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Social and Behavioral Sciences Commons™

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2010

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Articles 1291 - 1320 of 17895

Full-Text Articles in Social and Behavioral Sciences

Blending On And Off Campus: A Tale Of Two Cities, Geraldine E. Lefoe, J. G. Hedberg Nov 2010

Blending On And Off Campus: A Tale Of Two Cities, Geraldine E. Lefoe, J. G. Hedberg

Geraldine Lefoe

Increasingly online learning has become part of the normal educational experience of students. This chapter examines the changes faced by two universities in different countries as they move to blend traditional face-to-face learning activities with those online. In particular, it reviews lessons that can be drawn for others moving into blended learning environments for successful implementation.

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Ascilite Report 1 For The Carrick Exchange Project: Literature Review, R. Philip, Geraldine E. Lefoe, M. O'Reilly, Dominique R. Parrish Nov 2010

Ascilite Report 1 For The Carrick Exchange Project: Literature Review, R. Philip, Geraldine E. Lefoe, M. O'Reilly, Dominique R. Parrish

Geraldine Lefoe

To inform the design and development of the Carrick Exchange, the Carrick Institute for Learning and Teaching in Higher Education required research into the prospective user needs, contexts of use and policies necessary to facilitate engagement of the higher education sector with the Carrick Exchange. The data collection and analysis for this research included an extensive literature review, the substance of which forms this report. This document provides an overview of the significant literature relevant to the research conducted by ascilite and should be read in conjunction with the final report. Additional literature can be found in Appendix A: Additional …

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A Peer Review Model For The Altc Exchange: The Landscape Of Shared Learning And Teaching Resources, R. Philip, Geraldine E. Lefoe, M. O'Reilly, Dominique R. Parrish Nov 2010

A Peer Review Model For The Altc Exchange: The Landscape Of Shared Learning And Teaching Resources, R. Philip, Geraldine E. Lefoe, M. O'Reilly, Dominique R. Parrish

Geraldine Lefoe

The ALTC Exchange (formerly the Carrick Exchange), is a national repository and networking service for Australian higher education. The Exchange was designed to provide access to a repository of shared learning and teaching resources, work spaces for team members engaged in collaborative projects, and communication and networking services. The Australian Learning and Teaching Council (ALTC) established the Exchange for those who teach, manage and lead learning and teaching in higher education. As part of the research conducted to inform the development of the Exchange, models for peer review of educational resources were evaluated. For this, a design-based research approach was …

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Enhancing Higher Education Through Leadership Capacity Development: Progressing The Faculty Scholars Model, Geraldine E. Lefoe, H. Smigiel, Dominique R. Parrish Nov 2010

Enhancing Higher Education Through Leadership Capacity Development: Progressing The Faculty Scholars Model, Geraldine E. Lefoe, H. Smigiel, Dominique R. Parrish

Geraldine Lefoe

This showcase provides an overview of a leadership capacity building initiative for the scholarship of teaching through a faculty-based scholars’ network, which supports strategic change through leadership, activities embedded in authentic learning tasks. The new leaders developed through this initiative will provide a critical mass for extending the network by adopting a cascade model for distributive leadership through mentoring of future implementations within and across institutions. This showcase will provide a review of the literature, and an overview of the work in progress. It will conclude with a presentation of some guiding principles for discussion and a call for expressions …

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Environments For Change In A Faculty Of Arts: The Impact Of Teaching Off Campus, Geraldine E. Lefoe, Rebecca Albury Nov 2010

Environments For Change In A Faculty Of Arts: The Impact Of Teaching Off Campus, Geraldine E. Lefoe, Rebecca Albury

Geraldine Lefoe

For a university in regional Australia, a new degree program offered through a remote campus and access centres, provided a supportive environment for faculty to try out new teaching and learning methods, specifically making use of a learning management system (WebCT) for aspects of communication and content. This article examines the impact this had on the faculty, in particular at the increased usage of ICT in subjects offered on campus and also examines issues such as workload and curriculum redesign, which were identified as problematic by faculty as they embraced innovative methods of teaching and learning.

