| Anne Abraham | Blended spaces, different places: Getting the blend of ingredients right in a cross-cultural learning context | 1-10 |
| Shirley Agostinho, Sue Bennett, Lori Lockyer, Lisa Kosta, Jennifer Jones and Barry Harper | An examination of learning design descriptions in an existing learning design repository | 11-19 |
| Antonie Alm | Blogs as protected spaces for language learners | 20-24 |
| Asmidah Alwi and Elspeth McKay | Investigating online museum exhibits and personal cognitive learning preferences | 25-34 |
| Kim Atkinson, Gail Fluker, Leanne Ngo, Mary Dracup and Patricia McCormick | Introducing a learning repository using a blended professional development approach | 35-39 |
| Norhayati Baharun and Anne Porter | Teaching statistics using a blended approach: Integrating technology-based resources | 40-48 |
| Aneesha Bakharia, Elizabeth Heathcote and Shane Dawson | Social networks adapting pedagogical practice: SNAPP [Poster] | 49-51 |
| John Barnett | Seventeen years in the evolution of an online instructor's views about ICT innovation | 52-59 |
| | |
| Colin Beer, David Jones and Ken Clark | The indicators project identifying effective learning: Adoption, activity, grades and external factors | 60-70 |
| Madhumita Bhattacharya | Journey with the students towards exploring the potential of Tablet PCs in learning [Poster] | 71-73 |
| Phil Blyth and Prerna Sehgal | Use of the Bonedoc DHS simulator by fifth year medical students: A pilot study | 74-80 |
| Anna Boin, Kristine Elliott, Helen Irving, Victor Galea and Elizabeth Johnson | Where are the learning spaces on the scientific inquiry landscape? | 81-90 |
| Rachel Boulay, Cynthia Anderson and Alex Parisky and Chris Campbell | Developing online training materials in molecular biology: Enhancing hands-on lab skills | 91-95 |
| Matt Bower, John Hedberg and Andreas Kuswara | Conceptualising Web 2.0 enabled learning designs | 1153-1162 |
| Tom Bowring and Lynnae Rankine | Increasing flexibility for staff development: Modelling good practice at the University of Western Sydney | 1163-1166 |
| Mark Brown, Alan Arnold, Gregor Ronald and Derek White | Thinking about a new LMS: Comparing different institutional models and approaches [Symposium] | 1206-1207 |
| Melanie Brown | Exploring the tension between return on investment and pedagogical design [Poster] | 1167-1169 |
| Tom Browne and Matthew Newcombe | Open educational resources: A new creative space | 1170-1179 |
| Leanne Cameron | Using generic learning designs to promote good teaching and learning practice | 1180-1186 |
| Chris Campbell and Leanne Cameron | Using Learning Activity Management Systems (LAMS) with pre-service secondary teachers: An authentic task | 96-103 |
| Matthew Campbell | Using 3D-virtual worlds to teach decision-making | 104-109 |
| Helen Cartner and Julia Hallas | Exploring the R2D2 model for online learning activities to teach academic language skills | 110-115 |
| Selena Chan | E-portfolios using mobile phones and social networking sites: Workplace skill acquisition and identity formation [Poster] | 116-118 |
| Ken Clark and Colin Beer | Bachelor of Professional Communication learning network: Creating an online community for lifelong learning | 119-126 |
| John Clayton | E-learning in industry: Case studies from New Zealand | 127-136 |
| Gill Clough, Graínne Conole and Eileen Scanlon | Behavioural finance and immersive games: A pan-European framework for design and evaluation | 137-141 |
| Thomas Cochrane and Roger Bateman | Smartphones give you wings: Pedagogical affordances of mobile Web 2.0 | 142-152 |
| Tracey-Lynne Cody | Discovering aesthetic space online? | 153-157 |
| Pippa Craig, Helen Wozniak, Sarah Hyde and Daniel Burn | Student use of web based lecture technologies in blended learning: Do these reflect study patterns? | 158-167 |
