2014: ASCILITE 2014 Conference Proceedings. Rhetoric and Reality: Critical perspectives on educational technology

The proceedings of the 2014 ASCILITE Conference

Rhetoric and Reality: Critical perspectives on educational technology

B. Hegarty, J. McDonald, & S.-K. Loke (Eds.), Rhetoric and Reality: Critical perspectives on educational technology. Proceedings ASCILITE 2014 Dunedin, New Zealand

St. David Lecture Complex, Dunedin, New Zealand

November 23 - 26, 2014

ASCILITE2015 Conference Website https://ascilite.org/conferences/dunedin2014/

Published: 2014-11-20

ASCILITE Conference - Full Papers

Crossing the divide Student and staff responses to changing an institutional learning management system

Stuart Palmer, Dale Holt

1-11
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Attrition patterns amongst participant groups in Massive Open Online Courses

David Glance, P. Hugh R. Barrett

12-20
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“The game is in the tutorial” An evaluation of the use of an e-portfolio for personal and professional development in a medical school

Glenn Mason, Vicki Langendyk, Shaoyu Wang

21-30
- PDF
Designing transformative learning environments

Thomas Cochrane, Laurent Antonczak, Matthew Guinibert

31-41
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Tool mediation and learner engagement An Activity Theory perspective

Dilani Gedera

42-48
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Modern digital literacy The computer science curriculum goes mainstream

Joy Gasson, Patricia Haden

49-57
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Changing the face of learning @ UWS

Lynnae Rankine-Venaruzzo, Dennis Macnamara, Tim Griffin

58-68
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A time for everything Reviewing an institution’s virtual learning environment

Roger Cook, Regina Obexer

69-76
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The very idea of e-Exams Student (pre)conceptions

Mathew Hillier

77-88
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Blended learning Student experiences

Salomé Meyer, Shane Wohlers, Bob Marshall

89-98
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Adopt or adapt? The rhetoric and reality of the diffusion of innovation in changing, technology-enhanced learning environments

Janet Buchan

99-109
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“What in me is Dark, Illumine” Developing a semantic URL learning analytics solution for Moodle

Shane David Wohlers, John Jamieson

110-119
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Badges in the Carpe Diem MOOC

Kulari Lokuge Dona, Janet Gregory, Gilly Salmon, Ekaterina Pechenkina

120-128
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How do virtual world experiences bring about learning? A critical review of theories

Swee-Kin Loke

129-139
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Outcomes from a Digital Literacy Project The EIT experience

Stephanie Day, Lynda Corner

140-149
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Towards a theoretical mobile heutagogy framework

Vickel Narayan, Jan Herrington

150-160
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Coming of the third wave A move toward best practice, user defined tools and mainstream integration for virtual worlds in education

Marcus McDonald, Sue Gregory, Helen Farley, Jennifer Harlim, Jenny Sim, Christine Newman

161-170
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Experimental study on consumer-technology supported authentic immersion in virtual environments for education and vocational training

Torsten Reiners, Lincoln C. Wood, Sue Gregory

171-181
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Efficient learning design Concept, catalyst, and cases

Mikkel Godsk

182-189
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Turning a digital vision into reality

Stephen Marshall, Jonathan Flutey

190-200
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A multidisciplinary focus on 21st century digital learning environments New program at CSU

Judy O'Connell

201-210
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Herding cats and measuring elephants Implementing and evaluating an institutional blended and mobile learning strategy

Carol Russell

211-221
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The role of the interpersonal in online knowledge construction Unrealised or unrealisable potential?

Jo Lander

222-232
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Seeing between the lines How do PhD students use computer technologies in their research practices?

