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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. Going forward with backward design

    John Delany, Julia Poff, Martin Jenkins & Robin Graham, Christchurch Polytechnic Institute of Technology, New Zealand

    The establishment of the ‘Centre for Educational Design and Development’ heralds a new approach to programme and course design at Christchurch Polytechnic Institute of Technology. The immediate... More

    pp. 302-304

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  2. Aiming for systemic change through an embedded continuing professional development initiative

    Iain Doherty, Faculty of Medical and Health Sciences,

    We will show how we have tried to drive systemic change in the teaching culture of a Faculty through the provision of online continuing professional development resources firmly embedded in the... More

    pp. 305-309

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  3. A research plan for evaluating a faculty project to achieve systemic change in the teaching culture

    Iain Doherty, Faculty of Medical and Health Sciences

    Our paper outlines an initiative to achieve systemic change in the teaching culture of a faculty through providing staff with teaching supports and resources embedded within the University’s reward... More

    pp. 310-312

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  4. Transforming the teaching of report writing in science and engineering through an integrated online learning environment, WRiSE (Write Reports in Science and Engineering)

    Helen Drury & Janet Jones, University of Sydney, Australia

    This paper describes an ALTC (Australian Learning and Teaching Council) funded project, which addresses the development of students' report writing skills in science and engineering across the... More

    pp. 313-323

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  5. Photo-imaging and tagging the act of studying

    Judith Guevarra Enriquez, University of North Texas, United States

    This paper aims to explore the study practices and places of learning as tagged and pictured in Digital imaging technologies and the Internet have recently expanded options for sharing ... More

    pp. 324-333

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  6. Teaching first-year studies in religion students in Second Life: UQ Religion Bazaar

    Helen Farley, University of Southern Queensland

    The UQ Religion Bazaar project was originally conceived in 2007 and developed through 2008. It consists of a Second Life island situated in the New Media Consortium educational precinct and boasts ... More

    pp. 334-338

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  7. Teaching and learning in Virtual Worlds: Is it worth the effort?

    Helen Farley, University of Southern Queensland; Sue Gregory, University of New England; Allan Ellis, Southern Cross University; Geoffrey Crisp, University of Adelaide; Jenny Grenfell, Deakin University; Angela Thomas, University of Tasmania; Matthew Campbell, Australian Catholic University

    Educators have been quick to spot the enormous potential afforded by virtual worlds for situated and authentic learning, practising tasks with potentially ser ious consequences in the real world... More

    pp. 339-342

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  8. Providing timely assignment feedback to large online student cohorts

    Lorraine Fleckhammer & Lisa Wise, Swinburne University of Technology, Australia

    The strong market demand for psychology to be taught online has seen a rapid growth in enrolments in psychology units delivered by Open Universities Australia. Students studying in the online... More

    pp. 343-352

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  9. Nurturing preservice teachers’ understanding of technology-enhanced pedagogy through reflection

    Ping Gao, Angela F.L. Wong, Seng Chee Tan, Doris Choy & Longlong Wang, Nanyang Technological University, Singapore

    This paper reports the preliminary qualitative findings of the first-year phase from a two-year study, in which we aimed to investigate: 1) the preservice teachers’ knowledge, attitudes and use of ... More

    pp. 353-363

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  10. Designing for successful diffusion: A faculty-based approach to enhancing staff use of technologies for effective teaching and learning

    Natasha Giardina, Queensland University of Technology

    The use of learning management systems and other technologies to support teaching and learning in higher education contexts is becoming ever more important, especially as universities move towards ... More

    pp. 364-370

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  11. How does pre-service teacher preparedness to use ICTs for learning and teaching develop during the first two years of teacher training?

