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About

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Conference committees

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Contents

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Editorial: Who’s learning? Whose technology?
Lina Markauskaite, Peter Goodyear, Peter Reimann

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The use of a visual learning design representation to document and communicate teaching ideas
Shirley Agostinho

2

Whose technology enables learning through discussions? The "shoutboard": A new design for asynchronous discussions
Rozz Albon, Lina Pelliccione

3

Dissemination of innovations: A case study
Shirley Alexander

4

A blended approach to collaborative learning: Can it make large group teaching more student-centred?
Belinda Allen, Alan Crosky, Iain McAlpine, Mark Hoffman, Paul Munroe

5

Spatial imaginings: Learning and identity in online environments
Reem Al-Mahmood

6

E-learning: Do our students want it and do we care?
Leonie Arthur, Bronwyn Beecher, Roslyn Elliott, Linda Newman

7

Audience response systems in practice: Improving Hong Kong students' understanding of decision support systems
David Banks, Ann Monday

8

Collaboration for inter-cultural e-learning: A Sino-UK case study
Sheena Banks

9

Collaborative learning: Some possibilities and limitations for students and teachers
Matt Bower, Debbie Richards

10

An Agile method for developing learning objects
Tom Boyle, John Cook, Richard Windle, Heather Wharrad, Dawn Leeder, Rob Alton

11

Recorded lectures: Looking to the future
Kathy Buxton, Kerryn Jackson, Melissa deZwart,  Len Webster, David Lindsay

12

Teaching with technology: Using online chat to promote effective in-class discussions
Leanne Cameron

13

Everyone’s learning with podcasting: A Charles Sturt University experience
Anthony Chan, Mark J.W. Lee, Catherine McLoughlin

14

A participatory design approach to the development of online tutor training materials: A case study from China
Zehang Chen

15

Driving online education: The Swedish Net University - A case study in purpose and pedagogy
Michael Christie

16

Real use research evaluation of an online essay writing module: Information literacy eLearning modules project
Dawn Coburn, Dave Keen, Wendy Ritson-Jones, Bronwyn Hegarty, Jenny McDonald

17

Learning with wireless mobile devices and social software
Thomas Cochrane

18

Argumentation and text-based conferencing: Who is learning and what is being learned?
Caroline Coffin, Ann Hewings, Sarah North

19

An in-depth case study of students' experiences of e-learning – how is learning changing?
Gráinne Conole, Maarten de Laat, Teresa Dillon, Jonathan Darby

20

Analysing online discussions: What are students learning?
Deborah Cotton, Jon Yorke

21

An experience with conducting a role-play in decision making for a food and nutrition policy course
Pippa Craig, Leah Bloomfield

22

Who's learning and how? Researching the learner experience
Linda Creanor, Kathy Trinder, Doug Gowan, Carol Howells

23

Using fMRI to explore interactivity and cognition: A methodological case study
Barney Dalgarno, Gregor Kennedy, Sue Bennett

24

Whose assessment in a problem based learning medical program?
Peter Davy

25

Re-purposing an online role play activity: Exploring the institutional and pedagogical challenges
Elizabeth Devonshire

26

Learner identities in transition: Getting to know our students better through a comparative investigation of two British and Australian postgraduate programs
Sophie di Corpo, Siân Bayne

27

Taking ownership of technology: Educators as LMS learners
Iain Doherty, Michelle Honey

28

Using educational technologies to understand how learners solve problems
Kristine A. Elliott, Gregor E. Kennedy

29

Personality type and learning environments: Two case studies
Ainslie E. Ellis

30

Perspectives of stakeholders on eLearning in science education at university
Robert A. Ellis, Tom Hubble, Andrelyn C. Applebee, Mary Peat

31

Fostering communities of practice during the creation of an online classroom-based simulation
Brian Ferry, Lisa Kervin

32

Sustaining and transferring curriculum and pedagogical innovation through establishing communities of practice
Robert Fox, Lee Yeung, Nancy Law, Allan Yuen, Alison Yueng

33

Iterative learning: Self and peer assessment of group work
Mark Freeman, Diane Hutchinson, Lesley Treleaven, Chris Sykes

