Showing papers in "The international journal of learning in 2006"
TL;DR: The approach to understanding mobile learning begins by describing a dialectical approach to the development and presentation of a task model using the socio-cognitive engineering design method, and examines two field studies, which feed into the development of the task model.
Abstract: Our approach to understanding mobile learning begins by describing a dialectical approach to the development and presentation of a task model using the socio-cognitive engineering design method This analysis synthesises relevant theoretical approaches We then examine two field studies, which feed into the development of the task model
173 citations
TL;DR: Procedures for the development and use of reliable and valid assessments in higher education are described and cognitive, affective, conative, and psychomotor domains are covered.
Abstract: The success of any learning environment is determined by the degree to which there is adequate alignment among eight critical factors: 1) goals, 2) content, 3) instructional design, 4) learner tasks, 5) instructor roles, 6) student roles, 7) technological affordances, and 8) assessment. Evaluations of traditional, online, and blended approaches to higher education teaching indicate that the most commonly misaligned factor is assessment. Simply put, instructors may have lofty goals, high-quality content, and even advanced instructional designs, but most instructors tend to focus their assessment strategies on what is easy to measure rather than on what is important. Adequate assessment should encompass all four learning domains: cognitive, affective, conative, and psychomotor. This paper describes procedures for the development and use of reliable and valid assessments in higher education.
150 citations
TL;DR: Three different approaches to describe and structure learning material, learning tasks and learning situations are considered, looking at common issues and differences in emphasis.
Abstract: In this paper, we examine emerging ways to describe and structure learning material, learning tasks and learning situations In particular, we consider three different approaches, looking at common issues and differences in emphasis These approaches are: learning patterns, inspired by the architectural patterns of Alexander; learning design, as described in the IMS Learning Design specification and which itself draws on Educational Modelling Language (EML) developed at The Open University of the Netherlands and learning activities as used in the Learning Activity Management System (LAMS)
143 citations
TL;DR: A framework that supports the analysis, development and maintenance of online and blended communities is applied to two case studies that differ along several key dimensions such as type of membership, the purpose of the communities, their policies and size.
Abstract: In recent years online and blended communities have become a popular topic among educationalists. In this paper we present a framework that supports the analysis, development and maintenance of online and blended communities. This is applied to two community case studies that differ along several key dimensions such as type of membership, the purpose of the communities, their policies and size. The analysis draws attention to the differences between the two types of communities. It also highlights the advantages and weaknesses of the framework with respect to these two case studies and suggests areas for future development. In the discussion that follows we highlight some key differences between this framework and Wenger's work on Communities of Practice (COPs).
65 citations
Journal Article•
TL;DR: A survey of principals and teachers was conducted in urban primary schools within a 20km radius of Melbourne, Australia to investigate the mental health benefits of contact with nature for primary school children as mentioned in this paper.
Abstract: Research on the health and wellbeing benefits of contact with animals and plants indicates the natural environment may have significant positive psychological and physiological effects on human health and wellbeing In terms of children, studies have demonstrated that children function better cognitively and emotionally in 'green' environments and have more creative play In Australia as well as internationally, many schools appear to be incorporating nature-based activities into their curricula, mostly via sustainability education Although these programs appear to be successful, few have been evaluated, particularly in terms of the potential benefits to health and wellbeing This paper reports on a pilot survey investigating the mental health benefits of contact with nature for primary school children in Melbourne, Australia A survey of principals and teachers was conducted in urban primary schools within a 20km radius of Melbourne As well as gathering data on the types and extent of environmental and other nature-based activities in the sample schools, items addressing the perceptions of principals and teachers of the potential effects of these activities on children's mental health and wellbeing were also included Despite a lower than expected response rate, some interesting findings emerged Although preliminary, results indicate that participants' perceptions of the benefits to mental health and wellbeing from participation in hands-on nature based activities at their school are positive and encompass many aspects of mental health
51 citations
TL;DR: A number of recent developments, which exhibit innovation in electronic assessment together with specific reference to a suite of tools developed at the UK's Open University to support this process are examined.