    Lincoln Gill & Barney Dalgarno, Charles Sturt University, Australia

    Pre-service teacher development in the use of ICT's in the classroom was one of three aspects investigated over a period of two years in a qualitative study. Data collection was performed using... More

    pp. 371-381

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  12. Learning design strategies for online collaboration: An LMS analysis

    Kathie Goldsworthy & Lynnae Rankine, University of Western Sydney, Australia

    Ask any student about their thoughts on group work and the response is likely to be negative. They experience issues around choosing suitable topics/projects/issues, finding a group, getting... More

    pp. 382-386

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  13. Getting together out-of-class: Using technologies for informal interaction and learning

    Kate Goodwin, Department of Information Systems; Gregor Kennedy & Frank Vetere, The University of Melbourne

    This paper presents the results of a study of the way in which university students use technologies for out-of-class interactions. The study investigated the usefulness and usage frequency of... More

    pp. 387-392

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  14. Teachers, technology and design

    Peter Goodyear & Lina Markauskaite, University of Sydney, Australia; Shirley Agostinho & Lori Lockyer, University of Wollongong, Australia; James Dalzie & Leanne Cameron, Macquarie University, Australia

    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... More

    pp. 393-394

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  15. A model for achieving equivalence and comparability in higher education courses offered transnationally by RMIT’s College of Business

    Sathiyavani Gopal, Tom Palaskas, Joan Richardson & Ross Smith, RMIT University, Australia

    This paper describes the work-in-progress of an action research pilot project conducted within the College of Business at RMIT University. The project has clarified the concepts of equivalence and ... More

    pp. 395-398

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  16. Australian higher education institutions transforming the future of teaching and learning through 3D virtual worlds

    Sue Gregory & Brent Gregory, University of New England, United States; Matthew Campbell, Australian Catholic University, Australia; Helen Farley, University of Southern Queensland , Australia; Suku Sinnappan, Swinburne University of Technology, Australia; Shannon Kennedy-CLark, University of Sydney, Australia; David Craven, IES, Australia; Deborah Murdoch, Charles Sturt University, Australia; Denise Wood, University of South Australia, Australia; Jenny Grenfell, Deakin University, Australia; Angela Thomas, University of Tasmania, Australia; Carol Matthews, University of Adelaide; Kerrie Smith, Education Services Australia, Australia; Ian Warren, Deakin University, Australia; Heinz Dreher, Curtin University, Australia; Lindy McKeown, University of Southern Queensland, Australia; Allan Ellis, Southern Cross University, Australia; Mathew Hillier, University of Adelaide, Australia; Steven Pace, Central Queensland University, Australia; Andrew Cram, Macquarie University, Australia; Lyn Hay Charles, Sturt University, Australia; Scott Grant, Monash University, Australia; Mark J.W. Lee, Charles Sturt University, Australia

    What are educators' motivations for using virtual worlds with their students? Are they using them to support the teaching of professions and if this is the case, do they introduce virtual worlds... More

    pp. 399-415

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  17. Enterprise architecture roadmap for the development of distance online learning programs in tertiary education

    Richard Wenchao He, University of Sydney

    When universities are trying to convert their existing face-to-face courses to distance online learning programs at a project level, faculty members usually have to commit extra time other than... More

    pp. 416-422

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  18. A scholarship program for academic staff to develop exemplary online learning tasks

    Anthony Herrington, Judy Schrape, Kim Flintoff, Tama Leaver & Sheena O'Hare, Curtin University

    There is a strong impetus for blended learning approaches to be more widely adopted in higher education but finding an effective model for professional development of teaching staff can be... More

    pp. 423-437

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  19. The relationship between group size and advanced level knowledge construction in asynchronous online discussion environments

    Khe Foon Hew, Instructional Science Academic Group, Singapore; Wing Sum Cheung, Learning Sciences & Technologies, Singapore

    This study is part of a funded research project that examines possible factors that may influence students’ advanced level of knowledge construction. This study examines if group size of the online... More

    pp. 428-432

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  20. Articulating constructionism: Learning science though designing and making “slowmations” (student- generated animations)

    Garry Hoban, Wendy Nielsen & Charles Carceller, University of Wollongong, Australia

    This conceptual paper analyses several theoretical frameworks for “learning through making” using technology. First, the theoretical framework of Constructionism, which was proposed by Seymour... More

    pp. 433-443

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