133944 AsciiFlyer_finalPRINT FUTURE CHALLENGES | SUSTAINABLE FUTURES 25th - 28th November 2012 WELLINGTON ascilite Te Papa Tongarewa Museum of New Zealand Wellington 25th - 28th November 2012 Hosted by: Education is facing a number of significant challenges. Recent waves of global uncertainty coupled with local crises and government reforms are reshaping the tertiary education landscape. Against the backdrop of these challenges digital technology is enabling new models of teaching and learning. Yet serious questions remain over the sustainability of these new models and the claims about the potential of new technology, especially in the face of new threats and wicked problems. The aim of the 2012 ascilite conference is to explore some of these challenges and to better understand the complexity of sustainability - in its widest sense. The basic premise is that what happened in the past is no longer a reliable guide to the future. There are three future-focused sub-themes: • Learning for the future • Teachers as future makers • Leading in a climate of change ascilite 2012 will be held on the Wellington water front at the iconic Te Papa Tongarewa – National Museum of New Zealand. Enjoy the spectacular views of Wellington Habour and take time to discover some of the rich history of Aotearoa/New Zealand. Wellington is an excellent conference venue with lots on offer including a lively nightlife and many tourist attractions within walking distance. For further information, visit: www.ascilite2012.org FUTURE CHALLENGES | SUSTAINABLE FUTURES ascilite2012 Conference Handbook WELCOME FROM ascilite 2012 CONVENOR Tēnā tātou katoa On behalf of the ascilite2012 Organising Committee, I would like to extend a very warm welcome to delegates to the ascilite International Conference. This is the 29th annual ascilite conference which is being hosted by Massey University at Te Papa Tongarewa, Wellington, New Zealand on 25-28 November, 2012. The 2012 ascilite conference builds on a long tradition of ascilite providing an excellent forum for delegates from around the world to share and discuss their innovative ideas, latest research findings and practitioner experiences with like-minded people. Often referred to as the ‗friendly conference‘, this year‘s Committee has worked hard to ensure that this tradition lives throughout the conference programme. Importantly, the Committee has also strived to ensure the conference provides a valuable opportunity to debate and challenge different viewpoints. The conference theme of ‗Future Challenges | Sustainable Futures‘ is designed to explore some of the serious challenges facing tertiary education against the backdrop of global uncertainty, local government reforms and rapid technological change. With a strong focus on ‗sustainability‘ and the hype and the hope of ‗the future‘, the three conference sub-themes—learning for the future, teachers as future makers and leading in a climate of change—invite delegates to consider how new digital technologies and new models of tertiary education can help to address some of the big problems of our age. More specifically our conference theme provides the opportunity to debate the premise that much of what happened in the past is no longer a reliable guide to the future. To this end the 29th ascilite conference brings together a diverse range of keynotes, invited speakers, papers and workshops from some of the leading scholars and practitioners in the field. We would like to thank all those who made submissions for conference presentation—be they full or concise papers, workshops, symposia or posters. Your commitment to sharing your expertise, knowledge and insights is invaluable and much appreciated. Delegates will find much to interest and stimulate them in the wide range of topics and quality presentations available over the conference. For the first time, we will be using a dedicated conference app to increase the degree of interaction and engagement between presenters and delegates. We hope it works well for you. We have a number of other innovations such as resident cartoonist, great debate and Pecha Kucha that we hope will ensure all delegates have an enjoyable and memorable conference experience. The Organising Committee would also like to acknowledge the generous support of our sponsors. Without their continuing support the conference would not be possible and we acknowledge all of them with grateful thanks. On a personal note, I would like to thank members of the Organising Committee, the Programme Committee, the Conference Secretariat and Conference Manager, individual paper reviewers and the ascilite Executive for their support and invaluable assistance into ensuring the success of the 2012 conference. A big thank you to everyone. Finally, the real success of the conference depends on the willingness of delegates to immerse themselves in the ascilite conference experience. Please welcome first-time delegates, introduce yourself to as many new people as possible and generally contribute to the conference vibe. We want to ensure that the middle of Middle Earth is as friendly and engaging as possible. He aha te mea nui? He tangata! He tangata! He tangata! Translation: What is the most important thing? It is people! It is people! It is people! Professor Mark Brown Conference Convenor http://www.nzhistory.net.nz/files/sound/tereo/tenatat.mp3 Page 2 WELCOME FROM ascilite PRESIDENT I would like to wish you all a very warm welcome to the ascilite2012 conference here in Wellington, New Zealand. For first-time delegates, those we haven‘t seen for a while, and those who are regular attendees, I hope that you locate strong opportunities for intellectual engagement and professional networking in what is shaping up to be a tremendous ascilite conference with lots of surprises in store for you all. A huge thank you to Massey University as Conference Hosts; our Conference Organising Committee; our fabulous Sponsors; our Programme Committee; Conference Secretariat and Manager. While our ascilite conference is certainly a feature event in our calendars, the ascilite Executive is working hard to create a range of engaging and professionally relevant opportunities for members that extend throughout the year. We take your feedback via our bi-annual survey seriously and use it to inform our future direction and planning. It is worth mentioning a few highlights from 2012 and looking forward: • In 2012, we ramped up our ‗ascilite live’ webinar program to include a research stream. These webinars aim to help build research capacity across our community by exposing members to different methodologies, approaches and some practical tips on conducting and writing up your research. We also offered our first webinar in collaboration with ACODE (Australasian Council of Distance and ELearning). • We expanded our Community Mentoring Program (CMP), particularly our Collaborative Community Mentoring Program (C²MP) that we trialled in 2011. CMP enables our members (in groups or pairs) to tap into or contribute expertise across our community in ways that are professionally and personally relevant. • We teamed up with the Association of Learning Technologies (ALT) in the UK to launch ‗CMALT Australasia‘. This portfolio-based professional accreditation scheme will be offered exclusively to ascilite members whose work involves learning technologies. It will enable members to have their experiences and capabilities certified by peers through an evidence- based approach. Prof John Slater of ALT, is attending this conference for the launch of the Australasia scheme. • With a view ensuring the sustainability and strong international reputation of the ascilite journal, we contracted Professor Paul Bacsich (UK) to conduct an external review and benchmarking of our open-access journal AJET in 2012. This review culminated in a set of excellent future-focused recommendations. We also have an exceptional new team of AJET Editors and Associate Editors. • And as we move forward into 2013 with the new ascilite Strategic Plan (2012-2015), the Executive will be focusing on more community building approaches, whereby we will encourage more member engagement, sharing and creating member opportunities to contribute toward the future of our community-based Society. We will be reviewing and improving our information architecture to enable that engagement. Speaking of engagement, our ascilite conference is a great place for stimulating, connecting and exchanging ideas, and for socializing and extending professional networks. Consequently, many people have reported finding their ‗professional families‘ or ‗tribes‘ in our ascilite community. We value our relationships and hope that you feel valued as our members. Please do find out a little more about ‗your‘ ascilite - how it can help you and how you can contribute. Enjoy our conference! Warm regards Dr Caroline Steel ascilite President Page 4 MEMBERS OF CONFERENCE COMMITTEES The following Massey University staff contributed to the 2012 ascilite Conference Programme Committee: Professor Mark Brown (Convenor) Dr Maggie Hartnett Dr Terry Stewart The following Massey University staff contributed to the wider 2012 ascilite Conference Organising Committee: Professor Mark Brown (Convenor) Dr Maggie Hartnett Jean Jacoby Andrew Jamieson Heather Lamond Duncan O‘Hara John Milne Sarah Siebert (Conference Manager) Dr Terry Stewart Scott Symonds Dr Jennifer Thompson Professional Conference Organisers / Conference Managers National Events, Conference & Sponsorship Team Massey University Private Bag 11222 Palmerston North 4442 NEW ZEALAND Ph: + 64 6 350 5117 Email: s.m.siebert@massey.ac.nz www.conferencesandevents.co.nz mailto:s.m.siebert@massey.ac.nz mailto:s.m.siebert@massey.ac.nz http://www.conferencesandevents.co.nz/ Page 6 2012 REVIEWERS The Organising Committee of ascilite 2012 would like to thank the following reviewers for their assistance. Name Institution Sandy Barker University of South Australia Stephanie Beames QUT Helen Farley University of Southern Queensland, Digital Futures Institute Iain Doherty University of Hong Kong, Center for the Enhancement of Teaching and Learning Nicola Westberry Auckland University of Technology Ruth Billany Charles Darwin University, School of Health Mark McMahon Edith Cowan University Petrea Redmond University of Southern Queensland, Faculty of education Peter Albion University of Southern Queensland Angela Murphy University of Southern Queensland Linda Corrin University of Wollongong Jo-Anne Kelder University of Tasmania Mary Dracup Deakin University Rob Phillips Murdoch University Maggie Hartnett Massey University Robyn Philip QUT Leanne Cameron Australian Catholic University Sabrina Leone Università Politecnica delle Marche, Dipartimento di Ingegneria dell‘Informazione John Clayton Waikato Institute of Technology Chris Campbell University of Queensland Oriel Kelly New Zealand Tertiary College Meg Colasante RMIT Terry Stewart Massey University Sue Gregory University of New England Hazel Jones Australian College of Applied Psychology Tania Broadley Curtin University Boris Handal The University of Notre Dame Australia Kuki Singh Curtin University Barney Dalgarno Charles Sturt University Thomas Cochrane Centre for Learning And Teaching, AUT University Trevor Billany Charles Darwin University Shaista Bibi University of Sydney Page 21 1130 - 1155 FULL PAPERS A theoretical lens to view blended learning sustainability Yvonne Wood Moodle and the Living Curriculum Tabitha Roder Nicoletta Rata- Skudder Conducting and Reporting on Educational Technology Research for Institutional Impact Harriet Ridolfo The importance of power dynamics in the development of asynchronous online learning communities Panos Vlachopoulos Faculty experiencing Sustainability of a Using