Embedding professional skills in the ICT curriculum
- Konsky, Brian von, Jones, Ashley, Miller, Charlynn
- Authors: Konsky, Brian von , Jones, Ashley , Miller, Charlynn
- Date: 2014
- Type: Text , Conference paper
- Relation: Electric dreams 30th Ascilite conference 2013 p. 883-887
- Full Text:
- Reviewed:
- Description: This paper reports on a preliminary investigation into the technology and techniques for designing and managing higher education programs in Information and Communications Technology (ICT). The approach outlined is based on the Skills Framework for the Information Age (SFIA) and is informed by data arising from the Australian Computer Society (ACS) Computer Professional education Program (CPeP). It is intended that this work will inform subsequent research to improve dialogue between Industry Advisory Boards, Professional Societies, and their academic partners as they design, implement, and accredit higher education programs in ICT. It is further intended that this will contribute to the development of ICT curriculum that is aligned with industry expectations and prepares ICT graduates for professional practice. Future directions for improving SFIA based curriculum design and facilitating better stakeholder communication and collaboration are discussed
- Authors: Konsky, Brian von , Jones, Ashley , Miller, Charlynn
- Date: 2014
- Type: Text , Conference paper
- Relation: Electric dreams 30th Ascilite conference 2013 p. 883-887
- Full Text:
- Reviewed:
- Description: This paper reports on a preliminary investigation into the technology and techniques for designing and managing higher education programs in Information and Communications Technology (ICT). The approach outlined is based on the Skills Framework for the Information Age (SFIA) and is informed by data arising from the Australian Computer Society (ACS) Computer Professional education Program (CPeP). It is intended that this work will inform subsequent research to improve dialogue between Industry Advisory Boards, Professional Societies, and their academic partners as they design, implement, and accredit higher education programs in ICT. It is further intended that this will contribute to the development of ICT curriculum that is aligned with industry expectations and prepares ICT graduates for professional practice. Future directions for improving SFIA based curriculum design and facilitating better stakeholder communication and collaboration are discussed
Sustaining the future through virtual worlds
- Gregory, Sue, Gregory, Brent, Hillier, Mathew, Miller, Charlynn, Meredith, Grant
- Authors: Gregory, Sue , Gregory, Brent , Hillier, Mathew , Miller, Charlynn , Meredith, Grant
- Date: 2012
- Type: Text , Conference paper
- Relation: Future Challenges, Sustainable Futures p. 361-368
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- Reviewed:
- Description: Virtual worlds (VWs) continue to be used extensively in Australia and New Zealand higher education institutions although the tendency towards making unrealistic claims of efficacy and popularity appears to be over. Some educators at higher education institutions continue to use VWs in the same way as they have done in the past; others are exploring a range of different VWs or using them in new ways; whilst some are opting out altogether. This paper presents an overview of how 46 educators from some 26 institutions see VWs as an opportunity to sustain higher education. The positives and negatives of using VWs are discussed.
- Authors: Gregory, Sue , Gregory, Brent , Hillier, Mathew , Miller, Charlynn , Meredith, Grant
- Date: 2012
- Type: Text , Conference paper
- Relation: Future Challenges, Sustainable Futures p. 361-368
- Full Text:
- Reviewed:
- Description: Virtual worlds (VWs) continue to be used extensively in Australia and New Zealand higher education institutions although the tendency towards making unrealistic claims of efficacy and popularity appears to be over. Some educators at higher education institutions continue to use VWs in the same way as they have done in the past; others are exploring a range of different VWs or using them in new ways; whilst some are opting out altogether. This paper presents an overview of how 46 educators from some 26 institutions see VWs as an opportunity to sustain higher education. The positives and negatives of using VWs are discussed.
Understanding victims of identity theft: A grounded theory approach
- Turville, Kylie, Firmin, Sally, Yearwood, John, Miller, Charlynn
- Authors: Turville, Kylie , Firmin, Sally , Yearwood, John , Miller, Charlynn
- Date: 2010
- Type: Text , Conference paper
- Relation: 5th International Conference on Qualitative Research in IT and IT in Qualitative Research, QualIT 2010
- Full Text:
- Reviewed:
- Description: Being a victim of identity theft can be a devastating and life-changing event. Once the victim discovers the misuse they need to begin the process of recovery. For the "lucky" victims this may take only a couple of phone calls and a small amount of time; however, some victims may experience difficulties for many year. In order to recover, victims of crime require support and assistance; however, within Australia this support is sadly lacking. In order to identify the issues currently faced by victims of identity theft as they work through the recovery process, a Grounded Theory methodology was identified as most appropriate. This paper provides a brief overview of the history of the research project; a brief introduction of grounded theory with a focus on preconceived ideas and their implications; and a description of the research project currently being undertaken. A discussion of some issues experienced when using grounded theory within an IT department with very little experience of qualitative research will be provided, along with some preliminary results.
