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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. Learning in the first-person: an initial investigation

    Tereasa Downer, Deborah Hitchen-Holmes & Kathy Lynch, University of the Sunshine Coast

    In Australia, as in most other developed countries, the days of the didactic teaching practices of yesteryear are disappearing, being replaced by immersive and engaging pedagogies. Underpinning... More

    pp. 570-575

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  2. Key elements of the tutorial support management model

    Philip Paasuke & Grace Lynch, Open Universities Australia, Australia

    In response to an exponential growth in enrolmen ts the Tutorial Support Management (TSM) model has been adopted by Open Universities Australia (OUA) after a two-year project on the provision of... More

    pp. 576-586

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  3. How do postgraduate students learn and integrate knowledge of the learning sciences?

    Lina Markauskaite & Peter Reimann, The University of Sydney, Australia

    University students often face significant challenges both seeing connections between different conceptual ideas, and linking theoretical ideas with knowledge needed in their applied professional... More

    pp. 587-589

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  4. Second Life™ and the novice user: What issues exist prior to commencing teaching in a virtual environment?

    Yvonne Masters, University of New England

    With more and more universities developing online modes of teaching and learning and embracing a range of technologies including web 2.0 and social networking tools, virtual worlds are becoming... More

    pp. 590-594

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  5. Virtual tutor support using SMARTHINKING: Preliminary findings

    Jennifer McDonnell, Mitchell Parkes & Belinda Tynan, University of New England

    The University of New England (UNE) has been using a virtual tutoring service called SMARTHINKING since 2007. UNE explored the use of a „virtual tutor service" to support distance education... More

    pp. 595-603

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  6. What do we mean by ICT graduate attributes? Exploring mappings to course objectives

    Dominic McGrath, The University of Queensland

    Developing information and communication technology (ICT) skills is embedded in Australian curricula from early primary through to tertiary education. This study examines curriculum documents from ... More

    pp. 604-608

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  7. Animated storytelling about “My Special Place” to represent non-Aboriginal preservice teachers’ awareness of “relatedness to country”

    Anthony McKnight & Wendy Nielsen, University of Wollongong

    In this study, a group (N=15) of final year non-Aboriginal preservice teachers participated in an elective subject that aimed to raise their awareness about Aboriginal ways of knowing. A vital... More

    pp. 609-619

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  8. Ponderers, Sloggers, Slackers and more: understanding the profiles of student bloggers to help promote academic self-regulation

    Mark McMahon, Edith Cowan University, Western Australia, Australia

    Self-regulated learning is the fusion of skill and will. Students who can regulate their learning show a high level of self-awareness, are motivated and are able to adapt their approaches to the... More

    pp. 620-629

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  9. Technologies to transform assessment: a study of learning outcomes, assessment and technology use in an Australian university

    Margot McNeil, Maree Gosper & John Hedberg, Macquarie University

    Emerging Web 2.0 technologies have frequently been touted as having the potential to transform learning and assessment, with their capacity to capture the processes and not just products of... More

    pp. 630-640

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  10. The WOW factor: Professional development learning spaces

    Maxine Mitchell, University of the Sunshine Coast

    In response to the shifting landscape of higher education, a small regional university has implemented a project-based strategic initiative to enhance the student learning experience by building... More

    pp. 641-644

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  11. Minimising the distance, maximising the learning: Successful selection and implementation of an online virtual whiteboard for tutorial sessions

    Lee Mowbray, Thomas Kerr & Jenny Donald, Macquarie University

    Emerging online technologies are increasingly being evaluated to meet the needs of the expanding group of students who wish to balance education with their career and family commitments. This paper... More

    pp. 645-654

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  12. The Ripple Effect: Building academic staff capacity for using eSimulations in professional education for experience transfer - a professional journey of development

    Deborah Murdoch, Charles Sturt University

    This poster presents the process of developing academic staff capacity in using eSimulations in professional education. Its focus is on the conditions needed to be able to develop the knowledge and... More

    pp. 655-657

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  13. New beginnings: Facilitating effective learning through the use of Web 2.0 tools

    Vickel Narayan & Lee Baglow, Unitec New Zealand

    Web 2.0 is driving change both in the mainstream society and education. Web 2.0 enhances the experience by allowing users not to only download pre-packaged content but by empowering them to become ... More

    pp. 658-667

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  14. Enhancing student learning in the workplace through developing the leadership capabilities of clinical supervisors in the nursing discipline

    Robyn Nash, Sandra Sacre, Pauline Calleja & Jennifer Lock, Queensland University of Technology

    Clinical experience is a core element of undergraduate nursing education and students consistently report that clinical placement plays a large part in their decisions to pursue careers in nursing ... More

    pp. 668-672

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  15. The ‘strategic learner’ goes digital: Web 2.0 and the implications of assessment when transferring from distance education to online learning

    Christopher Naughton, New Zealand Tertiary College; John Roder, University of Auckland; Juliette Smeed, New Zealand Tertiary College

    With the rapid move by many Higher Education Institutions to an online mode of teaching, the changes in pedagogy sometimes result in new means of communication with students. Whereas previously in ... More

    pp. 673-683

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  16. Using an educational game to learn – are there any gender differences between pre-service teachers?

    Eugenia M. W. Ng, The Hong Kong Institute of Education, Hong Kong

    This article discusses an exploratory study that aimed to examine the gender differen ces between female and male student teachers who played an educational game to learn programming concepts. In... More

    pp. 684-689

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  17. Scaffolding interaction in asynchronous online discussion through peer facilitation

    Connie Siew Ling Ng, Ministry of Education, Singapore; WIng Sum Chueng & Khe Foon Hew, Nanyang Technology University

    This study aims to identify the peer facilitation techniques that could scaffold interaction in asynchronous online discussion forums. The findings of this study suggest that scaffolding... More

    pp. 690-693

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  18. Lighting up and transforming online courses: Letting the teacher’s personality shine

    Maria Northcote, Avondale College

    Affective aspects of learning have been shown to influence cognitive aspects of learning (Russo & Benson, 2005; Salmon, 2004) and online educators are increasingly aware of the role played by... More

    pp. 694-698

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  19. Transforming online curricula, transforming staff

    Maria Northcote & Tony Martin, Avondale College

    Developing online teaching skills can occur through involvement in learn-by-doing strategies, which incorporate informal, organic or needs-driven strategies. Such processes are sometimes labelled... More

    pp. 699-701

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  20. Online learning: Who is doing the learning?

    Sheena O'Hare & Audrey Cooke, Curtin University

    In 2009 Curtin University became the provider of a Bachelor of Education (Primary) through Open Universities Australia. The course started promisingly with 800 enrolments, but over the course of... More

    pp. 702-704

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