“You don’t want to let your team down”: Supporting Student Engagement with an Online Tool

Joe Luca; Barnard Clarkson

World Conference on Educational Media and Technology 2004 (2004) pp. 1452–1459

How do you make students read the readers or even the textbook? If they have read them, have they obtained the necessary concepts or understood the content? How can these concepts be readily checked on a weekly basis? How can excellent solutions...

Topics: Students

“I just wanted it finished!”: The Transitions of a Novice Project Manager

Barnard Clarkson; Joe Luca

World Conference on Educational Media and Technology 2003 (2003) pp. 1668–1675

How do you identify quality project managers? Is it possible to rate project managers on a scale, and more importantly once their level has been identified, can their skills be improved? These issues are addressed in this case study by observing the ...

Topics: Developmental Stages

Theory, classroom practice and ICT: Exploring the connections

Chris Brook; Barnard Clarkson

World Conference on Educational Media and Technology 2007 (Jun 25, 2007) pp. 1618–1625

This paper reports the findings of a study that sought to explore the connections between contemporary teaching and learning literature, classroom practice and teacher use of information and computer technologies. A random sample of 12 schools...

Topics: Teachers, Schools

Scaffolding the scaffolders: When tutors say they will when they won't

Barnard Clarkson; Chris Brook

World Conference on Educational Media and Technology 2006 (June 2006) pp. 1652–1659

This paper reports the third stage of a longitudinal case study exploring the ongoing development of a core undergraduate unit in interactive media offered through an Australian university. For several years the outcome of this unit had been marked...

Topics: Tutoring, Learning Outcomes, Developmental Stages, Students

Whose standards?: Asking students to generate the marking key in a multimedia unit

Barnard Clarkson; Chris Brook

EdMedia: World Conference on Educational Media and Technology 2003 (2003) pp. 2074–2081

Abstract: This paper investigates the learning experience of adult learners engaged in an online learning environment that utilises constructivist principles. In particular this paper explores students' responses to increasing the authenticity of...

Topics: Students

A Focus on Graduate Attributes: aligning policy, practice and learning in an undergraduate multimedia subject

Barnard Clarkson; Chris Brook

World Conference on Educational Media and Technology 2004 (2004) pp. 4715–4722

It is often challenging in tertiary settings to generate assessments and activities which embody sufficient authenticity and yet still satisfy University assessment requirements about identifiable individual contributions and so on. This paper...

Topics: Assessment, Students

Scaffolding: some unplanned consequences of addressing student satisfaction

Barnard Clarkson; Chris Brook

World Conference on Educational Media and Technology 2005 (Jun 27, 2005) pp. 2407–2414

This paper reports an on going study aimed at enhancing the learning quality of undergraduate courses through the application of quality instructional practices derived from the literature. Earlier stages of the study involved developing authentic...

Topics: Students

Explorations in measuring metacognition: the design of an open source assessment instrument for an online setting

Barnard Clarkson; Mark McMahon

World Conference on Educational Media and Technology 2007 (Jun 25, 2007) pp. 2170–2176

By its nature metacognition is hard to define, hard to measure and by all the evidence, hard to teach. Arguably then, an online instrument to help students review their own metacognitive development would be welcome if it could be proved valid and...

Achieving synergies through generic skills: A strength of online communities

Barnard Clarkson; Chris Brook; Chris Brook

Australasian Journal of Educational Technology Vol. 23, No. 2 (Jan 01, 2007)

Educators are often torn between impositions of the institution in which they work and the imperatives of their individual courses or units and the impact this tension might have on student satisfaction with the learning experience. It is common to...

Language: English

Thinking outside the “I am the user” box: a trial of social-emotional design in HCI education

Jo Jung; Barnard Clarkson; Martin Masek

World Conference on Educational Media and Technology 2011 (Jun 27, 2011) pp. 412–418

A socio-emotional approach to consider human-computer interaction (HCI) has emerged as a discipline responding to much neglected aspect of interaction design: the social nature and emotions of users. Teaching a socio-emotional design in practice can ...

Managing Multidisciplinary Student Design Teams

Martin Masek; Jo Jung; Barnard Clarkson

World Conference on Educational Media and Technology 2011 (Jun 27, 2011) pp. 465–470

The management of multidisciplinary student teams is a challenge. In this paper we describe our experience in running a shared assessment across several units. Four multidisciplinary teams were formed, and success was mixed, with one team splitting...

Shared Assessment: a Strategy for Managing Multidisciplinary Projects

Barnard Clarkson; Joo Ho (Jo) Jung; Martin Masek

World Conference on Educational Media and Technology 2011 (Jun 27, 2011) pp. 2925–2930

Assessment-centered is the new black, apparently, if you believe recent research literature (eg. Boud & Associates, 2010) – but multi-disciplinary student assessments in multimedia are already challenging to assess. Naturally the more complex the...