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


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Table of Contents

Number of papers: 158

  1. Using students’ visual representations as a window to designing learning tools

    Gregor Kennedy, Edmund Kazmierczak & Ardis Cheng, The University of Melbourne, Australia

    We report the preliminary findings of a study that considered how undergraduate students visually represent dynamic processes of a biological complex system. Initial results indicate that students ... More

    pp. 174-178

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  2. Asynchronous online discussion: Instructor facilitation vs. peer facilitation

    Wing Sum Cheung, National Institute of Education, Nanyang Technological University, Singapore; Khe Foon Hew, Nanyang Technological University, Singapore

    Asynchronous online discussion forums have been widely used in schools and universities. They form an integral part of e-learning and blended learning. Many researchers and educators use... More

    pp. 179-183

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  3. Impact of a new curriculum on pre-service teachers’ Technical, Pedagogical and Content Knowledge (TPACK)

    Chun Hu & Vilma Fyfe, University of Sydney, Australia

    This paper reports some preliminary findings of a formative evaluation on the impact of a new curriculum on pre-service teachers' technical, pedagogical and content knowledge (TPACK). It discusses ... More

    pp. 184-189

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  4. Designing an online problem representation engine with scaffoldings for effective teaching and learning (PRES-on)

    Chwee Beng Lee, Keck Voon Ling & Si Thong Nguyen, Nanyang Technology University, Singapore

    In this paper, we describe the web-based scaffolded dynamic simulation system (PRES-on) designed for pre-service teachers. PRES-on will act as a cognitive tool for learners to identify and... More

    pp. 190-194

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  5. Twitter tales: Facilitating international collaboration with mobile web 2.0

    Thomas Cochrane, Unitec

    Web 2.0 tools provide a wide variety of collaboration and communication tools that can be appropriated within education to facilitate student-generated learning contexts and sharing student... More

    pp. 195-205

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  6. From paste-up to power-up: Supporting students to design a research poster

    Ayelet Cohen & Jenny McDonald, University of Otago, New Zealand

    This paper describes the evaluation of a single teaching intervention, a poster design seminar, facilitated by a professional designer, for a 2nd year undergraduate ecology class. We provide some... More

    pp. 206-210

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  7. Future-focused learning via online anchored discussion, connecting learners with digital artefacts, other learners, and teachers

    Meg Colasante, RMIT University

    This paper discusses a learning issue of diverging online communications when more convergent, targeted, artefact-specific discussions are required. It contributes to whether anchoring annotations ... More

    pp. 211-221

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  8. Evaluating cybergogy: Early adopters of Wikis and student engagement

    Dean Groom, Lyn Collins & Elaine Huber, Macquarie University

    This poster presentation will outline the background and current findings of an action research project which investigates the use of wikis in a Higher Education setting. The objectives of the... More

    pp. 222-225

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  9. Managing the transition from the classroom to the workplace: Beyond the duty of care

    Bonnie Cord & Mike Clements, Swinburne University of Technology

    Industry is increasingly demanding graduates that are work ready. Preparing students that are not only technically competent but that also display the necessary soft skills for industry, presents a... More

    pp. 226-230

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  10. Capturing clinical experiences: Supporting medical education through the implementation of an online Clinical Log

    Linda Corrin & Martin Olmos, University of Wollongong, Australia

    The capturing of data regarding medical students’ clinical experiences contributes constructively to the delivery and enhancement of the curriculum. In order to facilitate the capture of this data ... More

    pp. 231-235

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  11. Modelling institutional approaches to web-based lecture technologies

    John Couperthwaite, University of Birmingham; Juliet Hinrichsen, University of Coventry; Charles Shields, University of Loughborough

    The successful introduction of web-based lecture technologies (WBLT) into higher education institutions requires a blend of inter-dependent approaches (e.g. business model; governance) each... More

    pp. 236-239

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  12. Sustaining innovations in educational technology: Views of innovators at the University of Cape Town

    Glenn Cox, University of Cape Town, South Africa

    Educational technology is increasingly being used to enhance teaching and learning activities in higher education. One of the persistent challenges has been how to encourage, support and sustain... More

    pp. 240-243

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  13. Using virtual worlds to elicit differentiated responses to ethical dilemmas

    Andrew Cram & Maree Grosper, Macquarie University; Geoff Dick, University of New South Wales; John Hedberg, Macquarie University

    Two significant drivers of change within the contemporary educational landscape are the increasing emphasis for learners to gain effective problem solving skills and the ongoing transformation of... More

    pp. 244-255

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  14. Assessing students in Second Life – some options

    Geoffrey Crisp & Shamim Joarder, CLPD, University of Adelaide, Australia

    This paper examines various options for assessing students within a virtual world such as Second Life. Although many learning activities are being set for students in virtual worlds and... More

    pp. 256-261

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  15. Do online activities inspire students in the science disciplines? Engaging students in learning science with online activities: Affordances and limitations

    Geoffrey Crisp, University of Adelaide; Gary Hoban, University of Wollongong; Kristine Elliott, Melbourne Medical School; Michael Nott, School of Engineering & Health Science; Will Rifkin, School of Biotechnology and Biomolecular Sciences

    This symposium will draw together the work of several authors and practitioners who have investigated various approaches to engaging students in the sciences with online learning activities and e... More

    pp. 262-265

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  16. Critiquing constructivist theory: (Mis)aligned (mis)application of constructivism in online learning environments

    Barney Dalgarno, Charles Sturt University; Gregor E. Kennedy, The Un iversity of Melbourne; Mark J. W. Lee, Charles Sturt University

    The focus of the symposium will be a critical exploration and examination of the nature of constructivist theories of learning and their consequences for the design of onlin e learning resources... More

    pp. 266-268

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  17. 3D immersive virtual worlds in higher education: An Australian and New Zealand scoping study

    Barney Dalgarno, Mark J.W. Lee & Lauren Carlson, Charles Sturt University; Belinda Tynan, University of New England

    This paper reports initial findings of a major scoping study that is being undertaken to examine current and planned applications of 3D immersive virtual worlds at higher education institutions... More

    pp. 269-280

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  18. Using a Learning Design ‘embed’ function to disseminate medical education learning designs

    James Dalziel, Macquarie University, Australia; Bronwen Dalziel, University of Western Sydney, Australia

    Learning Design seeks to share effective methods for online teaching, such as templates which can be automatically run by Learning Design systems. To overcome barriers to widespread adoption, a new... More

    pp. 281-285

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  19. Making it real - from the street to the online classroom in police education: what is the impact on student learning?

    John Nixon & Amanda Davies, Charles Sturt University, Australia

    The design and delivery of effective learning experiences in foundational police practice studies for distance education students is complex and challenging. The many and varied capabilities of... More

    pp. 286-291

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  20. From neural to social: Medical student admissions criteria and engagement in a social learning environment

    Shane Dawson & Leah Macfadyen, University of British Columbia, Canada; Lori Lockyer & David Mazzochi-Jones, University of Wollongong, Australia

    Notions of what it is to be knowledgeable and skilled in one‘s profession have evolved in recent decades. For instance, medical practitioners are expected to think critically and creatively,... More

    pp. 292-301

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