Kwong Nui Sim, Russell Butson, Sarah Stein, Jacques van der Meer

233-241
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Three paths for learning analytics and beyond Moving from rhetoric to reality

Colin Beer, Rolley Tickner, David Jones

242-250
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Factors influencing tertiary students’ choice of study mode

Matthew Bailey, Dirk Ifenthaler, Maree Gosper, Mandy Kretzschmar

252-261
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Breaking BAD to bridge the reality/rhetoric chasm

David Jones, Damien Clark

262-272
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Any voice will do Distance students’ perceptions of audio lectures

Angela T. Ragusa, Andrea Crampton

273-278
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Rhetoric and reality Critical perspectives on education in a 3D virtual world

Sue Gregory, Brent Gregory, Denise Wood, Des Butler, Sarah Pasfield-Neofitou, Merle Hearns, Sarah de Freitas, Helen Farley, Ian Warren, Lisa Jacka, Frederick Stokes-Thompson, Robert Cox, Patricia Crowther, Clare Atkins, Marcus McDonald, Torsten Reiners, Lincoln Wood, Jenny Sim, Scott Grant, Chris Campbell, Mathew Hillier, Grant Meredith, Caroline Steel, Jay Jay Jegathesan, Jason Zagami, Suku Sukunesan, Belma Gaukrodger, Stefan Schutt, Karen Le Rossignol, Matt Hill, Pete Rive, Xiangyu Wang

279-289
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Student use of technologies for learning What has changed since 2010?

Maree Gosper, Jo McKenzie, Jenny Pizzica, Janne Malfroy, Kevin Ashford-Rowe

290-301
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Effective practice of using digital portfolios How can Queensland teachers inform teacher education practice?

Vicky Smart, Cheryl Sim, Glenn Finger

302-311
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Design principles for Massive Online Courses Examples from first year teacher education

Rob Phillips

312-319
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“We will fix the deficit” Deficit theories in the literature of educational technology adoption

Julia Thornton

320-334
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The learning challenge Discovering the power of digital practices

Caroline Steel

335-347
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Wide Open Listening What is it really like to be a distance student?

Penelope Rush

348-358
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MOOC A higher education game changer in developing countries

Priya Amali Warusavitarana, Kulari Lokuge Dona, Harshani Chandrika Piyathilake, Dilani Dilrushi Epitawela, Madhawi Uthpala Edirisinghe

359-366
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Nyungar Place Stories Pilot Using augmented reality for Indigenous cultural sustainability

Leah Irving, Julie Hoffman

367-377
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ASCILITE Conference - Concise Papers

ImpressDent Learning how to make dental impressions with a computer simulation

Sunyoung Ma, Gala Hesson, Richard Zeng, Swee-Kin Loke

378-382
- PDF
Exploratory learning analytics methods from three case studies

David Gibson, Sara de Freitas

383-388
- PDF
Snapchat ‘selfies’ The case of disappearing data

Jennifer Charteris, Sue Gregory, Yvonne Masters

389-393
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Development of an application with process feedback to enhance student-centred learning

Sudhakaran Edathil, Christopher Chin, Stephanie Zank, Dev Ranmuthugala, Susan Salter

394-398
- PDF
“The score doesn’t mean much” Students’ and staff understandings of text matching software

Lee Adam, Carol Bond, Ari Samaranayaka

399-403
- PDF
Blended professional learning Modelling the paradigm shift

Kuki Singh

404-409
- PDF
Software literacies in the tertiary environment

Craig Hight, Elaine Khoo, Bronwen Cowie, Rob Torrens

410-415
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An Open2Study MOOC experience from a staff perspective

Amy Wilson, Maggie Hartnett, Mark Brown, Andrew Jamieson, Scott Symonds

416-420
- PDF
Creepy Analytics and Learner Data Rights

Scott Beattie, Carolyn Woodley, Kay Souter

421-425
- PDF
Towards a global educational technology environment Technology integration at RMIT University

Garry Allan

426-430
- PDF
E-teaching craft and practice

Sue Watling

431-435
- PDF
Completing the loop Returning learning analytics to teachers

Gregor Kennedy, Linda Corrin, Lori Lockyer, Shane Dawson, David Williams, Raoul Mulder, Susie Khamis, Scott Copeland

436-440
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Authentic assessment of reflection in an ePortfolio How to make reflection more ‘real’ for students

Pauline Roberts, Helen Farley, Sue Gregory

441-445
- PDF
Flexibility and technology-enhanced learning and teaching The rhetoric and reality

Josie Fisher, Sue Whale

446-450
- PDF
Improving existing resources for interactive learning activities using tablets and touch screens

Daphne Robson, Dave Kennedy

451-455
- PDF
Mid-semester student satisfaction feedback Reducing confusion and anxiety

