Virtual poster showcase
These posters were all presented in person at the annual Learning Technology Research Fest.
2011 poster winners
Who are these kids? Identity in online community language schools(pdf) by Janica Nordstrom.
Winner of the Judges' Choice award for best poster.
Joint winner of the People's Choice award for best poster.
Towards a paradigm of slow: Applying a slow pedagogy to ICT-rich learning (pdf) by Miriam Tanti.
Joint winner of the People's Choice award for best poster.
2010 poster winners
Exploring the integration of a blended mode of F2F and online discussions for EFL learning
Winner of the Judges' Choice award for best poster.
Epistemology-in-pieces? A study of pre-service teachers’ views of science (pdf, 3.75MB) by: Anindito (Nino) Aditomo, Prof. Peter Goodyear, Prof. Peter Reimann, contact:email@example.com.
Winner of the People's Choice award for best poster.
A Framework for Multimodal Affect Recognition (854kB) by: Mohammed Hussain (University of Sydney, School of Electrical and Information Engineering), contact: firstname.lastname@example.org
Affect recognition is becoming an important field for human computer interaction. A multimodal framework for affect recognition is proposed. Recently, there has been a significant amount of work on affect recognition using facial expression and speech analysis. However, the influence of affects should also effectively reflect in physiological signals providing substantial advantage of being robust against possible artifacts of human social marking. So, this research introduces physiological signals for affect recognition along with other modalities such as speech and visual analysis. Emotions scientifically affect leaning, goal of learning, knowledge and vice versa. During the learning process, the learner experiences various emotions, such as, surprise or curiosity, frustration, sadness, or fear along with positive emotion, such as satisfaction, happiness, joy, eureka experience. Learning systems is the major target application for this research so learner emotions can be identified to improve the overall leaning experience.
Investigation of Social Interaction in a Blended Mode of F2F and Online Discussions in EFL Classroom (pdf, 807kB) by: Su-ching (Sylvia) Huang (CoCo), contact: email@example.com
This research incorporates online discussion into the teaching of EFL Reading in a classroom setting in order to create a learner-centred environment wherein learners actively interact and construct knowledge in collaboration with others. It aims to facilitate reading as a social situated activity for knowledge development and reading capacity.
|Applying Slowness to ICT Integrated Learning: A Vision for the "Long Now" (pdf, 1.1MB) by: Miriam Tanti (CoCo), contact: firstname.lastname@example.org|
The response to technological acceleration in education has seen policy makers and educators making rash decisions for the here and now, with limited consideration and responsibility for the long term. Could embracing Slowness (a concept that embodies tradition, local knowledge, philosophical grounding and time) shift the emphasis away from economic and vocational development towards value and culture?
Blending Online Discussion into Curricula (pdf, 6.78MB) by: Sam Ozay (University of Sydney, Arts eLearning), contact: email@example.com
Online asynchronous discussion is widely used in higher education settings to engage students in discursive communication, collaboration, and reflection. It has been adopted as a practical tool for extending the learning environment beyond the classroom and creating a continuum of learning. The pedagogical sustainability of online asynchronous discussion however is dependent on how well it is designed, and integrated, to generate an effective blended learning environment. A vast majority of the literature on online discussion is presented in the form of practice-based studies that mainly focus on the technology and its uses. There appears to be a need for educational research that focuses on the relationship between face-to-face and online learning, with particular attention given to the nature of their integration. The main purpose of the study is to identify the key elements of blending online discussion into curricula as a pedagogically sound assessment tool. The study focuses on aspects of learning design and on two major considerations: how the activity is designed to assist students in meeting learning objectives, and how the activity is integrated into curricula as an assessable component.