technology first-line university designed to encourage self- implementation of and developed media directed learning: Technology Enhanced annotation tool to The Collaborative Learning prepare learners with Lecture Marichell van skills needed for Annotation Deventer future employment System (CLAS) PROGRAMME | MONDAY 26 NOVEMBER 2012 *indicates finalists for the ascilite2012 paper awards 0800 - 0845 REGISTRATION & INFORMATION DESK OPENS OCEANIA (LEVEL 3) 0900 - 0910 MIHI WHAKATAU SOUNDINGS THEATRE (Level 2) 0910 – 0915 WELCOME FROM THE CONFERENCE CONVENOR SOUNDINGS THEATRE (Level 2) Professor Mark Brown (overflow will be streamed into ICON) 0915 – 0920 WELCOME FROM THE ASCILITE PRESIDENT SOUNDINGS THEATRE (Level 2) Dr Caroline Steel (overflow will be streamed into ICON) 0920 – 0930 WELCOME FROM WELLINGTON MAYOR SOUNDINGS THEATRE (Level 2) Hon. Celia Wade-Brown (overflow will be streamed into ICON) 0930 – 1025 KEYNOTE SPEAKER – The future is new? The future is now! SOUNDINGS THEATRE (Level 2) Professor Neil Selwyn (overflow will be streamed into ICON) Monash University, AUSTRALIA 1025– 1030 HOUSEKEEPING 1030 – 1055 MORNING REFRESHMENTS OCEANIA (LEVEL 3) 1100 – 1230 SESSION 1.1 SESSION 1.2 SESSION 1.3 SESSION 1.4 SESSION 1.5 SESSION 1.6 SESSION 1.7 Soundings Theatre Icon Rangimarie 1 Rangimarie 2 Rangimarie 3 Angus 1 Angus 2 1100 – 1125 Sustaining new LMS Encounters: Designing evaluation Teachers, and their Building teacher NPC: an online model The life and death FULL PAPERS approaches to Promises and and research into learning and teaching Realities – e-Learning educational opinions, matter: Analysing staff educator TPACK: Developing leaders as to improve of Webfuse: prescribing skills in principles for with technology – for Sustainable initiatives: the Global perceptions of the a catalyst for change health care learning and more than just a Futures? Perspectives effectiveness of in ICT Education professionals in leading into the Wicked Problem Reem Al-Mahmood Programme online discussion Helen Doyle Australia future Janet Buchan Jo-Anne Kelder forums Jorge Reyna David Jones Juliette Hazel Jones Santosh Khanal Sondermeyer Yeqin Zuo Rob Phillips Anne Rothwell Page 22 Susan Tull Lynette Nagel Michelle Ruyters, Meg Colasante, Shane Dawson Leah Macfadyen Janette Kruger Kathy Douglas, Evan F. Risko Sue Gregory Giovanni Mandarano Tom Foulsham Tim Klapdor Alan Kingstone Philip Uys 1200 – 1225 Do Open Educational A Pedagogical *Data mining Developing a Emerging strategies Online training: Promoting FULL PAPERS Resources represent Evaluation of Moodle interactions in a 3D moderation for a sustainable sustainability in the asynchronous additional challenges Extensions immersive community of approach to face of unskilled, interactivity of or advantages to the Margo McNeill environment for real- practice professional unsupervised, recorded lectures current climate of (Presented by time feedback during Brian Von Konsky development unmotivated “long in blended change in the Kathleen Curtis) simulated surgery Annette Watkins Kuki Singh tail” learning Australian higher Matt Bower Gregor Kennedy Tania Broadley Judy Schrape Lisa Wise environments education sector? John Hedberg Ioanna Ioannou Jacqui Kelly Jason Skues Bernadette Carina Bossu Yun Zhou Benedict Williams McCabe Mark Brown James Bailey Gregor McLean Carola Hobohm David Bull Stephen O’Leary 1230 –1325 LUNCH OCEANIA (LEVEL 3) 1245 – 1325 ascilite AGM RANGIMARIE ROOM 1 (Level 3) 1330 – 1400 INVITED SPEAKER – Sustainability, Creativity, Innovation and Inclusion: Fostering New Approaches to Design Professor Gráinne Conole Leicester University, UNITED KINGDOM 1400 – 1405 HOUSEKEEPING SPONSOR ACKNOWLEDGEMENT Blackboard / Netspot SOUNDINGS THEATRE (Level 2) (overflow will be streamed into ICON) SOUNDINGS THEATRE (Level 2) (overflow will be streamed into ICON) 1405 - 1410 PRESENTATION OF CERTIFICATES TO INSTITUTIONAL MEMBERS AND MENTEES SOUNDINGS THEATRE (Level 2) 1415 – 1515 SESSION 2.1 SESSION 2.2 SESSION 2.3 SESSION 2.4 SESSION 2.5 SESSION 2.6 SESSION 2.7 Soundings Theatre Icon Rangimarie 1 Rangimarie 2 Rangimarie 3 Angus 1 Angus 2 1415 – 1433 Towards a sustainable The road ahead: The 5 Cs of Literacy "It gave me a much Planning to teach Preliminary Beyond the CONCISE PAPERS support strategy for eBooks,eTextbooks and Literary Skills more personal with ICT: Some Investigation into Afterglow: online students and publishers’ Development: connection": Student- insights into Technology and Transfer of Elizabeth Smith electronic resources Conversations, generated podcasting university teachers’ Processes Facilitating Learning in an Anne Lonie Romana Martin Community, and assessment in knowledge the Assurance of Online Collaboration, teacher education Shaista Bibi Learning “Applications” Creativity, and Dianne Forbes Lina Markauskaite Brian von Konsky Course – Connection Elaine Khoo David Ashe Annette Watkins Preliminary Page 23 Wai-Leng Wong Michael Griffith Marcia Johnson Douglas Atkinson Tania Broadley Results of a Mixed Methods Diana Simmons Study Simon Smith John Egan 1435 – 1453 *Future-Thinking The challenge for (Trans) Formation Creativity in practice: Reflections on staff Moodle Workshop Over a decade of CONCISE PAPERS Flexible Learning static online Through Educational social media in higher development in activities support promising Development: A resources: The future Technologies education eLearning via a peer review in Year 1 pedagogical Design Approach for is dynamic Therese Keane Belinda Allen community of Science: Present and models and Sustainable Change Lynn Berry Aaron Blicbau Helen Caple practice model Future technology for Claire Macken Kate Coleman Tabitha Roder John Paul Posada music teaching: John Hannon Tam Nguyen Nicoletta Rata- Julian M Cox Can the past still Skudder reliably guide the future? Alan Anderson 1455 – 1515 *Naming and Google Analytics as a The digital tutor: Distance learners' use Relevant, current and Peer review of e Outside in: CONCISE PAPERS measuring the tool in the Accepting to lose of non-institutional sustainable digital learning Initiatives at Beyond blended elephants: development of e- control and make social media to strategies to prepare Charles Darwin learning sustainable change learning artefacts: A mistakes augment and future teachers to University: The DSA Trevor Billany for blended learning case study Rachel Panckhurst enhance their lead e-learning project Carol Russell Damon Ellis learning experience Julie Mackey Margaret Pack Trish Andrews Niki Davis (presented by Alison Belinda Tynan Nicki Dabner Reedy) Kendra Backstrom 1515 – 1540 AFTERNOON REFRESHMENTS OCEANIA (LEVEL 3) 1545 – 1645 SESSION 2.8 SESSION 2.9 SYMPOSIUM 1.1 SYMPOSIUM 1.2 SYMPOSIUM 1.3 SYMPOSIUM 1.4 SYMPOSIUM 1.5 Soundings Theatre Icon Ranigmarie 1 Rangimarie 2 Rangimarie 3 Angus 1 Angus 2 A framework for Promoting Post Web 2.0 Exploring the Growing, leading and Computer-mediated Digital evaluating blended engagement and Pedagogy: Mobile challenges of network measuring online collaborative learning communities - learning interaction through a Social Media leadership in Communities of in large first-year contexts for Michael Smythe technology supported Thomas Cochrane Australasian tertiary Practice STEM classes leading learning learning activity Helen Sissons associations Diana Ayling facilitating into the future? Student engagement Sue Whale Laurent Antonczak Mike Keppell Hazel Owen interdisciplinary Shirley Reushle in blended learning: A Josie Fisher Averill Gordon Gordon Suddaby scenario-inquiry tasks Jacquie toolkit for teachers Fredy-Roberto Andrew Withell Helen Carter Gwen Lawrie McDonald Lynn Jeffrey, John Valenzuela David Rhodes Gary Williams Kelly Matthews Milne & Andrew Daniel Wagner Denise Chalmers ascilite Page 24 Higgins Engaging higher education students Ilona Buchem Mar Camacho Trish Andrews Shelda Debowski Community Mentoring Official Launch of the via digital curation Helen Keegan Marguerite de Sousa Program: Sharing Toolkit funded by Ako Amy Antonio Solène Troussé and/or Lindy Baker successes and Aotearoa through that National Project Neil Martin Adrian Stagg learning for the future Fund (2009) Shirley Reushle Evolution of a Higher Ed Curriculum Based Ecosystem Chris Cheers 1645 - 1655 Short Break 1700 - 1715 GUEST SPEAKER - Hon Grant Robertson MP SOUNDINGS THEATRE (Level 2) (overflow will be streamed into ICON) 1715 - 1730 PECHA KUCHA POSTERS (5 x 2 minute Poster Presentations) SOUNDINGS THEATRE (Level 2) (overflow will be streamed into ICON) 1730 – 1735 Launch of CMALT Australasia SOUNDINGS THEATRE (Level 2) (overflow will be streamed into ICON) 1735 – 1740 BOOK LAUNCH – Designing for Learning in an Open World SOUNDINGS THEATRE (Level 2) (overflow will be streamed into ICON) 1740 - 1743 SPONSOR ACKNOWLEDGEMENT Massey University 1745 – 1845 COCKTAIL RECEPTION POSTER VIEWING AND VOTING ascilite DINE AROUND NIGHT SOUNDINGS THEATRE (Level 2) (overflow will be streamed into ICON) OCEANIA ( Level 3) 1900 - Please make your own way to your selected restaurant by 1900 Page 25 PROGRAMME | TUESDAY 27 NOVEMBER 2012 *indicates finalists for the ascilite2012 paper awards 0800 - 0845 REGISTRATION & INFORMATION DESK OPENS OCEANIA (LEVEL 3) 0845– 0900 WELCOME TO THE DAY AND HOUSEKEEPING Mark Brown ascilite 2012 Convenor 0900– 0955 KEYNOTE ADDRESS – The End of the University Dale Stephens Uncollege USA 1000 - 1030 THE GREAT DEBATE: That MOOCs are a real game changer which seriously challenge traditional models of Tertiary Education Bill Anderson, Maggie Hartnett,Mark Nichols | Gráinne Conole, Keith Smyth, Norm Vaughan SOUNDINGS THEATRE (Level 2) (overflow will be streamed into ICON) SOUNDINGS THEATRE (Level 2) (overflow will be streamed into ICON) SOUNDINGS THEATRE (Level 2) (overflow will be streamed into ICON) Live via Blackboard Collaborate 1030 – 1055 MORNING REFRESHMENTS OCEANIA (LEVEL 3) 1100 – 1220 SESSION 3.1 SESSION 3.2 SESSION 3.3 SESSION 3.4 SESSION 3.5 SESSION 3.6 SESSION 3.7 Soundings Theatre Icon Rangimarie 1 Rangimarie 2 Rangimarie 3 Angus 1 Angus 2 1100 – 1125 *Use of media-rich New approaches: Going mobile: Each Game-like digital Heutagogy and Sustainable learning Follow up panel FULL PAPERS real-time Embedding on-line small change training tools - do mobile social media: through formative discussion with collaboration tools interactive scenarios requires another information- post Web 2.0 online assessment: debate panel for learning and as core course Peter Albion integration skills pedagogy using quizzes to members about teaching in components for Romina Jamieson- transfer from static Thomas Cochrane maintain the future of Australian and New international Proctor to dynamic Laurent Antonczak engagement MOOCs: Live via Zealand universities biosecurity Petrea Redmond interfaces? Averill Gordon Lynette Nagel Blackboard Matt Bower practitioner training Kevin Larkin Lisa Wise Helen Sissons Lanise van Eck Collaborate Mark J.W. Lee Terry Stewart Andrew Maxwell Gregor McLean Andrew Withell Jacqueline Kenney Joanna S. McKenzie Benedict Williams Paula de Barba Willem D. Vink (presented by Gregor Kennedy & Barney Dalgarno, Mark Lee and Jacqueline Kenney) Page 25 1130 – 1155 FULL PAPERS Video-linked teaching: Designing Using Scenario Planning to Inform The peripatetic learner - the role of Multidiscipline role- play in a 3D virtual Augmenting the Design Thinking Unsupervised Online Constructed- An e-portfolio theoretical and evaluating Pedagogical Practice mobility in the learning Studio Response Tests: approach for technology-rich in Virtual Worlds in formation environment: Andrew Withell Maximising Student Provisionally classrooms for real- Schools: collaborative Experiences with a Thomas Cochrane Learning and Results Registered time collaboration Collaboration and learning spaces