Workshops

• ASCILITE 2003 Workshops will be held on Sunday December 7, 2003.
• Full day workshops run from 9.30 am to 4.30 pm and include morning and afternoon tea plus a light lunch
• Half day workshops from 9.30 am to 12.30 pm for morning sessions and 1:30pm to 4:30pm for afternoon sessions and include morning or afternoon tea.
• Bookings must be made at the time of registration.
• A Workshop will require a minimum of 5 registrants in order to be offered. If there are fewer than 5 registrants for a particular Workshop by 14 November 2003 then that particular Workshop will be cancelled.

Full Day Workshops

Sunday 7 December from 9:30 am - 4:30 pm

WS01 and WS06    Keys to Effective Online Teaching and Learning (see details below under Morning and Afternoon sessions)

Half Day Workshops: Morning
Sunday 7 December from 9:30 am - 12:30 pm

WS01    Keys to Effective Online Teaching and Learning. Part 1: Design and Development
Rod Sims (QANTM) and Deb Jones (RMIT)

The focus of this workshop is on the essential design and development models that impact on the effectiveness of online teaching and learning environments. The workshop will focus on an analysis of existing paradigms of instructional design and an assessment of the extent to which they meet the needs of online teaching and learning within Australian higher education.
More details can be downloaded from here.

WS04    Concept Mapping with Inspiration^TM: Theory and Practice
Som Naidu (The University of Melbourne) and Patrick Blanchard (University of Melbourne)

This workshop will enable participants to achieve the following:

• Examine the foundations of concept mapping;
  
• Learn how to develop concept maps with the help of Inspiration;
  
• Develop competency in the use of concept mapping for representing subject matter content in order to show meaningful relationships among the selection of concepts;
  
• Develop competency in the use of concept mapping as a generative learning strategy for taking notes from lectures and other reading material, summarizing and synthesizing what students are reading, and in planning to write assignments.
  More details can be downloaded from here.

WS05    Optimising Instructional Designer-Subject Matter Expert Communication in the Design and Development of Online and Multimedia Projects
Mike Keppell (Hong Kong Institute of Education)

After attending this workshop, the participants should be able to:

• Recognise the role of the SME in the design and development process;
  
• Recognise the importance of the interaction with the SME in the success of multimedia projects;
  
• Determine the philosophical assumptions of the SME which may affect the ID-SME interaction;
  
• Develop a plan for defining roles and responsibilities in the ID-SME interaction;
  
• Describe the advantages of utilising mapping strategies in the ID-SME interaction;
  
• Construct knowledge maps for the purposes of conceptualising unfamiliar content;
  
• Utilise questioning and teachback interviewing processes;
  
• Communicate content to a SME using a knowledge map;
  
• View examples of projects that have utilised the CPP;
  
• Examine multimedia instructional design principles in multimedia projects;
  
• Examine examples of modules which have used the CPP and embody teaching and learning models of situated cognition, constructivism, online communities and case-based learning.
  More details can be downloaded from here.

WS12    The COLIS Project: Overview and Recent Developments
James Dalziel (Macquarie E-learning Centre of Excellence & WebMCQ Pty Ltd )

• Provide an overview of the COLIS project - its history, goals and achievements
  
• Provide an overview of recent work on the COLIS project under the 2003 project titled "Interaction of IT Systems and Repositories"
  
• Provide a practical introduction to e-learning standards/specifications and their relevance to e-learning in general and the COLIS project in particular
  
• Provide advice on implementation of e-learning standards/specifications
  
• Provide advice on system integration of e-learning and information systems
  
• Provide real-life scenarios that illustrate the importance of e-learning standards/specifications and systems integration
  
• Allow participants to explore the COLIS Demonstrator environment during a guided walkthrough of COLIS systems and functionality
  
• Provide an overview of planned work for 2004
  
• Describe ways in which participants can become involved in COLIS in 2004
  More details can be downloaded from here
  

Half Day Workshops: Afternoon
Sunday 7 December from 1:30 pm - 4:30 pm

WS06    Keys to Effective Online Teaching and Learning. Part 2: Collaboration and Interaction
Rod Sims (QANTM) and Deb Jones (RMIT)

This workshop is designed to provide participants with a set of strategies to maximise the practical components of online teaching and learning. During the workshop participants will be provided with the opportunity to discuss and reflect on best practice for online teaching and learning using the experiences of the presenters as a basis for the workshop structure.
More details can be downloaded from here

This workshop will provide attendees with information and resources to enable them to plan and carry out an evaluation of the effectiveness of an Information and Communications Technology (ICT) project. It arises from an Australian project aimed at improving the evaluation of student learning in teaching activities supported by ICT.
More details can be downloaded from here.

WS13    Implementing Learning Design: The Learning Activity Management System (LAMS)
James Dalziel (Macquarie E-learning Centre of Excellence & WebMCQ Pty Ltd )

• Provide an introduction to the concept of Learning Design, and its implementation within Educational Modeling Language (EML), and the IMS Learning Design specification
  
• Provide an overview of the development of LAMS, and the challenges of implementing IMS Learning Design
  
• Illustrate the concept of Learning Design as exemplified in LAMS "Learning Activity Sequences"
  
• Discuss pedagogical issues arising from LAMS sequence building
  
• Discuss differences between synchronous and asynchronous LAMS sequences/tools, and their implications for pedagogy
  
• Discuss differences in lab-based and distance learning modes of using LAMS
  
• Discuss the impact of LAMS sequence design on conceptions of teaching and the teaching process
  
• Discuss teacher and student evaluations of LAMS during pilots conducted to date
  
• Provide an opportunity for participants to explore the LAMS system, create their own sequences, and run these with workshop participants during the session
  
• Discuss issues arising from use of LAMS as both author and student
  
  More details can be downloaded from here.