Lorraine Parkin, Michael Henderson

456-460
- PDF
Designing a technology-enhanced authentic learning environment for a large engineering class

Alberto Corrias, Martin L. Buist, Swee Kit Alan Soong

461-465
- PDF
Designing virtual worlds for effective peer feedback The case of Otago Virtual Hospital

Phil Blyth, Swee-Kin Loke

466-469
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Tools of the trade ‘Breaking the ice’ with virtual tools in online learning

Naomi McGrath, Sue Gregory, Helen Farley, Pauline Roberts

470-474
- PDF
Virtual classroom technology Facilitating distance education nurses’ knowledge of systematic literature searching

Elizabeth Pascoe, Sharon Karasmanis

475-479
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Open online courses and massively untold stories

Leigh Blackall

480-485
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Refreshing the eLearning guidelines Realigning rhetoric and reality

Oriel Kelly

486-489
- PDF
Choosing and using Google Sites for ePortfolios at EIT

Scott Casley, Stephanie Day

490-494
- PDF
Learning to fish for a lifetime Personalised mobile academic phrase libraries – project proposal

Kay Hammond

495-499
- PDF
Using visual analytics to explore Community Engaged Learning and Teaching at the University of Otago

Gala Hesson, A.C.M. Moskal, Kerry Shephard

500-504
- PDF
A Badge of Honour Recognising sustainable teaching principles with open badges

William Liu, Mark Northover

505-508
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Do we need a discussion forum?

Jennie Swann, Rhian Salmon

509-513
- PDF
Mixed media visualization effect on student perceptions and learning outcomes

James Birt

514-518
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The focus group method Generating high quality data for empirical studies

Julia Hallas

519-523
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Ensuring the development of Digital Literacy in higher education curricula

Mark McMahon

524-528
- PDF
Embedded use of iPads to enhance student engagement and retention in technical education

Alison Halstead

529-533
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Using Echo360 Personal Capture software to create a ‘flipped’ classroom for Microbiology laboratory classes

Lyndal Mellefont, Jiangang Fei

534-538
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Developing interactive mathematical visualisations

Jim Pettigrew, Donald Shearman

539-543
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Achieving flexibility? The rhetoric and reality of the role of learning technologies in UK higher education

Martin Jenkins, Richard Walker, Julie Voce

544-548
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Measures of success Varying intention and participation in MOOCs

Kim Blackmore

549-553
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Developing Black Belts, via a Community of Practice for Blended Science and Engineering Learning and Teaching at UniSA

Paul Corcoran, Deb Moulton, Patrick James, Pramila Rathore

554-559
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Multiple-choice questions in the Humanities A case study of Peerwise in a first-year Popular Music course

Adrian Renzo

560-564
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Reality at the COAL FACE

Melanie Birks, Janet Buchan, John Smithson, Philip Norris

565-569
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Fostering online student interaction using the OB3 web application for online study

Rea Daellenbach, Lorna Davies, Mary Kensington, Rodney Tamblyn

570-573
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Medical students’ reflections in online discussions Does teacher facilitation matter?

Mary Furnari

574-578
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Remote Access Laboratories enhancing STEM education

Wu Ting, Peter R. Albion

579-583
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Does technology matter? Students’ and teachers’ experiences of electronic portfolio (e-portfolio) systems in teacher education

David L. San Jose

584-588
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Iterative approach to implicit student-generated mobile learning to promote visual literacy and peer mediated learning

Hardy Ernst, William McGahan, John Harrison

589-593
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Developing deep, widespread and sustained improvements in online learning in a Faculty of Business An analysis of the change process

Carole Hunter, Louise Hard, Brian D’Netto, Harriet Ridolfo, Donna Read

594-598
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Creating digital self-reflective frameworks to encourage learner autonomy in post-graduate courses

John Clayton, Sarah-Jane Saravani

599-603
- PDF
Students’ perceptions of BYOD open-book examinations in a large class A pilot study

Teck Keong Seow, Swee Kit Alan Soong

604-608
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The Failure of Defining Failure in Social Networking Sites

Erika Pearson, A.C.M. Moskal

609-613
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Designing a bespoke App to address Botanical literacy in the undergraduate science curriculum and beyond