- Description: E1
- Authors: Turville, Kylie , Firmin, Sally , Yearwood, John , Miller, Charlynn
- Date: 2010
- Type: Text , Conference paper
- Relation: 5th International Conference on Qualitative Research in IT and IT in Qualitative Research, QualIT 2010
- Full Text:
- Reviewed:
- Description: Being a victim of identity theft can be a devastating and life-changing event. Once the victim discovers the misuse they need to begin the process of recovery. For the "lucky" victims this may take only a couple of phone calls and a small amount of time; however, some victims may experience difficulties for many year. In order to recover, victims of crime require support and assistance; however, within Australia this support is sadly lacking. In order to identify the issues currently faced by victims of identity theft as they work through the recovery process, a Grounded Theory methodology was identified as most appropriate. This paper provides a brief overview of the history of the research project; a brief introduction of grounded theory with a focus on preconceived ideas and their implications; and a description of the research project currently being undertaken. A discussion of some issues experienced when using grounded theory within an IT department with very little experience of qualitative research will be provided, along with some preliminary results.
- Description: E1
Re-consider : The integration of online dispute resolution and decision support systems
- Muecke, Nial, Stranieri, Andrew, Miller, Charlynn
- Authors: Muecke, Nial , Stranieri, Andrew , Miller, Charlynn
- Date: 2008
- Type: Text , Conference paper
- Relation: Paper presented at 5th International Workshop on Online Dispute Resolution, in conjunction with the 21st International Conference on Legal Knowledge and Information Systems (JURIX 2008), Firenze, Italy : 13th December 2008
- Full Text:
- Description: Current approaches for the design of Online Dispute Resolution (ODR) systems involve the replication of Alternative Dispute Resolution practices such as mediation and negotiation. Though such systems have been found to be popular, there are concerns that these systems fail to take into account judicial practices. In this paper a system that supports disputants' decisions making when engaged in an online dispute is advanced. The system, Re-Consider, is an Australia Family Law ODR system, that is based on judicial reasoning modelled with Bayesian belief networks and provides disputants with decision support in the dispute. It is believed that this approach provides disputants with an online resolution process that will help them to reach outcomes that take judicial practices into account and presents a step toward more deliberative form of online dispute resolution.
- Description: 2003006782
- Authors: Muecke, Nial , Stranieri, Andrew , Miller, Charlynn
- Date: 2008
- Type: Text , Conference paper
- Relation: Paper presented at 5th International Workshop on Online Dispute Resolution, in conjunction with the 21st International Conference on Legal Knowledge and Information Systems (JURIX 2008), Firenze, Italy : 13th December 2008
- Full Text:
- Description: Current approaches for the design of Online Dispute Resolution (ODR) systems involve the replication of Alternative Dispute Resolution practices such as mediation and negotiation. Though such systems have been found to be popular, there are concerns that these systems fail to take into account judicial practices. In this paper a system that supports disputants' decisions making when engaged in an online dispute is advanced. The system, Re-Consider, is an Australia Family Law ODR system, that is based on judicial reasoning modelled with Bayesian belief networks and provides disputants with decision support in the dispute. It is believed that this approach provides disputants with an online resolution process that will help them to reach outcomes that take judicial practices into account and presents a step toward more deliberative form of online dispute resolution.
- Description: 2003006782
Student perceptions of podcasting to enhance learning and teaching in an information systems course
- Miller, Charlynn, Newnham, Leon
- Authors: Miller, Charlynn , Newnham, Leon
- Date: 2007
- Type: Text , Conference paper
- Relation: Paper presented at 14th International Conference ALT-C 2007: Beyond Control. Learning Technology for the social network generation, Nottingham University EMCC, Nottingham, England, UK : 4th-6th September 2007 p. 104-115
- Full Text:
- Description: Universities are challenged to seek methods to improve student learning. Leading edge technologies, such as podcasts, that put the focus on learner-chosen activities may be one way to accomplish this. This study explored student perceptions of podcasting as a learning and teaching tool in a first semester information systems course within an Australian university. Students were provided with a short podcast to supplement face-to-face lectures. Students were then surveyed to determine their perceptions of the impact of this podcast on their learning. A high number of respondents agreed that they used the podcast, that it increased their understanding of the lecture material and that it assisted their learning in the unit overall. The findings in this preliminary study lend support to the concept that podcasting can enhance learning when used as a supplement to traditional teaching methods.
- Description: 2003002687
- Authors: Miller, Charlynn , Newnham, Leon
- Date: 2007
- Type: Text , Conference paper
- Relation: Paper presented at 14th International Conference ALT-C 2007: Beyond Control. Learning Technology for the social network generation, Nottingham University EMCC, Nottingham, England, UK : 4th-6th September 2007 p. 104-115
- Full Text:
- Description: Universities are challenged to seek methods to improve student learning. Leading edge technologies, such as podcasts, that put the focus on learner-chosen activities may be one way to accomplish this. This study explored student perceptions of podcasting as a learning and teaching tool in a first semester information systems course within an Australian university. Students were provided with a short podcast to supplement face-to-face lectures. Students were then surveyed to determine their perceptions of the impact of this podcast on their learning. A high number of respondents agreed that they used the podcast, that it increased their understanding of the lecture material and that it assisted their learning in the unit overall. The findings in this preliminary study lend support to the concept that podcasting can enhance learning when used as a supplement to traditional teaching methods.