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Enabling Leadership Capacity Through Authentic Learning: The Faculty Scholars Program, Geraldine E. Lefoe, Dominique Rene Parrish Nov 2010

Enabling Leadership Capacity Through Authentic Learning: The Faculty Scholars Program, Geraldine E. Lefoe, Dominique Rene Parrish

Geraldine Lefoe

An identified gap in the higher education sector is the development of leadership capacity for teaching and learning. Significant funding has been allocated by the Australian Learning and Teaching Council (ALTC) to support the development of academic leadership in higher education. The outcomes of this initiative will ultimately improve the student experience as a more scholarly approach to the many aspects of teaching and learning is adopted. One project funded by ALTC supported four universities to develop and trial a framework for leadership capacity development. Five critical factors for success were identified including authentic learning activities that were situated in …

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Working ‘Through’ Graduate Attributes: A Bottom-Up Approach, Bronwyn James, Geraldine E. Lefoe, Muhammad N S Hadi Nov 2010

Working ‘Through’ Graduate Attributes: A Bottom-Up Approach, Bronwyn James, Geraldine E. Lefoe, Muhammad N S Hadi

Geraldine Lefoe

The implementation of graduate attributes is a contentious addition to the agenda of Australian universities as they face issues related to quality assurance and funding. In this case study, we describe a way that we as teachers can work ‘through’ rather than uncritically with the graduate attributes. We suggest that the graduate attributes potentially allow the university community to focus on the processes of pedagogy. The paper also demonstrates how the graduate attributes can be used to initiate the development of a community of practice through collaboration and sharing of teaching strategies. The project allows a bottom-up approach for interpretation …

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The Carrick Exchange For Higher Education: Design Factors For User Engagement, Meg O'Reilly, Geraldine E. Lefoe, R. Philip, Dominique Rene Parrish Nov 2010

The Carrick Exchange For Higher Education: Design Factors For User Engagement, Meg O'Reilly, Geraldine E. Lefoe, R. Philip, Dominique Rene Parrish

Geraldine Lefoe

The Australasian Society for Computers in Learning in Tertiary Education (ascilite) has recently completed research to inform development of the Carrick Exchange, a new online service for learning and teaching in Australia. The research investigated resource identification and contribution, engagement with the repository and user community, and associated peer review and commentary processes. This paper focuses on the data obtained and recommendations developed for engagement of potential end users. It reports a literature review and findings, including an international perspective on the Carrick Exchange, with specific focus on prospective user needs, contexts of use and policies necessary to facilitate engagement …

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Ascilite Report On Key Practitioner Interviews For The Carrick Exchange Project, R. Philip, Dominique R. Parrish, Geraldine E. Lefoe, Meg O'Reilly Nov 2010

Ascilite Report On Key Practitioner Interviews For The Carrick Exchange Project, R. Philip, Dominique R. Parrish, Geraldine E. Lefoe, Meg O'Reilly

Geraldine Lefoe

This report is one of several data gathering processes implemented as part of Stage 2 of the ascilite research (January to September 2007). Full details of the ascilite project are provided in the ascilite/Carrick Exchange Proposal and Project Plan 2007. (See also reports by Phillips, Orrell and Millea (2007), and Lefoe, O'Reilly, Parrish, Bennett, Keppell and Gunn (2007)). For this segment of the research, ascilite conducted twenty-nine phone interviews with key practitioners drawn from Australian higher education, the Vocational Education and Training (VET) sector and a number of international projects. The data was analysed within a design-based research methodology. The …

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Modelling Blended Learning Environments: Designing An Academic Development Blog, Geraldine E. Lefoe, Wendy Meyers Nov 2010

Modelling Blended Learning Environments: Designing An Academic Development Blog, Geraldine E. Lefoe, Wendy Meyers