|CUSP: A Cross-Faculty Platform for Whole of Program Curriculum Design and Management (pdf, 324KB) by: Dr Doug Auld, A/Prof David Airey, Dr Tim Lever and Richard Gluga (University of Sydney, Faculty of Engineering and IT), Dr Rob Saunders, Dr Chris L. Smith and Victoria Jackson Wyatt (Faculty of Architecture, Planning and Urban Design), Jac Smit and Karen Ho (Faculty of Health Sciences), contact: firstname.lastname@example.org|
Integration of generic and discipline specific learning descriptors is a major challenge for higher education curriculum mapping. Previous curriculum database systems are divided between those engaging in depth with a specific disciplinary area at the expense of broader transferability and those prioritising breadth at the expense of specific disciplinary needs. The CUSP curriculum database system has been jointly developed by three Sydney University Faculties, as a university funded project to provide a common curriculum mapping framework for a diverse range of professional degrees across Engineering, IT, Architecture, Design, Urban Planning and Health Sciences. The poster presents the design of the new system and outcomes of its initial curriculum mapping trial.
Design Patterns for Teaching in Higher Education (2.43MB) by: Kashmira Dave (CoCo), contact: email@example.com
This poster highlights the change in expectations from HE and how that has changed focus of teaching and teacher’s role and responsibility. Patterns are suggested as possible solution to help teachers to design “good” task.
Do Current Professional Development Programs for Blended Learning in Higher Education Cater for the Needs of Mainstream Teachers (6.7MB) by: A/Prof Marie-Therese Barbaux (University of Sydney, Arts eLearning), contact: firstname.lastname@example.org
There is now extensive literature on the adoption of educational technology and blended learning in higher education, and the challenging transition between the early adoption phase and adoption by the majority. Although the development of e-learning, and its role as an agent of change, has figured highly in institutional strategic plans, the scaling up of pilot projects and the sharing and mainstreaming of good practices has remained a real challenge for universities. A deep chasm between the innovators/early adopters and ‘mainstream teachers’ has been documented over the last few decades (Rogers (1995), Moore (1991), Geoghegan (1994), Anderson et al. (1998), Zemsky and Massy (2004)) and fundamental differences in their needs highlighted. The aim of this project is to determine whether the characteristics of current models of academic professional development programs in blended learning engage mainstream teachers or are mostly aimed at early adopters of educational technology.
Do Drop In! Embedding Research Engagement Through Online, Stand-alone, Drop-in Modules (1.59MB) by: A/Prof Lynne Harris, Peter Driscoll and Melinda Lewis (University of Sydney, Faculty of Nursing), contact: M.Lewis@usyd.edu.au
In 2008 a revised Bachelor of Health Science (BHlthSci) curriculum was implemented at the Faculty of Health Sciences as a generic foundational degree for a wide range of combined and graduate degrees. The 2008 curriculum intention was to thread Research and inquiry as one of four key themes throughout curriculum. However student surveys and focus groups at the end of 2008 with all years revealed that students were not experiencing the desired level of research engagement within curriculum when compared to other desired curriculum attributes (3.42 on a 5 point Likert scale where 1= strongly disagree and 5= strongly agree). In particular, students did not identify Research and inquiry as occurring in the curriculum except in units of study with research methodology content.A large TIES grant supported the development of three online research and inquiry modules (RES1, RES2, RES3) designed to be ‘dropped-in’ to units of study that were not directly concerned with research methodology. Each module was designed to be flexible enough to be adapted to content of units of study and to use existing technology so that they would be easy for staff to embed. The stages of intellectual development as sequencing rationale by Perry (1970) was adapted by Everingham and Harris (2004) to an inquiry-oriented health science curriculum outlining the learning outcomes and teaching strategies for each year of a three year undergraduate degree. This revised framework guided the development and design of RES modules, where year 1 is characterised by multi-professional frameworks, acquisition of knowledge and best supported by enquiry-based learning (Everingham and Harris, 2004). RES1 was piloted in semester 1, 2009 with first year BHlthSci students (n=364). Two evaluations of RES1 were conducted. Students commented on their experiences with RES1 and indicated they found it easy to use with average agreement of 4.0 on a 5 point scale Likert scale ranging from 0 (strongly disagree) to 5 (strongly agree) and good agreement (3.9) on the module improved my understanding of how to find, evaluate and use information. In addition, significant improvements in student knowledge of module content were found after completion of the module. RES2 (Inquiry and Communication) and RES3 (Collaborative Inquiry) are being piloted in semester 2, 2009. Student and staff experiences will be sought. References: Perry, W. (1970). Forms of ethical and intellectual development in college years. (Republished 1999). San-Francisco: Jossey-Bass. Everingham, F. and Harris, L.M. (2004). Generalisability of an inquiry model as a conceptual framework for undergraduate curricular. ANZAME: The Association for Health Professional Education Annual Conference. Adelaide, Australia.
