ICT Educational design

ICT and development: East is east and West is west and the twain may yet meet

by Lars Soeftestad

Professional development for professional developers: who’s learning about e-learning from whom?

by Marg O'Connell

O'Connell, M., Benson, R. and Samarawickrema, G. (2006). Concise refereed paper proceedings ASCILITE 2006.

This paper examines the critically reflective approach of a group of academic support staff in the design, development... more This paper examines the critically reflective approach of a group of academic support staff in the design, development and evaluation of an e-learning resource. The resource was a showcase of examples of electronic learning and teaching approaches developed at Monash University titled Designing Electronic Learning and Teaching Approaches (DELTA). This paper does not focus on the resource itself, but rather on the critically reflective approach used, which drew on the features of participatory action research and was extended to include a participatory component in the evaluation of the site so that the outcomes of this process could be formally accommodated in data collection. The paper explores this critically reflective approach as a model for e-learning developers to monitor and progress their own professional development, engaging in collaborative dialogue to enhance their professional practice.

Final Report - Learning to Teach Online Project

by Simon McIntyre

Final Report of impact of the project for ALTC the funding body. The file is quite large, so please download the document from our website: http://online.cofa.unsw.edu.au/learning-to-teach-online/report

This final project report, completed for the funding body, the ALTC, analyses the outputs and impacts of the project... more This final project report, completed for the funding body, the ALTC, analyses the outputs and impacts of the project up until June 24, 2011 when the report was completed. Since that time, the project has continued to attract attention from educators all over the world, and as of 14 October 2011 when this report was released here, we are nearing 90,000 unique views of the episodes from all over the world (nearly 40,000 more views than when the report was written 4 months previously). We hope this will continue well into the future!

The final evaluative report examines:

The project output, outcomes and impact
- Project methodology
- Critical factors for project success
- The dissemination strategy employed
- Evaluation of the success of the project

Since its release, the Learning to Teach Online project has developed a reputation for providing quality, pedagogically sound and broadly applicable professional development resources relevant not only to the Australian higher education sector, but to other sectors around the world.

ISBN number 978-1-921856-70-9

Second Language Teaching in Virtual Worlds: The Case of European College Students under the ERASMUS Programme

by Ricardo Cruz

Co-authored with Ricardo Fernandes

This project is a proposal for a case study that aims to describe and understand communicative and pedagogical... more This project is a proposal for a case study that aims to describe and understand communicative and pedagogical processes involved in Second Life® (SL®) in a context of second language learning and teaching iteration, by modeling inworld lessons of Portuguese as a second language for Erasmus students arriving in Portugal. The purpose is to understand how an immersive context stimulates learning by involving students in a virtual reality situation where real life language context situations are provoked and where ‘not possible in real life’ learning routines happen. This will allow experiencing the advantages of this platform compared to real life teaching and learning contexts, as it uses a synchronous and simultaneous use of voice and text.

Reposisi Tren ICT dalam Bidang Teknologi Pendidikan

by edi subkhan

Abstract: Educational technology facing lots of problems of misunderstanding, over expectation and reductionism in... more Abstract: Educational technology facing lots of problems of misunderstanding, over expectation and reductionism in Indonesia today. It is caused by the less paradigmatic comprehension of the educational technology scholar, so they are insists to build the educational technology as a discipline, not only as a field of studies. Secondly, the problems come from the reductionism of the educational technology into information and communication technology (ICT), it had been influenced by the ICT trend in education realm today. Thereby most of the people conceived that educational technology is the ICT itself. Based on those facts, educational technology needs to reorient itself by repositioning the ICT as a part of educational technology, not on the contrary. Then, it is important to reconfirm that educational technology shouldn’t follow the ICT market pragmatism, but to facilitate the learning processes for the social transformative actions.

Multi-touch tables and the relationship with collaborative classroom pedagogies: A synthetic review

by Steve Higgins

Co-authored with Emma Mercier, Liz Burd and Andrew Hatch.
'Online Early' in the International Journal of Computer Supported Collaborative learning. 6.4, pp 515-538, Please e-mail Steve Higgins for a copy if you don't have online access.

This article reviews the research and evidence about multi-touch tables to provide an analysis of their key design... more This article reviews the research and evidence about multi-touch tables to provide an analysis of their key design features and capabilities and how these might relate to their use in educational settings to support collaborative learning. A typology of design features is proposed as a synthesis of the hardware and physical characteristics of the tables so that the longevity of these factors and the associated analysis can be better preserved, particularly in relation to the range of ways in which they may be used collaboratively in classrooms. The variability of features relating to software is also analysed and key pedagogic issues identified. The aim that underpins this review is to relate the design of the technical features of the technology with key pedagogic issues concerning the use of digital technologies in classrooms, so as to provide a more robust basis for their integration in classrooms in terms of their potential to support or to improve learning.

Designing for active learning: A conversation

by Marg O'Connell

O'Connell, M. and Sharma, U. (2004) Designing for active learning: A conversation, Knowledge Tree Edition 6.

This article "Designing for active learning: A conversation" describes collaboration between a lecturer and... more This article "Designing for active learning: A conversation" describes collaboration between a lecturer and an educational designer to apply practical, reflective processes to the redevelopment, for online learning and teaching, of a Masters of Education unit. This systematic process occurs within a reflective action framework. The article provides insight into the possibilities and advantages of bringing teachers and designers together to improve practice and will strike a chord with teachers just setting out into the "online unknown".