Geraldine Lefoe

A major challenge facing academic developers is meeting the development needs of both time poor academics and those staff in multi-location campuses, especially sessional tutors, who may start teaching several weeks before electronic access is enabled. Necessary restrictions placed on access to local intranet and Learning Management Systems meant rethinking how to meet the needs of all staff and in the process model good practice through the use of blended learning environments. One regional university, with seven national and one international campus, is currently redesigning their staff development program to incorporate the use of blogs and wikis to provide access …

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Ascilite Report 4 For The Carrick Exchange Project: Final Report, R. Philip, Dominique R. Parrish, Geraldine E. Lefoe, Meg O'Reilly Nov 2010

Ascilite Report 4 For The Carrick Exchange Project: Final Report, R. Philip, Dominique R. Parrish, Geraldine E. Lefoe, Meg O'Reilly

Geraldine Lefoe

Whilst the development of repositories for sharing learning and teaching resources has expanded considerably in the last few years in Australia, many repositories have a particular institutional or discipline focus. In Australia there is no dedicated national repository or community available for the higher education sector that provides a cross disciplinary forum for sharing ideas and resources about learning and teaching, and for cross-institutional collaboration. The Carrick Institute for Learning and Teaching in Higher Education is well placed to address this gap by developing the Carrick Exchange (see Phillips, Orrell & Millea, 2007). Utilising the current expansion and availability of …

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Ascilite Report 5 For The Carrick Exchange Project: International Perspective, R. Philip, Dominique R. Parrish, Geraldine E. Lefoe, Meg O'Reilly Nov 2010

Ascilite Report 5 For The Carrick Exchange Project: International Perspective, R. Philip, Dominique R. Parrish, Geraldine E. Lefoe, Meg O'Reilly

Geraldine Lefoe

This is the fifth report completed by ascilite for the Carrick Institute for Learning and Teaching in Higher Education to inform the development of the Carrick Exchange. It complements research findings discussed in four previous ascilite reports (Reports 1-4). Report 5 is a synthesis of particular international research and experience regarding the building of communities to support teaching and learning in higher education, and repository development and implementation. The ascilite research continues to explore emerging themes, issues and concerns regarding engagement of the Australian higher education sector with the Carrick Exchange initiative, identification of resources and methods of contribution, and …

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Enabling Teaching, Enabling Learning: How Does Staff Development Fit The Educational Technology Landscape?, Geraldine E. Lefoe, I. Olney, A. Herrington Nov 2010

Enabling Teaching, Enabling Learning: How Does Staff Development Fit The Educational Technology Landscape?, Geraldine E. Lefoe, I. Olney, A. Herrington

Geraldine Lefoe

The New Technologies: New Pedagogies Project is a nationally funded project to support the use of mobile learning in higher education to support student learning. We explore the staff development process of this larger project, where academics in a Faculty of Education investigate new pedagogies that are required to meet the needs of millennial learners. The staff development process addressed the need for staff to own and use mobile technology in their professional and personal contexts in order to think differently about engaging their students in pedagogically sound ways. We identified four key actions for participants which contributed significantly to …

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The Changing Role Of Tutors: Forming A Community Of Practice In A Distributed Learning Environment, Geraldine E. Lefoe, J. Hedberg, C. Gunn Nov 2010

The Changing Role Of Tutors: Forming A Community Of Practice In A Distributed Learning Environment, Geraldine E. Lefoe, J. Hedberg, C. Gunn

Geraldine Lefoe

An evaluation of a distributed learning environment (DLE) of a regional NSW university provided the context to examine the changing role of tutors in new learning environments. It examines how the tutors started to form a community of practice in the first year of operation. The distance from the main campus made communication difficult for the tutors, lecturers and students and the use of information and communication technologies (ICT), at times, added to the challenge. This paper identifies ways that the tutor role changes in a DLE and how the development of a community of practice can support this change.