large cohort of Stephen Reay Integrity Teachers Scott Symonds Structure Judit Klein health care students Nick Charlton Genevieve Johnson Maryann Lee Maggie Hartnett Christopher Bonfield Marcus McDonald Idil Gaziulusoy Sharon Davies Lesley Pohio Philippa Butler Kevin Burden Tracii Ryan Shane Inder Mark Brown Katy Lumkin Jenny Sim Andrew Cram Jennifer James Philip Maude Sheila Scutter Denise Wood 1200 – 1220 Sustaining a Learning with Mobility makes us Sustaining the future ANU Campus Quest: Using reward Embedding e- CONCISE PAPERS problematic technology: Agile and Lean: A through virtual A Mobile App For contingencies in portfolios in innovation: A Theoretical New Paradigm for worlds Transition online activities to teacher ‘grounds eye’ view of foundations Institutional Projects Sue Gregory et. al Sage Leslie- facilitate education: video conferencing underpinning Tim Klapdor McCarthy engagement in a Lessons from a through teachers’ simulations in higher Jodi Tutty statistics class multi-year experiences education Xochitl de la Piedad implementation Nicola Westberry Judith Lyons Garcia Ben Cleland Sue McNaughton Christopher Helen Gaeta Allan Jennie Billot 1225 - 1315 LUNCH OCEANIA (Level 3) 1250 - 1315 CAMPUS REPRESENTATIVE MEETING – ‘ascilite champion’ ANGUS ROOMS 1 & 2 (Telstra Clear Centre, Level 3) 1320 - 1350 INVITED SPEAKER – To be or not to be? Student Engagement and Use of Digital Technologies in Blended Learning Environments Norm Vaughan Mount Royal University , Calgary, Alberta CANADA 1350 - 1355 HOUSEKEEPING SPONSORS ACKNOWLEDGEMENT Echo 360 SOUNDINGS THEATRE (Level 2) (overflow will be streamed into ICON) SOUNDINGS THEATRE (Level 2) (overflow will be streamed into ICON) Page 27 1400 - 1510 SESSION 4.1 SESSION 4.2 SESSION 4.3 SESSION 4.4 SESSION 4.5 SESSION 4.6 SESSION 4.7 Soundings Theatre Icon Rangimarie 1 Rangimarie 2 Rangimarie 3 Angus 1 Angus 2 1400 – 1425 *Analytics and *Exploring the Facilitating The changing role of Can Digital Natives The Go/No Go Humanizing e- FULL PAPERS Complexity: Learning relationship between motivation through learned bodies and Level-Up in a Association Task as a lecturers and and leading for the afforded learning support for personal membership Gamified New Technology for engaging online future tasks and learning agency – meeting organisations: some Curriculum? Teaching Anti- Writing students Colin Beer benefits in 3D virtual the future challenge UK experiences Penny de Byl Prejudice via dialogic David Jones learning Maggie Hartnett John Slater Leah Kaufmann video Damien Clark environments Maren Deepwell Martin Andrew Barney Dalgarno Mark J.W. Lee 1430 – 1447 *Pigeon pecks and Designing and Early identification of The Sloan Taming the Devil: A Leading by Example: Designing an CONCISE PAPERS mouse clicks: Putting recording machinima students at risk of Consortium: A Game-Based The start of a Online Activity the learning back to illustrate failing vibrant professional Approach to journey towards for Collaborative into learning professional practice John Milne community for Teaching transformation of Language analytics scenarios Lynn M Jeffrey digital educators Immunology teaching practice in Learning Jason Lodge Yvonne Masters Gordon Suddaby Bruce Chaloux Scott Nankervis the online space Mauricio Melinda Lewis (presented by Sue Andrew Higgins Grant Meredith Elaine Huber Marrone Gregory and Barney Peter Vamplew Nina Scarlet An Lilia Mantai Dargano) Fotinatos Marika Kalyuga 1450 – 1507 Twitter Learning The creation of a 3D Using Mobile Creating a Culture Impacts of Moving down An innovative CONCISE PAPERS Analytics in R immersive, Learning to Facilitate for Critical and Scheduling Stream: Using e- approach to Lyndon Walker interactive space for Early Engagement Situated Technology Algorithms on technology to facilitate critical experiential learning: Paul Goldacre Use Through Resource Availability enhance social work thinking and VirtualPREX Effective Learning David Lowe field education reflective Vicki Knox Design Kathryn Hay learning in (presented by Sue Anne Wheeler prescribing and Gregory) (Presented by Panos therapeutics e- Vachopoulos) learning Sandy Cope Santosh Khanal Yeqin Zuo 1510 - 1537 AFTERNOON REFRESHMENTS OCEANIA (LEVEL 3) 1540 – 1620 SESSION 5.1 SESSION 5.2 SESSION 5.3 SESSION 5.4 SESSION 5.5 SESSION 5.6 SESSION 5.7 Soundings Theatre Icon Rangimarie 1 Rangimarie 2 Rangimarie 3 Angus 1 Angus 2 1540 – 1605 Breaking the Rules: What's the risk of Addressing time Identifying key Thinking, Student views on MUVE-ing pre-service FULL PAPERS Supporting Learning disease? Software and curriculum actors for researching and how role-playing in teachers into the Page 28 and Teaching Technology tools to support learning concepts of constraints to encourage the use technology adoption in higher living in virtual professional a virtual hospital is distinctively future Frances Quinn Innovations risk perception and of ICT for teaching: education: A social development relevant to medical Helen Doyle Philip Uys assessment A comparative network approach community of education Terry Lyons Cathy Gunn Daan Vink, Naomi case study in Negin Mirriahi practice Swee-Kin Loke (Presented by Helen Cogger, Terry Singapore Shane Dawson Diana Ayling Phil Blyth Doyle) Walshe, Petra Wenli Chen, Debra Hoven Hazel Owen Judith Swan Muellner, Marta Cheryl Lee, Ashley Edward Flagg Martinez, Lesley Tan, Wenting Xie Stringer, Mark Burgman 1610 – 1627 Leading the Sustainable future for e-Learning An online The Design and Virtual Worlds: Not The affordances of web CONCISE PAPERS evaluation of learning in a climate Lecturer community Development of a the final frontier for conferences in online institutional online of change: Mobile Workload: working designed to suite of online games-based pre-service learning apps, social media, smarter or working support future professional nursing education mathematics environments for and crisis informatics harder? makers in development Kylie Turville education quality during emergencies Stephen Bright educational resources for Grant Meredith Brett Stephenson enhancement in and disasters reform academic staff: Dr Phil Smith Jillian Downing times of change Julie Willems Tania Broadley Framing the project Maree Gosper , I. (presented by Sue Dave Snell Solomonides, D. Ledger) Jane Terrell Holt, S Palmer, J Munro, M Sankey, M Hicks, G Allan, R. Hollenbeck 1630 – 1730 SYMPOSIUM 2.1 SYMPOSIUM 2.2 SYMPOSIUM 2.3 SYMPOSIUM 2.4 SYMPOSIUM 2.5 SYMPOSIUM 2.6 SYMPOSIUM 2.7 CONCISE / SYMPOSIUM Soundings Theatre Icon Rangimarie 1 Rangimarie 2 Rangimarie 3 Angus 1 Angus 2 1630 - 1730 What’s the Big Idea Meeting the DeHub: Examples Remote Assisting Student Continuance theory Assessment, Physical 2012? The Flipped Challenges of of some Projects Laboratories: Learning Through and teacher Education and Mobile Lecture Sustainable Learning and Models for Sharing Resources Professional education Learning Elizabeth Greener Support Future and Sharing Development: The Noeline Wright Margot Bowes Roger Cook Wai-Leng Wong Collaboration Expertise Affect of Website Warren Patterson Christine Newman Michael Griffith Victor Minichiello David Lowe Materials and Real Implementation of Lawrence May Diana Simmons Rosalind James World Science on the eLearning Simon Smith Peter Albion Teacher Lifecycle Model to Paula Williams Mark Brown Development Develop Reflection Page 29 Bobby Harreveld Mike Keppell Lisa van Raalte (Presented by Chris Campbell) Rachel Boulay in Pre-Service Teachers Pauline Roberts Dorit Maor 1900 - LATE ascilite 2012 CONFERENCE DINNER Capital of Cool – Downtown in Wellywood ascilite AWARD PRESENTATIONS Sponsored by JPL Media Implementing a learner response system in one university Chris Campbell AMORA HOTEL 170 Wakefield Street, Wellington Page 30 PROGRAMME | WEDNESDAY 28 NOVEMBER 2012 0830 - 0915 REGISTRATION & INFORMATION DESK OPENS OCEANIA (LEVEL 3) 0915 - 0930 WELCOME TO THE DAY AND HOUSEKEEPING Mark Brown ascilite 2012 Convenor 0930 – 1000 INVITED SPEAKERS - Decentralising Professional Development for Mobile Learning Simon McIntyre and Karin Watson The University of New South Wales AUSTRALIA 1000 - 1010 SPONSOR PRESENTATION PEARSON SOUNDINGS THEATRE (Level 2) (overflow will be streamed into ICON) SOUNDINGS THEATRE (Level 2) (overflow will be streamed into ICON) SOUNDINGS THEATRE (Level 2) (overflow will be streamed into ICON) 1015- 1045 SESSION 6.1 SESSION 6.2 SESSION 6.3 SESSION 6.4 SESSION 6.5 SESSION 6.6 Soundings Theatre Icon Rangimarie 1 Rangimarie 2 Rangimarie 3 Angus 1 1015 – 1042 Teaching Aboriginal A design-based Mobilising authentic "Wherever, whenever" Following the Sun: Learning for the Future: Online student FULL PAPERS Culture Online research approach learning: learning in Medicine: Sustainable conferencing evaluation of generic and context- Cat Kutay implementing a Understanding the Evaluation of an in a climate of change specific library skills tutorial Deidre Howard- palette of educational educational interactive mobile Angela Murphy Ruth Billany Wagner Janet Mooney technologies to foster 21 st century skills affordances of the iPad James Oldfield case-based project Marianna Koulias Shirley Reushle Bernadette Royal Isabelle Lys (presented by Lynette Janette Kruger Jan Herrington Riley) 1045 - 1112 MORNING REFRESHMENTS OCEANIA (LEVEL 3) 1115- 1245 SESSION 7.1 SESSION 7.2 SESSION 7.3 SESSION 7.4 SESSION 7.5 SESSION 7.6 WORKSHOP 1.1 Soundings Theatre Icon Rangimarie 2 Rangimarie 3 Angus 1 Angus 2 Rangimarie 1 1115– 1140 A 2010 Snapshot of A blended approach to Improving learners' Fitting learning into Authentic learning and Ready for m- apple workshop FULL PAPERS Educational Canadian First Nations self-efficacy in learner- life: Language Web 2.0 - Completing the learning? Access Technology use by CSU education: The controlled online students' perspectives equation to mobile devices It’s all about the students Sunchild e-learning learning environment: on benefits of using Vickel Narayan by tertiary content. Mobile Jacqueline Tinkler community a correlational study mobile apps Chris Lovegrove students studying Learning with Philip Uys Norman Vaughan Widchaporn Caroline Steel Japanese iPad Barney Dalgarno Taipjutorus Yasuhisa Stephen Lauren Carlson Sally Hansen Watanabe Atherton Andrea Crampton Mark Brown This session will 1145 -1202 Course Team Mobile learning, Responding to Finding a Voice: Treading carefully in the Using Online give you Page 31 CONCISE PAPERS 1205 - 1222 CONCISE PAPERS 1225 – 1242 CONCISE PAPERS Symposia: A useful launch pad for exploring course leadership? Carole Hunter (presented by Brad Edlington) *A Brave New World: introducing the planets online Natalie Spence Dean Groom Orsola DeMarco Online learning in ACS Education: Using online learning tools in professional education Asheley Jones Charlynn Miller exploring the possibilities for rangatahi Travis Timoko Bridging the digital divide: bringing e- literacy skills to incarcerated students Helen Farley Angela Murphy Tasman Bedford Designing to close the gap Alison Reedy diversification: Preparing naïve learners for university study using Time Budgets Diana Quinn Bruce Wedding Online learning preferences: revealing assumptions and working with difference Sue Tickner Tony Hunt *Living the new normal: Reflections on the experiences of first-time distance learners Mark Brown, Mike Keppell, Helen Hughes, Tash Hard, Sandi Shillington & Liz Smith Learning pronunciation in a second language using a dedicated speech technology Thomas Kerr Implications of the non-traditional student becoming the traditional Lorraine Fleckhammer Helene Richardson Applying a Reverse Induction Process for Improved Definition of Higher Education Technology-supported Research Projects Joanne Doyle Helen Farley Stalk Space: Social Media and Risk Carolyn Woodley Scott Beattie The Sapphire Vortex: Blending virtual world machinima with real world commentary for effective learning of criminal law Des Butler (presented by Anne Matthew) Understanding novice programmers: their perceptions and motivations Philip Smith, Kylie Turville, Grant Meredith, Kathleen Keogh Environments to Provoke Student Enquiry Fiona Nicolson Mitch Parsell How to get your work published in AJET: Meet the new editorial team AJET Editors background to trends in mobile learning. Attendees are encouraged to bring their mobile devices to participate in this workshop. 