| Greg Cranitch and Michael Rees | Virtualisation: A case study in database administration laboratory work | 168-174 |
| Nicki Dabner and Niki Davis | Developing best practices in online teaching and learning to impact students and their organisations | 175-177 |
| Kashmira Dave | Design patterns for computer supported groupwork | 178-183 |
| Lloyd Davis, Will Rifkin, Nancy Longnecker and Joan Leach | New media to develop graduate attributes of science students [Interactive session] | 1208-1210 |
| Shane Dawson, Leah Macfadyen and Lori Lockyer | Learning or performance: Predicting drivers of student motivation | 184-193 |
| Karen Day and Stewart Wells | Adapting social media as a scaffolding tool for teaching health informatics | 1187-1196 |
| Michael de Raadt and Stijn Dekeyser | A simple time-management tool for students' online learning activities | 194-199 |
| Yannis Dimitriadis, Patrick McAndrew, Gráinne Conole and Elpida Makriyannis | New design approaches to repurposing open educational resources for collaborative learning using mediating artefacts | 200-207 |
| Iain Doherty and Pauline Cooper | Educating educators in the purposeful use of Web 2.0 tools for teaching and learning | 208-217 |
| Claire Donald and Adam Blake | Reviewing learning designs with HEART: A learning design support strategy [Interactive session] | 1211-1213 |
| Mark Downey and Mark Brown | The challenge of equivalence: Meshing food technology with blended learning across campuses and modes | 218-221 |
| Thomas Duggan | Supporting ways of learning for Indigenous Australian pre-undergraduate students using Moodle | 222-229 |
| Laurel Evelyn Dyson, Andrew Litchfield, Ryszard Raban and Jon Tyler | mInteract: Online tool for sustainable active experiential mobile learning [Poster] | 230-232 |
| Laurel Evelyn Dyson, Andrew Litchfield, Ryszard Raban and Jonathan Tyler | Interactive classroom mLearning and the experiential transactions between students and lecturer | 233-242 |
| Moyosore Samuel Ekundayo and John Moyo Ekundayo | Capacity constraints in developing countries: A need for more e-learning space? The case of Nigeria | 243-255 |
| Irina Elgort | How does assessment design shape the learning space of a distance course? | 256-260 |
| Richard Elliott and John Clayton | Critical success factors in e-learning for small and medium enterprises [Poster] | 261-262 |
| Allan Ellis, Amanda Hassett and Steve Rowe | Designing an educational sim environment: Critical success factors | 263-272 |
| Judith Guevarra Enriquez | Tug-o-where: Practising mobilities of learning (t)here | 273-284 |
| Helen Farley and Caroline Steel | A quest for the Holy Grail: Tactile precision, natural movement and haptic feedback in 3D virtual spaces | 285-295 |
| Santha Fernandez | Virtual spaces: Delineating the private and public spaces in online discussions | 296-305 |
| Russell Fewster and Denise Wood | Performance pedagogy through research in 'real' and 'virtual' spaces | 306-313 |
| Simon Fietze | Podcast in higher education: Students usage behaviour | 314-318 |
| Josie Fisher and Cathryn McCormack | Professional development online: Ethics education for accountants and business managers | 319-323 |
| Vimani Gamage, Alexei Tretiakov and Barbara Crump | Educators' perceptions about using MUVE for teaching | 324-326 |
| Philippa Gerbic, Lyn Lewis and Mark Northover | Student perspectives of eportfolios: A longitudinal study of growth and development | 327-331 |
| Philippa Gerbic, Elizabeth Stacey, Bill Anderson, Mary Simpson, Julie Mackey, Cathy Gunn and Gayani Samarawickrema | Blended learning: Is there evidence for its effectiveness? [Interactive session] | 1214-1216 |
