Reporting on the study of the use of iLecture in an Information Systems unit1 page(s
PurposeAs educational technologies are more widely adopted in higher education teaching and learning, publishers often include online resources to accompany their textbook offerings. The purpose of this paper is to report the results of a...
morePurposeAs educational technologies are more widely adopted in higher education teaching and learning, publishers often include online resources to accompany their textbook offerings. The purpose of this paper is to report the results of a study forming part of a larger ongoing evaluation of the third party software product WileyPLUS.Design/methodology/approachThe paper describes the integration of the publisher's tools into a specific curriculum context and takes a critical look at the pedagogical effectiveness of the software in this context. A mixed‐methods approach is taken in the study, using a small postgraduate accounting unit as a case study.FindingsWhile many students reported positive experiences with the third party resources, technical issues were a barrier to their effectiveness and many students did not engage with the optional resources. The unit convenor's experience was largely positive.Practical implicationsAlthough it may be tempting for unit convenors to adopt these tools and resources as readily available and easy to use, it is important that they are integrated into the curriculum and that students are supported in their use.Originality/valueOutcomes include a list of critical success factors and an evaluation framework that could be of use to other academics seeking to embed third party resources into their teaching.
115 ePortfolio implementation case studies: challenges and opportunities Margot McNeill Macquarie University margot. mcneill@ mq. edu. au MingMing Diao Amanda Parker Macquarie University Abstract EPortfolios provide a web-based space...
more115 ePortfolio implementation case studies: challenges and opportunities Margot McNeill Macquarie University margot. mcneill@ mq. edu. au MingMing Diao Amanda Parker Macquarie University Abstract EPortfolios provide a web-based space where students in demonstrate their development of expertise in a wide range of skills and knowledge, whether in discipline knowledge or graduate capabilities (JISC, 2007). This paper reports on the results of a pilot implementation of the Mahara ePortfolio tool in an Australian university, involving two different curriculum contexts. ...
Some Australian universities have had a long tradition of capturing analogue recordings of lectures and providing these for distance students or storing them in libraries for students who may have missed a lecture. However, the recent...
moreSome Australian universities have had a long tradition of capturing analogue recordings of lectures and providing these for distance students or storing them in libraries for students who may have missed a lecture. However, the recent emergence of web-based lecture recording technologies, such as Lectopia, has heralded a growing use of digital lecture recordings by all students. This is pushing the boundaries of established practice and challenging the role of the face-to-face lecture as a prime teaching strategy. Four ...
In 2019, the Australian higher education regulator, the Tertiary Education Quality and Standards Agency (TEQSA), commissioned a team of academic integrity experts to design and facilitate a series ...
In their article, Miranda in the Brave New World: Learning in a Web 2.0 millennium, Barnes and Tynan (2007) tell the story of an imaginary British student who uses technology seamlessly to stay connected almost 24 x 7 with friends, peers...
moreIn their article, Miranda in the Brave New World: Learning in a Web 2.0 millennium, Barnes and Tynan (2007) tell the story of an imaginary British student who uses technology seamlessly to stay connected almost 24 x 7 with friends, peers and teachers in a global learning environment. Whether she is representative of the majority of university students is a topic of debate in the literature. This research aimed to explore how students use technologies in their everyday lives, whether on campus or off-campus, to support their learning. The ...
Four IRUA universities-Macquarie University, Murdoch University, Flinders University and the University of Newcastle-have been collaborating on a project funded by the Carrick Institute for Learning and Teaching in Higher Education. This...
moreFour IRUA universities-Macquarie University, Murdoch University, Flinders University and the University of Newcastle-have been collaborating on a project funded by the Carrick Institute for Learning and Teaching in Higher Education. This project investigates the impact of web based lecture recording technologies on current and future practice in learning and teaching. The project aims are to identify: how web based lecture recording technology is being integrated into the curriculum, and its role and relationship with other elements ...
Academic integrity is integral to preserving the reputation of Australia’s higher education sector and protecting student interests.In recent years, increasing threats to academic integrity within the sector have emerged due to the...
moreAcademic integrity is integral to preserving the reputation of Australia’s higher education sector and protecting student interests.In recent years, increasing threats to academic integrity within the sector have emerged due to the wide-spread growth of commercial essay services and attempts by criminal actors to entice students into deceptive or fraudulent activity.To combat this threat, TEQSA commissioned a group of scholars to share research, develop and deliver a suite of workshops and create a toolkit to assist integrity practitioners with promoting academic integrity and addressing contract cheating within their institutions.This initiative was funded by the Australian Government and included 19 workshops around Australia and the development of the\ua0toolkit of resources
In 2019, the Australian higher education regulator, the Tertiary Education Quality and Standards Agency (TEQSA), commissioned a team of academic integrity experts to design and facilitate a series ...
