Evaluating E-portfolios for university learning: Challenges and Opportunities

Margot McNeill; Andrew Cram

ASCILITE - Australian Society for Computers in Learning in Tertiary Education Annual Conference 2011 (2011) pp. 862–873

E-portfolios provide a web-based space where students can demonstrate their development of expertise in a wide range of skills and knowledge, whether in discipline knowledge or graduate capabilities. However, it is yet to be demonstrated how readily ...

Blended reality: Issues and potentials in combining virtual worlds and face-to-face classes

Matt Bower; Andrew Cram; Dean Groom

ASCILITE - Australian Society for Computers in Learning in Tertiary Education Annual Conference 2010 (2010) pp. 129–140

This paper describes issues and potentials related to blending virtual worlds and face-to-face environments for the purposes of learning and teaching. By streaming a live video feed of a face-to-face classroom into a virtual world space at the same...

Beyond Immersion – Meaningful Involvement in Virtual Worlds

Andrew Cram; John Hedberg; Maree Gosper

Global Learn 2011 (Mar 28, 2011) pp. 1548–1557

Immersive experiences are argued to be one of the main advantages for using virtual worlds for educational simulation, however further research is required to understand how learners become immersed and how to encourage this immersion. Meaningful...

Using Scenario Planning to Inform Pedagogical Practice in Virtual Worlds in Schools: Collaboration and Structure

Christopher Alan Bonfield; Kevin John Burden; Andrew Cram; Katy Lumkin

ASCILITE - Australian Society for Computers in Learning in Tertiary Education Annual Conference 2012 (November 2012)

Situated, Embodied and Social Problem-Solving in Virtual Worlds

Andrew Cram; John G. Hedberg; Maree Gosper; Geoff Dick

Research in Learning Technology Vol. 19, No. 3 (2011) pp. 259–271

Contemporary theories of problem-solving highlight that expertise is domain specific, contingent on the social context and available resources, and involves knowledge, skills, attitudes, emotions and values. Developing educational activities that...

Using virtual worlds to elicit differentiated responses to ethical dilemmas

Andrew Cram; Maree Grosper; Geoff Dick; John Hedberg

ASCILITE - Australian Society for Computers in Learning in Tertiary Education Annual Conference 2010 (2010) pp. 244–255

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 student interactions through advances in information...

Learning through Design and Construction in Multi-User Virtual Environments: Opportunities, Challenges and an Emerging Project

Andrew Cram; John Hedberg; Katy Lumkin; Jan Eade

Global Learn 2010 (May 17, 2010) pp. 1185–1194

There are now several implementations of multi-user virtual environments (MUVEs) that have produced evidence of their educational validity. These implementations, however, do not make full use of the educational possibilities offered by MUVEs –...

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

Sue Gregory; Brent Gregory; Matthew Campbell; Helen Farley; Suku Sinnappan; Shannon Kennedy-CLark; David Craven; Deborah Murdoch; Denise Wood; Jenny Grenfell; Angela Thomas; Carol Matthews; Kerrie Smith; Ian Warren; Heinz Dreher; Lindy McKeown; Allan Ellis ; Mathew Hillier; Steven Pace; Andrew Cram; Lyn Hay Charles; Scott Grant; Mark J.W. Lee

ASCILITE - Australian Society for Computers in Learning in Tertiary Education Annual Conference 2010 (2010) pp. 399–415

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 into the curriculum to develop and/or expand students' ...

Sustaining the future through virtual worlds

Sue Gregory; Lisa Jacka; Frederick Stokes-Thompson; Helen Farley; Sheila Scutter; Penelope Neuendorf; Shame Matthews; Jaime Garcia; Grant Meredith; Scott Grant; Angela Giovanangeli; Andrew Cram; Tracey Muir; Jenny Grenfell; Anthony Williams; Anglea McCarthy; Brent Gregory; Stefan Schutt; Denise Wood; Lindy Orwin; Ian Warren; Matt Bower; Des Butler; Jay Jay Jegathesan; Anton Bogdanovych

ASCILITE - Australian Society for Computers in Learning in Tertiary Education Annual Conference 2012 (November 2012)

Virtual worlds (VWs) continue to be used extensively in Australia and New Zea land higher education institutions although the tendency towards making unrealistic claims of efficacy and popularity appears to be over. Some educators at higher...

How are Australian higher education institutions contributing to change through innovative teaching and learning in virtual worlds?

Brent Gregory; Sue Gregory; Denise Wood; Yvonne Masters; Mathew Hillier; Frederick Stokes-Thompson; Anton Bogdanovych; Des Butler; Lyn Hay; Kim Flintoff; Stefan Schutt; Robyn Alderton; Ieva Stupans; Lindy McKeown Orwin; Andrew Cram; Grant Meredith; Jenny Grenfell; Francesca Collins; Allan Ellis; Lisa Jacka; Ian Larson; Andrew Fluck; Helen Farley; Jay Jay Jegathesan; Dale Linegar; Debbie McCormick; Jason Zagami; John Campbell; Angela Thomas; Nona Muldoon; Ali Abbas; Ian Burnett; Sheila Scutter; David Ellis; Suku Sinnappan; Katrina Neville; Ashley Aitken; Simeon Simoff; Xiangyu Wang; Mandy Salomon; Kay Souter; Greg Wadley; Michael Jacobson; Anne Newstead; Gary Hayes; Scott Grant; Alyona Yusupova

ASCILITE - Australian Society for Computers in Learning in Tertiary Education Annual Conference 2011 (2011) pp. 475–490

Over the past decade, teaching and learning in virtual worlds has been at the forefront of many higher education institutions around the world. The DEHub Virtual Worlds Working Group (VWWG) consisting of Australian and New Zealand higher education...