| Katherine Gilliver-Brown and E. Marcia Johnson | Academic literacy development: A multiple perspectives approach to blended learning | 332-337 |
| Kathie Goldsworthy and Lynnae Rankine | Identifying the characteristics of e-learning environments used to support large units | 338-345 |
| Carlos González | Teaching in 'blended' learning environments: How are conceptions of teaching and eTeaching associated? | 346-353 |
| Kate Goodwin, Gregor Kennedy and Frank Vetere | Exploring co-location in physical, virtual and 'hybrid' spaces for the support of informal learning [Poster] | 354-356 |
| Jane Goodyer and John Milne | Developing competence portfolios in engineering undergraduates | 357-366 |
| Annegret Goold and Naomi Augar | Using virtual meeting spaces for work integrated learning | 367-371 |
| Elizabeth Greener and Shannon Johnston | Twenty first century edgeless universities: Designing community spaces for connectedness across degree programs | 372-376 |
| Sue Gregory and Belinda Tynan | Introducing Jass Easterman: My Second Life learning space | 377-386 |
| Tim Griffin, Anne Gilchrist, Rosemary Thomson | Role of the online tutor in a large enrolment unit | 387-392 |
| Julia Gross and Eva Dobozy | Adding value to first year student learning with embedded library pod/vodcasts | 393-401 |
| Paul Gruba, Cameron Clark, Kellyn Ng and Marisa Wells | Blending technologies in ESL courses: A reflexive enquiry | 402-409 |
| Eddie Gulc, Peter Bullen, Irene Anderson | Supporting an institutional blended learning mission through a structured change management programme | 410-414 |
| Cathy Gunn, Josephine Csete and John Barnett | Aiming for the right place: eLearning strategy past, present and future [Symposium] | 1217-1221 |
| Alison Halstead and Anne Wheeler | Enhancing reflective professional practice through the use of an ePortfolio: A UK case study | 415-418 |
| Suraya Hamid, Shanton Chang and Sherah Kurnia | Identifying the use of online social networking in higher education [Poster] | 419-422 |
| John Hannon | Disorienting spaces: Engaging the multiple "student" in online learning | 423-433 |
| Neil Harris and Maria Sandor | Positioning university students as leaders of the learning process within a peer e-learning environment | 434-438 |
| Maggie Hartnett | Factors undermining motivation in place-based blended learning | 439-443 |
| George Hatsidimitris, Joe Wolfe and John Smith | Physclips: Multi-level multimedia resources [Poster] | 444-446 |
| George Hatsidimitris and Joe Wolfe | Intuition, evidence-based guidelines and user-feedback in multimedia teaching: The Physclips project | 447-451 |
| Ailsa Haxell | In what ways do the media we shape, shape us in return? | 452-456 |
| Bronwyn Hegarty | Leading practitioners stepwise through the murky waters of reflective practice | 457-461 |
| Eva Heinrich | Lightwork: Managing marking effectively | 462-463 |
| Michael Henderson, Hui Huang, Scott Grant and Lyn Henderson | Language acquisition in Second Life: Improving self-efficacy beliefs | 464-474 |
| Michelle L.L. Honey, Scott Diener, Kelley Connor, Max Veltman and David Bodily | Teaching in virtual space: Second Life simulation for haemorrhage management [Interactive session] | 1222-1224 |
| Martin Jenkins and Phil Gravestock | Supporting the co-generation of work-based learning designs | 475-479 |
| E. Marcia Johnson, Bronwen Cowie, Willem de Lange and Craig Hight | Leveling the playing field: Exploiting technology to enhance tertiary learning | 480-485 |
| Gordon Joyes, Lisa Gray and Elizabeth Hartnell-Young | Effective practice with e-portfolios: How can the UK experience inform practice? | 486-495 |
| Friederika Kaider, Kathy Henschke, Joan Richardson and Mary Paulette Kelly | Designing blended spaces to maximise student learning in work integrated learning programs | 496-505 |