Abstract: Electronic assessment can provide the opportunity to assist students to become more reflective learners. This is largely due to the immediacy of feedback that can be offered. This paper examines a number of recent developments, which exhibit innovation in electronic assessment together with specific reference to a suite of tools developed at the UK's Open University to support this process. It also raises the issue of what assessment practices should be automated and recommends the introduction of more formative computer-assisted assessment in higher education.
29 citations
Journal Article•
TL;DR: In this article, the authors report findings of the first part of an investigation into international students' use of online information, and discuss the role of information literacy education in this dynamic educational setting.
Abstract: The complex nature of Australian higher education is intensified by the increasing cultural diversity of its student population and the escalating use of ICTs (information communication technologies) in teaching and learning (Boezerooy 2002; Harman 2004). This is a dynamic environment, responsive to technological advances and educational internationalisation, in which educators seek to reconcile the common goal of equitable outcomes with myriad differences in learner attributes and needs. Corresponding trends in curriculum design foster an independent, flexible and critical approach to learning, the development of both generic attributes and discipline-specific knowledge, and the incorporation of information literacy into the learning process.
This paper reports findings of the first part of an investigation into international students' use of online information. It presents a snapshot of the learners' experience, and discusses the role of information literacy education in this dynamic educational setting. The experiences of a group of students from nine different countries are analysed to illustrate aspects of cultural and linguistic diversity and their possible influences on study-related online information use. Key outcomes of this phase of the investigation are discussed, including the need to explore the potential of an inclusive information literacy response to enhance the online information use and learning outcomes of all students in a culturally diverse educational context.
24 citations
TL;DR: The role of computer based simulations in business education is examined and results inform the development of causal-loop diagrams capturing representations of zero, single and double-loop learning within the study context.
Abstract: This paper discusses the role of computer based simulations in business education. It examines the learning approaches adopted by students using a simulation game. Results inform the development of causal-loop diagrams capturing representations of zero, single and double-loop learning within the study context. Actions are proposed to maximise the effectiveness of this form of learning technology.
19 citations
TL;DR: In this article, the authors developed a diagnostic survey instrument to ascertain learner readiness to participate in online learning environments through confirmatory factor analysis, four factors were identified: technical skills, learner self-efficacy, learning preference and learner attitude.
Abstract: The increasing investment in developing high quality systems for online learning has focused more on technology with little regard for learners' readiness to learn through such systems. One of the reasons for this was an assumption that most students have the necessary capacity (technical and attitudinal) to deal with online learning. This assumption is increasingly being challenged in recent years. This paper explores the difficulties experienced by online learners and develops a diagnostic survey instrument to ascertain learner readiness to participate in online learning environments. Through confirmatory factor analysis, four factors were identified: Technical skills, Learner self-efficacy, Learning preference and Learner attitude. This paper reports on the design and development of the survey instrument.
19 citations
TL;DR: The theoretical underpinning and central aspects of the development and application of the web orientation agent (WOA) are discussed and results concerning its use in university studies are presented.
Abstract: This paper discusses the theoretical underpinning and central aspects of the development and application of the web orientation agent (WOA) and presents results concerning its use in university studies. The (WOA) is a software tool producing an interactive learning environment offering support in teaching and learning that uses local applications.
17 citations
TL;DR: This investigation comprises an overview of research that is pertinent to library services to remote students, followed by elements of a proposed framework for library involvement in remote education, and a best practice model for integrated online services.
Abstract: Technological support for university education is now such that online support for education is diminishing the distinction between on-campus and distance education students. Library services to remote students have for some time focused on document delivery, information literacy and reference service. This investigation comprises an overview of research that is pertinent to such services, followed by elements of a proposed framework for library involvement in remote education The analysis includes an overview of services provided by respondents to a survey of all Australian university libraries. The framework is developed from this overview, followed up by case studies of several Australian university libraries that have well-developed services for remote students, in order to suggest a best practice model for integrated online services.
TL;DR: The first two years' formative and summative student evaluation data identified successful leaning outcomes, as well as strategies for improvement, including the need for an efficient, hands-on, "computational fluid dynamics educational interface" to better simulate engineering practice as mentioned in this paper.