34

Sharing open courseware content through learning objects standards
Sergio Freschi, Rafael Calvo

35

To post or not to post: Undergraduate student perceptions about participating in online discussions
Philippa Gerbic

36

Prototyping a wholly online IT unit
Annegret Goold, Naomi Augar

37

Who’s learning? Responding to the needs of a culturally diverse world of online learners
Andrea Hall

38

Professional development for online teaching practices
Julia Hallas

39

Using the internet for professional development: The experience of rural and remote professionals
Anthony Herrington, Jan Herrington

40

Innovation through action learning
Beth Hobbs, Paula Williams, Louise Turnbull

41

New students, new learning, new environments in higher education: Literacies in the digital age
Dale Holt, Ian Smissen, Stephen Segrave

42

Designing for disruption: Remodelling a blended course in technology in (language) teacher education
Debra Hoven

43

Learning, study and review methods 101: A fun way to learn and study complex theoretical content
Cheryl Howard

44

Reflective practice in lesson design
Chun Hu, Miriam Weinel

45

Online facilitation: Strategies for gaining engagement in different OLEs
Chris Hughes, Sophie di Corpo, Lindsay Hewson

46

Analysing the efficacy of blended learning using Technology Enhanced Learning (TEL) and m-learning delivery technologies
Kevin Johnson, Cathal McHugo, Timothy Hall

47

Towards a reference model for the personal learning environment
Mark Johnson, Paul Hollins, Scott Wilson, Oleg Liber

48

Who will own the new VLE? Sharing practice, problems and alternative solutions
Chris Jones, Gráinne Conole

49

An activity theory approach to the exploration of tutors’ perceptions of effective online pedagogy
Gordon Joyes

50

Reinventing and reinvigorating instructional design: A theory for emergent learning
Elena Kays, Rod Sims

51

Questioning the net generation: A collaborative project in Australian higher education
Gregor Kennedy, Kerri-Lee Krause, Kathleen Gray, Terry Judd, Susan Bennett, Karl Maton, Barney Dalgarno, Andrea Bishop

52

A partnership for iPod pedagogy: Using the technology of millennial learners across educational contexts
Lisa Kervin, Doug Reid, Jeff Vardy, Carroll Hindle

53

The role of problematizing in online knowledge building
Ming Lai

54

Monitoring eLearning environments through analysing web logs of institution-wide eLearning platforms
Paul Lam, Christina Keing, Carmel McNaught, Kin-Fai Cheng

55

Moving towards a university-wide implementation of an ePortfolio tool
Sarah Lambert, Linda Corrin

56

Modelling blended learning environments: Designing an academic development blog
Geraldine Lefoe, Wendy Meyers

57

Who’s designing what for whom? Comparing taxonomies in web-based educational design galleries
Tim Lever

58

Reusing learning designs: Role play adaptations of the Mekong and Ha Long Bay e-Sim
Kate Lloyd, Melissa Butcher

59

Educational animation: Who should call the shots?
Richard Lowe

60

Is role-play an effective teaching approach to assist tertiary students to improve teamwork skills?
Joseph Luca, Deanna Heal

61

Bringing e-learning home: An experiment in embedding e-learning using departmental e-learning advocates
Brett Lucas

62

iPod, uPod? An emerging mobile learning tool in nursing education and students' satisfaction
Margaret Maag

63

Who is learning? A preliminary study of an online elearning dissemination strategy
Mary Jane Mahony

64

Educational design and online support for an innovative project-based course in engineering design
Iain McAlpine, Carl Reidsema, Belinda Allen

65

What do first year students think about learning graphics packages?
Joshua McCarthy

66

Chinese higher education teachers’ conceptions of e-Learning: Preliminary outcomes
David McConnell, Jianhua Zhao

67

Electronic delivery of oral feedback on graphic design projects
Coralie McCormack, Mary-Jane Taylor

68

The role of e-teaching in e-learning
Jacquelin McDonald

69

Learning object: A new definition, a case study and an argument for change
Jenny McDonald

70

You, me and iLecture
Julie McElroy, Yvette Blount

71

Beyond marks and measurement: Developing dynamic and authentic forms of e-assessment
Catherine McLoughlin, Joe Luca