1245- 1325 L U N C H O C E A N I A ( L E V E L 3 ) 1330 - 1430 KEYNOTE SPEAKER – An Unexpected Journey: Changing hearts and minds in the Cloud Professor Beverley Oliver Deakin University AUSTRALIA SOUNDINGS THEATRE (Level 2) (overflow will be streamed into ICON) 1430 – 1440 PRESENTATION OF SPONSOR AWARDS SOUNDINGS THEATRE (Level 2) (overflow will be streamed into ICON) 1440 - 1445 CONFERENCE REFLECTIONS – Dr Peter Coolbear (Ako Aotearoa) SOUNDINGS THEATRE (Level 2) (overflow will be streamed into ICON) 1445 - 1500 GUEST SPEAKER - Shaping The Digital Future Hon Steve Maharey - Vice-Chancellor, Massey University, New Zealand SOUNDINGS THEATRE (Level 2) (overflow will be streamed into ICON) Page 48 ascilite2012 SPEAKER ABSTRACTS IN PROGRAMME ORDER SESSION 1 | 1100 – 11:25 MONDAY 26 NOVEMBER 2012 SESSION 1.1 SESSION 1.2 Soundings Theatre Icon Sustaining new approaches to learning and teaching with technology – more than just a Wicked Problem Janet Buchan The basic premise of the 2012 Ascilite Conference theme is that; ‗what happened in the past is no longer a reliable guide to the future‘. However, if we do not learn from what happened in the past, it may well be a reliable guide to an unsustainable future. In the face of constant change, in order for higher education institutions to achieve the goal of creating sustainable approaches to new models and learning and teaching with technology a fundamental paradigm shift in management approaches is required. To address this, an interdisciplinary focus is introduced and two key concepts from environmental management: Wicked Problems and adaptive management are applied to the higher education environment. Using evidence- based practice these aspects have been researched in-depth in a large, mixed-mode university. Keywords: learning environment, educational management, change management, wicked problems, adaptive management, sustainability LMS Encounters: Promises and Realities – e-Learning for Sustainable Futures? Reem Al-Mahmood Although there are radical opportunities afforded by e-learning technologies (Hemmi, Bayne & Land, 2009), digital Learning Management Systems (LMSs) can be risky and ―disorienting spaces‖ for participants (Bayne & Ross, 2007) even though they often replicate traditional rituals and forms of university bricks and mortar teaching spaces. Whilst we need e-platform standards, we also need flexibility and diversity to avoid replicating sameness in LMS design and implementation. In any educational platform selection, there are always risks and uncertainties, but if we embrace informed, sustainable and ecological design, we can evolve beyond purely market-driven agendas towards pedagogical designs that have a ―learning-centric university mission‖ (Ellis & Goodyear, 2010, p. 153). This paper juxtaposes LMS discourses in theory with participant LMS experiences in practice. Emergent tensions of (hyper)textualising the university are discussed with/against neoliberal agendas of the (dis)embodied individual. At the forefront of our research agendas, we need to move beyond espoused e-learning technology promises to consider participant realities to inform (e)learning designs and choices, whilst experimenting with how to create sustainable learning/knowledge spaces for sustainable (e)learning futures. SESSION 1.3 SESSION 1.4 Rangimarie 1 Rangimarie 2 Designing evaluation and research into educational initiatives: the Global Perspectives Programme Jo-Anne Kelder, Juliette Sondermeyer , Rob Phillips & Anne Rothwell We describe the planning for evaluation research using a curriculum initiative project as a case study. The project was to design a generic Global Perspectives (GP) learning program to embed in first year units of study offered by the Faculty of Health Science. The pilot phase of the GP program delivery was used to explore and define an educational evaluation research (EER) plan that addresses, 1) the GP program design; 2) its implementation and ongoing refinement and, 3) the management of the project. The GP program Teachers, and their opinions, matter: Analysing staff perceptions of the effectiveness of online discussion forums Hazel Jones This paper analyses a recent survey on staff perceptions of the effectiveness of discussion forums in a small private institution. The responses will inform future opportunities and strategies for professional development and student support within the College; setting of expectations and benchmarks for staff and students and increasing awareness of these as well as curriculum and learning design. The overall aim of the research is implementing practices that will be sustainable and address current challenges within the College of improving student retention, engagement and Page 53 SESSION 1 | 1200 - 1225 MONDAY 26 NOVEMBER 2012 SESSION 1.1 SESSION 1.2 Soundings Theatre Icon Do Open Educational Resources represent additional challenges or advantages to the current climate of change in the Australian higher education sector? Carina Boss, Mark Brown, David Bull This paper briefly reports on a number of Open Educational Resources (OER) initiatives in Australia, including some government programs and funding, then explores several of the challenges and advantages of adopting OER at institutional and individual (educators and learners) levels. This paper also discusses some of the preliminary findings of a centrally funded research project that investigates the state of play of OER in Australia. This project surveyed the higher education sector and interviewed key stakeholders. According to participants, the use of OER has the potential to lead to new pedagogical practices, can improve the quality of educational learning materials, and promote social inclusion across the Australian higher educational sector. However, there are still challenges to be overcome such as current academic culture, lack of awareness and issues related to finding quality materials. The above could represent additional challenges to the current climate of change faced by the higher educational sector in Australia. Keywords: open educational resources, advantages and challenges, OER in Australia. A Pedagogical Evaluation of Moodle Extensions Margo McNeill (Presented by Kathleen Curtis) Matt Bower, John Hedberg 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 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. Keywords: Evaluation, Moodle, Extensions, Plugins, Learning Management System SESSION 1.3 SESSION 1.4 Rangimarie 1 Rangimarie2 *Data mining interactions in a 3D immersive environment for real-time feedback during simulated surgery Gregor Kennedy, Ioanna Ioannou, Yun Zhou James Bailey, Stephen O’Leary The analysis and use of data generated by students‘ interactions with learning systems or programs – learning analytics – has recently gained widespread attention in the educational technology community. Part of the reason for this interest is based on the potential of learning analytic techniques such as data mining to find hidden patterns in students‘ online interactions that can be meaningfully interpreted and then fed back to students in a way that supports their learning. In this paper we present an investigation of how the digital data records of students‘ interactions within an immersive 3D environment can be mined, modeled and analysed in real-time, to provide formative feedback to students as they complete simulated Developing a moderation community of practice Brian Von Konsky, Annette Watkins, Tania Broadley This paper reports on a study to evaluate technology- based processes for assessment moderation. The aim was to evaluate standard features found in an institutional Learning Management System, and their compatibility with the values and practices of a large teaching team. The process used an online discussion board forum for tutors, the paring of more experienced tutors with those new to the process, and further meetings conducted in both face-to-face and web conferencing environments. Online rubrics were used for assessing student work and the provision of feedback. A focus group conducted after marking was concluded and the analysis of the discussion board forum demonstrated a strong community of practice with a shared understanding of assessment requirements. Keywords: discussion board, rubric, assessment, U1007825 Highlight Page 59 SESSION 2 | 1455 - 1515 MONDAY 26 NOVEMBER 2012 SESSION 2.1 SESSION 2.2 Soundings Theatre Icon *Naming and measuring the elephants: sustainable change for blended learning Carol Russell Educational development work to replace traditional campus university teaching with more innovative blended learning activities usually involves articulating and questioning assumptions about disciplinary learning. But the assumptions built into the discipline and institutional organizational systems for managing study times and staff workload planning can block innovation. Several previous projects have established that intensive team workshops over 2-3 days, involving support staff working with academics to produce real outputs, can build sustainable capacity for curriculum innovation within academic units. This paper describes current work in one university that makes use of disciplinary curriculum mapping and explicit planning of academic and student workload in the educational design activity. Two pilots in different disciplines are being used to develop a model that can be applied and contextualized as part of a broader sustainable blended learning strategy. Keywords: blended learning; teaching workload; student workload. Google Analytics as a tool in the development of e-learning artefacts: A case study Damon Ellis The design, development, and evaluation of e- learning artefacts requires extensive and potentially time-consuming evidence collection in order to verify that the artefact is fulfilling its educational goals. There is a need for inexpensive tools that can facilitate the quantitative portion of this evidence base. This paper explores the use of Google Analytics in this capacity. The needs analysis, design, testing, embedding, and evaluation of APA Interactive – an e-learning artefact targeting students at Massey University – serves as a case study, demonstrating how analytics data can inform all stages in the creation of web-based educational resources. Keywords: online learning; evidence-based practice; e-learning artefacts SESSION 2.3 SESSION 2.4 Rangimarie 1 Rangimarie2 The digital tutor: Accepting to lose control and make mistakes Rachel Panckhurst Pilot studies using online social networks within a French University postgraduate course were conducted over a five-year period in order to explore and evaluate the relative advantages and challenges of such tools for tertiary education. Students were following a curriculum as part of a second-year predominantly off-campus Master‘s degree. In this paper, after having defined pedagogical eLearning exchange networks (eLENs), and how they can be implemented by using social learning objects, the latest case study analysis is focused on providing solutions for effective tutoring in the digital era. Keywords: educational paradigms, social networks, collaborative learning, mediated discourse. Distance