Lachlan Pettit, Matthew Pye, Xiaolong Wang, Rosanne Quinnell

614-619
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iBus Perceptions of the rise of mobile learning in a business degree

James Oldfield, Wajira Dassanayake, Nick Kearns

620-624
- PDF
Promoting dialogue through authentic conversations in change management education

Sue Whale, Muayyad Jabri, Tim Cluley

625-628
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Exploring students’ interpretation of feedback delivered through learning analytics dashboards

Linda Corrin, Paula de Barba

629-633
- PDF
The role of instant feedback in improving student understanding of basic accounting concepts

Brent Gregory, Philip Uys, Sue Gregory

634-637
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Three good reasons to understand the research impact of a technology-enabled initiative

Joanne Doyle, Helen Farley, Mike Keppell, Michael Cuthill, Lisa McDonald

638-642
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Badge trouble Piloting open badges at the Australian National University

Inger Mewburn, Katharina Freund, Emily Rutherford

643-648
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Thinking through a deconstructionist philosophy of technology in education, part 1 ‘Originary technicity’ and the invention of the student body

Stephen Abblitt

649-653
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Developing an online learning community in Industrial Law

Lisa King, Bronwen Leroy

654-657
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Adoption of mobile devices by academic staff The reality

Kathryn Mac Callum, Michael Verhaart

658-662
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Auditing the Office for Learning and Teaching Resource Library

Philip Hider, Barney Dalgarno, Sue Bennett, Ying-Hsang Liu, Carole Gerts, Carla Daws, Barbara Spiller, Robert Parkes, Pat Knight, Raylee Macaulay, Lauren Carlson

663-667
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Benchmarking for technology enhanced learning Taking the next step in the journey

Michael Sankey

668-672
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Polysynchronous learning A model for student interaction and engagement

Barney Dalgarno

673-677
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Finding and sharing educational resources using Twitter, Hashtags and Storify

Mark McGuire

678-682
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Defining an agenda for learning analytics

Cathy Gunn

683-687
- PDF
Socio-economic status and students’ experiences of technologies Is there a digital divide?

Jo McKenzie, Jenny Pizzica, Maree Gosper, Janne Malfroy, Kevin Ashford-Rowe

688-692
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The socially networked language learner Implications for tertiary language education

Antonie Alm

693-697
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The one-eyed king Positioning Universal Design within learning and teaching at a tertiary institution

Thomas Kerr, Iain McAlpine, Michael Grant

698-702
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Exploring the use of micro-credentialing and digital badges in learning environments to encourage motivation to learn and achieve

Richard Elliott, John Clayton, Jun Iwata

703-707
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The transition from traditional face-to-face teaching to blended learning Implications and challenges from a mathematics discipline perspective

Birgit Loch, Rosy Borland

708-712
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In the right space Exploring the dynamics between design, environment and pedagogy

Richard Evans, Roger Cook

713-716
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The who, why and what of MOOCs

Adrian Norman

717-721
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BLT Bytes Timely takeaways for teachers

Annabel Orchard, Cherry Stewart, Alberto Gonzalez, Barbara Macfarlan, Kirsten Schliephake, Tammy Smith

722-725
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TPACKing for the Student Learning Centre Digital Strategy

Mark Bassett, Pedro Silva

730-734
- PDF
Using the self-determined learning principles of heutagogy to support academic staff who are learning to teach online

Maria Northcote, Chris Boddey

735-739
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Using wiki technology in a blended learning environment The reality

Michael Verhaart

740-744
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The place of theory in educational technology research

John Hannon, Reem Al-Mahmood

745-750
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Giving students an informed choice when selecting teams for group work

Yuwanuch Gulatee, Martin Masek

751-755
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Having your cake and eating it too The rhetoric and reality of redesigning staff professional development

Sarah Thorneycroft, Brian Landrigan

756-760
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Flipping a Japanese language classroom Seeing its impact from a student survey and YouTube analytics

Yasuhisa Watanabe

761-765
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2014: ASCILITE 2014 Conference Proceedings. Rhetoric and Reality: Critical perspectives on educational technology

ASCILITE Conference - Full Papers

ASCILITE Conference - Concise Papers

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