Abstract: Teaching modules for complementary computational and experimental fluid mechanics and uncertainty analysis were developed to integrate simulation technology into undergraduate engineering courses and laboratories. Engineering faculties from a range of public and private universities and the software partner Fluent, Inc. have collaborated to develop, implement, evaluate, and disseminate web-based teaching modules utilising simulation technology based on further development of the commercial software, FlowLab. The first two years' formative and summative student evaluation data identified successful leaning outcomes, as well as strategies for improvement, including the need for an efficient, hands-on, 'computational fluid dynamics educational interface' to better simulate engineering practice.
TL;DR: The capabilities of libraries for supporting learning are reviewed and the various roles traditional libraries play and how they are being transformed into digital information repositories are considered.
Abstract: This paper reviews the capabilities of libraries for supporting learning. We consider the various roles traditional libraries play and how they are being transformed into digital information repositories. Effective strategies for deploying Digital Libraries (DLs) will retain the strengths of traditional libraries while exploiting new possibilities offered by the digital medium.
TL;DR: A longitudinal perspective on change is proposed, one which addresses the need to manage and exploit the creative and complex issues associated with the more mature e-learning models.
Abstract: This paper challenges the position that e-learning, as an educational innovation, is obsolete. Instead, the authors argue that a more mature or sophisticated approach to organisational change is required to enable higher education institutions to accrue the benefits promised by the early e-learning enthusiasts and adopters. The paper presents a concept of embedding innovation as a process which incorporates four key dimensions: widespread adoption, integration, legitimisation and sustainability. A longitudinal perspective on change is proposed, one which addresses the need to manage and exploit the creative and complex issues associated with the more mature e-learning models. Practical examples are included from Griffith University, Australia, to illustrate and support the theoretical position and arguments developed in the paper.
TL;DR: Questions about performance support, where did it come from, and what are the possibilities suggested by planner and sidekick support are addressed here.
Abstract: Performance support is happening where we work and live. Under a tree and at a park bench, in a submarine, at a parent-teacher meeting, in a cubicle, or on the manufacturing floor, people reach beyond themselves for help in doing what needs to be done. The support comes as extensive computer systems, reminders on cellphones, and notes scribbled on old envelopes. Annual studies by ASTD and Training magazine confirm the slow, steady trend away from classroom delivery and towards more technological approaches. This shift to knowledge everywhere suggests the beginnings of a revolution in workplace learning, a revolution that brings messages and meaning closer to where it is needed. What is performance support? Where did it come from? And what are the possibilities suggested by planner and sidekick support? Those questions are addressed here.
TL;DR: A rise in the divisional/enterprise aspect of university culture is postulated and the strategies of consultation, support and evaluation can assist with the development of a reflective and responsive university community; such strategies may assist in optimising the fit between e-learning policy and institutional culture.
Abstract: Universities tend to exhibit different cultural characteristics. The classifications of Yetton et al. (1997; old, new and divisional) and McNay (1995; corporation, collegium, bureaucracy and enterprise) are used to explore the diversity between, and complexity of, universities in the 21st century. Increasing financial stringency in university budgets has brought quite rapid changes to university culture and this relatively new cultural fluidity needs to be understood. We postulate a rise in the divisional/enterprise aspect of university culture. The development of eLearning policy in two universities in Hong Kong with very different overall cultures is used to illustrate these points. The applicability of the discussion to universities in other regions of the world is explored. The strategies of consultation, support and evaluation can assist with the development of a reflective and responsive university community; such strategies may assist in optimising the fit between e-learning policy and institutional culture.
Journal Article•
TL;DR: In this article, an interpretive project based on online management education experiences is presented, concluding that the teacher's task in relation to hermeneutics contains elements that contradict the implied sense of ease the simplified Hermeneutic ideal presupposes.
Abstract: This paper discusses an interpretive project based on online management education experiences and concludes that the teacher's task in relation to hermeneutics contains elements that contradict the implied sense of ease the simplified hermeneutic ideal presupposes. In the study of these problems, the struggle of theory with practice, this paper presents an applied perspective of the translation oftheory into practice that may assist practitioners and theorists alike. The aim is to contextually critique hermeneutics in a terse but constructive mannerfor those involved in online management education and related fields.