learners' use of non-institutional social media to augment and enhance their learning experience Trish Andrews, Belinda Tynan, Kendra Backstrom This paper reports on initial data elicited from two related studies which draw on the learner voice in relation to experiences of distance learners in their use of social media in higher education contexts across four universities. Data from these studies suggest that the wide availability, accessibility and affordances of social media create alternative learning options for some distance learners. The studies reported here draw upon affordance theory and identify that some distant learners are actively and deliberately using popular, non-institutional social media tools to augment and extend their learning experiences. This brief paper discusses emerging findings and the possible implications of these findings for the sector. Keywords: Distance learners, social media, affordances, higher education U1007825 Highlight Page 61 SESSION 2 | 1545 - 1645 MONDAY 26 NOVEMBER 2012 SESSION 2.8 SESSION 2.9 Soundings Theatre Icon A framework for evaluating blended learning Michael Smythe Blended learning for some is the future of education itself (Brown & Diaz, 2010). However blended learning lacks a coherent body of research that unequivocally demonstrates learning benefits over traditional modes of instruction. Yet there is a growing volume of evidence to support the view that blended learning can result in improvements in student learning outcomes and enhance student satisfaction (Dziuban, Hartman, Cavanagh & Moskal, 2011; Garrison & Vaughan, 2008; Graham, 2006; Sharpe, Benfield, Roberts & Francis, 2006; Vaughan, 2007). The means to evaluate its effectiveness is frequently lacking since there are a relatively limited range of tools and methods that support staff in designing blended learning curricula. This paper describes one component of a possible framework for evaluating blended learning – the use of a course design rubric. A new rubric is outlined that attempts to represent a range of good practice in blended learning design derived from the literature and evidence-based research. Keywords: blended learning, quality evaluation, rubric. Student engagement in blended learning: A toolkit for teachers Lynn Jeffrey, John Milne & Andrew Higgins Official Launch of the Toolkit funded by Ako Aotearoa through that National Project Fund (2009) Overall, the literature highlights considerable reluctance among academics to engage with online learning. In this study teachers reported that a lack of time for development and infrastructural support were significant inhibitors to developing suitable online experiences. The online toolkit presented includes, strategies, examples and tools that busy teachers can use to enhance their blended learning courses. It works as a wiki so that teachers can share their own ideas, suggestions and tools with other teachers. The toolkit is based on ten essential student engagement strategies, identified in the study, that have particular potency at critical stages of the semester. These are presented in a three- stage framework that includes: (i) capturing engagement, (ii) maintaining engagement, and (iii) re-engaging those who have either never engaged or become dis-engaged. Promoting engagement and interaction through a technology supported learning activity Sue Whale Josie Fisher Fredy-Roberto Valenzuela In this paper we describe a technology supported learning activity that was developed, implemented and evaluated in a postgraduate, online unit of study offered by the University of New England in 2011. A learner analysis and an analysis of the learning outcomes of the unit informed the development of this activity. The online activity was created within a Wiki and students completed it in the first few weeks of the teaching period. This design was intended to build social presence by encouraging ongoing interaction and engagement in the unit. A constructivist approach was utilised to facilitate this authentic activity in line with theories for learning futures. The activity provided scaffolding for subsequent assessment tasks in the unit. Students‘ outcomes and their feedback on the activity suggested it was successful in achieving the intended goals. Keywords: Engagement, interaction, learning futures, lifelong learning, online activity, social presence Engaging higher education students via digital curation Amy Antonio, Neil Martin, Adrian Stagg The emergence and adoption of freely available digital curation tools has shown a public desire to locate, evaluate and organise web content into manageable, shareable collections. These tools occupy a unique niche, often overlapping with other web tools. This necessitates a clear definition of tools laying claim to this space and suggestion and direction for the use of digital curation to build student engagement. A definition is suggested, as well as a discussion on the emotional design principles and how they build sustained engagement with users. Keywords: digital curation, digital literacy, information literacy, student engagement, higher education Evolution of a Higher Ed Curriculum Based Ecosystem Chris Cheers In a Higher Education context learning is an individual experience within a learning community. Such a community no longer needs to be bound by U1007825 Highlight Page 67 SESSION 3 | 11:00 - 11:25 TUESDAY 27 NOVEMBER 2012 SESSION 3.1 SESSION 3.2 Soundings Theatre Icon *Use of media-rich real-time collaboration tools for learning and teaching in Australian and New Zealand universities Matt Bower, Mark J.W. Lee, Jacqueline Kenney, Paula de Barba, (presented by Gregor Kennedy & Barney Dalgarno, Mark Lee and Jacqueline Kenney) This paper provides an overview of media-rich real-time collaboration tool use for learning and teaching in Australian and New Zealand universities. These tools, which include video conferencing tools, web conferencing tools and virtual worlds, afford students and teachers the ability to synchronously represent concepts, and enable them to interact with one another to negotiate meaning and develop a sense of connectedness. A survey of 750 higher educators revealed that while desktop video conferencing and web conferencing use display an upward trend, virtual worlds are being used by substantially fewer educators, and have recently begun to experience a decline in usage. There are four major web conferencing products being used, whereas desktop video conferencing and virtual worlds are each being dominated by a single product. The ‗best‘ uses of each technology as perceived by respondents with experience in a range of tools are examined, before the paper concludes with a discussion of implications for tertiary learning and teaching, along with an outline of the authors‘ future plans. Keywords: video conferencing, web conferencing, virtual worlds, rich media, synchronous New approaches: Embedding on-line interactive scenarios as core course components for international biosecurity practitioner training Terry Stewart, Joanna S. McKenzie, Willem D. Vink Interactive scenarios were used in an on-line international Masters degree programme for veterinary and public health professionals launched in 2010. For two courses in the programme, students were required to play the role of a senior advisor, analyzing data, determine the cause of an unfolding disease outbreak and critiquing recommendations. The scenario was presented in six episodes. Each episode was designed to be completed in one sitting and these also contained the history of previous episodes. On-line forums were used for group activities which included a vote on the diagnosis. Students were also required to give a critique of the diagnosis and solution proposed in the scenario. A student survey rated the use of the scenario-based approach highly with motivation and engagement being the most obvious benefits. This paper illustrates how an interactive scenario can deliver student outcomes when be embedded at the very core of a course. Keywords: interactive scenarios, case-based learning, scenario-based learning, course design, SBL interactive, biosecurity training, epidemics, health professional training, authentic learning SESSION 3.3 SESSION 3.4 Rangimarie 1 Rangimarie 2 Going mobile: Each small change requires another Peter Albion, Romina Jamieson-Proctor, Petrea Redmond, Kevin Larkin, Andrew Maxwell Students are seeking flexible study opportunities. Smartphones have potential to support learning at times and places chosen by learners but their introduction presents challenges in negotiating the changes in the behaviour of learners and in the materials and activities provided by university courses. This project, funded by DEHub in two Queensland universities, explored how students used mobile devices with many characteristics of smartphones. This paper reports on the first phase that investigated the changes required to facilitate access to course Game-like digital training tools - do information- integration skills transfer from static to dynamic interfaces? Lisa Wise, Gregor McLean, Benedict Williams This paper explores the principles of skill acquisition and training transfer within the context of game-like digital training tools, expanding on previous research using an instrument scanning task in novice versus experienced pilots. While previous work demonstrated a game-like training tool is capable of developing high levels of performance within the game environment, initial findings suggest the likelihood of practical transfer to a real world environment is strongly dependent on the nature of the cognitive and perceptual skills developed. This paper investigates whether instrument scanning skills developed within a static training task transfer U1007825 Highlight Page 68 materials and activities using the devices. Data have been viewed through the lens of activity theory. The results confirmed the need for developing skills and managing expectations of learners and academics and for adjustments to design of course materials and delivery systems to facilitate access. Keywords: mlearning, activity theory, teacher education, smartphone, iPod Touch, distance education, online education to a more dynamic video-based task. Despite strong performance within the static environment, preliminary data suggest a lesser degree of transfer when more dynamic perceptual skills are targeted. Findings are discussed broadly in terms of the principles of skill acquisition and training transfer, and how these principles may apply to game-like digital training tools. Keywords: Training Games, Training Transfer, Skilled Performance, Instrument Scanning. SESSION 3.5 SESSION 3.6 Rangimarie 3 Angus 1 Heutagogy and mobile social media: post Web 2.0 pedagogy Thomas Cochrane, Laurent Antonczak, Averill Gordon, Helen Sissons, Andrew Withell O‘Reilly coined the term Web 2.0 seven years ago (O'Reilly, 2005), yet in the past seven years we have seen limited evidence of wide-spread impact of Web 2.0 on traditional higher education pedagogy. Seven years on, the social media landscape has changed and today‘s school-leaving students are entering higher education within an increasingly post Web 2.0 society that is predominantly characterised by engagement with mobile social media. We argue that there is a need for higher education to engage with new pedagogies that are appropriate for an emerging post Web 2.0 society. We present a sustainable framework for preparing lecturers to engage with the challenge of post Web 2.0 pedagogies by experiencing the potential of mobile social media within authentic communities of practice. Keywords: heutagogy, mlearning, Web 2.0, communities of practice, professional development Sustainable learning through formative online assessment: using quizzes