| Arafeh Karimi and Helena S. Y. Song | Where is the wiki in Wiki? | 506-515 |
| Jacquie Kelly and Andrew Stewart | The role of collaborative online tools in business and community engagement with course design/delivery | 516-518 |
| Oriel Kelly, Dawn Coburn, Bronwyn Hegarty, Lynn Jeffrey and Merrolee Penman | Don't dilly dally on the way: Driving towards digital information literacy capability | 519-523 |
| Shannon Kennedy-Clark, Michael Jacobson and Peter Reimann | Productive failure in inquiry learning in a multi-user virtual environment | 524-527 |
| Elaine Khoo, Michael Forret and Bronwen Cowie | Developing an online learning community: A model for enhancing lecturer and student learning experiences | 528-532 |
| Chris Kilham | Positive partnerships web space usability: What does the think aloud protocol tell us? | 533-537 |
| Anja Kirberg | Blended learning class Sociology of Education International: Teach local, learn global [Poster] | 538-539 |
| Giedre Kligyte | Threshold concept: A lens for examining networked learning [Poster] | 540-542 |
| Alexandra Knight and Fiona Bush | The development of an integrated learning environment | 543-547 |
| Paul Lam, Mary Au Yeung, Eva Cheung and Carmel McNaught | Using the development of eLearning material as challenging and authentic learning experiences | 548-556 |
| Merle Lemon and Oriel Kelly | Laying Second Life foundations: Second chance learners get first life skills | 557-565 |
| Irja Leppisaari, Leena Vainio and Jan Herrington | Virtual benchmarking as professional development: Peer learning in authentic learning environments | 566-576 |
| Tim Lever, Elizabeth Devonshire, Melinda Lewis and Fran Everingham | The learning design collaborative space through role play glasses | 577-581 |
| Kathryn Lewis | A design based research project: Buckingham's Digital Media Framework and a new media pedagogy [Poster] | 582-585 |
| Jo Lockwood, Jo Lander, Katherine Conigrave and Kylie Lee | An online resource for Indigenous health professionals undertaking a graduate diploma [Poster] | 586-588 |
| Richard Logan, Judi Baron and Christine Swann | Oral pathology in blended space: A pilot study [Poster] | 589-591 |
| Swee Kin Loke, Stephen Duffull, Jenny McDonald, June Tordoff, Peter Vlugter and Michael Winikoff | SimPharm: Authentic immersion and reading the world as a pharmacist | 592-601 |
| Kathryn MacCallum and Lynn Jeffrey | Identifying discriminating variables that determine mobile learning adoption by educators: An initial study | 602-608 |
| Mary Jane Mahony, Ann Applebee, Stephen Sheely, Beatrice Johnson, Alison Blair and Paula Williams | Quality management and the web-enhanced learning space: Report from an on going case study | 609-613 |
| Lina Markauskaite and Peter Goodyear | Designing for complex ICT-based learning: understanding teacher thinking to help improve educational design | 614-624 |
| Stephen Marshall | Crossing the ditch: Applying the e-learning maturity model to Australian institutions | 625-634 |
| Joshua McCarthy | Using social media to enhance the first year experience | 1202-1205 |
| Ann McGrath and Donna Morrow | Did the impact of imposed course structure change lead to positive outcomes for lecturers and students? [Poster] | 635-638 |
| Jo McKenzie, Lina Pelliccione and Nicola Parker | What makes blended learning effective? An interactive session of peer review [Interactive session] | 1225-1228 |
| Catherine McLoughlin and Mark J. W. Lee | Personalised learning spaces and self-regulated learning: Global examples of effective pedagogy | 639-645 |
| Mark McMahon | Using the DODDEL model to teach serious game design to novice designers | 646-653 |