- Description: 2003002687
Retaining mature-age students at university: A student services perspective
- Authors: Miller, Charlynn
- Date: 2006
- Type: Text , Conference paper
- Relation: Paper presented at the 2006 annual international conference of the Higher Education Research and Development Society of Australasia Inc, HERDSA, Perth : 9th July, 2006 p. 245-250
- Full Text:
- Reviewed:
- Description: This paper presents a study of mature-age student perceptions of the university services that enhance academic outcomes and encourage retention. The study explored whether mature-age undergraduates needed, or were interested in, student services, and whether these services enhanced students’ educational experience. A survey was sent to mature-age undergraduates at a U.S. public university. Respondents in this study used some student services, but found few that were helpful to them and did not perceive that many of the services were accessible to them. They further indicated that they would be interested in adult-centred services, and considered these critical to their ongoing academic success. Respondents perceived that the university did not consider them in planning programs and that their experience at the university could be enhanced by this consideration. This study documented that mature-age undergraduates have different student service needs and support a stronger emphasis on adult-focused services. Adult-centred student services can indicate to mature-age undergraduates’ that their presence and participation is valued by the university, encourage community building, and increase retention. Student services are well placed within universities to facilitate and encourage this community-building in mature-age undergraduates.
- Description: E1
- Description: 2003001937
- Authors: Miller, Charlynn
- Date: 2006
- Type: Text , Conference paper
- Relation: Paper presented at the 2006 annual international conference of the Higher Education Research and Development Society of Australasia Inc, HERDSA, Perth : 9th July, 2006 p. 245-250
- Full Text:
- Reviewed:
- Description: This paper presents a study of mature-age student perceptions of the university services that enhance academic outcomes and encourage retention. The study explored whether mature-age undergraduates needed, or were interested in, student services, and whether these services enhanced students’ educational experience. A survey was sent to mature-age undergraduates at a U.S. public university. Respondents in this study used some student services, but found few that were helpful to them and did not perceive that many of the services were accessible to them. They further indicated that they would be interested in adult-centred services, and considered these critical to their ongoing academic success. Respondents perceived that the university did not consider them in planning programs and that their experience at the university could be enhanced by this consideration. This study documented that mature-age undergraduates have different student service needs and support a stronger emphasis on adult-focused services. Adult-centred student services can indicate to mature-age undergraduates’ that their presence and participation is valued by the university, encourage community building, and increase retention. Student services are well placed within universities to facilitate and encourage this community-building in mature-age undergraduates.
- Description: E1
- Description: 2003001937
Facilitating the development of lifelong learners through e-communication tools
- Firmin, Sally, Miller, Charlynn
- Authors: Firmin, Sally , Miller, Charlynn
- Date: 2005
- Type: Text , Conference paper
- Relation: Paper presented at ASCILITE 2005, 4-7 December 2005, QUT, Brisbane, Queensland, Brisbane : 4th December, 2005
- Full Text:
- Reviewed:
- Description: Computer mediated communication (CMC) skills are essential in todays rapidly changing, technologically focused environment. This study reports student perceptions towards using CMC to improve learning. Twenty-two Tertiary and Further Education students participated in a pilot study that measured student preferences and perceptions of e-communication tools via a combination of qualitative and quantitative methods. Three units of varying levels and complexities of e-communication tools were used in the study, which provided perceptions influenced through varying levels of exposure and usage. The research indicated that students perceived most tools as being useful, but not all preferred to use them. A most important finding was students indicated a shared perception and preference for combinations of e-communication tools, and that by promoting the use of these tools, teachers help encourage students to develop as lifelong learners.
- Description: E1
- Description: 2003001356
- Authors: Firmin, Sally , Miller, Charlynn
- Date: 2005
- Type: Text , Conference paper
- Relation: Paper presented at ASCILITE 2005, 4-7 December 2005, QUT, Brisbane, Queensland, Brisbane : 4th December, 2005
- Full Text:
- Reviewed:
- Description: Computer mediated communication (CMC) skills are essential in todays rapidly changing, technologically focused environment. This study reports student perceptions towards using CMC to improve learning. Twenty-two Tertiary and Further Education students participated in a pilot study that measured student preferences and perceptions of e-communication tools via a combination of qualitative and quantitative methods. Three units of varying levels and complexities of e-communication tools were used in the study, which provided perceptions influenced through varying levels of exposure and usage. The research indicated that students perceived most tools as being useful, but not all preferred to use them. A most important finding was students indicated a shared perception and preference for combinations of e-communication tools, and that by promoting the use of these tools, teachers help encourage students to develop as lifelong learners.
- Description: E1
- Description: 2003001356
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