to maintain engagement Lynette Nagel, Lanise van Eck Due to pressure to deliver more Chartered Accountants, the pass-rate of first-year accounting students had to increase. Students who did not take accounting at school particularly needed extra tuition and support to reach the required standard. Poor success rates could be attributed to insufficient theoretical learning and poor time management characterized by cramming before tests. The intervention that aimed to redress those problems was weekly online quizzes that students could complete in their own time that contained feedback and easily understood explanations. In order to create and sustain an adequate database of suitable questions, the tutors who facilitated additional work sessions and understood the pitfalls in the theory, helped the lecturers to compile the questions and participated in quality control. Quizzes and feedback helped students to pace themselves, understand the terms and prepare for tests. The pass-rate increased from 57 to 75% Keywords: Financial Accounting, online quizzes, feedback, tutors SESSION 3.7 Angus 2 This session involves a brief panel discussion which follows up on ―The Great Debate‖ concerning the rapid growth of Massive Open Online Courses (MOOCs) in higher education. Several panel members from the earlier debate in the main conference programme will elaborate on their views and discuss the impact the MOOC movement is likely to have on higher education—for better and worse. Attendance in person is by invitation only as the panel discussion primarily targets an online audience using Blackboard Collaborate. All ascilite conference delegates will be able to listen to and participate in the panel discussion through Collaborate. Page 90 set of mobile authentic learning principles. The study is informed by the theories of authentic learning, cognitive tools and mobile learning supported by the educational affordances of the iPad. Design-based research methodology will be employed to ensure the rigor of the study through two iterations of experimentation with a first year tertiary information systems for business course. Keywords: mobile learning, authentic learning, cognitive tools, iPads students and quantitative analysis of the data was performed. Results indicated that whilst students liked the mobile cases, they did not utilise them as mobile resources as anticipated. Some differences were also revealed between the digital immigrants‘ and digital natives‘ interactions with the case scenarios, as well as some variations between male and female students. Keywords: mobile learning, case-based elearning scenarios SESSION 6.5 SESSION 6.6 Rangimarie 3 Angus 1 Following the Sun: Sustainable conferencing in a climate of change Angela Murphy, Shirley Reushle This paper reports on a new initiative in online conferencing that has resulted from the collaboration between three tertiary institutions on three continents and across three time zones. The paper describes the role of the Follow the Sun Online Learning Festival in revitalising professional online learning and networking events in a similar manner to the way in which e-learning revitalised tertiary education. The paper also discusses the evaluation of online conferences and introduces the new learning methodology as an alternative method for evaluating online conferences. The methodology used to evaluate the Follow the Sun Learning Festival is discussed and some preliminary findings are shared. Initial results suggest that online learning events have the potential to engage and connect professional peers and facilitators across traditional geographical boundaries. The potential for the Follow the Sun conference to result in new learning is however still unresolved. Keywords: online conferencing, collaboration, evaluation, new learning Learning for the Future: Online student evaluation of generic and context-specific library skills tutorial Ruth Billany, Bernadette Royal, Isabelle Lys This paper reports on part of a larger project stimulated by two major challenges facing higher education in the twenty-first century; massification and the citizenisation of academies. This empirical study reports on the use of emergent technologies, in the acquisition of information, for two diverse cohort of students enrolled in two scientific subjects (n=48). A generic online library skills tutorial (LST) in one subject is compared to an embedded virtual, context- specific LST in another. Student attitudinal evaluation, both affective and cognitive, was measured by an 18-item online survey. Quantitative analysis reveals little difference between the groups except for individual items. However, the rich qualia show a ten-fold difference which adds to a body of knowledge. As consumers, the students have been valued and voiced their demands. Lecturers and librarians need to develop a creative and emergent, reciprocal non-linear mechanism to build on this trajectory and plan a future for learning. Keywords: acquisition of information, library skills tutorial, online student evaluation U1007825 Highlight Page 95 SESSION 7 | 1205 - 1225 WEDNESDAY 28 NOVEMBER 2012 SESSION 7.1 SESSION 7.2 Soundings Theatre Icon *A Brave New World: introducing the planets online Natalie Spence, Dean Groom, Orsola DeMarco There are numerous challenges facing a class at university: limited access to tutorial rooms, fewer tutors and low student attendance in traditional lectures. A further challenge in science is the need to facilitate the learning—and develop the science literacy—of non-science majors, who in the case of this paper elect to study astronomy as part of their academic program. On moving a class online, the challenge includes finding, and becoming confident in using, effective methods and tools. This paper traces a process of review and collaboration between an educational development team and faculty academics to reconfigure an introductory astronomy unit. Part of the approach is to engage students using concept mapping to underpin enquiry-driven pedagogy using the university‘s learning management system. Keywords: concept maps, peer instruction, educational design, astronomy, science education. Bridging the digital divide: bringing e-literacy skills to incarcerated students Helen Farley, Angela Murphy, Tasman Bedford Incarcerated students face a number of additional challenges to those faced by most other students studying at a distance. Lack of internet access is especially problematic for those studying in a sector that is increasingly characterised by online course offerings. This paper reports on a trial project that will attempt to address the digital challenges that hinder access to higher education by incarcerated students, and to provide them with inclusive learning experiences. The trial utilises Stand-Alone Moodle (SAM) and eBook readers with a small sample of incarcerated students participating in the Tertiary Preparation Program (TPP) at the University of Southern Queensland (USQ). This project potentially addresses the digital divide experienced by incarcerated students as compared to the general student population. It is anticipated that students will participate in learning experiences more closely related to those experienced by students who study in online environments, that and they will acquire relevant e-literacy and e-research skills. Keywords: digital inclusion; distance learning; higher education; prisons; Moodle; eReaders SESSION 7.3 SESSION 7.4 Rangimarie 2 Rangimarie 3 Online learning preferences: revealing assumptions and working with difference Sue Tickner, Tony Hunt This paper describes a trial of an online survey that was intended to reveal the online learning preferences of students and staff at a Faculty of Education, and our conclusions to date about the usefulness of the tool and the results it revealed. As part of a wider work in progress, the trial arose from our desire to better understand the learning needs of students from diverse cultures and how best to support online and blended students and teachers in increasingly global communities of learning. Our conclusions to date do not enable us to validate the cultural dimensions of learning on which the survey was based, but they do lead us to believe there is value in using the instrument to reveal and explore difference in online learning preferences. Keywords: Online learning preferences; cultural dimensions Implications of the non-traditional student becoming the traditional Lorraine Fleckhammer, Helene Richardson The challenge that the new digital technologies brings to education today is in the shift to online education. Online education, as delivered through Open Universities Australia, is open access, and affords entry into Higher Education for many non- traditional students who are much more diverse in terms of academic skills than traditional-entry students. The aim of this study was to improve academic writing skills, specifically in the correct use of APA formatting for psychology research reports. A ‗low-stakes‘ assessment task worth 5% replaced optional referencing, formatting and report writing exercises. The results found no improvement in student reports (i.e., no increase in assignment grades) in the intervention year compared to three other years where the tasks were optional. Keywords: non-traditional student, online education, psychology, open-access U1007825 Highlight Page 97 SESSION 7 | 1225 - 1245 WEDNESDAY 28 NOVEMBER 2012 SESSION 7.1 SESSION 7.2 Soundings Theatre Icon Online learning in ACS Education: Using online learning tools in professional education Asheley Jones, Charlynn Miller Following the theme of ―Learning for the Future‖, this paper investigates the use of a number of online tools that enhance learning within the Professional Year Program offered by ACSEducation. Supported by the literature on the use of these tools for learning and assessment, the use of online tools has provided engaging and relevant learning for students undertaking ACS programs. This paper explains the choice of tools and how they are applied to ensure the best outcome for the learners. Current research being undertaken to investigate the perceptions of students toward the use of these tools is discussed. Future research into the improvement in the use and efficacy of the tools into the future, and the methods planned for this research is also detailed along with relevant supporting literature. Keywords: ACS, Moodle, Mahara, e-Portfolio, online learning, online assessment, professional education. Designing to close the gap Alison Reedy This paper reports on the initial phase of the development of a large scale online design and implementation project, known as the ACIKE Online Unit Development Project, for the Australian Centre of Indigenous Knowledges and Education (ACIKE). The project is underpinned by a design-based research framework and encompasses the design, development and staged delivery of 81 units across seven higher education undergraduate and post- graduate courses. The rationale underpinning the project is to promote Indigenous learners‘ participation and success in higher education, with a particular focus on the online environment, whilst providing opportunities for all students to develop the skills and knowledge to work cross-culturally in a learning environment focused on building Indigenous cultural competence. Keywords: design-based research, educational design, Indigenous, higher education, templates. SESSION 7.3 SESSION 7.4 Rangimarie 2 Rangimarie 3 *Living the new normal: Reflections on the experiences of first-time distance learners Mark Brown, Mike Keppell, Helen Hughes, Tash Hard, Sandi Shillington & Liz Smith Significant challenges face traditional distance education. The conventional ‗pack and post‘ model of distance