metadata (LOM) to provide...
Topics: Learning Objects
International Conference on Educational Technologies (ICEduTech) 2013 (2013)
The use of digital technologies in higher education has been driven by a number of underlying assumptions about the affordances of the available technology for social interaction and learning. This trend has not only been advocated by administrators ...
Computer-Based Learning of Geometry from Integrated and Split-Attention Worked Examples: The Power of Self-Management
Educational Technology & Society Vol. 18, No. 4 pp. 89–99
This research investigated the viability of learning by self-managing split-attention worked examples as an alternative to learning by studying instructor-managed integrated worked examples. Secondary school students learning properties of angles on ...