| Carmel McNaught, Paul Lam and Annisa Ho | The digital divide between university students and teachers in Hong Kong | 654-664 |
| Dip Nandi, Shanton Chang and Sandrine Balbo | A conceptual framework for assessing interaction quality in online discussion forums | 665-673 |
| Tse-Kian Neo, Mai Neo and Joyce W.J. Kwok | Engaging students in a multimedia cooperative-learning environment: A Malaysian experience | 674-683 |
| Norshuhada Shiratuddin and Syamsul Bahrin Zaibon | Local content game: The preferred choice for mobile learning space | 684-694 |
| John O'Donoghue, Lucy Warman and Anne-Marie Alger | E-valu8 - A tool to support proactive feedback: Motivating students to learn and complete their course | 695-700 |
| Duncan O'Hara, Mark Brown, Ingrid Day, Mark Downey, Margaret Hill, Wanda Jackson, Andrew Jamieson, Jennie McKelvie, John Milne, Scott Symonds and Gordon Suddaby | The quality challenge: Quick fix solutions or enduring cultural changes? [Symposium] | 1229-1231 |
| Sheena O'Hare, Lina Pelliccione and Sonja Kuzich | Our journey to new places using different spaces: A teaching degree totally online | 701-709 |
| Muireann O'Keeffe, Catherine Bruen, Vincent Wade, Jen Harvey, Claire McAvinia, Terry Maguire, David Jennings, Morag Munro, Paul Gormley and Grace O'Leary | Opening digital doors through communities of practice [Poster] | 710-711 |
| Muireann O'Keeffe, Jen Harvey, Mary O'Rawe, Odette Gabaudan and María-José González | Teaching fellowships: Using wikis, blogs and social networking tools to enhance collaboration and participation [Poster] | 712-713 |
| James Oldfield and Andrew Slessor | Shades of grey: The business ethics game [Poster] | 714-716 |
| Beverley Oliver, Peter Nikoletatos, Brian R. von Konsky, Heath Wilkinson, Joanne Ng, Robert Crowley, Robert Moore and Royce Townsend | Curtin's iPortfolio: An online space for creating, sharing and showcasing evidence of learning [Poster] | 717-719 |
| Beverley Oliver and Peter Nikoletatos | Building engaging physical and virtual learning spaces: A case study of a collaborative approach | 720-728 |
| Hazel Owen | ePortfolios and unfamiliar spaces: Exploring the unknown, together | 729-735 |
| Stuart Palmer and Dale Holt | Online learning environments: Same place; different demographic space? | 736-745 |
| Joanne Patterson | Using lecture capture technologies for distance learning: A case study using Panopto [Poster] | 746-748 |
| Elaine Pearson, Voula Gkatzidou, and Steve Green | A proposal for an adaptable personal learning environment to support learners needs and preferences | 749-757 |
| Lina Pelliccione and Kathryn Dixon | Building sustainable learning spaces with industry partners through reciprocal mentoring | 758-767 |
| Krassie Petrova and Chun Li | Evaluating mobile learning artefacts | 768-772 |
| John Pettit | The cachet of constraint: Learners, ownership and power | 773-777 |
| Monica Pheny and Louis Shun | Flexible role playing game engine for case studies in forensic accounting | 778-785 |
| Robyn Philip and Helen Wozniak | Peer review of teaching practice and resources: Exploring new spaces to embrace cultural change | 786-790 |
| Diane Phillips, Maxine Duke, Cate Nagle, Susie Macfarlane, Glenn McNolty, Peter Lane, Ian Fox and Denise Patterson | Students' expectations of the Virtual Maternity Clinic | 791-795 |
| Rosanne Quinnell, Murray Henwood, Rowan Brownlee and Su Hanfling | eBot: An image bank of Australian flora [Poster] | 796-798 |
| Rosanne Quinnell, D. Brynn Hibbert and Andrew Milsted | eScience: Evaluating electronic laboratory notebooks in chemistry research | 799-803 |
| Ryszard Raban and Andrew Litchfield | The TeCTra online groupwork tool: Scaffolding the learning of self and peer assessment | 804-814 |
| Lynnae Rankine, Leigh Stevenson, Janne Malfroy and Kevin Ashford-Rowe | Benchmarking across universities: A framework for LMS analysis | 815-819 |