Engaging Students Through Reflective Online Group Interactions (pdf, 6.78MB) by: Kylie Archer (University of Sydney, Arts eLearning), contact: email@example.com
This study analyses the relationship between collaborative reflection and student engagement, with the reflective task completed in a blended, online environment. It investigates the nature of student engagement in general and in an online environment, and explores its impact on students’ perceptions of effective learning. The study also examines the role of reflection in online collaborative interactions. How does the opportunity to participate in an online reflective writing group help students engage in their own learning and that of others?
Exploring Unit of Study Coordinators' Pedagogical Approaches and Their Integration of Blended Learning Environments in Curricula Design in the Faculty of Arts at the University of Sydney (pdf, 6.78MB) by: Dr Christine Crowe (University of Sydney, Arts eLearning), contact: firstname.lastname@example.org
The introduction of blended learning environments in higher education institutions offers new learning opportunities for students but successful integration into curricula involves unit of study coordinators reflecting upon their pedagogical reasoning and developing new forms of pedagogical approaches. This study explores unit of study coordinators’ motivations for using the technological affordances of blended learning environments with a focus on the extent to which the introduction of such technology has influenced changes in pedagogical reasoning and practices. Curricula design that reflect new pedagogical approaches to learning and teaching may include:
- increased use of team work for collaborative learning,
- more active and meaningful learning activities and assessment,
- increased use of formative assessment,
- a shift from teacher-developed to collaborative development of content, and
- a general increase in student self-regulation of their learning.
The research will use interviews with unit of study coordinators whose curricula reflect new pedagogic approaches to gather their perceptions of whether their pedagogical reasoning has changed since using blended learning environments, and outline patterns of such changes. Analysis of patterns which lead to changes in pedagogic reasoning will be used to develop strategies and policies that will facilitate the effective integration of blended learning environments into curricula.
Facilitating School Change: ICT, Culture, and Design Conversations (pdf, 247kB) by: Dr Sarah Howard, Dr Lina Markauskaite (CoCo) and Pal Fekete (Taylors College), contact: email@example.com
This research explores ICT-related innovation and change from epistemological and cultural perspectives in a Sydney-based secondary school.
Introducing the WRiSE site: Writing Reports in Science and Engineering (jpg, 1.1MB) by: Helen Drury (University of Sydney, Learning Centre), contact: firstname.lastname@example.org
The WRiSE site is an ALTC funded project designed to create a freely available, student centred, cross-disciplinary, online learning environment that supports learning of report writing by undergraduate students in engineering and science. The site addresses the writing needs of students in these disciplines who traditionally struggle with their writing and, although created for all students, particular parts of the modules meet the needs of students from diverse language backgrounds. The design draws on genre-based literacy pedagogy and phenomenography as well as research into multimodality. In addition, the experience of developing, implementing and evaluating individual discipline based online modules for report writing over the last 10 years has provided a strong framework for this site.
