You are here:

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

2010

Search this issue

Table of Contents

Number of papers: 158

  1. “As simple as possible”: the bones of curriculum design

    Deborah Veness, The Australian National University

    Einstein is reported to have said, “Everything should be made as simple as possible, but not simpler”. Educational designers working with university teachers bring to their work models and theories... More

    pp. 1002-1006

    View Abstract
  2. Social networking: from living technology to learning technology?

    Rebecca Vivian & Alan Barnes, University of South Australia

    The future that popular social network technologies have in academia is the focus of this paper. The paper presents the results of a survey of some 812 university students at the University of... More

    pp. 1007-1019

    View Abstract
  3. Conceptualising social networking capabilities: Connections, objects, power and affect

    Christian Voigt, Sandra Barker, Sharron King, Kit Macfarlane, Tim Sawyer & Sheila Scutter, University of South Australia

    The following paper discusses the implications of introducing social networking into a university teaching environment and suggests that further understanding and investigation into the role... More

    pp. 1020-1030

    View Abstract
  4. Quantifying the benefits of narrated screen capture videos

    Lyndon Walker, Unitec New Zealand

    This article provides a quantitative analysis of student results for an Excel-based statistics assignment in a first year statistics course, before and after the implementation of narrated screen... More

    pp. 1031-1034

    View Abstract
  5. Digital landscapes: Inclusive potential versus exclusive practice

    Sue Watling, University of Lincoln, United Kingdom

    The expression ‘Digital Divide’ refers to more than access to technology, for the possession of hardware cannot guarantee equity of participation. For users of assistive technologies, all the... More

    pp. 1035-1039

    View Abstract
  6. Transforming assessment in higher education: A participatory approach to the development of a good practice framework for assessing student learning through social web technologies

    Jenny Waycott & Celia Thompson, University of Melbourne; Rosemary Clerehan, Monash University, Melbourne, Australia; Judithe Sheard, Monash University; Joan Richardson, RMIT University; Margaret Hamilton, Technology; Kathleen Gray, Sciences/Department of Information Systems

    Social web technologies, such as blogs, wikis, social networking and photo/video sharing sites, are increasingly being used in innovative learning activities in higher education. While there has... More

    pp. 1040-1050

    View Abstract
  7. Making sense of learning design: Co-teaching within a blended educational environment.

    Nicola Westberry, Auckland University of Technology

    Large classes seem to be a permanent fixture in tertiary education, often necessitating the use of multiple teachers to design and enact learning activities with many students. Within these multi... More

    pp. 1051-1055

    View Abstract
  8. Media supported problem-based learning and role- play in clinical nurse education

    Leeann Whitehair & Meg O'Reilly, Southern Cross University

    The introduction of a problem-based learning role-play into an undergraduate nursing degree has motivated and inspired students to take an active approach to learning. Practising the role of a... More

    pp. 1056-1067

    View Abstract
  9. Exploring conative constructs and self-regulation of e-learners: A mixed methods approach

    Annika Wiklund-Engblom, MediaCity, Åbo Akademi University, Vasa, Finland

    This study explores end-users" e-learning experiences from several perspectives in order to learn about the how and why of their e-learning process with particular fo-cus on their conative... More

    pp. 1068-1077

    View Abstract
  10. Understanding the multidimensional nature of student disadvantage to better inform the provision of ‘glocal’ learning

    Julie Willems, University of New England.

    There are growing calls to make equity a focus of research concern in Australian higher education. In turn such research will, it is anticipated, inform the planning, delivery and implementation of... More

    pp. 1078-1083

    View Abstract
  11. Beyond curriculum, technology and transformation for an unknown future: Towards a holistic model for understanding student resilience in education

    Julie Willems, University of New England

    Many views of fostering student resilience come from the perspective of a set of individual student traits, skill sets, or the lack of ability to „tough it out", rather than viewing resilience as a... More

    pp. 1084-1087

    View Abstract
  12. Learning design for online role play versus simulation

    Sandra Wills, University of Wollongong

    One outcome of Project EnROLE, an ALTC project to encourage uptake of online role play, is a refined learning design for simulation: Simulation Triad. The triad represents design decisions... More

    pp. 1088-1090

    View Abstract
  13. Tinkerers, learning organisations and sustainable innovation

    Deidre Wilmott, University of Ballarat

    The contribution of the lone ranger educator who tinkers with applications, testing discarding and working haphazardly around systems, should be seriously considered. Whilst learning organisations ... More

    pp. 1091-1095

    View Abstract
  14. Implementing and evaluating a “Next Generation Learning Space”: A pilot study

    Gail Wilson, Southern Cross University; Marcus Randall, Bond University

    A dramatic, pedagogical shift has occurred in recent years in educational environments in higher education, supported largely by the use of ubiquitous technologies. Increasingly, emphasis is being ... More

    pp. 1096-1100

    View Abstract
  15. Teaching developmental psychology using online video

    Wai Yat Wong & Pauline Howie, University of Sydney

    This paper examines the use of an interactive online Educational Video platform with collaborative temporal Annotation (EVA), with the aim to develop undergraduate psychology students’ competence... More

    pp. 1101-1106

    View Abstract
  16. The future may have arrived, but engagement with ICTs is not equal among our diverse “net gen” learners

    Denise Wood, Alan Barnes, Rebecca Vivian, Sheila Scutter & Fredrick Stokes-Thompson, University of South Australia

    William Gibson (1999) once suggested that “The future has already arrived. It's just not evenly distributed yet”. This paper explores the diversity of student experiences in the use of current and ... More

    pp. 1107-1118

    View Abstract
  17. Preparing students and community organisations for effective use of ICTs through a service learning initiative

    Denise Wood & Alice Dodd, University of South Australia

    While “net generation students” are said to respond best to the use of information and communication technologies (ICTs) that foster participation through collaborative and networked environments, ... More

    pp. 1119-1130

    View Abstract
  18. Improving marking of live performances involving multiple markers

    Julia Wren & Rachel Barlett, Edith Cowan University

    Assessment in the arts can be challenging. The problems associated with assessing student performances are that judgements are complex and even more so when they involve multiple markers (Campbell,... More

    pp. 1131-1137

    View Abstract