education is under serious threat along with the performance of distance education providers as governments and funding bodies increasingly scrutinize retention, progression and completion rates. The objective of the current study was to contribute to the enhancement of services and resources available for first-time distance learners in the future. The study was framed around Design-based Research involving a mixed method approach over three phases. The third phase was the major component of the study, which involved gathering the lived experiences of 20 first-time distance learners, in their own words, using weekly video diaries for data collection. The research proposed seven key takeaways, alongside seven guiding principles aimed at distance education providers wanting to enhance the success of distance learners in the future. Keywords: Distance learners, retention, student Applying a Reverse Induction Process for Improved Definition of Higher Education Technology-supported Research Projects Joanne Doyle, Helen Farley, Scoping out the detail of a Higher Education research project can be a time-consuming and frustrating experience. The excitement of a research project is frequently stifled by the tedious process of mapping out project activities, estimating required resources and developing project schedules. Reverse induction provides a fresh approach to defining technology-supported research projects. In much the same way as new product development must be guided by an understanding of customer needs, reverse induction focuses on research outcomes before formulating research aims. Using a systematic process of backward reasoning, researchers can define a project concept in a structured and efficient manner. There is significant potential for reverse induction to deliver time and cost savings in a complex and challenging Higher Education environment. Keywords: project management, technology, learning U1007825 Highlight U1007825 Highlight Page 99 ascilite2012 POSTER ABSTRACTS MONDAY 26 NOVEMBER | 1745 – 1845 | OCEANIA (LEVEL 3) POSTER 1 POSTER 2 POSTER 3 POSTER 4 Bridging Digital Divides in the Learning Process: Challenges of Integrating ICTs in Learning. Janak Adhikari and David Parsons Massey University This study is investigating the phenomenon of digital divides, in the context of integrating one-to- one ICTs into the learning process. For this purpose, we are studying a ‗bring your own device‘ (BYOD) initiative by a New Zealand School. This poster discusses the background and agenda of the study, as well as some of the initial findings from an analysis of the baseline data. Keywords: ICT integration, digital divide, learning outcomes Follow me! Increasing participation in online conferences Amy Antonio Australian Digital Futures Institute University of Southern Queensland There have been mixed reviews about the use of Twitter for increasing interaction during online conferences. Social media platforms such as Twitter have the potential to satisfy a perceived need for networking and communication opportunities that are commensurate with the face-to-face environment but generally lacking in the online world. However, a reluctance to adopt new and emerging technologies, or perhaps a lack of understanding about how to use Twitter for a more interactive conference experience, has inhibited its success. This paper reports on the use of Twitter in the Follow the Sun Online Learning Festival and provides an overview of the challenges involved in encouraging and sustaining participation in a virtual environment. Keywords: Twitter, social media, online conferencing Using a Learning Management System organisation as a resource site for blended learning Liz Askew Centre for Support and Advancement of Learning and Teaching (C-SALT) University of the Sunshine Coast The majority of universities in Australia provide learning and teaching resources to staff via their corporate website, or through their own intranet system. This is not possible at the University of the Sunshine Coast and so an alternative had to be provided. Rather than place many files in a central area, it was decided to utilise the organisation facility of the Blackboard Learning Management System (LMS). This poster outlines the goals and processes of designing the site as well the future plans for its implementation. Keywords: Blended learning, learning management system, professional development ASk for student teachers: An online support site for ECE student teachers to develop their academic literacy Mark Bassett Academic Skills support team New Zealand Tertiary College ASk101 is an online academic literacy development site for early childhood teacher education students at New Zealand Tertiary College, a specialist early childhood teacher education provider. The site provides equitable access to information and support staff for all students, the vast majority of whom are online distance learners. The Poster demonstrates the personalised and interactive features of this site, which meets the challenge of sustainable online support for an ever increasingly diverse student population. Keywords: Academic Literacy. Early Childhood Teacher Education. Online Learning. Interactive. In-person Support. U1007825 Highlight Page 100 POSTER 5 POSTER 6 POSTER 7 POSTER 8 Eportfolios in the Sciences: The Role of Reflection as students build professional skills and career readiness Kathryn Coleman Deakin University Julian Cox Mita Das Adele Flood Patsie Polly Thuan Thai Jia Lin Yang University of New South Wales This poster presents a series of UNSW LTU seed funding grants that explored a program-wide approach to using ePortfolios as a reflective learning process together with the need for life-long and life-wide learning alongside career goal setting. ePortfolios were selected as the learning technology for these studies as they provide a cohesive and reflective space to enable a student to reflect upon and understand different ways of operating and possible new directions for their learning. In higher education more recently, there has been a growing imperative to have a portable record of work undertaken across a number of areas of endeavor in a student‘s academic life for assurance of learning. A Mahara ePortfolio serves several important functions with this in mind; it allows for integration of reflective elements, in the Journal, with career-oriented elements, including the articulation of academic and personal skills, plans and the Resume; it records past and current practice for If we build it, will they come? Developing an online assessment resource for educators at UNSW. Kathryn Coleman Adele Flood University of New South Wales Through the Assessment AS Learning Toolkit, on the new Teaching Gateway at University of New South Wales (UNSW) educators and academics have the opportunity to find ideas, guidelines, and practical strategies on the holistic processes of designing online assessment as learning. This toolkit has been devised to collect and share resources and includes practical strategies for selecting technologies that suit the learning objectives and outcomes of courses and programs to support more effective and efficient assessment. The premise throughout this Toolkit is that assessment should focus primarily on learning and the achievement of intended learning outcomes. This poster seeks to showcase the range of online assessment practices being used at UNSW to enhance student learning. Keywords: Technologies for assessment; professional development; blended learning; online assessment. Researching around the world: Developing an International Reference Group for ePortfolios in Higher Education Kathryn Coleman Deakin University Judy Williamson Batson Trent Batson AAEEBL Nan Travers State University of New York This poster presents the newly developed International Reference Group (IRG) for eportfolios in Higher Education as part of the work by The Association for Authentic, Experiential and Evidence-Based Learning (AAEEBL) 2012 Research Committee. The purpose of the poster is to highlight this initiative, to share the AAEEBL mission, and to recruit interested individuals to join the IRG. AAEEBL is the international professional association for the eportfolio community with the mission to develop learners and to transform institutions with eportfolios. AAEEBL seeks to accomplish this by serving the global eportfolio community as a non-profit, service organization that offers membership benefits to institutional members and opportunities to corporates to share practices, research and industry developments supporting eportfolio implementation. Keywords: eportfolio; International Research Group; research; higher education; AAEEBL Rejuvenation Island: Enriching the Learning Journey through Immersion in Virtual Restorative Environments Helen Farley Janice K. Jones Angela Murphy University of Southern Queensland Immersive natural environments provide a means of restoration for adults and may present benefits for pre-service teachers who are unfamiliar with the natural world. The use of restorative virtual environments could be extended to schools in urban areas in particular, allowing pupils and their teachers to undertake field trips, and to relax in a calming and restorative context. This paper reports on a project that investigates the potential restorative benefits of immersion in simulated natural environments in virtual worlds. A cohort of pre-service teachers were taken into the simulated environment and reported that the island produced strong positive feelings in respondents, akin to being in a natural environment. However, it was also clear that a lack of familiarity with virtual environments diminishes the beneficial impacts of this immersion. Keywords: restorative environments, virtual worlds, teacher U1007825 Highlight Page 101 reflecting upon practice to effect change, and acts as a change agent by enabling long-term on-going evaluation of student performance and associated learning outcomes. Keywords: ePortfolios; Mahara; reflection; reflective practice; medical science; advanced science; higher education; careers. education, biophilia, effects of nature, restorative therapy, stress management, Second Life Page 102 POSTER 9 POSTER 10 POSTER 11 POSTER 12 An Informal Community of Practice: The Case of the DEHub Virtual Worlds Working Group Helen Farley Lindy Orwin Janice K. Jones University of Southern Queensland Sue Gregory University of New England Scott Grant Monash University Des Butler Queensland University of Technology Lisa Jacka Southern Cross University The DEHub Virtual Worlds Working Group has an informal membership of nearly 200 members with an interest in education and virtual worlds within the Australian and New Zealand context. Members come from a variety of academic disciplines and may be teaching or research academics, Research Higher Degree candidates, project managers, virtual world builders and developers. The group acts as an informal Community of Practice, facilitating learning and the transfer of skills through social contact, opportunities to collaborate on projects and publications, and through the sharing of knowledge and experience. This poster provides a snapshot of the activity of this highly active group. Keywords: Using e-readers to increase access to course content for students without Internet access Angela Murphy Neil Martin Helen Farley University of Southern Queensland There have been mixed reviews about the potential of e-readers to enhance higher education. At first glance, e-readers appear to have significant potential to provide students with access to course content and learning materials. There are a number of considerations and obstacles to be addressed, however, before these devices are ready for widespread adoption. This