Engaging students with higher order learning (or not):
ABSTRACT This paper explores an innovative approach to evaluating the effectiveness of a writing group in an Australian research-intensive university. Traditional qualitative and quantitative methods typically applied in higher-education...
moreABSTRACT This paper explores an innovative approach to evaluating the effectiveness of a writing group in an Australian research-intensive university. Traditional qualitative and quantitative methods typically applied in higher-education research may be effective in analysing the output of writing groups; however, they do not always address the affective domain of writing and giving and receiving feedback in a small-group context. The group had previously evaluated its practice with a speed-dating activity, itself an innovative approach designed for efficiency and to take advantage of the size and diversity of the group. The changing membership of the group, from eight to four participants, warranted a methodology appropriate to the intimacy of the group. In this paper, three theoretical frameworks are used to conceptualise the practice of the smaller group: communities of practice, peer mentoring and affect theory. The methodologies of critically reflective practice and memory work described here emerged from these theoretical frameworks.
PurposeAs educational technologies are more widely adopted in higher education teaching and learning, publishers often include online resources to accompany their textbook offerings. The purpose of this paper is to report the results of a...
morePurposeAs educational technologies are more widely adopted in higher education teaching and learning, publishers often include online resources to accompany their textbook offerings. The purpose of this paper is to report the results of a study forming part of a larger ongoing evaluation of the third party software product WileyPLUS.Design/methodology/approachThe paper describes the integration of the publisher's tools into a specific curriculum context and takes a critical look at the pedagogical effectiveness of the software in this context. A mixed‐methods approach is taken in the study, using a small postgraduate accounting unit as a case study.FindingsWhile many students reported positive experiences with the third party resources, technical issues were a barrier to their effectiveness and many students did not engage with the optional resources. The unit convenor's experience was largely positive.Practical implicationsAlthough it may be tempting for unit convenors to a...
ABSTRACT The e-learning research literature is characterized by studies that investigate the practice of teaching and learning online (pedagogy) and those that investigate the planning and administrative functions associated with...
moreABSTRACT The e-learning research literature is characterized by studies that investigate the practice of teaching and learning online (pedagogy) and those that investigate the planning and administrative functions associated with e-learning delivery (management). This edited volume directs attention to pedagogy and management as it relates to the primary e-learning delivery mechanism, the course management system (CMS). Specifically, the research presented in this collection deals with a range of themes relevant to the selection, implementation, use and evaluation of course management systems in higher education. The primary audience for this book includes instructors and students in instructional and educational technology programs. The book could easily be used as a text in a distance or online learning course. The secondary audience includes instructors and students in higher education programs and e-learning practitioners and administrators. The book is timely because of the growing presence and influence of course management systems on teaching and learning in higher education.
Abstract Game-based learning can provide immersive experiences simulating authentic environments to enable students to develop and demonstrate the mastery of foundational knowledge through to complex concepts and higher order...
moreAbstract Game-based learning can provide immersive experiences simulating authentic environments to enable students to develop and demonstrate the mastery of foundational knowledge through to complex concepts and higher order metacognitive and creative skills. While research provides evidence of the benefits of game-based learning, assessing the effectiveness of the learning that takes place is not without its challenges; realizing assessment in game-based learning cannot be achieved in isolation of the broader ...
Description Alignment between the intended learning outcomes, the teaching and learning activities and the assessment tasks is one of the keys to student engagement, to involve students in a 'web of consistency'(Biggs, Teaching...
moreDescription Alignment between the intended learning outcomes, the teaching and learning activities and the assessment tasks is one of the keys to student engagement, to involve students in a 'web of consistency'(Biggs, Teaching for quality learning at university. p 26 2007). While higher order learning such as evaluation, problem solving and creative thinking; espoused as fundamentals of university learning, appear in many graduate attribute statements, previous studies suggest that designing the curriculum to elicit and ...