72

Online student contracts to promote metacognitive development
Mark McMahon, Joe Luca

73

The ‘copy and paste’ function: A flawed cognitive tool in need of redesign
Michael Morgan, Gwyn Brickell, Barry Harper

74

Benchmarking e-learning in UK higher education
Derek Morison, Terry Mayes, Eddie Gulc

75

Increasing success in first year courses: Assessment re-design, self-regulation and learning technologies
David Nicol

76

Professional development for professional developers: Who’s learning about e-learning from whom?
Margaret O'Connell, Robyn Benson, Gayani Samarawickrema

77

The trial of learning objects: Exploring the design and delivery of VTE courses with learning objects
Ron Oliver, Mark McMahon, Peter Higgs, Rose Shum, Lisa Wait, Dominic Lou

78

How does hypermedia support learning? The role of different representational formats and varying levels of learner control for the applicability of multimedia design principles
Maria Opfermann, Peter Gerjets, Katharina Scheiter

79

Online student portfolios for demonstration of engineering graduate attributes
Stuart Palmer, Wayne Hall

80

Mediated electronic discourse and computational linguistic analysis: Improving learning through choice of effective communication methods
Rachel Panckhurst

81

A pragmatic and strategic approach to supporting staff in inclusive practices for online learning
Elaine Pearson, Tony Koppi

82

Going with the grain: Mobile devices in practice
John Pettit, Agnes Kukulska-Hulme

83

Implementing new technologies across the organisation: The LAMS@Macquarie project
Robyn Philip, Angela Voerman

84

Tools used in Learning Management Systems: analysis of WebCT usage logs
Rob Phillips

85

Repurposing an online tutor training resource
Jenny Pizzica, Mary Jane Mahony, Elizabeth Devonshire

86

Learning from Web 2.0 practices: A tool to support real-time student collaboration
Tim Plaisted, Stuart Irvine

87

Supporting peer assessment of individual contributions in groupwork
Richard Raban, Andrew Litchfield

88

Fun and feedback at the press of a button
Debbie Richards, Catherine Braiding, Alan Vaughan

89

The evolution of audiographics: A case study of audiographics teaching in a business faculty
Stephen Rowe, Allan Ellis, Bao Tran

90

E -Scholars: Staff development through designing for learning
Diane Salter

91

Design and evaluation of an e-learning environment to support the development and refinement of clinical reasoning and decision-making
Justin Newton Scanlan, Catherine McLoughlin, Nicola Hancock

92

Impact on student learning: Student evaluations of online formative assessment in fluid mechanics
Karen M. Scott, Mary-Helen Ward, Graeme Wood

93

Design-based research and the learning designer
Deidre Seeto, Jan Herrington

94

Integrating culture in the second language curriculum through a three-dimensional virtual reality environment
Sachiyo Sekiguchi, Paul Gruba, Abdul Rahman Al-Asmari

95

Why don’t students attend lectures and what can be done about it through using iPod nanos?
Susan Shannon

96

Implementing e-learning across a faculty: Factors that encourage uptake
Paul Sheehy, Gerard Marcus, Federico Costa, Rosanne Taylor

97

Persistent technologies: Why can't we stop lecturing online
Stephen Sheely

98

Blogging for learning: Integrating social networks for staff development
Rod Sims, Diane Salter

99

Student learning processes using an online PBL module in an art and design education course
Kim Snepvangers, Iain McAlpine

100

Impact of video recorded lectures among students
Alan Swee Kit Soong, Lay Kock Chan, Christopher Cheers, Chun Hu

101

Influence of teacher beliefs on web-enhanced learning experiences: Learners and teachers
Caroline Steel

102

Pragmatic approach to learning materials
Denise Sweeney, Willy Sher

103

Computer-mediated interaction in context
Mary Thorpe, Steve Godwin

104

Podcasting, student learning and expectations
Belinda Tynan, Stephen Colbran

105

Describing a design pattern: Why is it not enough to identify patterns in educational design?
Christian Voigt, Paula M.C. Swatman

106

Thoughts on blogging as an ethnographic tool
Mary-Helen Ward

107

Use of visualisation software to support understanding of chemical equilibrium: The importance of appropriate teaching strategies
Anula Weerawardhana, Brian Ferry, Christine Brown

