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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: 175

  1. Learning style and digital activity: An ecological study

    Genevieve Marie Johnson & Tania Broadley, Curtin University, Australia

    In order to understand student engagement in higher education through the use of digital technologies, it is necessary to appreciate the broader use of differing technologies. Forty-eight first... More

    pp. 643-656

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  2. Encouraging effective online discussions - a description of an evolving C2MP project

    Hazel Jones, Australian College of Applied Psychology, Australia

    Although online discussion forums are considered an integral component of online learning in our College, the practice of how these are currently used does not always reflect the intended learning ... More

    pp. 657-659

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  3. Integrating bioscience and clinical learning through technology

    Terry Judd, Kristine Elliott & Geoff McColl, The University of Melbourne, Australia

    Successfully integrating bioscience and clinical learning is a major challenge for designers of medical curricula. A new learning system being developed at the University of Melbourne will make it ... More

    pp. 660-664

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  4. Changing spaces: using technologies to enhance student and teacher engagement through effective pre-lecture engagement (EPLE)

    Sophie Karanicolas, Ian Green, Craig Willis & Catherine Snelling, The University of Adelaide, Australia

    Many leading innovators in higher education are seeking to change the nature and purpose of face-to-face (f2f) sessions, aiming to morph the traditional university lecture into something that is... More

    pp. 665-670

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  5. Learner experiences of online learning in a blended learning situation: Different cohorts, different needs

    Benjamin Kehrwald, University of South Australia, Australia; Mary Simpson, University of Otago, New Zealand; Peter Rawlins, Massey University, New Zealand

    This paper discusses a key finding of a recent study of learners’ experiences of blended learning in a case involving multiple cohorts of students in a single degree program. The theme of differing... More

    pp. 671-676

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  6. Wins and hurdles: The ups and downs in providing professional development in elearning

    Jacqui Kelly, Kuki Singh & Judy Schrape, Curtin University, Australia

    Strategically aligning staff development to facilitate exploration and innovation in the application of learning technologies is a complex balancing act that integrates the influences of... More

    pp. 677-687

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  7. Understanding the reasons academics use – and don’t use – endorsed and unendorsed learning technologies

    Gregor Kennedy, Dianne Chambers, Jon Peacock & Deb Jones, The University of Melbourne, Australia

    Educational researchers have a longstanding interest in the reasons why academic staff use technologies in their teaching. The investigation presented in this paper considered drivers and barriers ... More

    pp. 688-701

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  8. Using game-based inquiry learning to meet the changing directions of science education

    Shannon Kennedy-Clark, Vilma Galstaun & Kate Anderson, University of Sydney, Australia

    This paper presents the results of a study designed to develop pre -service teachers‘ skills and pedagogical understanding of how game-based learning can be used in a classroom. The study used a... More

    pp. 702-714

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  9. Paper, Rock, Shotgun? Moving immersive online games from DEstructive to CONstructive

    Thomas Kerr & Dean Groom, Macquarie University, Australia

    This poster looks at the taxonomy of game development tools mapped against games-based learning theories in order to suggest the most promising directions to take in online educational software design More

    pp. 715-717

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  10. Preserving our Past with Toys of the Future

    Penny de Byl, Bond University, Australia; Muqeem Khan, Northwestern University in Qatar, Qatar

    This paper presents the initial outcomes of a key scoping study undertaken to explore the role of augmented reality and motion detecting technologies in the context of Intangible Cultural Heritage ... More

    pp. 718-728

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  11. An evidence based approach to evaluation: A case study of the Positive Partnerships web space

    Chris Kilham, Australian Autism Education & Training Consortium, Australia

    The Positive Partnerships is an Australian Government initiative that is designed to provide information and professional development for Australian parents, carers and school staff working with... More

    pp. 729-734

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  12. Modeling pre-service teachers’ technological pedagogical content knowledge (TPACK) perceptions: The influence of demographic factors and TPACK constructs

    Joyce Hwee Ling Koh & Chai Ching Sing, Nanyang Technological University, Singapore

    The TPACK framework comprises seven constructs that describe teachers’ technology integration expertise. These TPACK constructs address a theoretical void in the area of educational technology and ... More

    pp. 735-746

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  13. Using collaborative peer feedback and supervision to support doctoral research at a distance

    Kwok-Wing Lai, University of Otago College of Education, Dunedin, New Zealand

    This paper documents a collaborative peer-support and supervision model with peers and supervisors provide critical feedback to doctoral thesis proposals within an online learning community in a... More

    pp. 747-757

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  14. Support and promotion of mobile learning strategies

    Paul Lam, The Chinese University of Hong Kong, China; Morris Kwok, The Chinese University Hong Kong, China; Kevin Wong, The Chinese University of Hong Kong, China

    The Mobile Learning Project at The Chinese University of Hong Kong (CUHK) started in 2010 as an initiative to promote mobile learning (mLearning) among teachers at the university. The paper... More

    pp. 758-762

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  15. Classroom communication on mobile phones – first experiences with web-based ‘clicker’ system

    Shun Leung Lam, Kevin Wong, Dongyan Xu & Paul Lam, The Chinese University of Hong Kong, China; Joseph Mohan, Commercial College of City University of Hong Kong, China

    Thanks to the advancement in technology, web-based classroom response system is available in leveraging mobile phones to perform function in similar to that of traditional ‘clickers. Mobile phones ... More

    pp. 763-777

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  16. Negotiating the twin goals of student learning and teacher learning in a professional learning team

    Lai Har Judy Lee & Seng-Chee Tan, Nanyang Technological University, Singapore

    Student learning often forms the key focus of teachers. In professional learning teams (PLTs), teachers engage in collaboration and inquiry with the aim of improving their students’ learning.... More

    pp. 778-791

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  17. The emergence of educational technologies in ethics education: exploring the Values Exchange decision making software.

    Amanda B Lees, Auckland University of Technology, New Zealand

    The Values Exchange decision making software offers a unique way to deliver ethics education to health care professionals. It does not attempt to objectify ethics nor does it use traditional ethics... More

    pp. 792-798

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  18. Working from the evidence of prior art and experience in curriculum database development

    Tim Lever, Richard Gluga & Judy Kay, The University of Sydney, Australia

    There are many potential benefits from systematic documentation of university degree curricula, including facilitation of curriculum review, accreditation reporting and better information for... More

    pp. 799-809

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  19. A discussion of the factors affecting the implementation of one-to-one computing learning environment in a primary school

    Cher Ping Lim, Hong Kong Institute of Education, China; Siew Khiaw Lim & Lee Yong Tay, Beacon Primary School, Singapore

    This ethnographic case study describes and analyses the conditions that support the seamless integration of information communication technology (ICT) into the classroom with school initiated... More

    pp. 810-815

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  20. An instructional design model for screencasting: Engaging students in self-regulated learning

    Birgit Loch, Swinburne University of Technology, Australia; Catherine McLoughlin, Australian Catholic University, Australia

    Students entering first year university mathematics courses in Australia often show gaps in their mathematical understanding and may not have the cognitive and metacognitive skills to cope with... More

    pp. 816-821

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