paper reports on a pilot study using e- readers to provide students without internet access, with access to electronic course content. Course readings were converted into ePub format and were made available to a cohort of 16 incarcerated students via e-readers. This paper provides an overview of the steps undertaken as well the challenges and obstacles encountered in converting the readings to ePub format. Keywords: e-readers, diversity and inclusion, ePub, incarcerated students, digital divide Feeling the Feed: Migrating from Threaded Discussions to Social Media K. Martin ‘Marty’ Fletcher Michelle Barker Griffith University This poster describes the ongoing challenges of using now ‗traditional‘ threaded discussion boards, and details events leading to a simultaneous design experiment conducting an instructional activity in the traditional threaded discussion and a social media platform. It further describes a trial abandoning the legacy threaded discussion application completely in favor of the social media platform. Keywords: social media, social presence, threaded discussions, online learning & teaching Developing medical students’ information skills through online self- paced learning Sarah K.J. Gallagher University of Otago StudySmart is an online course designed for second year medical students at the University of Otago. This course was designed to replace a two hour library and information skills lab, and comprises a series of topics, tasks and quizzes. The course was built within the existing learning management system (LMS), Moodle. The content was made up of resources developed in-house as well as appropriate OERs from external sources. The online course was run as a pilot in 2012 and has involved three stages of evaluation: evaluative questions in the topic quizzes; post course reflective evaluation; and a focus group session. This poster presents the findings from the implementation and evaluation of this self- directed online course. The online course was designed to support the development of information skills in order to assist students with a significant summative assessment. The majority of students who completed the course reported a gain in knowledge and understanding about the topics covered, and reported that aspects of the course enhanced their ability U1007825 Highlight U1007825 Highlight Page 103 community of practice, social learning, informal learning to complete their assessment. Keywords: medical education, medical students, information literacy, online learning, e-learning, library skills, LMS, OER Page 104 POSTER 13 POSTER 14 POSTER 15 POSTER 16 Fostering teamwork for health care professionals in the online learning environment Joanne Joyce- McCoach University of Wollongong The inclusion of group assignments as part of teaching and learning in the education of health professionals is an expectation of registration bodies and health care stakeholders. Effective teamwork skills are seen as essential for productive working relationships in multidisciplinary teams and contributing to better health outcomes for staff and health care consumers. The translation of traditional approaches to teaching health care professionals to the online learning environment requires course coordinators to re-examine the relevance, design and assessment of group work. This presentation showcases the development of online group assessments that applies these education principles to the development of an assessment initiative in a multidiscipline health curriculum. It is anticipated that this translation of group work in higher education to the online learning experience will enhance the learning outcomes and experience for health care professionals and better meet the needs and expectations of students and key stakeholders. Evaluation of lecture captures in mathematics and statistics for internal, hybrid and distance modes. Dr Michael Kemp, Kerrie Cullis, Sharon Nielsen, Dr Robert Wood Charles Sturt University For several mathematics and statistics subjects we included a variety of video-based resources including lecture captures. We surveyed students and found they appreciated and felt they learnt from the videos. Additionally, we recorded usage data and found a positive relationship between number of lecture captures downloaded and exam performance. Keywords: lecture capture, mathematical education, video-based resources, usage data Patterns of Instruction: Using Screencasts in the Teaching of Textile Design Angela Fraser Peter Maclaren AUT University Rapid developments in technology over the last decade have enabled new processes for the printing of textiles. This has brought accompanying changes in textile design processes, and new challenges to the teaching of textile print design. Processes that traditionally involved hands-on physical interaction (e.g. screen- printing) have been transformed to become computer-mediated processes. Enabling students to acquire necessary software skills has proved a challenge in a time-constrained teaching environment. This poster illustrates the iterative development of screencasts that have allowed students to work independently on the acquisition of these software skills. Having students work at their own pace, with the ability to revisit material as required, has resulted in more advanced outputs than were obtained using a more traditional teacher-led approach. Keywords: textile design, screencasts, self- paced learning Benchmarking Open Educational Practices in Higher Education Angela Murphy University of Southern Queensland Open Educational Resources are widely discussed in higher education circles and open education practices are being upheld as the second generation of OERs that have the potential to make education freely available to all students. The OERu is a collaborative initiative between 12 institutions globally that is intending to offer courses free of charge to students using only OERs and open practices. This poster presents preliminary results from a research study conducted with 110 representatives of higher education institutions around the world, of which 12 were official; members of the OERu. The study was aimed at identifying the extent to which higher education institutions are currently implementing open policies and practices as well as explore the challenges faced by institutions when considering implementing open initiatives. Results from the study indicate that although higher education institutions are aware of and interested in open education resources and initiatives such as the OERu, there are a number of challenges U1007825 Highlight Page 105 Keywords: online learning, group assessment, multidisciplinary teams that need to be overcome before these initiatives are sustainable and more widely adopted. Keywords: Open Educational Resources, OERs, Open Educational Practices, Open Educational Resource University (Oeru) Page 106 POSTER 17 POSTER 18 POSTER 19 POSTER 20 Development of a framework for evaluating the impact and sustainability of mobile learning initiatives in higher education Angela Murphy Helen Farley University of Southern Queensland The field of mobile learning is becoming more capable of supporting high quality learning experiences and students are increasingly demanding greater mobility and flexibility. As a result, Higher Education Institutions are increasingly considering the implementation of institutional m-learning strategies. We present the aims and approach of a three year project to be conducted by the Australian Digital Futures Institute to develop an m-learning evaluation framework (MLEF) that will aid the selection and justification of m- learning initiatives. The framework will be encapsulated in an easy to use online evaluation toolkit which will consist of: a standardised evaluation framework, resources and guidelines; an m- learning maturity model; a database of m-learning exemplars; and an interactive mobile user model. The project is a collaborative initiative between USQ, ANU and UniSA and is supported through the Australian Government's Collaborative Research Networks (CRN) program. Participatory monitoring and evaluation (PM&E) methods will be used to From shed to head: A conceptual toolkit for social sciences Nigel Parsons Scott Symonds Massey University The conceptual toolkit is a heuristic device for teaching and learning key concepts and is grounded in Cognitive Load Theory (CLT). It focuses attention by stripping away extraneous material, encouraging a focus on the germane. This project brings the toolkit into virtual existence as a digitally animated interactive resource in the form of an extended metaphor. Key disciplinary concepts are represented as a ‗tools‘ that can gain traction on data like a spanner on a bolt. Tools are acquired by learners and organized in a ‗tool shed‘ ready for use. The tool shed allows students to organize concepts into memorable clusters; tools are organized on shelves akin to cognitive schemata in long-term memory. Subsequently learners may select tools appropriate to a specific ‗job‘ and, extending the metaphor, these are placed into a traditional steel cantilever toolbox ready for use. Exercises then scaffold application and analysis, facilitating higher level thinking; tools are ‗picked up‘ by working memory for application to tasks such as case study or comparison. Reflection on the suitability of tools selected allows for deeper synthesis and understanding. Keywords: Conceptual toolkit, Building an Institutional Reporting Framework for Consensus Moderation Practices Nicola D. Shapland Duncan D. Nulty Griffith University (Presented by Jason Lodge) This poster presents the initial findings from a two year Griffith University research project. The project entitled ―Developing consensus moderation practices to support comprehensive Quality Assurance of Assessment Standards” is funded through a strategic Griffith Grant for Learning and Teaching, with ethical approval granted under reference number GIH/08/11/HREC. The poster describes the development of, and reports on the initial results from, applying a five level model of consensus moderation to assessment. Each level in the model describes a key stage in the assessment process, and a range of consensus moderation practices that would support quality assurance of assessment at that level. The reporting framework is imbedded in the University‘s online Course Profile system and requires academics to report on their consensus moderation activities. Initial results confirmed this to be a meaningful reporting framework to gather and evaluate consensus moderation activities in use throughout the University. Keywords: consensus moderation, reporting 5 innovative ways to use virtual classrooms in Higher Education David Spann Curtin University With constant pressure for higher education institutions to increase (or at least retain) student enrolments across the sector, many institutions are opting to keep up with demand by offering alternate methods of education provision and facilitation. By providing tools and resources such as Blackboard Collaborate and Blackboard Mobile Learn, staff are able to engage and communicate with their students; anywhere and anytime. Encouraging staff to move away from the traditional lecture- theatre and tutorial based model and to instead embrace the opportunities provided by a virtual classroom is not always easy; however some staff have been re- invigorated by this teaching method and are trialing new and innovative ways to teach their students virtually U1007825 Highlight Page 107 develop outputs and deliverables. Keywords: Mobile learning, m-learning, mobile learning, evaluation frameworks, sustainability cognitive load, cognitive schemata, long- term memory, working memory framework, quality assurance of assessment