| Peter Reaburn, Nona Muldoon and Cheryl Bookallil | Blended spaces, work based learning and constructive alignment: Impacts on student engagement | 820-831 |
| Sarah Rennie, Phil Blyth, Judith Swan, Joy Rudland, Katherine Hall, Susan Baxter, Michael Tweed, Tim Wilkinson, John Dockerty, Andre van Rij, Swee Kin Loke, Michael Winikoff, Peter Vlugter, Ayelet Cohen and Jenny McDonald | Developing surgical decision making skills through dynamic branching short cases and reflection | 832-836 |
| Jorge Reyna | Developing quality e-learning sites: A designer approach [Poster] | 837-838 |
| Jorge Reyna and Carole Stanford | Use of slidecasts in higher education settings: A pilot project [Poster] | 839-841 |
| Joan Richardson and John Lenarcic | The blended discourse of SMS communication in a mobile student administration system | 842-850 |
| Diane Robbie and Debbi Weaver | Mentoring through scholarship-based academic development projects | 851-859 |
| Ian Robertson | Teachers as active agents in recontextualising pedagogic spaces in vocational education and training | 860-866 |
| Leeane Robinson, Leah Clapton, Beverley Oliver, Peter Nikoletatos, Travis Quirk, Dic Liew, Royce Townsend, Michelle Rogers, Constance Wiebrands, Jim Elliott and Connie Price | CurtinMobile: Help at students' fingertips [Poster] | 867-869 |
| John Roder and Mark Brown | What leading educators say about Web 2.0, PLEs and e-portfolios in the future | 870-882 |
| Luke Rogers | Simulating clinical experience: Exploring Second Life as a learning tool for nurse education | 883-887 |
| Arianne Jennifer Rourke and Kathryn Coleman | An emancipating space: Reflective and collaborative blogging | 888-897 |
| Jennifer L. Rowley and Peter Dunbar-Hall | Integrating e-portfolios: Putting the pedagogy in its place | 898-901 |
| Joy R Rudland, Judith Swan, Phil Blyth, Michael Winikoff, Jenny McDonald, Swee Kin Loke, Richard Zeng and Ayelet Cohen | Basic Science Alive: Linking science knowledge to clinical practice | 902-907 |
| Samantha M. Samarasinghe and Alexei Tretiakov | A multi-dimensional measure of e-learning systems success | 908-910 |
| Gayani Samarawickrema, Robyn Benson and Charlotte Brack | Different spaces: Staff development for Web 2.0 | 911-915 |
| Peter Sampson | Supporting skill development through flexible task based design [Poster] | 916-918 |
| Sarah-Jane Saravani and John Clayton | A conceptual model for the educational deployment of QR codes | 919-922 |
| Siti Mahfuzah Sarif and Norshuhada Shiratuddin | md-Matrix: An assistive learning tool in blended project-based learning for mobile development course [Poster] | 923-927 |
| Mark Schier | Computer based method for investigating divided attention and interference [Poster] | 928-930 |
| Mark Schier and Jennifer Curtin | First year student engagement, discussion forums, and reflections on mentoring practice [Poster] | 931-933 |
| Mark Schier and David Shields | An online tool for managing student assignment selection | 934-941 |
| Stephen Segrave, Jacob Cybulski, Dale Holt, Judy Munro, David O'Brien, Mike Keppell, Deborah Murdoch, Ben Bradley, Brian Corbitt, Ross Smith, Martin Dick, Hossein Zadeh, Ian Searle and Pradip Sarkar | eSimulations for blended learning in professional education: Capacity building, knowledge transfer and dissemination [Poster] | 942-944 |
| Madeleine Shanahan | Using e-resources and tools to update professional knowledge in the workplace | 945-954 |
| Don Sheridan, David White and Ken Ho-Kee Kan | The evolution of an LMS: Cecil fifteen years on | 955-962 |
| Daniela Signor | Comparison analysis of the online lecture formats of PowerPoint and Webpage for online students | 963-968 |