PurposeIn their 2007 article, “Miranda in the brave new world: learning in a Web 2.0 millennium”, Barnes and Tynan tell the story of an imaginary British student who uses technology seamlessly to stay connected almost 24×7 with friends,...
morePurposeIn their 2007 article, “Miranda in the brave new world: learning in a Web 2.0 millennium”, Barnes and Tynan tell the story of an imaginary British student who uses technology seamlessly to stay connected almost 24×7 with friends, peers and teachers in a global learning environment. Whether she is representative of the majority of university students is a topic of debate in the literature. This paper aims to explore how students use technologies in their everyday lives, whether on‐ or off‐campus, to support their learning.Design/methodology/approachThere were two phases of the study; a photo ethnography to enable a detailed exploration of ten students' technology uses and then a university‐wide survey in which 1,104 student responses were gathered.FindingsThe findings of both phases of the study suggest that students' use of technologies for their learning and in other facets of their lives is largely conservative, with a predominance of familiar and easy‐to‐use tools ...
ABSTRACT This paper explores an innovative approach to evaluating the effectiveness of a writing group in an Australian research-intensive university. Traditional qualitative and quantitative methods typically applied in higher-education...
moreABSTRACT This paper explores an innovative approach to evaluating the effectiveness of a writing group in an Australian research-intensive university. Traditional qualitative and quantitative methods typically applied in higher-education research may be effective in analysing the output of writing groups; however, they do not always address the affective domain of writing and giving and receiving feedback in a small-group context. The group had previously evaluated its practice with a speed-dating activity, itself an innovative approach designed for efficiency and to take advantage of the size and diversity of the group. The changing membership of the group, from eight to four participants, warranted a methodology appropriate to the intimacy of the group. In this paper, three theoretical frameworks are used to conceptualise the practice of the smaller group: communities of practice, peer mentoring and affect theory. The methodologies of critically reflective practice and memory work described here emerged from these theoretical frameworks.
In their article, Miranda in the Brave New World: Learning in a Web 2.0 millennium, Barnes and Tynan (2007) tell the story of an imaginary British student who uses technology seamlessly to stay connected almost 24 x 7 with friends, peers...
moreIn their article, Miranda in the Brave New World: Learning in a Web 2.0 millennium, Barnes and Tynan (2007) tell the story of an imaginary British student who uses technology seamlessly to stay connected almost 24 x 7 with friends, peers and teachers in a global learning environment. Whether she is representative of the majority of university students is a topic of debate in the literature. This research aimed to explore how students use technologies in their everyday lives, whether on campus or off-campus, to support ...
Description Curriculum alignment is one of the principles available to academics to help them adapt to the needs of diverse and ever-changing cohorts of students in technology-rich environments, yet little is known about how academics...
moreDescription Curriculum alignment is one of the principles available to academics to help them adapt to the needs of diverse and ever-changing cohorts of students in technology-rich environments, yet little is known about how academics approach this task of designing an aligned curriculum. This two-phase study was undertaken in an Australian research-intensive university to investigate the learning outcomes academics intend for their students, how these relate to the assessment strategies and choices of educational technologies. ...
115 ePortfolio implementation case studies: challenges and opportunities Margot McNeill Macquarie University margot. mcneill@ mq. edu. au MingMing Diao Amanda Parker Macquarie University Abstract EPortfolios provide a web-based space...
more115 ePortfolio implementation case studies: challenges and opportunities Margot McNeill Macquarie University margot. mcneill@ mq. edu. au MingMing Diao Amanda Parker Macquarie University Abstract EPortfolios provide a web-based space where students in demonstrate their development of expertise in a wide range of skills and knowledge, whether in discipline knowledge or graduate capabilities (JISC, 2007). This paper reports on the results of a pilot implementation of the Mahara ePortfolio tool in an Australian university, involving two different curriculum contexts. ...
In their article, Miranda in the Brave New World: Learning in a Web 2.0 millennium, Barnes and Tynan (2007) tell the story of an imaginary British student who uses technology seamlessly to stay connected almost 24 x 7 with friends, peers...
moreIn their article, Miranda in the Brave New World: Learning in a Web 2.0 millennium, Barnes and Tynan (2007) tell the story of an imaginary British student who uses technology seamlessly to stay connected almost 24 x 7 with friends, peers and teachers in a global learning environment. Whether she is representative of the majority of university students is a topic of debate in the literature. This research aimed to explore how students use technologies in their everyday lives, whether on campus or off-campus, to support their learning. The ...
Abstract: Aligning the curriculum elements of learning outcomes, teaching activities and assessment tasks is one of the strategies available to academics to help them adapt to the needs of diverse and ever-changing cohorts of students in...
moreAbstract: Aligning the curriculum elements of learning outcomes, teaching activities and assessment tasks is one of the strategies available to academics to help them adapt to the needs of diverse and ever-changing cohorts of students in technology-rich environments. While curriculum alignment is commonly represented in the literature, little is known about how academics approach this task of designing an aligned curriculum. A two-phase study was undertaken in an Australian research-intensive university to investigate the learning ...