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Introducing Mobile Technologies: Preparatory Staff Development Issues, Ian Olney, Geraldine E. Lefoe Nov 2010

Introducing Mobile Technologies: Preparatory Staff Development Issues, Ian Olney, Geraldine E. Lefoe

Geraldine Lefoe

This paper explores some of the staff development issues relating to the implementation of a mobile technology project involving academics and students in a Faculty of Education at a regional university. This project has been established to explore new pedagogies that may be associated with the use of mobile learning technologies in teaching and learning activities. The staff development process was approached through the provision of opportunity for staff to own and use mobile technology in their professional and personal contexts prior to their engagement with students. These provided a lead-up time for staff to think differently about how they …

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Applying Authentic Learning To Social Science: A Learning Design For An Inter-Disciplinary Sociology Subject, Fiona Borthwick, Sue Bennett, Geraldine E. Lefoe, Elaine Huber Nov 2010

Applying Authentic Learning To Social Science: A Learning Design For An Inter-Disciplinary Sociology Subject, Fiona Borthwick, Sue Bennett, Geraldine E. Lefoe, Elaine Huber

Geraldine Lefoe

As universities move towards more vocationally oriented courses, students expect pedagogic practices that make closer ties to potential workplaces. The pedagogical approach of authentic learning is well suited to this purpose as it proposes an apprenticeship-type model and a model that brings simulated work tasks into the classroom. In the social sciences, authentic learning is under-utilised and under-theorised as these subject areas do not fit easily into these models. An alternative model of authentic learning aims to offer students opportunities to .enmind. the requirements of a discipline, be critically reflective about that discipline, and to develop the skills to bring …

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Ascilite Report 3 For The Carrick Exchange Project: Themes, Issues And Concerns Emerging Through Focus Groups, R. Philip, Dominique R. Parrish, Geraldine E. Lefoe, Meg O'Reilly Nov 2010

Ascilite Report 3 For The Carrick Exchange Project: Themes, Issues And Concerns Emerging Through Focus Groups, R. Philip, Dominique R. Parrish, Geraldine E. Lefoe, Meg O'Reilly

Geraldine Lefoe

This document reports on the findings of three focus groups conducted with key practitioners from the Australian higher education sector for the ascilite sub-project of the Carrick Exchange development. It continues to explore emerging themes, issues and concerns, building on the findings of ascilite Report 1. The analysis is one of several data gathering methods implemented as part of the ascilite Stage 2 sub-project research. The analysis of three focus groups with a total of twenty-two participants, follows the report of individual interviews conducted with a separate group of twenty-nine key practitioners from the higher education sector and the Vocational, …

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Integrating Innovation Into The Mainstream In A Faculty Of Arts: Obstacles And Opportunities, Geraldine E. Lefoe, Rebecca Albury Nov 2010

Integrating Innovation Into The Mainstream In A Faculty Of Arts: Obstacles And Opportunities, Geraldine E. Lefoe, Rebecca Albury

Geraldine Lefoe

For a university in regional Australia, a new degree program on offer to a remote campus and access centres, provided a supportive environment for faculty to trial new teaching and learning methods, specifically making use of learning management system (WebCT) for aspects of communication and content. This paper examines the impact this had on the faculty, in particular at the increased usage of ICT in subjects on offer on campus and examines issues such as workload and curriculum redesign that were identified as problematic by faculty as they embraced innovative methods of teaching and learning.