108

Student evaluations of elearning technologies in undergraduate psychology: A blended model for the future
Fiona A. White, Martin Daly, Karen M. Scott

109

Moving from face-to-face to online classrooms: The reflective university teacher
Faye Wiesenberg, Elizabeth Stacey

110

The Lectopia service and students with disabilities
Jocasta Williams

111

Throwing a pebble into the pond: E-portfolios and student engagement
Hazel Willis, Phil Gravestock, Martin Jenkins

112

Facilitating uptake of online role play: Reusability, learning objects and learning designs
Sandra Wills, Anne McDougall

113

Gathering online representations of practice about assessment for use as a professional development tool: A case in progress
Gail Wilson, Rosemary Thomson, Janne Malfroy

114

At the limits of social constructivism: Moving beyond LMS to re-integrate scholarship
Lisa Wise, James Quealy

115

Understanding complex calculations: Automated spreadsheets with built-in feedback
Graeme Wood, Mary-Helen Ward

116

Designing reusable online clinical reasoning templates: A preliminary evaluation
Helen Wozniak, Mark Hancock, Joanne Munn, Gosia Mendrela

117

Learning through online discussions: A focus on discourse analysis and language functions
Dai Fei Yang, Peter Goodyear

118

Teaching through technology-enhanced environments in higher education: Moderating for effective computer conferencing
Maria Zenios

119

Analysing teaching design repositories
Danyu Zhang, Rafael Calvo, Nicholas Carroll, John Currie

120

A lexical analysis of 1995, 2000 and 2005 ascilite conference papers
Craig Zimitat

Keynote presentations

121

Orchestrating integrated learning scenarios
Pierre Dillenbourg

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122

Assessing who is learning and how
J. Michael Spector

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Special sessions

123

eLearning for campus-based universities: Engaging the executive
Rob Ellis, Shirley Alexander, Eddie Gulc, Sandra Wills

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124

ascilite and the Carrick Resource Identification Network project
Geraldine Lefoe, Meg O’Reilly, Jenny Millea

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125

Publishing your research in journals: 'Meet the editors'
Catherine McLoughlin, Roger Atkinson, Gráinne Conole, John Hedberg

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Symposia

126

Realities of reuse, migration and repurposing of e-learning designs
Mary-Jane Mahony

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127

Intercultural e-Learning: Experiences of research in a Sino-UK context
David McConnell, Gordon Joyes

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Poster presentations

128

The Merlin Affair: Addressing students’ needs in learning media law though the use of multimedia environments
Des Butler

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129

Understanding the impact of tablet PCs on student learning and academic teaching
Steve Clark, Lucy Taylor, Joanne Pickering, Andrew Wait

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130

New activity centred technology challenges students of midwifery: An evaluation
Ingrid D'Souza, Maria Miller, Jeremy Gauder, Ian Kershaw

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131

Developing online postgraduate coursework to promote change in animal industries
Hannah Forsyth, Chris Moran, Jaime Gongora, Ruth Laxton, Julius van der Werf

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132

“I haven’t studied for twenty years and now I have to do it online”: Online orientation for postgraduate students in veterinary science
Hannah Forsyth, Meg Vost, Jenny-Ann Toribio, Sarah Graham, Karen Black, Ruth Laxton

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133

Benchmarking e-learning: The UK experience
Eddie Gulc

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Reducing staff and student workload: Redevelopment of an online law unit
Kerryn Jackson, Bill Potter, David Lindsay, Len Webster, Kathy Buxton, Melissa deZwart

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135

I want to tell you a story…
Martin Jenkins, Kenny Lynch

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136

Investigating teachers authoring their own learning designs
Matthew Kearney, Anne Prescott, Kirsty Young

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137

Learning to teach online online: Training remote facilitators in postgraduate veterinary science programs
Ruth Laxton, Hannah Forsyth, Jenny-Ann Toribio

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138

The collaborative work between learning technologists and academics in implementing online learning
Yik Sheng Lee, Siaw Way Pow

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139

Semi-automated assessment and workload expectations mapping
Melinda Lewis, Mary Jane Mahony, Ann Poulos