Leveraging Off-the-shelf Language Podcasts: How do Ability, Opportunity and Motivation Drive Beginner Language Students to Use Online Media Outside the Classroom? (pdf, 6.78MB) by: Charles Humblet (University of Sydney, Arts eLearning), contact: email@example.com
Do students use off-the-shelf podcasts for language learning? Students may have the iPods and the smart phones but are they using them for accessing learning materials such as language podcasts? Does the type of motivation for learning a language have an impact on students’ use of language podcasts? This study explores student perspectives of extracurricular online materials, focusing on beginners’ language podcasts. The overall aim of the study is, through the development of an evaluation instrument, to assist academics in recommending appropriate language podcasts to their students, as well as integrating existing language podcasts into their curriculum.
mInteract Online Tool for Sustainable Active Experiential Learning (pdf, 959kB) by: Dr Laurel Dyson, Dr Ryszard Raban and Andrew Litchfield (UTS, Faculty of Engineering and Information Technology), contact: firstname.lastname@example.org
A major barrier to the widespread adoption of mLearning in higher education is that of cost. Opportunities to overcome this barrier include the high rate of ownership of mobile phones by university students and technological solutions such as packet transmission technologies. mInteract is an online system which uses packet technology to build no-to-low cost interactivity into learning spaces. mInteract supports active experiential learning transactions for both student and teacher.
Mobile Devices Help Students Gain Factual Content and Conceptual Structural Knowledge (pdf, 555kB) by: Susanna Mann, Prof Peter Reimann and Prof Peter Goodyear (CoCo), contact: email@example.com
This research study reports on the knowledge test results used in an exploratory quasi-experiment on three groups of students with pre-tests and post-tests (one factual content and six conceptual structural knowledge tests). The results show that the use of mobile devices helps students gain factual content and conceptual structural knowledge.
Pharmacy Experiential Learning Database (PELD) (pdf, 2.79MB) by: Jim Woulfe (University of Sydney, Faculty of Pharmacy), contact: firstname.lastname@example.org
The Pharmacy Experiential Learning Database (PELD) is the first stage of a collaborative project involving The University of South Australia, The University of Sydney and The University of Queensland. By making an online repository of collaboratively developed learning and assessment tasks available to pharmacy teachers and preceptors, this first stage aims to improve the planning and delivery of pharmacy experiential learning throughout Australasia. The repository content is being developed and edited collaboratively in a series of workshops, and ten activities are already available for use in Pharmacy programs. The activities are stored in a web-based content management system, with short descriptions publicly browsable. Pharmacy professionals who sign up to the site have access to complete activities according to their role: academic, preceptor or student. Continuing improvement of both the activities and the PELD site as a whole is guided by user feedback, specifically aimed at providing ongoing evaluation of each experiential activity’s effectiveness in enhancing student competency. The site currently contains ten published activities, and more are in editing. They include activities related to patient counselling, individual reflection on a group project, dispensing, inter-professional learning, OTC products and medication management review. In addition, there is a strong reflective component to all activities. The database will provide a basis for the next two stages of the project: collaborative development of standardised graduated developmental descriptors; and development of quality indicators for experiential learning.
Role and Development of Epistemic Cognition in Inquiry Based Learning in Higher Education (pdf, 1.16MB) by: Anindito Aditomo (CoCo), contact: email@example.com
How do students’ epistemic cognition influence the way they learn through inquiry? What is the nature of this epistemic cognition? And do students’ epistemic cognition become more sophisticated as a result of inquiry-based learning?
Scripted Online Collaborative Writing as a Tool for Enhancing Group-Regulated Learning (pdf, 1.26MB) by: Nani S. Handayani, Prof Peter Reimann and Dr Lina Markauskaite (CoCo), contact: firstname.lastname@example.org
Collaborative scripts is one of scaffolds that commonly used in collaborative environment. Once the script given to the group, how students proceed from one case to another? Do the group develop their own scripts regardless of the scripts were given? Do the group get better when solving the second and the following cases?
|Speaking Self-efficacy and English as a Foreign Language: Learning Processes in a Multi-user Virtual Environment (pdf, 2MB) by: Puji Rahayu and Prof Michael J. Jacobson (CoCo), contact: email@example.com|
This case study of four students learning English in a multi-user virtual environment (MUVE)explores the speaking self-efficacy and English speaking skill development. The result shows that speaking self-efficacy improved and MUVE fosters English speaking skill development through authentic target language use, more effective vocabulary learning, and self-regulated learning.