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Changing Horses In Mid-Stream: A New Lms Plus Improved Teaching, Russ Pennell, Sandra Wills Nov 2010

Changing Horses In Mid-Stream: A New Lms Plus Improved Teaching, Russ Pennell, Sandra Wills

Sandra Wills

The University of Wollongong's recent implementation of a new Learning Management System has been accompanied by a two year process of interviews and consultation with committees, deans, managers, academics, students and support staff. This has resulted in a Strategic Plan for eLearning & eTeaching and an eTeaching Business Plan. These plans for institutional change were based on earlier studies of IT introduction in Higher Education contexts. Project development was overseen by a widely-representative committee, with major effort given to training and support of academics and students. In 2004 over 800 subject websites were in use each year. The new software …

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Reusability Of Online Role Play: Learning Objects Or Learning Designs?, Sandra Wills, A. Mcdougall Nov 2010

Reusability Of Online Role Play: Learning Objects Or Learning Designs?, Sandra Wills, A. Mcdougall

Sandra Wills

This study tracks the uptake of online role play in Australia from 1990 to 2006 and the affordances to its uptake. It examines reusability, as one affordance, from the perspective of two often polarized constructs: Learning Object and Learning Design. The study treats “reuse” on two levels: reuse of an existing online role play and reuse of an online role play as the model for another role play. In keeping with terminology that has come into recent use, we propose that the first level implies the online role play is used as a Learning Object and the second level implies …

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Formalising The Description Of Learning Designs, Ron Oliver, Barry Harper, John Hedberg, Sandra Wills, Shirley Agostinho Nov 2010

Formalising The Description Of Learning Designs, Ron Oliver, Barry Harper, John Hedberg, Sandra Wills, Shirley Agostinho

Sandra Wills

This paper describes an activity being undertaken by researchers involved in the AUTC funded Project: Information and Communication Technologies and Their Role in Flexible Learning. The project is seeking to investigate and develop generic and reusable frameworks for the provision of technology-enhanced high quality learning experiences in higher education. To achieve this, the researchers have been exploring ways to formalise generic descriptions of some learning designs that foster knowledge construction and problem solving. This paper provides a summary of the work that has been undertaken and describes the generic descriptions that have been developed in this process.

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Strategy And Information Technology, Sandra Wills, P. Yetton Nov 2010

Strategy And Information Technology, Sandra Wills, P. Yetton

Sandra Wills

Our research on twenty Australian universities charts a substantial shift in the importance of IT in teaching and administration, and in how they therefore play the strategy game.

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Improving Teaching And Learning Through Formative Evaluation: Using A Customised Online Tool To Collect Student Feedback, Robert M. Corderoy, Ray Stace, Sandra Wills, A. Ip Nov 2010

Improving Teaching And Learning Through Formative Evaluation: Using A Customised Online Tool To Collect Student Feedback, Robert M. Corderoy, Ray Stace, Sandra Wills, A. Ip

Sandra Wills

Good teachers spend time reflecting on their teaching practice. What is working, what isn't - and more importantly, why is or isn’t it? Such reflection is an essential component of maintaining and improving both teaching practice and the learning outcomes for students. Changes in current teaching practice towards more flexible teaching and learning environments and especially towards more student-centred online environments make this an even more important process. To answer this kind of question requires data which reflect the student's viewpoint on the teaching process and the time to collect and analyse it. As the subject itself is more and …

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Wireless, Mobile & Handheld: Where Are Our Teachers And Students Going With Their Computers?, Sandra Wills Nov 2010

Wireless, Mobile & Handheld: Where Are Our Teachers And Students Going With Their Computers?, Sandra Wills

Sandra Wills

There is another revolution in technology happening before our eyes; it's mobile, handheld and wireless - and it's converging. In what ways could this new technology facilitate change in our teaching and learning practices? What planning should we put in place now if we think our universities should be taking advantage of the potential?