Web-based lecture technologies (WBLT), designed to digitally record lectures for delivery over the web, are just one of a range of information and communication technologies that have been introduced in response to the changing context of...
moreWeb-based lecture technologies (WBLT), designed to digitally record lectures for delivery over the web, are just one of a range of information and communication technologies that have been introduced in response to the changing context of higher education in the past decade. Lectopia (formerly known as iLecture) is one such technology being adopted by Australian universities.
The uptake of web-based lecture technologies for recording and delivering live lectures has increased markedly in recent years. Students have responded positively, and for many their use has transformed learning–freeing them up from rigid...
moreThe uptake of web-based lecture technologies for recording and delivering live lectures has increased markedly in recent years. Students have responded positively, and for many their use has transformed learning–freeing them up from rigid timetables by providing choice in lecture attendance and supporting learning by extending the lecture experience and enabling them to revisit key concepts and ideas in their own time. Less transformational has been the impact on teaching. Although changing attendance patterns and disquiet about ...
09:00 – 09:35 Welcome and Housekeeping Mike Keppell, Charles Sturt University Welcome to Country Joan Tranter, University of Technology Sydney Invited Speaker Opening Address Shirley Alexander, University of Technology Sydney 9:35 – 10:30...
more09:00 – 09:35 Welcome and Housekeeping Mike Keppell, Charles Sturt University Welcome to Country Joan Tranter, University of Technology Sydney Invited Speaker Opening Address Shirley Alexander, University of Technology Sydney 9:35 – 10:30 Keynote Address Authentic learning and emerging technologies Jan Herrington, Murdoch University 10:30 – 11:00 Morning Break Endeavour Room ... 11:00 – 11:20 Blackboard - the nexus of your enterprise virtual learning environment (VLE) Endeavour Room Learners, Learning and Educational Practice
There has been a shift by the Australasian tertiary education sector towards open source Learning Management Systems (LMSs), in part due to the potential for extending and tailoring the systems using community sourced plugins. This paper...
moreThere has been a shift by the Australasian tertiary education sector towards open source Learning Management Systems (LMSs), in part due to the potential for extending and tailoring the systems using community sourced plugins. This paper reports on a comprehensive and systematic evaluation of Moodle extensions based on a six-month cross-faculty project conducted at Macquarie University. Findings included that despite over several hundred plugins and patches being uploaded to the Moodle Community website, the reference group only deemed nine of these as suitable for extending the functionality of the University LMS. The paper also describes the process and instruments that were utilised to evaluate the extensions themselves, which could be of interest to others making decisions about how best to balance the flexibility afforded by open source environment with extensibility within the constraints of complex and diverse institutional needs.
Description Alignment between the intended learning outcomes, the teaching and learning activities and the assessment tasks is one of the keys to student engagement, to involve students in a'web of consistency'(Biggs, 2007, p....
moreDescription Alignment between the intended learning outcomes, the teaching and learning activities and the assessment tasks is one of the keys to student engagement, to involve students in a'web of consistency'(Biggs, 2007, p. 26). While higher order learning such as evaluation, problem solving and creative thinking; espoused as fundamentals of university learning, appear in many graduate attribute statements, previous studies suggest that designing the curriculum to elicit and assess these higher order learning outcomes pOses ...
Web-based lecture technologies cover a range of technologies, including iLecture/Lectopia, for digitally recording lectures for delivery to students online. There has been a rapid uptake in WBLT in recent years. Despite their popularity...
moreWeb-based lecture technologies cover a range of technologies, including iLecture/Lectopia, for digitally recording lectures for delivery to students online. There has been a rapid uptake in WBLT in recent years. Despite their popularity with students, they are challenging some long held traditions associated with attendance patterns, teaching and learning. This project, a collaboration between Macquarie University, Murdoch University, Flinders University and University of Newcastle was conducted to gain a better understanding of these challenges. The project report, supported by a number of research papers, summarises the key findings of the project. Based on these findings, a tool kit of resources has been developed for your use.