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Do we know what skills our students think are being tested in exams?
Jennifer Lingard, Laura Minasian-Batmanian, Ian Cathers, Mary-Jane Mahony, Gilbert Vella

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Team Contribution Tracking System (TeCTra) for assessment of individual contributions in groupwork
Andrew Litchfiled, Ryszard (Richard) Raban

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A French Master’s degree in e-learning: Are the students’ needs met?
Debra Marsh, Rachel Panckhurst

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Interactions of students in online graduate courses
Joyce McCauley, Susan Wegmann, Catherine Stoicovy, Mary Robbins

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144

Podcasting and education: Time to start listening
Leon Newnham, Charlynn Miller

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Evaluation of genetics educational technologies used by science teachers
Amy Nisselle, Gregor Kennedy, Sylvia Metcalfe, MaryAnne Aitken

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There’s more to it than instructional design: The role of individual characteristics in hypermedia learning
Maria Opfermann, Peter Gerjets

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Bringing together accessibility research and enterprise activities
Elaine Pearson, Steve Green

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148

Pilot study to review use of WebCT in taught units
Lynnae Rankine, Janne Malfroy

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149

Living English simulation learning for non-native English speakers
David Ross, Fiona McMullen

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Debating pain: A collaborative online group activity
Grace Tague, Liz Devonshire, Allan Molloy, Stephen Loftus, Philip Siddall

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What is ED?
Elizabeth Tuckerman

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All the world's a stage: Using dramatised scenarios to foster discussion in online management courses
Keith Tyler-Smith

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21st Century higher education management: Networked educational management
Philip Uys

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Developing effective digitally-enhanced blended learning environments: A comparative study of Australian universities
Philip Uys, Janet Buchan, Linda Ward

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Blending synchronous and asynchronous forms of communication in an online teacher education class
Miriam Weinel, Chun Hu

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Online learning modules: Does one version fit all?
Alexandra Yeung, Siegbert Schmid, Roy Tasker

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Multimedia learning and the World Wide Web: Considerations for learners with a mental retardation
Peter Zentel, Maria Opfermann, Jan Krewinkel

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Workshops

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What makes blended learning “good”? A conceptual model supported by real examples
Josie Csete, Paula Hodgson, Peter Duffy

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Online information literacy e-learning modules from the OIL project: Project background, module use, and adaptation for use in new contexts
Bronwyn Hegarty, Jenny McDonald, Dawn Coburn

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Designing engaging online learning experiences
Anouk Janssens Bevernage, Sue Dark

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Architectures for effective online learning and performance
Elena Kays, Rod Sims

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Giving effective and interactive presentations
Tony Koppi, Elaine Pearson

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How to develop ‘on-demand and on-the-go’ ubiquitous educational multimedia for connected communities
Margaret Maag

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Embedding quality guidelines into e-learning practice
John Milne, Andrew Higgins

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A comprehensive introduction to Elluminate Live! A web browser based synchronous learning and teaching environment
Stephen Rowe, Allan Ellis

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Course re-design within a community of practice model
Diane Salter

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Using iPods & iTrips as knowledge acquisition tools for problem-based learning in the workplace
Paula Williams, Beth Hobbs

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Improving your publications profile
Craig Zimitat

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eLearning adoption: Staff development and self-efficacy
Bronwyn Hegarty, Merrolee Penman, Dawn Coburn, Oriel Kelly, Cheryl Brown, Beverly Gower, Grant Sherson, Maurice Moore, Gordon Suddaby

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How experienced teachers learn in the information age
Natalie Senjov-Makohon

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Please cite these proceedings as:
Markauskaite, L., Goodyear, P. & Reimann. P. (Eds.) (2006). Proceedings of the 23rd annual conference of the Australasian Society for Computers in Learning in Tertiary Education: Who’s learning? Whose technology? Sydney: Sydney University Press.

Citations of individual works should have the following format (example):
Smith, J., Johnson, S., & Thompson, T. (2006). A new conceptual model of university-wide integrated learning management system. In L. Markauskaite, P. Goodyear, & P. Reimann (Eds.) Proceedings of the 23rd Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education: Who’s Learning? Whose Technology? (pp. 256–265). Sydney: Sydney University Press.