TL;DR: A model of a holistic learning object designed around the notion of a coherent learning experience and data from student interviews on the impact of this model on learning is presented and the institutional gain achieved through reusing these Learning Objects on several other courses is looked at.
Abstract: This paper presents a model of a holistic learning object designed around the notion of a coherent learning experience and provides data from student interviews on the impact of this model on learning. Finally, it looks at the institutional gain achieved through reusing these Learning Objects (LOs) on several other courses.
TL;DR: This paper introduces a method of analysing learning situations, based on the work of Karl Popper, and applies it to some examples of software-based teaching innovations, including a CD-ROM on natural selection, and SimCity.
Abstract: This paper introduces a method of analysing learning situations, based on the work of Karl Popper, and applies it to some examples of software-based teaching innovations. The basis of Popperian analysis is identification of processes of discontinuous trial-and-improvement of 'strategic theories' (students' conjectured constructions of some sort of reality) under the selection pressures provided by 'concerns' (problems of special interest to the student). It requires us to examine the mechanisms by which teachers' target problems become students' concerns; the mechanisms by which students improve upon their existing strategic theories in the direction of target theories; and the encouragement given to the raising of new problems. The examples considered include a CD-ROM on natural selection, a CD-ROM on the work of Homer, a tool for supporting the learning of formal reasoning, a negotiation simulation, and SimCity.
TL;DR: In this paper, a survey of first year environmental science students was conducted to determine student expectations and the importance of different approaches to teaching, subject interest areas and employment aspirations, and the results showed that students have a preference for fieldwork and hands-on experience and are very supportive of teaching that combines different teaching methods.
Abstract: Developing relevant and innovative University courses is a complex and often difficult task. This is particularly true when developing environmental science courses as the banner of environmental science has the potential to include an extremely vast array of subject material and course content. Added to this is the diversity of students entering these courses, and their associated course expectations and aspirations. A third component that cannot be ignored when developing courses includes employer demands and expectations of graduates at course completion. As tertiary educators we therefore have the challenge of developing innovative environmental science courses that are academically challenging, but meet the expectations of students, staff and potential future employers. To ensure that we meet this challenge it is vital that we determine the expectations of all relevant parties (students, staff, and potential employers) and develop our courses accordingly. Here we report on the 'student expectations' component of this. To determine student expectations we conducted a survey of all commencing first year environmental science students. The survey asked students to provide information on drivers for course selection, preferred learning styles, the importance of different approaches to teaching, subject interest areas and employment aspirations. Our results found that environmental science students have a preference for fieldwork and hands-on experience and are very supportive of teaching that combines different teaching methods. On-line teaching was not supported by commencing environmental science students. Commencing students showed a very strong interest in key subject areas of environmental science such as Wildlife, animal conservation, national and marine parks, conservation and marine Wildlife; however, some of the critical areas of environmental science such as population statistics, social sciences and chemistry did not attract the same level of interest. Most commencing students had some idea on where they would like to gain employment on course completion. Knowledge relating to student expectations is Vital, particularly when designing courses, developing specific unit content and undertaking marketing and course information sessions. With this knowledge we can be confident that students enrolling in environmental science will, to a large extent, have their expectations met.
TL;DR: It is argued that recognition, reward and celebration are essential in support of new approaches to promoting achievement associated with developing pedagogical innovation through e-learning.
Abstract: From July 2005, the mixed mode University of Leicester in the UK adopted and implemented a new strategy for e-learning. It includes a wide variety of research-led developments to concern all staff involved in teaching and learning. Recognising and rewarding successful teaching is important in motivating individual academics, together with celebration of achievers who have made appropriate and beneficial changes. We found little advice on how to tackle this. It is currently 'below the parapet'. Although there is a tension between raising the profile of e-learning and divorcing it from 'normal' practice, we argue that recognition, reward and celebration are essential in support of new approaches. Against a background of international and UK progress towards improved teaching and learning, the paper discusses approaches to promoting achievement associated with developing pedagogical innovation through e-learning.
TL;DR: There is a broad body of literature that examines the notion of uncertainty in education and, indeed, the themes of this 13th international conference on learning acknowledge that the world is in flux as mentioned in this paper.