Showcasing examples of good practice in e-learning: an opportunity for research in distance education?

by Marg O'Connell

Benson, R., Samarawickrema, G. and O’Connell , M. (2004) Showcasing examples of good practice in e-learning: an opportunity for research in distance education? Research in Distance Education (RIDE) 6, Deakin University, Geelong, Victoria.

Designing for learning: action reflections

by Marg O'Connell

Sharma, U. and O'Connell, M. (2007). Designing for learning: action reflections, Reflective Practice, Vol 8, Issue 3, August 2007, pp.433-446.

This paper discusses the authors’ reflections on the development of a Masters unit in the Faculty of Education. This... more This paper discusses the authors’ reflections on the development of a Masters unit in the Faculty of Education. This development, driven by a reflective action framework based on Kemmis and McTaggart’s (1988) action research spiral, is measured by a qualitative evaluation using three distinct viewpoints; lecturer, educational designer and student. The unit evaluation highlights our ‘thematic concerns’ of student centredness, reflective practice and designing for active learning as being a cyclical ‘action’ process. This paper explores the journey taken by the lecturer and educational designer from concept to delivery and the lessons learned through the evaluation of the collaborative and reflective development process. The paper is a follow up to a previous paper that described the development of the unit.

Learner-centric design of digital mobile learning

by Marg O'Connell

Low, L. and O'Connell, M. (2006). Learner-centric design of digital mobile learning Paper presented at the Online Learning and Teaching (OLT) Conference, 26 September, Queensland University of Technology, QLD. [Best Paper Award at Conference]

Participatory evaluation: implications for improving electronic learning and teaching approaches

by Marg O'Connell

Benson, R., Samarawickrema, G. & O'Connell, M. (2009). Participatory evaluation: implications for improving electronic learning and teaching approaches, Assessment & Evaluation in Higher Education, 1–12.

This paper examines the participatory approach used by a group of academic support staff in evaluating an academic... more This paper examines the participatory approach used by a group of academic support staff in evaluating an academic professional development resource designed to support e-learning and teaching. The resource, titled Designing Electronic Learning and Teaching Approaches (DELTA), showcases examples of electronic learning and teaching approaches developed at Monash University, Australia. The evaluation included individual and collective reflection, dialogue and action, drawing on the features of participatory action research. This paper explores the value of this critically reflective, participatory approach for evaluation to improve the use of new learning technologies.

Proyecto TICA

by Ilia E. Lopez-Jimenez

LA INTEGRACIÓN DE LAS TIC AL CURRÍCULO: PROPUESTA PRÁCTICA

by Ilia E. Lopez-Jimenez

Experience Teaching Z With Tool and Web Support

by Jonathan Bowen

ACM SIGSOFT Software Engineering Notes, 26(2):69-75, March 2001. doi:10.1145/505776.505794

This short paper describes experiences of presenting the formal Z notation on one and later two course modules to... more This short paper describes experiences of presenting the formal Z notation on one and later two course modules to computer science undergraduates, especially with respect to providing supporting web-based resources and using tool support. The modules were part of a more general course unit on formal methods.

Virtuelle undervisningsformer i de gymnasiale uddannelser (htx, hhx og stx): Forundersøgelsesrapport (delrapport I)

by Lillian Buus

Multimodality - on video mediated counselling for educational purposes

by Mie Buhl

published in . http://www.dpu.dk/asem/publications/

Vietnam Forum: Lifelong Leanring - Building a Learning Society (December 2010)
The proceedings contain 36 papers submitted to the Forum by 45 educational specialists and academics from 17 ASEM countries. 
Download PDF version here

The book has involved many individuals, institutions and organisations and has been made possible through the financial support of the Vietnamese Ministry of Education and Training, UNESCO Hanoi and the Danish Ministry of Foreign Affairs.

Abstract
In this paper, I address an ongoing discussion in Danish E-learning research about how to take... more Abstract
In this paper, I address an ongoing discussion in Danish E-learning research about how to take advantage of the fact that digital media facilitate other communication forms than text, so-called ‘multimodal’ communication, which should not be confused with the term ‘multimedia’. While multimedia represent the use of various media for communication, multimodality refers to the different symbol systems we employ in communication practices. As new educational practices emerge from the application of ICT, all teachers address multimodality when they plan, practice and reflect on their teaching and learning situations. The choices they make involve E-learning resources like videos, social platforms and mobile devices, not just as digital artefacts we interact with, but the entire practice of using digital media.
In a life-long learning perspective, multimodality is potentially very useful for developing pedagogies where a synergy of different symbol systems facilitates new and flexible learning situations that can meet different needs of different learners. The present paper includes an example from a Danish university study program.

Creating Constructivist Learning Environments on the Web: The Challenge In Higher Education

by Geraldine Lefoe

Qualitative research on mediated dialogism among educators and pupils

by Thomas Hansson

Trends and Issues in Computer Software Usage in Landscape Architectural Education

by Izham Ghani

Εκπαιδευτικοί και εκπαιδευτικό λογισμικό: Απλοί χρήστες ή και δημιουργοί; [Τeachers and educational software: Simply users or even creators?

by Georgios Makaratzis

Co- authored with Dinas Costas, published in "Sygxroni Ekpaideysi", 2009, vol. 156, pp. 138-152 (in greek).