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Strategic Planning For Blended Elearning, Sandra Wills Nov 2010

Strategic Planning For Blended Elearning, Sandra Wills

Sandra Wills

Although all Australian universities have University strategic plans and IT strategic plans, it is estimated that fewer than 20% have a separate plan for eLearning and eTeaching. The University of Wollongong has recently implemented a new Learner Management System however this technology ramp-up has been accompanied by a two year process of interviews and consultation with committees, deans, managers, academics, students and support staff to: • more clearly articulate from the educational and strategic perspectives why we use eLearning; • understand better how eLearning should be supported in a blended environment; and • inform decision-making about priorities for funding and …

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Managing Technological Change And University Teaching, Sandra Wills, S. Alexander Nov 2010

Managing Technological Change And University Teaching, Sandra Wills, S. Alexander

Sandra Wills

Current economic and political climates, together with the need to provide more flexible learning opportunities for students, has resulted in unprecedented pressure on education to use information and communications technologies (CIT) as a way of coping with these pressures, without decreasing the quality of offerings. This chapter reviews the introduction of technology in teaching and learning in higher education from the theoretical perspective of the MIT90s framework developed in Yetton et al (1997), drawing upon case studies of the introduction of technology in teaching and learning in two institutions, and a study of the outcomes of a national initiative to …

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Online Role Play As A Complementary Learning Design For The First Fleet Database, Sandra Wills, A. Ip Nov 2010

Online Role Play As A Complementary Learning Design For The First Fleet Database, Sandra Wills, A. Ip

Sandra Wills

Pedagogically, databases of primary source data provide students with a learning experience based on the inquiry learning model however, observations of students and teachers in the past 20 years have indicated that database searching is shallow and investigation perfunctory. Before, we could have blamed unwieldy search engines. The online version of the First Fleet Database has removed this obstacle, but students’ research skills still appear to be limited. Other pedagogical strategies have been added to that of the database strategy, for example a discussion forum to enable learners to publish and debate their opinions on history. However our statistics show …

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Encouraging Role Based Online Learning Environments - The Blue Report, Sandra Wills, E. Rosser, E. Devonshire, E. Leight, C. Russell, J. Shepherd Nov 2010

Encouraging Role Based Online Learning Environments - The Blue Report, Sandra Wills, E. Rosser, E. Devonshire, E. Leight, C. Russell, J. Shepherd

Sandra Wills

Project EnROLE has been a two year $200,000 ALTC project to encourage uptake of online role based learning environments, with particular focus on what is commonly referred to by us as role play. Role play is widely acknowledged to be a powerful teaching technique in face to face, blended and online teaching contexts and has been previously singled out as an example of good practice by ALTC predecessors: CAUT, CUTSD and AUTC. The project goal was to encourage uptake of online role based learning environments using the strategy of building a community of practice at university, state and national levels …

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Encouraging Role Based Online Learning Environments, Sandra Wills, E. Devonshire, Elyssebeth Leigh, E. Rosser, J. Shepherd, A. Vincent Nov 2010

Encouraging Role Based Online Learning Environments, Sandra Wills, E. Devonshire, Elyssebeth Leigh, E. Rosser, J. Shepherd, A. Vincent

Sandra Wills

This paper reports on progress in the first year of a two year project called Project EnROLE (Encouraging Role Based Online Learning Environments) which is funded by the Carrick Institute for Learning & Teaching in Higher Education in Australia. The project aims to link a small but growing number of university teachers who are using online role play, building them into a community via three strategies: developing a repository of sharable/reusable role play learning designs with an associated peer review process; facilitating evaluation and publication of papers about their role plays (for example the role play stream at this conference); …

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Facilitating Uptake Of Online Role Play: Reusability, Learning Objects And Learning Designs , Sandra Wills, A. Mcdougall Nov 2010

Facilitating Uptake Of Online Role Play: Reusability, Learning Objects And Learning Designs , Sandra Wills, A. Mcdougall

Sandra Wills

This study tracks the uptake of online role play in Australia from 1990 to 2006 and the affordances to its uptake. It examines reusability, as one affordance, from the perspective of two often polarized constructs: Learning Object and Learning Design. The study treats “reuse” on two levels: reuse of an existing online role play and reuse of an online role play as the model for another role play. In keeping with terminology that has come into recent use, we propose that the first level implies the online role play is used as a Learning Object and the second level implies …

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