The recent emergence of web-based lecture technologies (WBLT) has heralded a growing use of digital web-based lecture recordings for all students. This is pushing the boundaries of established practice and challenging the role of the...
moreThe recent emergence of web-based lecture technologies (WBLT) has heralded a growing use of digital web-based lecture recordings for all students. This is pushing the boundaries of established practice and challenging the role of the face-to-face lecture as a prime teaching strategy. Studies to date on the use and uptake of web-based lecture technologies have explored the technical and operational issues surrounding access and use. Few have addressed issues around the implications for teaching and learning in different contexts; whether student 19s learn from them how do they go about their learning.
Web-based lecture technologies (WBLT) have been introduced by some Australian Universities in recognition that many students need flexible learning choices during their studies. This paper reports on some of the findings of a research...
moreWeb-based lecture technologies (WBLT) have been introduced by some Australian Universities in recognition that many students need flexible learning choices during their studies. This paper reports on some of the findings of a research project, "the impact of WBLT on current and future practice in learning and teaching". The research was conducted across four Australian universities, with data obtained from surveys and in-depth interviews with both staff and students who had used WBLT. While student perceptions about WBLT have been largely positive, staff opinions are varied. Many lecturers see the potential of WBLT as a study tool and recognise students 19 need for flexibility. However, staff are concerned that WBLT are exacerbating a trend toward declining lecture attendance, which they are linking to a drop in academic performance. While some lecturers indicate they have made changes to their lecturing in response to the technologies, there is little evidence of changes ...
Web-based lecture technologies (WBLT) have been introduced in many Australian and overseas universities to offer students access to lecture recordings, twenty four hours per day, seven days per week. These technologies have been well...
moreWeb-based lecture technologies (WBLT) have been introduced in many Australian and overseas universities to offer students access to lecture recordings, twenty four hours per day, seven days per week. These technologies have been well received by many students who appreciate them as study tools offering flexibility and convenience. The findings of a recent survey of over 800 students in four Australian universities suggest that, rather than questioning whether or not to introduce these technologies, the focus of academics should be on how to make the best use of them. This paper provides an overview of some of the findings from this survey and collates students’ qualitative responses into advice on how to use WBLT effectively in terms of the structure and content of the lecture; the lecturing process and managing the technical aspects of WBLT.
This paper reports the findings from a survey of unit convenors in an Australian university, which explored how technologies were used to support assessment. The results suggest that while uptake of technologies for assessment may slowly...
moreThis paper reports the findings from a survey of unit convenors in an Australian university, which explored how technologies were used to support assessment. The results suggest that while uptake of technologies for assessment may slowly be rising, the uses are frequently limited to assessing students‟ ability to understand or apply concepts or procedures. The potential of technologies to support assessment of the all-important higher order learning outcomes such as evaluation, creation and metacognition is still largely left untapped. For many of the technologies, the results suggest that rather than transformative tools, their uses are predominantly limited to perpetuating traditional practices.
Learning and Teaching Centre Macquarie University The availability of publisher supplied software products from publishers is becoming more common, yet there is little evidence in the literature about how these technologies can be...
moreLearning and Teaching Centre Macquarie University The availability of publisher supplied software products from publishers is becoming more common, yet there is little evidence in the literature about how these technologies can be utilised in specific contexts to develop a deeper level of engagement for students. This research project evaluated a publisher supplied software product, WileyPLUS to discover whether it was a tool that could encourage a deeper level of engagement from students and therefore a better learning environment. We also evaluated the resources and the experience of using the tools from the lecturer‟s perspective. An evaluation checklist was developed that can be adapted to guide academic staff when selecting publisher supplied software tools in other contexts. Keywords: e-learning, publisher supplied software, WileyPLUS, student engagement, productivity tools, assessment, evaluation of tools
ABSTRACT Purpose - Many universities are in the process of changing their learning management systems to Moodle yet there is limited empirical research available on the impact of this change. This paper explores the results of an initial...
moreABSTRACT Purpose - Many universities are in the process of changing their learning management systems to Moodle yet there is limited empirical research available on the impact of this change. This paper explores the results of an initial pilot, which was conducted as the first stage of implementing Moodle at an Australian university. Design/methodology/approach - The pilot study involved an online survey and focus groups with unit convenors teaching Open University Australia (OUA) units in Moodle. Findings - The aim was to essentially test Moodle and eliminate any technological issues prior to the university wide roll-out the following year. It was envisaged that this pilot would contribute to building capability and knowledge amongst staff members; however, it was unanticipated that this would be jeopardised by a wider and ongoing issue in higher education; namely, the casualisation of the academic workforce. This paper maps the accumulated knowledge of these unit convenors and how this knowledge is 'walking out the door'. Originality/value - This paper argues that an environment of insecure employment is a barrier to change management.