Abstract: There is a broad body of literature that examines the notion of ‘uncertainty’ in education and, indeed, the themes of this 13th international conference on learning acknowledge that the world is in flux. Barnett (2004), in particular, promotes a renewed approach to education — one that he believes transcends the traditional scope of higher education. Barnett notes that higher education has focused traditionally on knowledge, but, in an uncertain world, this is no longer enough. He encourages teachers in higher education to consider reconstructing curriculum and pedagogy so that a focus on knowing and acting is retained but is complemented by a pedagogy that is designed to enhance students' being in the world. This paper focuses on the potential synergies or difficulties that arise from an analysis of the ‘education for uncertainty’ literature and the goals of education for social justice. Does education for being provide greater possibilities for the enhancement of social justice?
TL;DR: The teaching and learning implications of such a large, very diverse international student population have yet to be addressed at most institutions of higher education as mentioned in this paper, despite the fact that Australia is itself an extremely culturally diverse community, higher education remains essentially mon-cultural in form and Anglo American in content.
Abstract: International Education in Australia has grown by an average of 15% every year since the late 1980s. This phenomenon is not unique to Australia. Tertiary education around the world is becoming 'internationalised' that is, there is an increasing mix of domestic and international students in classes from a wide range of countries and cultures. Despite this, and the fact that Australia is itself an extremely culturally diverse community, Australian higher education remains essentially mon-cultural in form and Anglo American in content. The teaching and learning implications of such a large, very diverse international student population have yet to be addressed at most institutions of higher education.
The multi-cultural classroom provides an opportunity for students from different countries and cultures to bring their enormous range of experiences, knowledge , perspectives and insights to the learning - if the process is enabled. This raises challenges for teachers.
International Education in Australia has grown by an average of 15% every year since the late 1980s. This phenomenon is not unique to Australia. Tertiary education around the world is becoming 'internationalised' that is, there is an increasing mix of domestic and international students in classes from a wide range of countries and cultures. Despite this, and the fact that Australia is itself an extremely culturally diverse community, Australian higher education remains essentially mon-cultural in form and Anglo American in content. The teaching and learning implications of such a large, very diverse international student population have yet to be addressed at most institutions of higher education.
The multi-cultural classroom provides an opportunity for students from different countries and cultures to bring their enormous range of experiences, knowledge , perspectives and insights to the learning - if the process is enabled. This raises challenges for teachers.
TL;DR: The authors explored ways in which implicit Quantitative Literacy demands can be made explicit and can be used to provide a rich environment to facilitate mathematical and statistical concept acquisition in higher education curricula.
Abstract: ‘Mathematical literacy’ is soon to be introduced as a subject in South African schools. This has generated numerous debates in various educational arenas, such as tertiary institutions and professional bodies. This paper looks at the differences between mathematics and Quantitative Literacy (QL) and examines the implicit QL demands and conventionalized QL practices in Higher Education curricula. Although certain practices are highly valued, they are not necessarily explicitly taught to students, especially those from non-dominant or disadvantaged positions in the power structures of the university and the society. This paper explores ways in which the implicit Quantitative Literacy demands can be made explicit and can be used to provide a rich environment to facilitate mathematical and statistical concept acquisition. We look at conventionalized practices in academic disciplines (focusing our analysis on the use of charts) and propose a number of principles of curriculum design.
Journal Article•
TL;DR: The challenges to e-learning standards and practices that should be considered if the authors are to realise the dual objectives of personalised learning in distributed and collaborative environments in the workplace and at home are addressed.
Abstract: The promise of personalised e-learning on demand has continued to be an objective of much of the research in this area for the past decade. Considerable effort has been devoted to the development of interoperable learning materials and the standards to support them. During this time technology has evolved strongly with the advent of the internet and the World Wide Web. Centralised systems have been replaced by client-server systems and the evolution continues towards the introduction of distributed systems based on interacting web-services. Standards for learning materials have barely kept pace with the rate of change in the underlying technology. This paper addresses, in a non-technical way, the challenges to e-learning standards and practices that should be considered if we are to realise the dual objectives of personalised learning in distributed and collaborative environments in the workplace and at home.