Structure in Inquiry Learning: an Investigation into the Impact of Structure in Multi-User Virtual Environments
The purpose of this research project is to gain an understanding of impact of structure in inquiry learning in multi-user virtual environments. The research will investigate the impact of low to high structure activities and high to low structure activities on students’ learning outcomes. The research will focus on the initial stages of the activities in order to see if it is more advantageous for learners to commence with highly structured or unstructured activities.
Student Usage Patterns of Recorded Lectures (pdf, 6.78MB) by: Bec Plumbe (University of Sydney, Arts eLearning), contact: firstname.lastname@example.org
Lecturers report that students vociferously request online lecture recordings. However, many lecturers are reluctant to provide such materials as they feel that lecture attendance will drop. Additionally, research suggests that while many students request such materials, closer inspection of usage patterns reveal that relatively few students access relatively few recordings. Student usage patterns of recorded lectures will be analysed to see whether this pattern currently occurs in the Faculty of Arts at the University of Sydney. Usage patterns will be compared to assessment tasks in each unit of study. Data from the lecture recording system logs will be compared to information gathered by interviewing the lecturers. Student usage patterns of recorded lectures will be discussed with reference to assessment and teaching methods. It is hoped that this study may reveal some student behaviour patterns that can help provide teachers with evidence-based strategies for best use of recorded lectures as part of their broader pedagogy in a given unit of study.
The Effects of Integrating Asynchronous Online Discussion and Face-to-Face Instruction on Reading Comprehension (pdf, 872kB) by: Yahya Qenaey (CoCo), contact: email@example.com
This study will explore the effectiveness of integrating online discussion (OLD) and face to face reading classes upon secondary school instruction. It will explore the outcomes that can be achieved by using online discussion on reading comprehension. In addition, students and teachers’ perceptions toward using online discussion will be examined.
The TeCTra Online Tool Individualises Marks in Groupwork and Scaffolds the Learning of Self and Peer Assessment Skills (pdf.2.09MB) by: Dr Ryszard Raban and Andrew Litchfield (UTS, Faculty of Engineering and Information Technology), contact: firstname.lastname@example.org
A reliable assessment strategy for allocating different summative marks for individual contributions in groupwork is a perennial problem that using the TeCTra online tool can resolve. By collecting weekly quantitative and qualitative data to support the individualising of summative marks for groupwork the tool supports and scaffolds the students’ learning of self and peer assessment understandings, knowledge and skills. The system for calculating an individual contribution factor has released the academic from the enormous workload otherwise required to process any similar paper-based strategy.
Use of Technology and Educational Practices in Vocational Education and Training (VET) (pdf, 1.53MB) by: Myriam Mickhail (CoCo), contact: email@example.com
Vocational Education and Training (VET) plays an important role in providing employees with the knowledge and skills to meet the industry standard and contribute to economic growth. In Australia the private providers of VET have grown significantly through the years in providing career-focused training where practical and relevant courses are designed around the needs of businesses, and taught by experts with industry experience and the use of technology web-enhanced learning which makes the development both fast and interesting for both international and local students. VET students tend to have specific requirements compared to other students - they prefer short courses and hands-on practical skills that meet industry standards and secure a job. The problem is that as a system, and as individuals, there are difficulties in discerning patterns and applying appropriate designs. The result, in many cases, is that trainer and learners work with inappropriate models and become frustrated with flexible learning and return to more traditional teaching and learning relationships.