| Lou Siragusa and Kathryn C. Dixon | Theory of planned behaviour: Higher education students' attitudes towards ICT-based learning interactions | 969-980 |
| Alan Sixsmith and Andrew Litchfield | Improving graduate attributes with online teaching resources: A case study in IT management | 981-990 |
| Juliette Smeed, John Roder and Christopher Naughton | Student experience at New Zealand Tertiary College in changing from traditional to online distance learning [Poster] | 991-993 |
| Ruth Smith | Facilitating holistic growth in a blended program: Students reflect on what worked and why | 994-1000 |
| Helena S. Y. Song and Yuen May Chan | Exploring online spaces to support multi-ethnic Asian undergraduates' critical thinking | 1001-1008 |
| Richard Sprod, Shirley Agostinho and Barry Harper | What spaces? Designing authentic, sustainable online learning spaces for children with diabetes | 1009-1012 |
| Caroline Steel and Mike Levy | Creativity and constraint: Understanding teacher beliefs and the use of LMS technologies | 1013-1022 |
| Terry M. Stewart and Mark E. Brown | To spray or not to spray? A scenario-based exercise for tertiary-level horticultural students | 1023-1027 |
| Pat Strauss, Robin Goodfellow and Marianne Puxley | A contextualised online writing support system: Creating the links between generic skills and the discipline | 1028-1032 |
| Jennie Swann | A dialogic approach to online facilitation | 1033-1037 |
| Kevin Tickle, Nona Muldoon and Beth Tennent | Moodle and the institutional repositioning of learning and teaching at CQUniversity | 1038-1047 |
| Patricia Treagus | New beginnings: A report on the ALTC Exchange version 2 | 1048-1052 |
| Susan Tull and Barry Brooker | A 'learn'ing space for lecturers [Poster] | 1053-1055 |
| Keith Tyler-Smith | Networked learning: Implementing a fully flexible, multi-institution network of elearning provision | 1056-1066 |
| Christian Voigt | A question of purpose: Community embedded ePortfolios | 1067-1076 |
| Lucy Warman and John O'Donoghue | Developing a responsive system to enable students to develop realistic expectations of higher education | 1077-1081 |
| Colin Warren | Professional development and Web 2.0, can the space make a difference? [Poster] | 1082-1084 |
| Jenny Waycott and Gregor Kennedy | Mobile and Web 2.0 technologies in undergraduate science: Situating learning in everyday experience | 1085-1095 |
| Ruth Weeks and Richard Seymour | Innovation and entrepreneurship education: Embracing Web 2.0 across a postgraduate program | 1096-1099 |
| Nicola Westberry | Moving between workplace and online learning spaces: An activity theory perspective | 1100-1104 |
| Julie Willems | Friendship, high adventure, and a crown: A virtual journey of hope in Web 2.0 [Poster] | 1105-1108 |
| Julie Willems | Different spaces but same places: Possibilities, pitfalls and persistent practices in Second Life | 1109-1120 |
| Denise Wood | Experiential learning through 'real world' placements undertaken in 3D 'virtual world' spaces | 1121-1129 |
| Jim Woulfe, Kylie Williams and Greg Ryan | Evaluating pharmacy students' wiki-based collaboration [Poster] | 1197-1199 |
| Jim Woulfe, Greg Ryan, Ieva Stupans, Susanne Owen and Leigh McKauge | The Pharmacy Experiential Learning Database (PELD) [Poster] | 1200-1201 |
| Susan Young and Leitha Delves | Expanding to fit the (blog)space: Enhancing social work education through online technologies | 1130-1139 |
| Lynette Zeeng, Diane Robbie, Keith Markham Adams and Clive Hutchison | Where's my class? Using Web 2.0 for collaboration in a design environment | 1140-1147 |
| Richard Zeng, Jenny McDonald, Ayelet Cohen, Swee Kin Loke, Peter Vlugter, Tiffany Cone and Michael Winikoff | UniTube: Making media accessible for learning and teaching | 1148-1152 |
